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Self-directed learning: Develop your emotional intelligence

... Previous studies have pointed out the essential importance of self-directed learning among research-support librarians in supporting positive behavioural changes (Boyatzis, 2004) and improving their skills and knowledge of digital library development and emerging technologies (Lai and Wang, 2012;Reid and Tairi, 2012), as well as enhancing their interpersonal development (Wiebrands and Wiebrands, 2014). Conceptually, Merriam et al. (2007) defined selfdirected learning as a process of learning whereby an individual on their own initiative is accountable for their own learning accomplishments. ...
Research-support librarians have to play an effective role in supporting learning, providing services and anticipating the requirements of academic researchers. However, previous studies revealed that these librarians lacked the competencies to keep abreast of new resources, services and technologies. Although there is a large body of literature discussing the comprehensive competencies required of research-support librarians, very few have attempted to investigate this issue in the Malaysian context. Based on this situation, this study attempts to investigate the self-directed learning traits and competencies of research-support librarians in Malaysian public universities. This study also aims to identify the influence of self-directed learning on competencies. A total of 215 research-support librarians from Malaysian public universities were selected. The findings revealed that the competencies of these librarians are still at medium level. The most noticeable and lowest competency was in information technology skills, followed by research and contributions to the profession and library management. The most prevalent competencies were interpersonal skills, followed by information literacy, entrepreneurialism, foundational knowledge and collections development.
... Director-level managers can use learning opportunities intentionally to encourage creativity, improve competence, and to move frontline managers toward proficiency and mastery. Career trajectory can be greatly enhanced if frontline managers are taught how to engage in self-directed learning (Boyatzis, 2004). Last but not least, similar to all of the earlier competency models, our respondents noted the importance of communicating effectively (see Testa and Sipe, 2012, for relevant discussion). ...
... In investigating the competencies among research support librarians in Malaysian public universities, the self-directed learning among these professionals is also indispensable to be scrutinised. Various studies have concluded that selfdirected learning has an influence on competencies ( Wiebrands and Wiebrands, 2014;Viliunas, 2013;Karakas and Manisaligil, 2012;Hashim, 2008;Park, 2008;Ley, Lindstaedt and Albert, 2005;Beatles, 2005;and Boyatzis, 2004). Other studies have looked into the relationship between self-directed learning and the competencies among librarians ( Wiebrands and Wiebrands, 2014;Irfan, Haneefa and Shyni, 2015;Reid and Tairi, 2012;and Lai and Wang, 2012). ...
Librarians who work professionally in libraries must make themselves visible in the processes surrounding academic research. These research support librarians need to equip themselves with relevant competencies to play their share in supporting learning, enhancing teaching, improving research, providing services as well as anticipating the needs of academic researchers. In order to investigate these competencies, it is imperative to scrutinise the self-directed learning among the librarians because many studies have agreed that self-directed learning has an influence on competencies. In this study, the researcher analysed the validity and reliability of Competencies of Research Support Librarian instrument and Self-Directed Learning Traits instrument. The bank of items was developed from the Core-Competencies for Twenty-First Century CARL Librarians Model and Knowles' Andragogy-Adult Learning Theory as well as from an exhaustive literature review. Experts from librarianship and test and measurement areas reviewed the instruments in order to establish face and content validity. Internal consistency and reliability were measured using Cronbach's alpha and Rasch model. Thirty research support librarians of a local comprehensive university and a research university scores were used. The reliability test resulted in an overall value of.94. The results of the study yielded how trustworthy and dependable the instruments are and the effectiveness of the instruments in investigating the influence of self-directed learning on the competencies of research support librarian.
... Furthermore, Tseng (2013) conducted an exploratory literature study about the relationship between selfdirected learning and entrepreneurial learning and found that self-directedness is a key factor in both entrepreneurial learning and performance. Notably, Boyatzis (2004) also stated that self-directed learning yields sustained behavioral change and improved competencies. Finally, some studies found evidence of positive correlations between self-directedness and personal development initiatives (Opengart and Short 2002), and other studies between selfdirectedness and continuing learning (Jude-York 1991). ...
Due to developments in the current dynamic business environment which is more global and competitive than ever, employees’ lifelong learning and the way organizations support their continuous development is pivotal. Many organizations introduce personal development plans (PDPs) to support employees’ learning, however, not always taking into account their personal characteristics. This study had a twofold purpose as it was designed to explore on the one hand the relationship between PDPs in the workplace with employee’s undertaking of learning activities and perceived performance, and on the other hand the possible moderating role of employee self-directedness on this relationship. For this study data collected by means of a questionnaire at two different organizations was used, one organization foregoing profit and one non-profit activities. The results indicated significant positive relations between the individual supporting factor ‘employee learning and reflection’ and the undertaking of learning activities and perceived performance and between employee self-directedness and the undertaking of learning activities and perceived performance. The same accounted for the moderating effect of employee self-directedness on the interaction between learning and reflection and perceived performance. Some findings were surprising, nevertheless resulted in valuable insights and implications for practice.
... The education level of top executives is a general reflection of their intellectual competence. Furthermore, Boyatzis (2004) argues that intellectual competence is essential in the self-directed learning process to generate new managerial skills to achieve competitive advantages and superior performance. ...
... A competência informacional é fundamental para a eficiência do trabalhador da sociedade da informação, devendo este possuir um conjunto integrado de conhecimentos ("saber"), habilidades ("saber fazer") e atitudes ("saber agir"), pertinentes à lida com o recurso informação (DE SORDI;AZEVEDO, 2008). A ideia de competência está ligada à capacidade de fazer as coisas acontecerem e de obter resultados efetivos, e tem relação com a quantidade de conhecimento adquirido (BOYATZIS, 2004). A competência, em termos de conhecimento, habilidade e atitude, é melhor observada pela ação e pelo comportamento (CARBONE et al., 2005). ...
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Seguindo os preceitos da abordagem Design Science Research, desenvolveu-se e testou-se o artefato "Engrenagem para Análise da qualidade da informação". O artefato objetiva sensibilizar os trabalhadores da informação quanto à importância da reflexão das interdependências entre as dimensões de qualidade da informação antes de se realizar qualquer ação junto ao recurso informação. Testes realizados junto a 33 funcionários, de seis micro e pequenas empresas intensivas em conhecimento, evidenciaram a efetividade do artefato. Após treinamento e uso do mesmo, observou-se alteração de comportamento informacional dos funcionários, especialmente com relação às dimensões raridade, disponibilidade, originalidade e precisão da informação.
... A partir das abordagens apresentadas, competência será considerada, no contexto deste trabalho, como a habilidades, conhecimentos e atitudes, colocadas em prática para solucionar problemas, e conseqüentemente alcançar resultados considerados satisfatórios. Esta conceituação permite afastar um erro muito comum, citado por Boyatzis [4], que é o de se assumir que apenas adquirindo novos conhecimentos um indivíduo irá se tornar um melhor profissional. Para ser eficiente é necessário usar este conhecimento para fazer com que as coisas aconteçam em um ambiente participativo e colaborativo. ...
Resumo: A necessidade de sistemas de software cada vez mais complexos exige dos profissionais de desenvolvimento competências cada vez mais abrangentes. Este artigo discute a conceituação de competência, apresenta uma classificação para as principais competências exigidas dos profissionais que atuam nas competitivas organizações da sociedade globalizada e, neste contexto, relaciona as competências necessárias ao profissional de desenvolvimento de sistemas de software. Palavras chave: competências, desenvolvimento de software, educação, organização social.
Development planning has been promoted as a useful pedagogical tool for leadership and career development beyond the classroom. In this paper, we identify the attributes of student development plans that are associated with proactive effort and significant progress after the assignment and the course are over. This study examines outcomes for 84 MBA students asked to write about their experience 18 months after completing a mandatory course-based development plan. Using content analysis we were able to compare the students' self-described career development progress against their original plans, and discern patterns among those students who subsequently made a high degree of self-reported progress versus those who showed little progress. We found that high levels of self-reported progress were associated with development plans that exhibited clear goals, thoughtful self-assessment of strengths and weaknesses, specific, realistic action steps, and an insightful understanding of the political and organizational challenges of implementing the plan. Effectiveness in career management over time appears associated with students’ sense of personal agency regarding their career. The implications of this research for MBA faculty and career services are discussed.
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