ebook img

Leung, Sui Man Anita (2008) The effectiveness of personal development opportunities at the Hong ... PDF

256 Pages·2016·0.74 MB·English
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Leung, Sui Man Anita (2008) The effectiveness of personal development opportunities at the Hong ...

Leung, Sui Man Anita (2008) The effectiveness of personal development opportunities at the Hong Kong Institute of Vocational Education (Tsing Yi). EdD thesis, University of Nottingham. Access from the University of Nottingham repository: http://eprints.nottingham.ac.uk/10470/1/Anita_SM_Leung_Finalised_EdD_thesis__May_200 8.pdf Copyright and reuse: The Nottingham ePrints service makes this work by researchers of the University of Nottingham available open access under the following conditions. This article is made available under the University of Nottingham End User licence and may be reused according to the conditions of the licence. For more details see: http://eprints.nottingham.ac.uk/end_user_agreement.pdf For more information, please contact The Effectiveness of Personal Development Opportunities at the Hong Kong Institute of Vocational Education (Tsing Yi) LEUNG Sui Man, Anita (4008566) BSc(Hons) , MBA, PCEd, TeachC(EMB), MIHRM(HK), MInstLM(UK) Thesis submitted to the University of Nottingham for the Degree of Doctor of Education (Lifelong Education) SE09-807-00/21 Professor Simon McGrath, Dissertation Supervisor May 2008 ABSTRACT The Effectiveness of Personal Development Opportunities at the Hong Kong Institute of Vocational Education (Tsing Yi) Leung Sui Man, Doctor of Education, 2008 Personal development is the cornerstone of lifelong learning and academic and professional achievement. Co-curricular activities are good learning opportunities and support people to develop. A thorough review and examination of personal development education at HKIVE is needed so that new generations of students can more effectively st learn and achieve their goals, enabling them to meet the crucial challenges of the 21 century. Initially, the researcher examined course documents to identify the key areas of personal development education. Data was collected from 134 students, eight educators and six human resource practitioners so as to understand these issues deeply. The study findings indicate that personal development opportunities at HKIVE are ineffective. The College should review existing personal development training to expand learning opportunities for students. Educators are advised to adopt innovative new learning strategies to facilitate personal development. No single training programme can cover all aspects of individual development and learning should be based on personal i needs and initiated by students. Furthermore, fostering good attitudes is a key factor in developing students’ motivation to learn more. Peers also form an important resource to reinforce students’ self-image and self-esteem within the peer group. In addition, the new method of judging competency comprises: knowledge (Stratford, 1994), performance (Summerall, Lopez, Oehlert, 2000), outcome (Proctor, 1991), attitude and self-development. Finally, assessment issues are highly controversial and may serve formative, summative or normative purposes, subject to availability of resources and staff professionalism. This study offers new personal development teaching ideas and a practical guide for educators. Moreover, this study formulates a new learning model for competency and informal learning - critical issues for the VTC in future research and development. ii DEDICATION To my family and friends who supported me throughout my work and helped me understand that through patience and hard work I can achieve my goals. I love you all. ACKNOWLEDGEMENTS I express my appreciation to the University of Nottingham for making the doctoral programme available in Hong Kong. In particular, I would like to express my deepest gratitude to my supervisor Professor Simon McGrath for his dedication and support throughout the process of planning and writing this dissertation. Also, thanks to Dr Chris Atkin for his continued support and guidance on writing a research proposal. Moreover, I would like to express my thanks to Professor W.J. Morgan and everyone else who taught me during my first two years of study. The participation of students in my survey research is greatly appreciated, as are all the invaluable comments and constructive ideas from colleagues. Let me also extend a big thank you to all at the Hong Kong Institute of Human Resources Management for giving so much of their time and expertise. Special thanks to my parents for their love, support and providing the best education. Finally, countless thanks to my friends, and also to Dr Lok Chung Leung for reading resources iii TABLE OF CONTENTS Page ABSTRACT………………………..……………………………………………….…...……..i DEDICATION and ACKNOWLEDGMENTS……..…………………………….……..... .iii TABLE OF CONTENTS……………………………………………………………………..iv LIST OF TABLES…………………………………………………………………….……...vii LIST OF FIGURES…………………………………………………………………….….....viii CHAPTER ONE: INTRODUCTION 1.1 Introduction……………………………………………………………………....................1 1.2 Purpose and Significance of the Study………………………………………......................9 1.3 Personal Development Training at HKIVE ………………..………………………..….…11 1.4 Background and Context of the Inquiry…….………..……………………………..….….15 1.5 Theoretical Framework………………………………………………………………..…..17 1.6 Assumptions………….…………………………………………………….…….….….....20 1.7 Limitations………………………………………………………………………........…....20 1.8 Overview of the Study…………………………………………………………..………….21 CHAPTER TWO: LITERATURE REVIEW 2.1 Introduction………………………………………………………………………..............23 2.2 Meaning of Learning………...………………………………………………….................23 2.3 Personal Development...….…………………………………….…………..………......….28 2.4 Providing Personal Development Education at HKIVE…............................................…..42 2.5 HKIHRM Continuous Learning Recognition (CLR) Scheme………..…………….….….47 2.6 The Chartered Institute of Personnel and Development (CIPD)……………........………..48 2.7 Competency-based learning ……………………………….……………….........……......51 2.8 The Active Learning Model ………………………….……………………………...........55 2.9 Assessment……………………………………………………….……………...............…69 CHAPTER THRE: RESEARCH METHODOLOGY 3.1 Introduction……………………………………………………………………...……....…76 iv Page 3.2 Research Assumptions…………………………………………………………………….....76 3.3 Data Collection and Procedure………………………………………………………............79 3.4 Ethical Considerations..………………………………………………………………....…...91 CHAPTER FOUR: PRESENTATION OF FINDINGS 4.1 Introduction……………………………..…………..…………………………….................93 4.2 Document Analysis…………………………………………………………………….........93 4.3 Survey Research Findings………………………………………………………………......101 4.4 Qualitative research findings: Educators……………………,……………………………..112 4.5 Qualitative research findings: Human Resource Practitioners………………………..……125 CHAPTER FIVE: ANALYSIS 5.1 Introduction……………………………………………………………….………………..136 5.2 Document Analysis………………………………………………………………………...136 5.3 Analysis of Survey Research…………………………………….………………………...140 5.4 Analysis of Personal Interviews with Educators…..……………………………………….146 5.5 Analysis of Personal Interviews with Human Resource Practitioners………….………….156 5.6 Summary………………………...………..…………………………………………….…..162 CHAPTER SIX: IMPLICATIONS FOR POLICY AND PRACTICE AT THE VTC 6.1 Introduction……………….……………..………………………………………………….165 6.2 Implications for Personal Development Policy……………...….…………………………..165 6.3 Implications for Teaching and Learning Approaches and Future Development……...........174 CHAPTER SEVEN: CONCLUSIONS 7.1 Introduction…………………….……………………………………………………..……197 7.2 The VTC…………………………….……………………………………………......…….198 7.3 Academic………………………………….………………………………………………..200 7.4 The Way Forward……………………………...……………..…………………………….207 v Page BIBLIOGRAPHY……………………………………………………….…………………..212 APPENDIX TABLE OF CONTENTS…………………………………………………..…231 A. Survey of the College Life, Competency Profile and Developmental Training Needs of Students at HKIVE…………………….……………………………………….……………232 B. The Letter of Invitation for Survey Research……………………..……….….......……….238 C. Interview Invitation Letter……………………………………………………………........239 D. Personal Interview Reply Form…………………………………………………….….......240 E. Participant Consent Form……………………………………………………..……….…...241 F. Personal Needs Survey (PNS)……………………………………………....……….……..242 G. SI Personal Development Learning Plan (PDLP)………………………….…….………...244 vi LIST OF TABLES Table Page Table 1: Responses regarding the effectiveness of personal development courses at HKIVE……………………………………………………………………………..16 Table 2: Overview of the Personal Competency Model…………………………..………...32 Table 3: Assessment process………………………………………………………………...69 Table 4: Survey research response rate……………………………………………………...83 Table 5: Interviewee profiles (educators)………………………………………………........86 Table 6: Interviewee profiles (human resource practitioners)……………………….……....87 Table 7: Assessment criteria for presentation……………………………………………......96 Table 8: Integrated Studies research findings…….……………………………………….....98 Table 9: Contact hours in personal education………………………………………………100 Table 10: HKIVE college life satisfaction ratings….………………………………………102 Table 11: Findings from survey research – Part I Q1.2 to 1.8……………………………...103 Table 12: Students’ perception of key competencies ……………….……………………...105 Table 13: Students’ perception of course delivery of Key Skills…………………………...106 Table 14: Change of Mean Scores for each competency……………………………………107 Table 15: Student choices of training methods in the PDP…………………………………109 Table 16: Ranking activities to be enhanced in the next 3 years…………………………...110 Table 17: Students’ views on the Structure of Personal Development Programme………..111 Table 18: Views on competencies from Human Resources Practitioners………………….127 Table 19: Teaching methodologies to deliver personal education at HKIVE……………...137 Table 20: Degree of satisfaction at different course level……………………………….....141 Table 21: Students’ views of Key Skills within top 5 level………………………………..143 Table 22: Comparative table of student views on the top three competencies…..………...144 Table 23: Personal Competency Model 2006 adapted from Murdocks’ PCM frame ……..150 Table 24: Co-curricular activities / Active Learning Model to be integrated into the SWPD………………………………………………………………………….....153 Table 25: Comparison of the competency requirements for college and at workplace….....158 Table 26: Curriculum design (for co-curricular activities).……………….………………..176 Table 27: The Personal Competency Model for the Supplemental Instruction Programme.182 vii LIST OF FIGURES Figure Page Figure 1: Kolb and Fry Learning Cycle…………………………………………………….25 Figure 2: A cyclical model of self-regulated learning (Zimmerman et al., 1996)………….36 Figure 3: Data linkage….…………………………………………………………………...88 Figure 4: The Structured Whole Person Development Programme (SWPD)……………..116 Figure 5: Selection criteria in recruitment ………………………………………………...157 Figure 6: The Restructured Whole Person Development Programme (RWPD)……….….172 Figure 7: Modern strategies to develop people……………………………………..……...204 viii

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.