Managing The Self - UTS Handout PDF

MANAGING THE SELF LEARNING TO BE A SETTING BETTER GOALS FOR STUDENT SUCCESS Understanding the Self UNIT 3: Managing the Self ...

MANAGING THE SELF LEARNING TO BE A SETTING BETTER GOALS FOR STUDENT SUCCESS Understanding the Self UNIT 3: Managing the Self  Self-management Refers to a deliberate and systematic attempt to plan and control a person’s life for achieving his or her life goals without wasting time, energy, and available resources (Opatha, 2010). Understanding the Self UNIT 3: Managing the Self  Self-Management Skills Self-Awareness Self-Motivation Goal-Setting Self-Efficacy Time Management Mindset Understanding the Self UNIT 3: Managing the Self  LEARNING TO BE A BETTER STUDENT Establishing effective study habits Understanding the Self UNIT 3: Managing the Self  Learning and Performance BS Physical Therapy ▪ Learning refers to change in behavior potentiality BS Hospitality Management, major in Hospitality Leadership ▪ Performance refers to the translation of this potentiality into behavior. Understanding the Self UNIT 3: Managing the Self  Stress and Performance ▪ A low degree of stress is associated with low performance ▪ High stress can set the system into fight-or-flight mode which leads to less brain activity in the cortical areas where higher-level learning happens ▪ Moderate levels of cortisol tend to correlate with the highest performance on tasks of any type. Understanding the Self UNIT 3: Managing the Self  Learning Types Rote Learning learning without understanding e.g. memorization Rational Learning learning with understanding Motor Learning the adaptation of movement to stimuli relating to speed and precision of performance. Understanding the Self UNIT 3: Managing the Self  Learning Types Associational Learning is learning through establishing RELATIONSHIP. Appreciational Learning process of acquiring attitudes, ideas, satisfaction and judgment concerning values as well as the recognition of worth and importance which learner gains from activities. Understanding the Self UNIT 3: Managing the Self  Basic Principles of Learning Recency. Most recent Frequency. Knowledge Vividness. Learning is impression or encountered most proportional to association is more often is more likely to vividness of the likely to be recalled. be recalled. process. Exercise. Using what Readiness. Readiness has learned will help to learn is proportional its likelihood to be to the efficiency of recalled. learning. Understanding the Self UNIT 3: Managing the Self  SETTING GOALS FOR SUCCESS Determining the sense of goal-setting, motivation, self-efficacy and good mindset Understanding the Self UNIT 3: Managing the Self  Goals ▪ Observable and measurable end result of several objectives that are to be accomplished in a given time frame ▪ Desired results or outcomes one wishes to achieve Vision vs. Goals ▪ Vision is an idea of what you want to be or what you want to do ▪ Goals are more specific:“what do I need to do to reach my vision” Understanding the Self UNIT 3: Managing the Self  Are GOALS important? ❖ Guide to act ▪ They determine, what you want to do, where you want to go. ❖ Motivates one’s behavior ▪ Energizes people to move. ▪ No goal = No motivation (They give us direction and purpose). Understanding the Self UNIT 3: Managing the Self  Goal Setting Theory (Edwin Locke and Gary Latham) ❖Goal setting is essentially linked to task performance. ❖Specific and challenging goals along with appropriate feedback contribute to higher and better task performance. ❖Goals indicate and give direction to a person about what needs to be done and how much effort is required to be put in. Understanding the Self UNIT 3: Managing the Self  S - Specific Your goal should be clear and specific, otherwise you won't be able to focus your efforts or feel truly motivated to achieve it. Six “W” questions: ▪ Who: Who is involved? ▪ What: What do I want to accomplish? ▪ Where: Identify a location. ▪ When: Establish a time frame. ▪ Which: Identify requirements and constraints. ▪ Why: Specific reasons, purpose or benefits of accomplishing the goal. Understanding the Self UNIT 3: Managing the Self  M - Measurable Setting measurable goals is important in order to track your progress and stay motivated. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. To determine if your goal is measurable, ask questions such as: ▪ How much? How many? ▪ How will I know when it is accomplished? Understanding the Self UNIT 3: Managing the Self  A – Action Plan ▪ Goals need to be realistic and achievable for it to be successful. ▪ Goals should also motivate you to stretch your abilities towards proper planning. ▪ You will further begin to identify different resources that can bring you closer to it. Understanding the Self UNIT 3: Managing the Self  R – Relevant ▪ Relevant goals must also be applicable to the present situation and aligned to the vision you set. ▪ Your goal matters to you Understanding the Self UNIT 3: Managing the Self  T – Time Bound ▪ Every goal needs a deadline, this will motivate you and help you focus toward your goal. Understanding the Self UNIT 3: Managing the Self  Time Management Skills ▪Establish a routine Time Management ▪Plan ahead and create your Ability to plan, daily planner/ to do list organize and use your time effectively. ▪Prioritize and give each task a time limit ▪Eliminate distractions – learning say “no” ▪*Fixed Commitment Calendar Understanding the Self UNIT 3: Managing the Self Day/Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday 6:00-6:30 Wake up time/ Breakfast 6:30-7:00 7:00-7:30 Travel Time Prepare for Travel Time Prepare for Travel Time Breakfast Breakfast 7:30-8:00 online class online class 8:00-8:30 Onsite Class Online class Onsite Class Online class Onsite Class Chores Mass/ Family 8:30-9:00 activity 9:00-9:30 Onsite Class Online class Onsite Class Online class Onsite Class Review- 9:30-10:00 Subject 1 10:00-10:30 Snacks Snacks/ Snacks Snacks/ Snacks Review- Help in the Stretching Stretching Subject 2 chores 10:30-11:00 Onsite Class Online class Onsite Class Online class Onsite Class 11:00-11:30 Research Tasks 11:30-12:00 Travel time Online class Travel time Research Travel time Work 12:00-12:30 Lunch Lunch 12:30-1:00 Lunch Lunch Lunch Lunch Lunch 1:00-1:30 Prepare for Self-care 2:00-4:00 Review for subjects/ Research work/ Homework/ LMS quiz/ routine 4:00-5:00 Break/ Healthy habit (Exercise, planting, drawing, music, yoga reviewer 5:00-7:00 Dinner with family/ Chores 7:00-8:00 Free time/FB/ social media Self-care 8:00-9:00 Free time/ Sleep  Self-Motivation Internal drive to complete certain tasks and achieve target goals Self-Motivation Skills ▪ Goal-setting ▪ Sense of initiative ▪ Visualization ▪ Commitment ▪ Stepping out of the ▪ Positive Mindset to goal comfort zone Understanding the Self UNIT 3: Managing the Self  Human Motivation (Abraham Maslow) ❖Maslow describes these needs as “being arranged in a hierarchy of prepotency”, with physiological needs making up the bottom of the pyramid ❖PREPOTENT: they must be satisfied or mostly satisfied before higher level needs become activated Understanding the Self UNIT 3: Managing the Self  Maslow’s Hierarchy of Needs (Basic, Psychological and Self-fulfilment needs) Understanding the Self UNIT 3: Managing the Self  Maslow’s Hierarchy of Needs (Deficiency and Growth Needs) Understanding the Self UNIT 3: Managing the Self  Maslow’s Hierarchy of Needs (Deficiency and Growth Needs) Deficiency needs B needs = Being needs Deficiency needs arise due Growth needs do not stem from to deprivation a lack of something, but rather Motivate people when they from a desire to grow as a are unmet person. Also, the motivation to fulfill Once these growth needs have such needs will become been reasonably satisfied, one stronger the longer the may be able to reach the highest duration they are denied. level called self-actualization. Understanding the Self UNIT 3: Managing the Self  ▪ It is the full use and exploitation ▪ Peak of Maslow’s of talents, capabilities, hierarchy are the self- potentialities, etc. actualization needs. ▪ Such people seem to be fulfilling ▪ "What a man can be, themselves and to be doing the he must be," (referring best that they are capable of to the need people doing. have to achieve their ▪ They are people who have full potential as human developed or are developing to beings) the full stature of which they capable."  ▪ Eleonor Roosevelt ▪ Thomas Jefferson ▪ Chairperson of the drafting committee of ▪ 3rd President of the United Staes of the Universal Declaration of Human America Rights ▪ Primary author of the Declaration ▪ “First Lady of the World” by President Independence in 1776. Truman for her lifelong humanitarian achievements  Social Cognitive Theory (Albert Bandura) ❖Albert Bandura's Social Cognitive Theory emphasizes how cognitive, behavioral, personal, and environmental factors interact to determine motivation and behavior. ❖Self-efficacy is the belief we have in our own abilities, specifically our ability to meet the challenges ahead of us and complete a task successfully. Understanding the Self UNIT 3: Managing the Self  Four Factors that influence people’s beliefs about their effectiveness Mastery Vicarious Verbal Emotional and Experiences Experiences Persuasion Physiological (Performance (Social Role States Outcomes) Models)  Mastery Experiences Vicarious Experiences (Performance Outcomes) (Social Role Models) Refers to the experiences Observing other people one gain when they successfully complete a successfully take on a task new challenge.  Emotional and Verbal Persuasion Physiological States A person is more likely to believe they have the ability A person’s perception of and skill when they receive their own talents in a given encouraging verbal feedback circumstance can be while working on a influenced by their challenging task. emotional, physical or psychological health  Ways to Enhance Self-Efficacy 1. Take active part in the learning process 2. Be accountable, learn from difficulties. 3. Seek feedback, reach out to others 4. Rest if you must but never quit.  Growth Mindset Theory (Carol Dweck) According to Carol Dweck, individuals can be placed on a continuum according to their implicit views of "where ability comes from". Dweck states that there are two categories (growth mindset versus fixed mindset) that can group individuals based on their behaviour, specifically their reaction to failure Understanding the Self UNIT 3: Managing the Self  Growth Mindset - It is the belief that one's abilities, talents, and intelligence can be developed through effort and learning. Those with a "fixed mindset" believe that abilities are mostly innate and interpret failure as the lack of necessary basic abilities, while those with a "growth mindset" believe that they can acquire any given ability provided they invest effort or study. Understanding the Self UNIT 3: Managing the Self  Growth Mindset Theory (Carol Dweck) Understanding the Self UNIT 3: Managing the Self Some Ways to Develop Growth Mindset See the situation from another lens Keep in mind that growth is a process, not a destination Focus on what you can do, your actions Learn from your mistakes  STAR STOP THINK ACT REFLECT Strategies to Look and think Act with What went pause for a about the the best well, what moment, situation, choice, could I do collect consider do what better next thoughts, choices, is time recognize options and planned feelings consequences The effort of reaching the top It takes hard work to get to is worth it, no matter how the top of the mountain. difficult the climb was.  Activity: Group 1: Goal-Setting ▪ Identify strategies to further enhance the skill assigned… Group 2: Time Management ▪ Create or come up with your Group 3: Self-Motivation own group quotation that Group 4: Self-Efficacy capture the strategies you identified Group 5: Mindset ▪ Group presentation Understanding the Self UNIT 3: Managing the Self