Unit 33: Working with Individual learners
1 | P a g e
2 | P a g e
Introduction:
Workplace has changed for changing the working condition, environment and globalisation.
In recent times, skills and knowledge plays vital role in working sector. Organization always
tries to collect skilled employees. In academic life, student should concentrate on how to
develop the skills and knowledge which will help in professional life. Personal and
professional goal should merge and develop action planning as teacher can provide best input
to student. There are different kinds of learning needs based on learning situations
(Ldoceonline.com, 2019). Mentor, teacher and coach has different roles and responsibilities
in different sectors. Cassie has faced family problems and reducing alcohol, Lissa doesn’t like
sessions and Aran involves in drinking but concern about study and submission of
documents. So, teacher requires different learning styles and situations and panning as they
can learn properly and develop personal and professional skills and knowledge.
Task One: Report (1.1/1.2/1.3)
1.1 Summarise the responsibilities of a coach, mentor and teacher in relation to working
with individual learners
Learning is a part of gaining new knowledge, experiences and developing skills. During
learning sessions, a person can learn several things based on the sessions. There are several
kinds of methods of learning including training, observation, coaching, working in team etc.
Only learners cannot get the outcome, it requires quality responsibilities and performance
from coach, mentor and teacher (Ldoceonline.com, 2019). Although the roles and
responsibilities of each categories of learners are different but the main goal is to provide
learning to learners. So, the key responsibilities of coach, mentor and teacher are showing
with the example of case study:
Enabling students to identify needs: A teacher must have to identify the needs of
learning and identify student which they want to learn. First of all, each person must
identify the students and their needs. A teacher provides learning, mentor works for
motivation and supporting and coach train person to develop skills on particular sector.
Different categories of students include for different sectors in learning. Because learning
needs is different for student.
Individualised learning: It is essential responsibility for mentor, teacher and coach to
define the provision of earning actions how it is designed, provided and meet with their
needs. But it sometimes creates problem for coach, teacher or mentor as different learners
3 | P a g e
has different capabilities (Billett, 2018). For example, Aran has strong knowledge to
study but addicted to alcohol and Lissa is more hard working in study.
Providing appropriate level and type of support to achieve goals: Teacher, mentor and
coach must have to guide learners about the goals and learners. Without being specific,
learners will not get the outcome. So, teacher, mentor and coach must have to
differentiate the support type and level of teaching to deliver the services.
Offering appropriate guidance or direction: Without rudder, a boat cannot reach the
destination. As like if mentor, coach or teacher cannot provide proper guidance to the
learners, learners won’t get their outcome and achieve target, to reach goal. So, offering
proper guidance and direction is one of the responsibility for mentor and coach.
Encouraging and challenging: Mentor works for guiding, encouraging and provides
challenge to the learners. Mentor always try to motivate on works and learning to
learners. Coaches try to provide challenging works to student as they can develop skills.
Security to share issues: Mentor, coach and teacher must have to secure the issues which
will provide to deliver. Because security is now big issue for archiving the target. S3ecure
the key issues which help the achievement of articular target for influencing achievement.
Recognising personal and professional limits of responsibility: They must need to
recognise the personal limitation and professional limitations of learners and develop plan
to provide them learning skills.
Referral to specialist support: Each person must need to refer different issues which
will help to develop the skills and support for future need.
Exploring solutions: They must have to explore the solutions for motivating learners,
guide them and provide solutions as per teaching them. For example, teacher should
explore the solutions for Cassie as she is now totally depressed and motivate by mentor
for focusing on study (Billett, 2018).
Promoting student autonomy: mentor should focus on promoting student autonomy and
concentrate on how to develop their motivation. Cassie and Aran require more motivation
learning and attendance.
1.2 Analyse the differences between the coaching, mentoring and teaching roles in
relation to working with individual learners
Coaching, mentoring and teaching is three different professions. But there are some
similarities including providing guidance, supporting and moving learners to the goals and
4 | P a g e
objectives. Working with individual learners in workplace and based on categories of trainee,
some differences of coaching, mentoring and teaching showing with example of case study:
Coaching: Coaching is the way of developing the skills of earners by an experienced or
expert person to achieve the professional goal of learners. Sometimes it may different based
on skills and learning needs. But most of the time, it varies because mostly it relates with
informal relationship.
Identifying areas to improve performance: Coach focuses on improvement of
particular sector by identifying it. Coach works for developing skills professionally. For
example, Aran requires exercise and coach can play key role here (Fay and Buchweitz,
2014).
Providing guidance: Coaching is like as providing guidance to learners. During
developing skills of leaners, coach provides guidance to develop skills and improves the
skills. For example, Coach needs to motivate Aran to focus on exercise to control
drinking alcohol.
Targeted outcome: Coach specifics the target to develop skills ad focuses on targeted
outcome of learners. Coach can specify the target and develop skills.
Working to specific structure: coach works and guides learners with specific structure
and develops the skills and knowledge.
Mentoring: Mentoring is mostly related to guiding others, they focus on developing personal
and professional skill. Mentoring helps a person to concentrate on learning and workplace.
For individual learners, mentor plays good role.
Critical friend: Mentor works as critical friend. Because mentor helps to encourage and
supports to learn about something which is difficult to listen and uncomfortable. Critical
friend helps to show the truth in front of everyone and provides solutions about the
problem.
Negotiating appropriate level and type of support: mentor can negotiate with different
level of learners and negotiate with type of support to deliver the services (Fay and
Buchweitz, 2014). Working in workplace, a learner must learn about level of negotiation
and support and mentor provides them.
Enabling the student to determine direction: mentor works as direction. Mentor uses
directive and supportive leadership to enable learners to determine the goal and provides
guidelines to each the goas. So, Cassie requires motivation and Aran requires guidance to
concentrate on attendance.
5 | P a g e
Proactive rather than structured: they don’t follow the structured method, they mostly
follow how to lead learners and achieve the target by supporting them.
Goals less clearly defined: buts mentor specify the goals properly. They mainly
determine the target with appropriate method and focuses on support rather than
determining goals of learners during support (Griffiths, 2017).
Teaching: Teaching is the most important part of a nation which help a nation to build the
future leaders. A good teacher can make a nation more developed. He is the developer of a
nation. Teaching is not delivering knowledge it is more than it.
Responsibility for needs: A teacher categorised the needs of students and learning
programme and develops learning process based on the needs of students. For example,
Lissa requires less class than Cassie and Aran is more knowledgeable than other two
students, teacher will use different process for them.
Subject specialist: Teachers are subject specialist. Teacher deliver knowledge on specific
sector. For example, psychologist teacher provides knowledge on psychology.
Working with groups as well as individuals: teacher provides teaching about how to
work in group and individual (Griffiths, 2017). They categories in different sections and
deliver the knowledge.
Focus on assessment outcomes: teacher not only provides knowledge but also assess the
performance of students by taking examination. For example, Aran, Cassie and Lassies’
performance is based on their class attendance.
Managing learning process: a teacher manages the performance pf students and
develops learning proves like class module, subject module and assessment process etc.
1.3 Review the effectiveness of coaching, mentoring and teaching roles in meeting
individual learning needs
Individual person requires development of skills and knowledge based on their needs. To
determine the needs of individual needs, it is very important to show the effectiveness of
mentoring, coaching and teaching (Miller, 2016). The roles and teaching, mentoring and
coaching and effectiveness for meeting with individual learning needs are showing here:
Identifying needs through initial assessment: Assessment helps to determine the
performance of individual learners. In academic course, Lassie, Cassie and Aran’s
performance depends on the course attendance and their result. So, after the initial
assessment of their outcome, it clearly shows the teacher can determine the needs and
6 | P a g e
mentor can guide and coach can direct to increase the performance in different
sectors.
Recognising preferred learning style: Different individual learners require different
types of learning methods. For example, Aran require Kolb learning style and he is
Kinaesthetic learner, Cassie also requires Kolb learning style and Lissa is Read/write
learner because she likes to read and write more.
Enabling students to identify own needs: After identifying the learning needs and
styles, mentor, teacher and coach can enable students to identify their needs and help
to move on the target by guiding students (Miller, 2016).
Empowerment of individual students: It is crucial part to help individual learners to
engage themselves on working and learning. Empowerment is key way of engaging
employees in different needs and learn needs. Students can understand the needs and
assess the needs and learn needs.
Identifying targets for action planning: effectiveness of teaching, mentoring and
coaching depends on how properly students can identify the target and relates with
action planning. Smart objective or target can be tool for analysing oneself (Omoth,
2019).
Providing feedback: assessment through performance measurement is the way of
judging the capabilities. Feedback is another crucial issue for teacher to increase the
performance of leaners. Effectiveness of performance depends on feedback from
learners in workplace.
Monitoring achievements: Individual learners like Aran, Lassie and Cassie require
mentoring, guidance and learning. But monitoring is another issue here to show their
improvement. Teacher can guide them to develop their own plan and focus on
improvement (Omoth, 2019). CPD can play crucial role for identification of skills and
developing the weaknesses.
Task Two: Reflective Report (2.1/3.1/3.2/4.1)
2.1 Justify the selection of strategies to meet the needs of individual learners
Individual learners want to develop their skills and knowledge based on required needs.
Individual learners need to determine the appropriate strategies to meet with the needs of
learners. Lissa is most hard working student and can learn on the other hand Aran is lazy but
can learn easily and gifted but Cassie is now facing several problems (Omoth, 2019). So, they
7 | P a g e
require different selection of strategies to meet with needs. Some of them are discussing
based on needs of them:
One-to-one discussion: One-to-one discussion is method of selecting the needs
where teacher, mentor or coach will discuss with learners about their needs. Because
here, teacher will discuss with student about their problem and provide solutions.
Cassie can discuss with teacher about attendance and how to concentrate on study and
it is effective strategy for meeting needs.
Demonstration: It is the method of evaluating information, ideas and processes
virtually for teaching. It knows as teaching method which helps student to determine
the teacher’s active performance and how relates with learning. Here, teachers ask
some questions to students in the class and determine their needs and create attention
to them.
Coaching: it is another strategy of selecting the needs of individual learners. Coach
helps learners professionally to determine the capability of learners and determine the
required needs of them (Scott Jeffrey, 2019). Coaching will help Cassie to concentrate
on study and identify needs.
Work-based assessment: Teacher may guide learners to involve in working and
teacher will assess the performance of employees. By this way, teacher will get
information about the needs of learners in workplace. For example, Aran require
guidance and teacher will motivate him to quit it.
Observation of practice: this strategy helps learners to determine the needs of
learning. Because here, teacher will show the working performance and observer to
determine needs. In class, teacher will determine the performance of students and by
this method, teacher showed that Lissa, Cassie and Aran have different needs (Scott
Jeffrey, 2019).
Peer working or peer teaching: Peer teaching or working can determine the learning
needs of individual learners. Because by working together, one can determine the
needs of others and assessment will be easy.
Negotiation goals and SMART targets: Teacher can apply this strategy where
teacher will negotiate with the goals and determine the needs of students. By this
method, teacher will provide information to develop own goals using smart target.
Case study: By providing case study to analyse towards students, teacher can
determine the capability and their needs. In workplace, many organizations use it to
8 | P a g e
known the capabilities of employees and required needs of learning (Briantracy.com,
2019).
Simulation: Organization uses simulation to determine the required needs by
forecasting and statistical analysis of previous experiences. Teacher uses simulation in
class to show the capabilities of students and required needs where they targeted like
practical and book.
E-learning: this learning method is increasing is demand because of innovation,
technologies and internet availability. Teacher identifies the needs to deliver the
needs. Teacher can observe the performance through online sources and determine
needs (Briantracy.com, 2019).
3.1 Review the resources required for an effective multi-agency approach
Collaborative workplace is much needed for any organization. Multi-agency approach
creates a new infrastructure which help individuals to get support at early stage and being
practitioners and sharing information with hierarchies. It helps individuals to determinism
risks, developing support package and share information which required (Sutton, 2016).
Multi-agency working approach provides a seamless response to the persons where they are
in complex needs. There are several things need to think about it and resources required for
multi-agency approach for individual learning development. Some resources are explaining
here:
Identification of own barriers and need for referral: First of all, individual needs to
determine the own barriers including communication, cooperation capability, leadership etc.
Teacher also can help learners to determine the limitations based on assessment. From the
assessment of group of 15 students, teacher showed the performance of Lissa, Cassie and
Aran and refer to use their strategies to increase working performance.
Specific support available for language: Individual learners must need to get support for
literacy. Communication resources can help to develop multi-agency working environment.
So, mentor, teacher will provide the resources. Cassie required cooperation and Aran required
communication to solve problem.
Opportunities for development of numeracy skills: There are several opportunities come in
front for individual learners but they cannot identify. So, teacher will guide to identify and
use numerical skills to develop skills.
Resources available in-house: Communication, leadership, cooperation, bondage all are in
house skills and resources for multi-agency approach. So, teacher should initiate the
9 | P a g e
resources and show individuals how to use them. Aran can apply own capability in
development of working environment (Sutton, 2016).
Internet/intranet: internet has changed the world and communication process. By using
internet, individual learners can communicate with different places and develop won
knowledge and work in distance places. Teacher will help Cassie to communicate with
multiple places and Lissa will work in team to develop knowledge.
Provision of specialist counselling: Counselling plays a crucial role for students learning.
During counselling, there must have some specific provision which will help to determine the
multi-agency approach in working.
Subject-specific professional: Multi-agency approach also requires subject-specific
professional which will help to enable learners to involve in work. Professional specialist
helps learners to motivate in working (The Balance Careers, 2019).
3.2 Explain factors which influence the referral process
There are many factors which directly and indirectly impact on referral process. Referral
process includes how an individual can involve learning process based on information from
teacher, coach or mentor. Factors are showing here:
Specific nature of student needs: During referral, teacher must need to understand
the nature of needs. Because without understanding the student needs, teacher won’t
be able to design the referral process.
Limit of own competence and skills: Teacher and student must know about the limit
of competence and skills. By understanding the current competency and skills, teacher
can referral to other sectors (The Balance Careers, 2019).
Conflict of interest: Interest sector and required sector is now big problem for
student. So, teacher should provide guide to reduce the conflicts on interested sector
and move on target where student will provide better service and learn more. As
example, Aran like to learn by practical and Cassie require motivation and learn more.
Commitment required and time available: Teacher must fulfil the requirement and
commitment and provide a time limit as student can concentrate on working and
learning.
Availability of resources: Without available resource, a teacher cannot refer a
student to another learning sector. Because competence, capabilities, resources are all
crucial part of learning (The Balance Careers, 2019). Therefore, 15 students must
have a classroom, learning styles, mentor required etc.
10 | P a g e
Access to specialist provision: In the referral process, teacher must determine the
provision to access on specialist. To get the referral, students require to maintain the
provision. Access to provision will help to know about the process and how to work.
Robust referral process: teacher must use the robust referral process otherwise target
will not fulfil. To ensure the target, teacher must need to refer Aran, Cassie specifies
and strong referral process to get the target (Fairclough, 2008).
‘Traffic-light’ procedure: this is most important factor of referral process. It helps a
teacher to determine the possibility of success, risks and other issues for referral.
Different alternative options require for referral and will contribute to get the positive
outcome.
Student preference: During referral, teacher must ensure preference to student needs
because it will provide better outcome to learning process.
4.1 Review the processes involved in one-to-one coaching, mentoring and teaching in
relation to emotional, intellectual and social benefits for learners
One-to-one coaching, mentoring and teaching is the method of guiding individual to learn
about something. One-to-one helps individual to determine the individual needs easily and
can provide better outcome to individual. Cassie requires one-to-one coaching and mentoring
for increasing emotional condition (Fairclough, 2008). Aran requires one-to-one mentoring as
he can involve in social work and quit drinking. Different situations are applied for in
different persons. The emotional, social and intellectual benefits of one-to-one based on the
process of this method is showing here:
Providing safe environment to allow student to explore own issues: For one-to-one
method, a learner can get safe environment. So, it helps to provide the safe
environment to ensure social benefits. For this, the student gets more intellectual.
Establishing rapport: One-to-one develops quality relationship between learner and
teacher, coach or mentor. It builds up quality relationship and help to achieve target.
Mentor cane easily motivate Aran and move on to target.
Building student confidence: One-to-one method builds student confidence. As
teacher motivates in class to concentrate study. Here, Cassie will involve in study.
Mentor help to build confidence as Aran can work for quit drinking (Grigorenko,
2008).
11 | P a g e
Demonstrating reliability: It creates reliability and student can understand the
required needs. It helps to develop intellectual quality by involving in reliable
learning. Student will emotionally involve in learning as it is important for them.
Establishing trust: One-to-one method also creates trust among teacher and student.
Cassie and Aran will motivate on study and class. As they miss the class and they can
attend classes if one-to-one method applies and they will involve in social work.
Promoting sharing confidences: Social work helps a person to reduce bad habits.
Teacher or mentor can motivate Aran as he can quit drinking and involve in social
work. One-to-one can help to promote emotional activities and involve in relevant
sectors.
Empowering individual: Empowering individuals also helps to show the quality
performance in learning (Grigorenko, 2008). If teacher can empower student like
Lissa, Shae will provide better result. Emotional benefits will establish here.
Encouraging reflective practice and self-assessment: Each person needs to develop
own skills and one-to-one method helps to assess the own performance by reflective
practice.
Providing tools necessary to aid problem solving and decision making: Decision
making is key part for a student and teacher provides suggestion and guidance who to
take better decision and solve the personal and professional problems (Lakey, 2010).
Task Three: Action Planning and Reflective Report (5.1/5.2/5.3)
5.1 Analyse the effectiveness of own practice in relation to one-to-one teaching and
learning situations
Learning and teaching is key part of developing own skills and knowledge. So, the
effectiveness of own practice with one-to-one teaching and learning situations are showing
here with example of individual learners:
Performance review: The effectiveness of own practice will be evaluated by
performance review. This will help to understand the improvement and how to work
for further improvement. So, it is great way to show own practice of learning
situations.
Level of student autonomy and self-confidence: By understanding the student
autonomy and self-confidence show the own practice in relation to learning and
teaching situations (Lakey, 2010).
12 | P a g e
Evaluation of specialist skills: Individual person needs to develop skills on specialist
sectors. Specialist skills evacuation can show the effectiveness of own practice and
improve the skills. Proper evaluation can determine the weakness as well.
Reflective practice in evaluating own approaches: Personal assessment and
reflection can show the learning and teaching knowledge. Reflective practice means
evaluating own skills and how to develop the skill based on action planning.
Using feedback from others in evaluating personal skills and attributes: the
effectiveness of own practice of learning and teaching can show by getting feedback
from teachers and mentors. On the other hand, student can deliver their weakness and
it shows the learning needs.
Evaluating achievement and feedback from students: it is another important part
of evaluating own practice and learning situations. By evaluating achievement and
feedback from students can show the learning needs.
Formal observation feedback: teacher can help to show the performance by
observation. Observation is very effective to determine the improvement performance,
skills and knowledge. Formal observation feedback is effective for it (Lindberg,
Ziegler and Barczyk, 2016).
5.2 Identify own strengths and areas for improvement in relation to one-to-one teaching
and learning situations
By the evaluation and assessment of case study of Cassie, Aran and Lissa, there are several
things come in front. They are qualitative and has many problems as well. This part will show
how to find put the key strengths and weaknesses and who to improvement the weaknesses
based on opportunities.
Swot analysis is the tool which is used for evaluating the internal capabilities and
weaknesses and external opportunities (Lindberg, Ziegler and Barczyk, 2016). Based on the
case study, some strengths of each individual person are showing here:
Measuring strengths and weaknesses:
| Strengths | Weaknesses | ||||
| Cassie | Aran | Lissa | Cassie | Aran | Lissa |
| Has strong knowledge on study |
Has strong knowledge on study |
Has strong knowledge on study |
Highly depressed |
Drinking alcohol |
|
| Dedicated | Can easily memorise |
String focused on study |
Family problem |
Not control over himself |
Not dedicated to session |
| Writing and | Writing and | Focused on | Not focused | Less |
AssignmentTutorOnline
Bored in
sessions
13 | P a g e
| reading ability |
reading ability |
class | on class | focused on class |
| Punctual about study |
Punctual about study |
Punctual |
Awareness of student needs is another way of understanding the needs of student. Teacher
must be aware of student needs to deliver the quality skills and weaknesses. Based on the
needs of student, teacher should modify and develop the action planning.
Subject knowledge should develop based on needs. On the other hand, subject knowledge
helps to work on specialist sectors. Subjective knowledge is required to concentrate on
further activities.
Currency of qualification requirements also help to use the opportunities in future and
develop the qualification (Lindberg, Ziegler and Barczyk, 2016). Teachers should determine
the requirement of qualifications and update the professional and vocational qualification for
development in specialist sector of students.
Specialist skills relating to one-to-one working is require for student especially Cassie and
Lissa because they will improve in practical knowledge and adapt with any condition.
Identifying target is another way of specifying the future goal and move learners based on
this condition and achieve the target.
Action planning for improvement:
| Weaknesses | How to improve | How to assess the skills |
Time to review |
| Depression | Mentor can motivate individual to concentrate on planning. Learners should use the information and guidelines of mentor and coach. |
How S/He concentrate on study and quit drinking and adapt with study. |
It will take 2 months to review |
| Not punctual | Work timely and teacher can cut marks. It can improve this situation |
How S/He concentrate on study and do better in examination and get good marks. Attendance will be measurement tool |
Next 6 months |
| Bored in session | Good marks will be assessment tool and concentration in session |
Next 2 months |
Concern about
teacher information
and follow the
module
14 | P a g e
| Drinking alcohol | Follow the instruction of mentor and coach. Don’t involve with bad friends |
Leaving alcohol | 1 year to review |
5.3 Plan opportunities to improve own skills in relation to one-to-one teaching and
learning situations
From the assessment of strengths and weaknesses of individual learners like Aran, Cassie and
Lissa, there are several weaknesses come in front and they need to develop these based on the
opportunities. There are several methods are using here to use opportunities and improves the
own skills based on one-to-one learning situations:
1. Continual professional development: It is the strategy which is used in development
of professional skill in workplace. By this method, individual will get better feelings
in work and be satisfied. For students, CPD will help to involve themselves in
different aces study competition, cooperation, presentation, debating and different
sessions and will help to develop won skills in different one-to-one situations. Lissa
will get more benefit from this method as she bored in sessions. So, CPD will help to
concentrate on session. Cassie will get benefited from this method by developing a
model if developing own skills and concentrate the fakirs which dissatisfied here and
demotivated her. It mainly works for increasing motivation in study and improves the
performance of individual person in working and studying.
2. Training: Training is most effective method of improving the skills, knowledge and
experience of individual in different learning situations. Training can be on-the-job
and off-the-job. On-the-job training will help Aran to be more concern about his study
and attendance. It will help Both Cassie and Aran to attend in class and reduce the bad
habits. Of-the-job training is helpful for only Aran as he requires mentoring to quit
drinking. Training session will help to provide learning about particular sector to
develop skills and knowledge.
3. Observation: This method is used for one-to-one mentoring, teaching or coaching.
On-the-work observation and off-the-job observation methods can provide outcome to
teacher and mentor. Coach and mentor needs to observe Aran as he is being distracted
from the study and moving to a dark road (Robinson, 1978). Here, teacher or coach
will watch Aran to increase emotional confidence. Lissa requires more confidence to
get good result. By observation and providing guidance, teacher can develop this skill.
As she has lacking in understanding, this will help to increase the performance.
15 | P a g e
4. Peer mentoring: It is the method where it creates supportive relationship between
two people and can share skills, knowledge and experience and provide possible
opportunities in different perspectives. Here, mentor works as positive role model,
work jointly to solve problem, promotes aspirations, open-minded counselling
(Blackstone, 2009). It includes psychological support and emotional support. It builds
up personal relationship to build trust concentrate on achievement. This method will
help Aran to use own skills and knowledge and concentrate on study. Aran requires
emotional and psychological support as he can concentrate on social, personal life
rather than other activities. This method also applicable for Cassie as she has faces
several problems and needs to take decision about study.
Conclusion:
Working with individual learners in workplace and based on categories of trainee, some
differences of coaching, mentoring and teaching. Teachers ask some questions to students in
the class and determine their needs and create attention to them. There are several kinds of
methods of learning including training, observation, coaching, working in team etc. Only
learners cannot get the outcome, it requires quality responsibilities and performance from
coach, mentor and teacher. One-to-one coaching, mentoring and teaching is the method of
guiding individual to learn about something. One-to-one helps individual to determine the
16 | P a g e
individual needs easily and can provide better outcome to individual. From the assessment of
strengths and weaknesses of individual learners like Aran, Cassie and Lissa, there are several
weaknesses come in front and they need to develop these based on the opportunities.
References
Billett, S. (2018). Learning through work: workplace affordances and individual
engagement. Journal of Workplace Learning, 13(5), pp.209-214.
Briantracy.com. (2019). Personal Development Plan: Examples & Templates for Success.
[online] Available at: https://www.briantracy.com/blog/personal-success/personaldevelopment-plan/ [Accessed 11 Dec. 2019].
Fay, A. and Buchweitz, A. (2014). Listening comprehension and individual differences in
working memory capacity in beginning L2 learners. Letrônica, 7(1), p.113.
17 | P a g e
Griffiths, M. (2017). Internet abuse and internet addiction in the workplace. Journal of
Workplace Learning, 22(7), pp.463-472.
Ldoceonline.com. (2019). a working knowledge of something | meaning of a working
knowledge of something in Longman Dictionary of Contemporary English | LDOCE.
[online] Available at: https://www.ldoceonline.com/dictionary/a-working-knowledge-ofsomething [Accessed 11 Dec. 2019].
Miller, P. (2016). Workplace learning by action learning: a practical example. Journal of
Workplace Learning, 15(1), pp.14-23.
Omoth, T. (2019). 6 Soft Skills Employers Are Looking For in the Workplace. [online]
TopResume. Available at: https://www.topresume.com/career-advice/6-soft-skillsemployers-are-looking-for-in-2016 [Accessed 11 Dec. 2019].
Scott Jeffrey. (2019). Personal Development Plan: A Definitive Step-by-Step Process.
[online] Available at: https://scottjeffrey.com/personal-development-plan/ [Accessed 11
Dec. 2019].
Sutton, H. (2016). Adult student brings personal experience to working with adult
learners. Recruiting & Retaining Adult Learners, 19(4), pp.12-12.
The Balance Careers. (2019). These Are the Communication Skills Employers Look for in
Employees. [online] Available at: https://www.thebalancecareers.com/communicationskills-list-2063779 [Accessed 11 Dec. 2019].
Fairclough, M. (2008). Supporting Learners in the Lifelong Learning Sector. Maidenhead:
McGraw-Hill International (UK) Ltd.
Grigorenko, E. (2008). Educating individuals with disabilities. New York: Springer Pub.
Lakey, G. (2010). Facilitating group learning. San Francisco, Calif.: Jossey-Bass.
Lindberg, J., Ziegler, M. and Barczyk, L. (2016). Common-Sense Classroom Management.
New York: Skyhorse Publishing.
Blackstone, W. (2009). Commentaries on the laws of England. Clark, NJ: The Lawbook
Exchange.
Robinson, V. (1978). The development of a professional self. New York: AMS Press.
18 | P a g e
Fairclough, M. (2009). Supporting Learners in the Lifelong Learning Sector. Maidenhead:
McGraw-Hill International (UK) Ltd.
Grigorenko, E. (2010). Educating individuals with disabilities. New York: Springer Pub.
19 | P a g e
- Assignment status: Already Solved By Our Experts
- (USA, AUS, UK & CA PhD. Writers)
- CLICK HERE TO GET A PROFESSIONAL WRITER TO WORK ON THIS PAPER AND OTHER SIMILAR PAPERS, GET A NON PLAGIARIZED PAPER FROM OUR EXPERTS
