Relevant bibliographies by topics / Personal growth and -development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Personal growth and -development'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Personal growth and -development"

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Irving, J. A., and D. I. Williams. "Personal growth and personal development: Concepts clarified." British Journal of Guidance & Counselling 27, no. 4 (November 1999): 517–26. http://dx.doi.org/10.1080/03069889908256287.

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Ware, Mark E., and Nancy W. Perry. "Facilitating Growth in a Personal Development Course." Psychological Reports 60, no. 2 (April 1987): 491–500. http://dx.doi.org/10.2466/pr0.1987.60.2.491.

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The purpose of this study was to investigate how types of instruction and students' locus of control mediate progress in an undergraduate personal development course. Three factor scores, Satisfaction, People/Security, and Task/Security, from the Life Styles Inventory assessed students' progress. Pretest scores served as the covariate for the 3 (type of instruction) × 2 (locus of control) analysis of covariance. Students in one of the personal development classes had higher factor scores than students in the comparison group. Significant interactions between types of instruction and I-E on two styles factors, People/Security and Task/Security, were found. Under certain conditions a personal development course could exert positive influences on students. The greater impact of the course on internal scorers is consistent with research on counseling.
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Luckcock, Tim. "Personal Growth and Spirituality in Leadership Development." Educational Management Administration & Leadership 35, no. 4 (October 2007): 535–54. http://dx.doi.org/10.1177/1741143207081062.

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Rose, Amy. "The Dynamics of Personal Growth, Development and Change." Adult Learning 6, no. 3 (January 1995): 5–29. http://dx.doi.org/10.1177/104515959500600302.

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Courtman, Don. "Personal Growth and Social Development in the 1990s." Pastoral Care in Education 13, no. 2 (June 1995): 14–16. http://dx.doi.org/10.1080/02643949509470916.

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Kostromina, Svetlana N., and Maria V. Makarova. "Quasi-Development as an Illusion of Personal Growth." Changing Societies & Personalities 7, no. 2 (July 3, 2023): 81. http://dx.doi.org/10.15826/csp.2023.7.2.232.

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This article explores the concept of quasi-development from theoretical, methodological, and empirical perspectives. The study consists of two parts, examining the components and functional manifestations of quasi-development. A theoretical definition of the phenomenon of quasi-development is proposed. In Study 1, the perceptions of quasi-development in two groups of respondents were analyzed by using content analysis: one group consisted of 30 individuals without psychological education and the other of 10 individuals with a psychological background. The study revealed several features of quasi-development, including an attitude towards development where change occurs for the sake of change, an illusion of infinity of options and intensity of development induced by external influence, a desire to obtain a ready-made “recipe” instead of taking responsibility, a lack of correlation between life experience and emotional history, and a lack of a meaning regulator. In Study 2, key components of quasi-development and its connection with magical thinking were assessed by using data from 33 respondents without psychological education, but with experience of seeking psychological help and striving for self-development. The study also explored the correlations of quasi-development markers with the Revised Paranormal Belief Scale proposed by J. Tobacyk. The peculiarities of the social context of modern individuals and the ways of constructing identity were also considered. Finally, the article raises questions about the need for further research on the phenomenon of quasi-development.
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Picton, Jane. "Gardens and Personal Growth." Children Australia 14, no. 3 (1989): 14–15. http://dx.doi.org/10.1017/s0312897000002319.

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Gardens and gardenng often mean different things to different people. When I was invited to join a committee about nine years ago for a garden centre for people with disabilities, I was, to say he least, tentative. I knew more about disabled people and their needs and more about volunteers than gardening. I enquired about the centre and the committee. The Centre had been established by an idea sown by Kevin Heinze, the well known television gardener and educator, after he had seen a garden for people with disabilities overseas—one to work in, not just to sit in. He interested many people with the idea of developing such a garden in Melbourne. The Doncaster Council then negotiated with the State Electricity Commission about the use of some land believed suitable in Doncaster, approximately 25 km from the city.This was in 1979. I accepted the invitation to join the Kevin Heinze Garden Centre Committee just a few months after it had started operating. This paper will describe the development of the Centre and its value for people with intellectual and physical disabilities, and the work of the co-ordinator and volunteers.
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Fahlberg, Larry L., John Wolfer, and Lauri A. Fahlberg. "Personal Crisis: Growth or Pathology?" American Journal of Health Promotion 7, no. 1 (September 1992): 45–52. http://dx.doi.org/10.4278/0890-1171-7.1.45.

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Purpose. The aim of this article is to present an emerging theoretical framework for viewing certain types of personal crises as developmentally healthy rather than as psycho-pathological. These types of crises are referred to as “spiritual emergence” and “spiritual emergency.” Search Methods Used. Selected literature from psychology, psychiatry, and philosophy is used to describe the new paradigm, which views the development of human consciousness across the life span as going beyond the well-adjusted and productive adult ego. The intent is to introduce this paradigm and some of its implications for further critical consideration by health promotion professionals. It is not the authors' purpose to critically evaluate the relevant theoretical literature in this article. Summary of Important Findings. The new paradigm represents an expanded theory of human development that explicitly recognizes a spiritual dimension in personal growth and health. Within this paradigm, spiritual emergence and spiritual emergency are viewed as signs of transitional, personal growth rather than as symptoms of psychopathology. Accordingly, signs of growth need to be differentiated from symptoms of pathology. The first step in doing this is to contextualize human experience in a larger developmental framework. Major Conclusions. Health promotion professionals may benefit personally and professionally by being aware of the new developmental paradigm which differentiates spiritual growth from pathological symptoms. Further theoretical clarification and research will be needed before detailed recommendations for practice can be made.
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Anokhina, Galina Mikhailovna. "Personal development in technology science education." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2010): 28–34. http://dx.doi.org/10.51314/2073-2635-2010-1-28-34.

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The book shows the urgent problem of development of key competences of the individual personality-oriented technology science education. Revealed a new form of training sessions with Situation-search tool training, enabling it to achieve personal growth. The mechanism demonstrates the evolution of situations of personal development in a situation of self-identity of the student.
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Scharff, Constance. "Service Learning: Bolstering Leadership Development While Encouraging Personal Growth." Theory In Action 2, no. 2 (April 30, 2009): 80–95. http://dx.doi.org/10.3798/tia.1937-0237.09007.

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Dissertations / Theses on the topic "Personal growth and -development"

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Naslund, Melissa Nicole. "Counselor Education: A Personal Growth and Personal Development Experience." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27862.

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A basic qualitative design was implemented to better understand the personal growth and personal development of seven master?s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master?s level counseling students experience personal growth and personal development during the master?s level counselor-training program? (2) What parts of the master?s level counselor-training program contributed most to students? personal growth and personal development? (3) How do master?s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master?s level counseling program between the years of 2005 and 2013. Sixteen themes emerged from the interviews that addressed four main areas: 1) how master?s level counseling students experience personal growth and personal development, 2) what parts of the training program most impacts personal growth and personal develop, 3) how personal growth and development experiences impact professional?s identity development and present work with clients, and 4) how the terms personal growth, personal development, and professional development are both unique and overlapping concepts. The sixteen themes were supported by direct quotations from the participants. A synthesis of the findings and current literature was conducted and further discussion regarding the limitations of the study, suggestions for future research and implications for counselor education and supervision programs were addressed.
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Geise, Aaron C. "Personal growth and personality development well-being and ego development /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5667.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.
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Keen-Rocha, Linda S. "Personal epistemological growth in a college chemistry laboratory environment." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002522.

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Smith, Whitney M. "Personal growth and its role in the professional development of novice clinicians." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196173.

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This study used an inductive, qualitative content analysis to investigate what aspects or elements of personal growth influence professional development in first-year clinical psychology doctoral students. Fifty-three journal entries reflecting critical moments during clinical training were coded using consensual agreement and interpretative phenomenological analysis. This study found six core themes representing aspects or elements of personal growth influencing professional development: Hindering beliefs and experiences, uncertainty, emotional presence, cognitive shifts, experiential learning, and intent. These findings are discussed in relation to current literature. Implications of the findings, future directions for research, and personal reflections are included.

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Wong, Man Wai. "The personal growth education curriculum in Hong Kong primary schools : some case studies of development." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/19917/.

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April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.

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Thesis (MEdPsych)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.
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Brogden, Deborah I. "Factors that facilitate a meaningful cultural immersion experience and personal and professional growth." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221295.

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Cultural diversity is affecting every aspect of society today and nurses need to be able to provide culturally competent care to remain relevant, and useful, within the current climate. Cultural immersion experiences are one of the teaching strategies that have been incorporated in an attempt to prepare nurses to be culturally competent in practice. However, there are only a few research studies that have been conducted, within the discipline of nursing, to empirically document the process and outcomes of a cultural immersion experience. Thus, the purpose of this study was to examine factors that facilitate a meaningful cultural immersion experience during a nursing program, as well as the short-term effects of such experiences on personal and professional growth and cultural awareness. The theoretical framework for the study was Leininger's theory of Culture Care Diversity and Universality.This study identified factors that were relevant and important in facilitating a meaningful cultural immersion experience within the categories of situational predetermining factors, modifying factors, and transitional factors (adjustment strategies). Situational predetermining factors identified as relevant included prior personal and professional experiences, prior attitudes and values, preparation before departure, andprior cultural knowledge. Modifying factors identified as relevant included the perception of living in another world, and being "stuck there," as well as the type of location, type of nursing experience, and people met on site. Transitional factors identified as relevant included social support from classmates and the use of coping responses such as humor, self-reliance, personal strength/faith, as well as adjustment of communication style to be able to talk with host-nationals. Finally, personal and professional growth and changes in cultural awareness were identified as outcomes of the immersion experience. Further research on the process and outcomes of cultural immersion is needed to continue to generate a base of nursing knowledge related to cultural immersion, and to assist nurse educators in the planning and execution of such experiences.
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Womphrey, Merry Joanna Ruth. "The development of a scale for the measurement of personal growth following the onset of chronic illness." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421327.

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Bebee, Roy L. "CREDO and the personal growth retreat a viable form of pastoral care and outreach in the United States Navy /." Theological Research Exchange Network (TREN) Access this title online, 1996. http://www.tren.com/search.cfm?p068-0059.

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Marshall, Leonie. "The development of energy in the workplace as key ingredient for systems growth and survival." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/49682.

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Thesis (MBA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: The organisation of the new decade is different from the traditional, local organisation of the past. The demands of globalisation bring a certain inconsistency to the workplace. This inconsistency is a result of rapid changes in the market (expectations from customers, a broader choice of products and availability of products via global markets) as well as the demands of the individual working in the organisation (educational levels, management styles and diversity). The result of these changes is that organisations also change in their approach to the market and individual employees. The organisation has different expectations from the employees than twenty years ago. According to Carter (1999: 24), the organisation needs individuals that offer: • flexibility and an understanding that work must change and develop and that this is not a whim of the organisation but a necessity of the market; • loyalty, reflected not in long term service, but in high-energy commitment while working in the organisation; • a willingness to learn not just task related skills but the interpersonal skills to deal with others, so that they are also able to contribute to the maximum of their potential; • an enterprising mind for the organisation and for themselves; and bring their personality to work. As a result of these expectations, employees need to change their approach to work, themselves and the organisation. All these changes on individual level need to be transferred to group level in order to be effective. For this process, the creation and development of energy is needed - individual, group and organisation-wide energy. The aim of this study is to explain the importance of the development of energy in the workplace as a key ingredient for the systems growth and survival of the organisation. In order to achieve the aim, existing sources of energy in organisations will be identified, and ways in which to develop energy in individuals will be discussed.
AFRIKAANSE OPSOMMING: Hedendaagse organisasies verskil van die tradisionele, plaaslike organisasie van die verlede. Globalisering vereis dat die werkplek aanhoudend moet aanpas by wêreldwye tendense. Die eksterne markte is dinamies en voortdurend aan die verander (in terme van kliënte se verwagtinge, groter keuses van produkte as gevolg van die beskikbaarheid van produkte van regoor die wêreld). Hierdie veranderinge bring mee dat individue binne die organisasie ook ander verwagtinge het (in terme van opvoedingsvlakke, bestuurstyle en diversiteit). Die gevolg is dat organisasies hul benadering ten opsigte van markte en werknemers moet verander. Die organisasie se verwagtinge van werknemers is dus ook verskillend van wat dit twintig jaar gelede was. Volgens Carter (1999: 24) benodig organisasies individue wat: • aanpasbaar is en verstaan dat werk moet verander en ontwikkel as gevolg van markvereistes en nie omdat die organisasie noodwendig 'n nuwe rigting wil inslaan nie; • lojaal is aan die organisasie, nie noodwendig deur langtermyn diensrekords nie maar deur 'n aanhoudende toewyding deur hoë-energie insette; • gewillig is om verskeie nuwe vaardighede aan te leer, wat taakverbande vaardighede sowel as interpersoonlike vaardighede insluit sodat die individu bydraes kan lewer volgens hul volle potensiaal; • enterpreneuries is tot die voordeel van die organisasie sowel as hulself; • en hul persoonlikhede werk toe bring. As gevolg van hierdie nuwe tipe verwagtinge, sal werknemers hul benadering tot werk, hulself asook die organisasie moet verander. Hierdie individuele veranderinge moet ook oorgedra word in groepsverband om sodoende effektief te wees. Hierdie proses benodige die oordra en ontwikkeling van individuele, groep en organisasie-wye energie. Die doel van hierdie navorsing is om die belangrikheid van die ontwikkeling van energie in die werkplek uit te wys. Dit, word geargumenteer, is 'n belangrike bestandeel vir stelselgroei en die oorlewing van die organisasie. Om hierdie doelwit te bereik gaan die bestaande bronne van energie binne organisasies geïdentifiseer word en daar gaan na maniere gekyk word om energie binne individue te ontwikkel.
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Books on the topic "Personal growth and -development"

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Peter, Barnes, and Open University. Child Development Course Team., eds. Personal, social and emotional development of children. [Oxford]: Blackwell in association with the Open University, 1995.

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Polk County Schools (Fla.), ed. Comprehensive health education through personal growth and development: Kindergarten. [Bartow, Fla.]: The Schools, 1985.

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Ernst, Martin L. The personal computer: Growth patterns, limits, and new frontiers. Cambridge, Mass: Program on Information Resources Policy, Harvard University, Center for Information Policy Research, 1991.

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Overchuk, Edward John. Martial arts psychology: A journey in personal growth and development. [S.l: s.n.,], 2002.

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Polk County Schools (Fla.), ed. Comprehensive health education through personal growth and development: Grade 4. [Bartow, Fla.]: The Schools, 1989.

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1946-, Barnes Peter, ed. Personal, social, and emotional development of children. Cambridge, Mass: Blackwell Publishers in association with the Open University, 1995.

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Psychology of adjustment: Personal growth in a changing world. 4th ed. Englewood Cliffs, N.J: Prentice Hall, 1990.

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A, LeMay Stephen, Keller Kara A, Mississippi State University, and Council of Logistics Management (U.S.), eds. The growth and development of logistics personnel. Oak Brook, IL: Council of Logistics Management, 1999.

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Curtin, Jane. Career development: Achieving individual and organizational growth. Dublin: University College Dublin, 1993.

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Bena, Kallick, and Regan Helen B, eds. The staff development manager: A guide to professional growth. Boston: Allyn and Bacon, 1991.

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Book chapters on the topic "Personal growth and -development"

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Cross, Tracy L. "A Personal Tale of Development and Growth." In The Roeper School, 123–28. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-419-2_11.

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Irmak, M. Kemal. "Personal Human Life Begins with the Formation of Adult Type Hippocampus at 13th Week of Development." In Human Fetal Growth and Development, 207–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-14874-8_14.

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April, Kurt. "Leader Growth and Development: Authenticity Enablers and Stumbling Blocks." In The Palgrave Handbook of Fulfillment, Wellness, and Personal Growth at Work, 589–606. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35494-6_31.

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Bobes, Toby. "A Developmental Model of Personal and Professional Growth." In Promoting Cultural Sensitivity in Supervision, 15–20. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225791-2.

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Maheshwari, Anil K., Deeppa Ravindran, Mohan Gurubatham, and Nupur Maheshwari. "Reducing the Barriers to Flow Experience Through Development of Consciousness." In The Palgrave Handbook of Fulfillment, Wellness, and Personal Growth at Work, 607–24. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35494-6_32.

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Wortelboer, Gerben, and Martijn Pieter Van der Steen. "Precarious Workers’ Wellbeing: Identity Development Through Online Discourses of Quiet Quitting." In The Palgrave Handbook of Fulfillment, Wellness, and Personal Growth at Work, 281–301. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35494-6_15.

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Kruse, Andreas. "Aging and Personal Growth. Developmental Potentials in Old Age." In International Perspectives on Aging, 27–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25097-3_3.

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Crăciun, Irina Catrinel. "Social Development in Midlife and Older Age: How Social Roles and Relations Shape Personal Growth." In Fostering Development in Midlife and Older Age, 129–49. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24449-0_7.

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Aldwin, Carolyn M., Michael R. Levenson, and Linda Kelly. "Life span developmental perspectives on stress-related growth." In Medical illness and positive life change: Can crisis lead to personal transformation?, 87–104. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11854-005.

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Honig, R. E. "The Growth of Secondary Ion Mass Spectrometry (SIMS): A Personal View of Its Development." In Springer Series in Chemical Physics, 2–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-82724-2_1.

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Conference papers on the topic "Personal growth and -development"

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Kaunickienė, Natalija, and Remigijus Bubnys. "TEACHERS’ PERSONAL AND PROFESSIONAL GROWTH THROUGH REFLECTIVE PRACTICE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2172.

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Julakidze, Emzar, and Shalva Julakidze. "Modern Challenge of Successful Management – Caring for Stuff Development." In Human Capital, Institutions, Economic Growth. Kutaisi University, 2023. http://dx.doi.org/10.52244/c.2023.11.19.

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Despite technological revolution, highly developed staff was, is, and will always be unchanged factor of an organizational success. However, from the two main practices of advancing the staff, the way, which considers educating the workforce, is, undeniably, the better tactic. Here comes the question – what does developing the staff mean? In our opinion, it means, firstly, improving competence and establishing healthy corporation culture in the organization, since the personal more qualified than competitors and the aptitude to use their abilities efficiently is the most important prerequisite of developing a successful strategy. Nevertheless, burgeoning the manpower, It is clear, that creating key components is not easy. It is not buyable, which makes the situation way more complicated. Even coping the successful companies does not give a result. It must be created in the company and developed there too. Visibly, Corporate culture combined with strategy is a powerful weapon in the process of success. Therefore, in case of not quitting caring for staff and nonstop development of the company’s competence by management, we believe it is reasonable to generate the following priorities in the organizational structure which we can name as “strategic competences” and “strategic culture”. In our opinion, without those the long-term development of the company is impossible. Creating those kinds of structures will accumulate important knowledge in the direction assigned to them, which has crucial meaning for development of the company nowadays. Article in Georgian.
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Sáiz-Sánchez, Héctor, Javier Martínez-De-La-Torre, Roger Esteller-Curto, Enric Serradell-López, Teresa Gallego-Navarro, and Andrea Rubert-Albiol. "Personal development in the virtuality; online activities for individual and group growth." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5494.

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Online teaching is commonly offered for courses and it is aimed students acquire specific skills based on the subject requirements. Regarding soft-skills, collaborative and creative activities are usually deployed face-to-face in contrast to online environments, where communication, group dynamics and activities that require interactivity among the participants can be managed easier. Because of this we loose skills acquisition opportunities and other potential benefits of real collaboration mediated by on-line environments. We propose an ICT-based method appropriated for project-based learning, innovative teams and personal development. It has 7 phases and has been designed under the theories of field theories of humanism with the main aim to make possible that everybody in the on-line platform can grow and develop individually together with the group. Professor can apply this as a whole (the 7 phases) or some of them as we have related the phases with on-line tasks. We tested this method with a group of 17 post-graduate students. We concluded that when members have enough maturity and experience, these ICT-based-methods make shared learning possible, with great impact on the course skills and competences, but also on soft skills, which are acquired informally while learning the main course subject.
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Skrypachenko, T. V. "THE RESEARCH OF MOTIVATIONAL CONCEPTS OF SELF-ACTUALIZATION AND PERSONAL GROWTH IN PSYCHOLOGY." In PSYCHOLOGICAL PATTERNS OF SOCIAL PROCESSES AND PERSONALITY DEVELOPMENT IN MODERN SOCIETY. Baltija Publishing, 2023. http://dx.doi.org/10.30525/978-9934-26-362-0-21.

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Primorac, Ivana, Zlata Dolaček - Alduk, and Ivana Šandrk Nukić. "Impact of Project Manager and Team Member Characteristics on Their Personal Growth and Satisfaction." In 6th IPMA SENET Project Management Conference “Digital Transformation and Sustainable Development in Project Management”. International Project Management Association, IPMA Publications, and Faculty of Civil Engineering, University of Zagreb, Croatia, 2023. http://dx.doi.org/10.5592/co/senet.2022.12.

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Numerous studies have been conducted which prove that a satisfied employee contributes to efficient business, i.e., a project success. One of the key determinants of project success are the essential characteristics of the project manager and their impact on the personal development and satisfaction of employees as well as the resulting success of the project. The attitudes of employees of 5 construction design companies on the characteristics of project managers and project’s performance were examined and analyzed using the factor analysis and multiple linear regression analysis. The research refers to employees working on large infrastructure projects that are considered to be important for a country due to their effects on the development of that country, its economy, and the lives of its inhabitants. Therefore, the results of this research are also considered particularly important. Based on the established correlation between the major project manager and team member traits this research aims to define how their combination affects personal development and satisfaction of individuals as well as the fact that the project was finished on schedule and with profit. Research has shown that the success of a project is more strongly influenced by the project manager's attributes than the team member characteristics in terms of personal development and satisfaction.
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Primorac, Ivana, Zlata Dolaček - Alduk, and Ivana Šandrk Nukić. "Impact of Project Manager and Team Member Characteristics on Their Personal Growth and Satisfaction." In 6th IPMA SENET Project Management Conference “Digital Transformation and Sustainable Development in Project Management”. International Project Management Association, IPMA Publications, and Faculty of Civil Engineering, University of Zagreb, Croatia, 2023. http://dx.doi.org/10.5592/ce/senet.2022.12.

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Numerous studies have been conducted which prove that a satisfied employee contributes to efficient business, i.e., a project success. One of the key determinants of project success are the essential characteristics of the project manager and their impact on the personal development and satisfaction of employees as well as the resulting success of the project. The attitudes of employees of 5 construction design companies on the characteristics of project managers and project’s performance were examined and analyzed using the factor analysis and multiple linear regression analysis. The research refers to employees working on large infrastructure projects that are considered to be important for a country due to their effects on the development of that country, its economy, and the lives of its inhabitants. Therefore, the results of this research are also considered particularly important. Based on the established correlation between the major project manager and team member traits this research aims to define how their combination affects personal development and satisfaction of individuals as well as the fact that the project was finished on schedule and with profit. Research has shown that the success of a project is more strongly influenced by the project manager's attributes than the team member characteristics in terms of personal development and satisfaction.
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Kharitonova, Polina Sergeevna. "MODEL OF PEDAGOGICAL SYSTEM OF MANAGEMENT OF PERSONAL GROWTH OF ATHLETES." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-335/337.

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The following aspects are reflected in the article: a model of the pedagogical system for managing the personal growth of athletes is presented, general characteristics of the structural components of the pedagogical system are presented. The results can be used in educational institutions of various profiles
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Mahdysiuk, L. I., and D. E. Mahdysiuk. "SECTION 18. DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF TEENAGERS IN THE CONTEXT OF PERSONAL GROWTH." In “MODERN EDUCATIONAL STRATEGIES UNDER THE INFLUENCE OF THE DEVELOPMENT OF THE INFORMATION SOCIETY AND EUROPEAN INTEGRATION”. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-405-4-18.

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Oubenaissa-Giardina, Laila, Helen Hensler, and France Lacourse. "E-portfolio as Intercultural Cognitive Environment to Enhance Teachers' Professional Development and Personal Growth." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.131.

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Mišianiková, Anna, Veronika Hubeňáková, Katarína Kozelková, Katarína Lukáčová, Veronika Ondová, Mária Babinčáková, and Dušan Šveda. "THE SUPPORT FOR TEACHERS AND SCHOOL LEADERS IN THEIR PROFESSIONAL GROWTH AND PERSONAL DEVELOPMENT." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1573.

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Reports on the topic "Personal growth and -development"

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Бакум, З. П., and К. О. Морозова. Didactical Conditions of Development of Informative-Communication Competence of Future Engineers During Master-Preparation. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/422.

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Didactical conditions of development of informative-communication competence of future engineers during master preparation, which will promote their personal and professional growth in conditions of modern society, are stated in the article.
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Sytkowski, Arthur J. Development of Hematopoietic Growth Factors for Use in Military Personnel. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada238603.

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Sytkowski, Arthur J. Development of Hematopoietic Growth Factors for Use in Military Personnel. Fort Belvoir, VA: Defense Technical Information Center, July 1991. http://dx.doi.org/10.21236/ada242475.

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NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0436.18052021.

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THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.
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Leslie, Jean, Andy Loignon, Cristopher Lane, Sarah Haber Pixley, and Adam Brinegar. 3 Tensions Leaders Should Resolve in 2023. Center for Creative Leadership, April 2023. http://dx.doi.org/10.35613/ccl.2023.2053.

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Through surveys of over 43,000 leaders, ExecOnline and the Center for Creative Leadership (CCL) identified three key tensions that organizations must address to enable leaders to lead effectively in the current environment. This paper discusses these tensions and offers insights to address them. Tension 1: Leaders want to work virtually–but it’s socially isolating. Tension 2: Leaders want more development opportunities–but they are burned out. Tension 3: Leaders need to make hard decisions–but they also need to motivate and engage talent. The insights gained from this paper suggest that leaders and organizations take action in the following ways: Offer more cross-functional opportunities as well as foster connections within teams, including through group coaching. Provide development opportunities that are easier to access and consume, as well as opportunities for personal growth and development. Target strategic and talent engagement skills for leaders who are already strong on one skill set and reinforce learning by pairing training with one-on-one coaching.
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Allen, David. Personal Development Planning. The Economics Network, September 2002. http://dx.doi.org/10.53593/n1139a.

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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.
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Nidup, Tshering, Penjor Ghaley, and Madhu Maya. Spotlight: Holistic Education in South & South-East Asia. HundrED, October 2021. http://dx.doi.org/10.58261/gmfv4149.

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Education is a lifelong process where a learner is constantly raising their bar. Life itself is a journey of personal growth and development and therefore the classroom curriculum should reflect the world around us. It should help the learner understand what’s going on around her. Education should be about studying to learn and not learning to study. The role of a teacher is to help a learner understand the process of learning to learn. This takes more precedence now than ever before as we move into a decade that does not resemble anything that we have witnessed in the past. Education, just like us, needs to be Wholistic – one that is dynamic, responsive, and open to new ideas and change. HundrED and Druk Gyalpo’s Institute, Bhutan collaborated to identify and showcase innovations in the South and South East Asia region that focus on holistic education.
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Griliches, Zvi. Education, Human Capital, and Growth: A Personal Perspective. Cambridge, MA: National Bureau of Economic Research, January 1996. http://dx.doi.org/10.3386/w5426.

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Popov, Oleksandr O., Anna V. Iatsyshyn, Andrii V. Iatsyshyn, Valeriia O. Kovach, Volodymyr O. Artemchuk, Viktor O. Gurieiev, Yulii G. Kutsan, et al. Immersive technology for training and professional development of nuclear power plants personnel. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4631.

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Training and professional development of nuclear power plant personnel are essential components of the atomic energy industry’s successful performance. The rapid growth of virtual reality (VR) and augmented reality (AR) technologies allowed to expand their scope and caused the need for various studies and experiments in terms of their application and effectiveness. Therefore, this publication studies the peculiarities of the application of VR and AR technologies for the training and professional development of personnel of nuclear power plants. The research and experiments on various aspects of VR and AR applications for specialists’ training in multiple fields have recently started. The analysis of international experience regarding the technologies application has shown that powerful companies and large companies have long used VR and AR in the industries they function. The paper analyzes the examples and trends of the application of VR technologies for nuclear power plants. It is determined that VR and AR’s economic efficiency for atomic power plants is achieved by eliminating design errors before starting the construction phase; reducing the cost and time expenditures for staff travel and staff training; increasing industrial safety, and increasing management efficiency. VR and AR technologies for nuclear power plants are successfully used in the following areas: modeling various atomic energy processes; construction of nuclear power plants; staff training and development; operation, repair, and maintenance of nuclear power plant equipment; presentation of activities and equipment. Peculiarities of application of VR and AR technologies for training of future specialists and advanced training of nuclear power plant personnel are analyzed. Staff training and professional development using VR and AR technologies take place in close to real-world conditions that are safe for participants and equipment. Applying VR and AR at nuclear power plants can increase efficiency: to work out the order of actions in the emergency mode; to optimize the temporary cost of urgent repairs; to test of dismantling/installation of elements of the equipment; to identify weaknesses in the work of individual pieces of equipment and the working complex as a whole. The trends in the application of VR and AR technologies for the popularization of professions in nuclear energy among children and youth are outlined. Due to VR and AR technologies, the issues of “nuclear energy safety” have gained new importance both for the personnel of nuclear power plants and for the training of future specialists in the energy sector. Using VR and AR to acquaint children and young people with atomic energy in a playful way, it becomes possible to inform about the peculiarities of the nuclear industry’s functioning and increase industry professions’ prestige.
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