Self-development Activities Research Articles

Conscious versus Nonconscious Mind and Leisure

Why do we do what we do? This article reviews research on nonconscious and conscious processes and reveals the dominant role of the nonconscious mind in human behavior in general and in leisure behavior in particular. Neural preparation for voluntary action starts well before a conscious intention to act. The nonconscious is the default system, and it seeks to avoid any kind of straining activity. Much of human behavior (e.g., TV watching) is driven by stimulus cues in the environment, and people struggle with choosing demanding cognitive and physical leisure activities. Occasionally, though, the conscious mind intervenes and overrides the default system resulting in engagement in activities that increase neuroplasticity and neurogenesis. The task is difficult, however, as the nonconscious mind operates best in the freedom of leisure where the triggering of explanations and excuses for not doing demanding activities is most likely. The struggle is further compounded when people typically use up their finite self-control resources at work, thus leaving little or nothing of these for resisting participation in less demanding and potentially less beneficial leisure. Ironically, freedom in leisure, which is supposed to be a good thing, poses two major problems: (1) the nonconscious effect, when it facilitates the acceptance of excuses for not doing demanding activities, and (2) the conscious effect, when “should-do” leisure activities (e.g., exercise) stir up reactance and conscious resistance to a possible loss of freedom. As a result, freedom in leisure undermines, consciously and nonconsciously, one's initiative for self-development activities when it, in theory, would be expected to promote involvement in various kinds of self- and health-enhancing activities.

Analysis of the Job of Nurses Working on Oriental Medicine Wards

Purpose: The purpose of this study was to identify nurse's role through job analysis of nursing duties for nurses working on East Asia traditional medicine wards. Methods: Major steps in the study included a literature review, description of job activities of nurses on oriental medicine wards, comparative description of the literature, expert tests of validity of derived duties and tasks, and investigation of importance, difficulty and frequency of duties on job list. Results: The job of nurses on oriental medicine wards was classified into 12 duties, 59 tasks, and 295 task elements. The 12 duties were nursing assessment, nursing diagnosis, nursing planning, nursing implementation, nursing evaluation, supplies management, management of human resources, management of environment, management of documents, formation of cooperative relationships, self-development, and nursing activity in oriental medicine. ‘Formation of cooperative relationships’ was the duty ranked highest for importance (4.34), ‘self-development’ was ranked highest for difficulty (3.47), and ‘Formation of cooperative relationships’ was ranked highest for frequency (4.21). Conclusion: Basic education for nurses on an oriental medicine unit is necessary for the performance of oriental nursing to be considered as a specialized field. This study contributes to human resource management in the oriental medical hospital.

Media Pembelajaran Bina Diri Anak Tunagrahita Sdlb Negeri Bekasi Jaya Berbasis Android

Self-Development is a special subject in Special Schools (SLB). However, until now the Self Development subject has not utilized smartphone technology, with the need for new innovations so that mentally retarded children are interested in carrying out self-development activities, namely by utilizing Android-based smartphone technology to make it easier for students, teachers, and parents in helping the learning process of students who are more flexible in its use because it is easy to get and download in the play store. Therefore, an Android-based learning application was built to make it easier for teachers and parents. In the process of making this application, the software used is Android Studio which uses the Java programming language, as well as for application display design using Adobe Premiere Pro and Corel draw software. And for the software development method used is Model Rapid Application Development (RAD). For application testing carried out using Blackbox. The result of this research is to make the teaching and learning process of students easier and more interesting

Leadership self-development in China and Vietnam

The transition towards a socialist market-oriented economy has presented many challenges to both China and Vietnam. One of the key human resource challenges has been to develop business leadership skills in a flexible, timely and cost-effective manner. This paper focuses on the self-initiated approach to professional development that has been introduced by managers at a grassroot level to improve business leadership (referred to as self-development). Given the limited research on self-development in China and Vietnam, the intention of this paper is to enrich understanding of why managers in a complex and dynamic transitional environment undertake self-development activities. The findings of this study suggest that there is no ‘one-size-fits-all’ paradigm to understand self-development across contexts. First, the western model of leadership competencies at the different management levels do not necessarily fit the needs that managers are targeting in their self-development activities in China and Vietnam. Second, despite some similarities between China and Vietnam, the Chinese managers were more interested in technical leadership skills than the Vietnamese managers whose self-development foci were centred on improving their moral standards. Such differences highlight each country's stage of economic and social development while reinforcing the influence of contextual factors. It also suggests that self-development is best understood as a process within a specific context.

The Improvement of Teacher Competencies in Guidance and Counseling for the Development of Students Personality

The Minister of Education issued a Ministerial Regulation No. 22 of 2006 on the Content Standards for incorporation in the curriculum. Chapter II of the regulation, items: A, B, C and D on the structure of the curriculum was incorporated in the materials on personal development in the curriculum of the elementary school/islamic elementary school/school of special needs education, junior high school, senior high school, and vocational high school. The materials on personal development are allocated for each semester with 2 hours of lessons in a week.In the structure of the curriculum of senior high school/islamic religious high school, it is explained that self-development is aimed at providing opportunities for students to develop and to express themselves according to their needs, talents, and interests. These activities or development are facilitated and guided by counselors (guidance counselors), teachers, or other educational personnel.These activities are conducted in the form of extracurricular activities and guidance and counseling services relating to problems of personal, social, learning, and career development of students.Considering the inclusion of self-development in Curriculum of Education Unit Levels, from elementary school to high school, the General Directorate of Quality and Education Personnel Improvement (PMPTK Peningkatan Mutu Pendidikan dan Tenaga Kependidikan), the Ministry of National Education (2007:2), has asserted that the self-development is not a substitute for the guidance and counseling services.However, it contains parts of the guidance and counseling services that must be implemented by counselors. The position of guidance and counseling in non-formal education paths is shown in Figure 1.Figure 1 shows the growing importance of the role of counselor (guidance counselor) to help the development of learners optimally, either through self-development activities, or through guidance and counseling services as a whole. In order for these expectations materialized, counselors (guidance counselor) are required to have expertise, capabilities, and optimal performance in providing guidance and counseling services to students through self-development activities.Given the variety of teacher's skills, especially the counselors in Gorontalo high schools, the expectation will be difficult to materialize. For that purpose, specific guidelines on the administration of selfdevelopment, especially through guidance and counseling services are needed. Based on the initial observations, it was found that the existing guidance was still very common. It was difficult for a counselor to perform these actions. In fact, some teachers felt confused to implement them and they chose not to perform them. If these conditions were not solved, then the government's efforts to improve the quality of the students cannot be achieved.Accordingly, in the context of this research, the development of self-development instruments to help teachers, guidance counselor at the school has been conducted. It is especially performed in high schools to develop the students. The research activities have resulted the development of validated products such as self-development guide instruments (through the phase I and II of the research), which consists of Student's Guide, Teacher's Guide, and Evaluation Guide. To test the effectiveness of the guidelines, the phase III was conducted.The research problems in each phase are is the plan of selfdevelopment guidelines that can enhance counselor's competency in performing services? In particular, issues covered by Phase I and II research are (1) What is the competency of the teacher of guidance and counseling in performing services for self-development of students?; (2) What are the personality tendencies of high school students of Grade X in Gorontalo city?; and (3) How can the development draft be used by guidance counselors in implementing guidance and counseling services for the development of selfesteem? …

CHARACTER EDUCATION MODEL IN EARLY AGE CHILDREN

Character education in addition to developing and strengthening personal potential and also filter out external influences which could ultimately shape the character of thestudents for the better. Efforts to establish this character solely conducted in educationalinstitutions through a series of learning activities through a series of subjects and selfdevelopment activities conducted at the inside and outside of school. Habituationrefraction in everyday life also made, such as: religious attitude, honesty, discipline,tolerance, hard work, love peace, responsibility, of etc. These values would need to befostered, which in turn can shape the character of individual learners which in turn isfaces life of a nation. Hams in character education should always emphasize theimportance of three components, namely good moral character or knowledge of moralknowing, moral feeling or sense of moral action and moral or immoral acts. This isnecessary so that learners can understand, feel and do not run as well as virtues.

Leader self-development: A contemporary context for leader development evaluation

Organizations are moving toward self-development as a means to supplement formal leader development programs. However, the highly individualized nature of self-development presents unique challenges for evaluation. We suggest a mixed methods approach, including not only a summative evaluation (i.e., examining self-development outcomes), but also emphasizing a formative evaluation (i.e., examining why certain self-development activities are more or less effective). Accordingly, the purpose of this article is threefold. We first introduce a taxonomy of attributes indicative of the effectiveness level of a leader self-development activity. Second, we present a methodology for utilizing this taxonomy to evaluate whether a given self-development activity, or collection of activities, is higher or lower in effectiveness. We also describe some data from two field studies to illustrate the link between this taxonomy and the performance outcomes of task performance, team performance, and leader adaptive performance. Finally, we discuss the practical implications of undertaking an evaluation utilizing this taxonomy.

Propensity for self-development of leadership attributes: Understanding, predicting, and supporting performance of leader self-development

Little systematic research has been reported to advance understanding of the characteristics associated with individuals who initiate self-development activities to grow leadership skills. The purpose of the present research was to examine cognitive, dispositional, and motivational precursors to the propensity to engage in leadership self-development. A second purpose was to examine the role of organizational support on the relationships between self-development propensity and reported self-development activities. Over 400 junior-military leaders participated in a three-stage survey administration designed to test a structural model of leader self-development. Results indicate that a person having individual characteristics related to mastery, work, and career-growth orientations displayed more motivation to perform leader self-development and more skilled at performing instructional and self-regulatory processes. Higher self-development motivation and skill resulted in greater reported self-development activities. Surprisingly, organizational support reduced the magnitude of this relationship. This study concludes with implications for future research on and practice of leader self-development activities.

Korean Supervisors’ Experiences in Clinical Supervision

The demand for mental health services in Korea is increasing, and a corresponding rise in the number of trainees in counseling psychology results in a need for effective supervision. Using a grounded theory approach, this study explored Korean supervisors’ experiences in supervision to better understand the current status of supervision practice in Korea. A model emerging from the data suggests that Korean clinical supervisors in mental health view teaching and explorations of supervisees’ personal issues as the main activities of supervision. Both the method of supervision and the structure of supervision affected the way that supervisors’ theoretical orientations and supervisees’ developmental levels influenced the focus of supervisors’ teaching and explorations of supervisees’ personal issues. To compensate for lack of formal training in supervision, participants in this study engaged in self-development activities. The results of this study are discussed in the context of Korean cultural characteristics and the current status of counseling psychology in Korea. Implications for future supervision training in Korea and in the United States are discussed.

Leisure Activity, Ethnic Preservation, and Cultural Integration of Older Korean Americans

For immigrant groups, leisure activity has the potential both to increase familiarity with a new culture and to preserve cultural history and identity. Using a qualitative case study design, this research analyzed leisure activities of six older Korean Americans to determine both personal and cultural meanings of leisure. From a personal perspective, leisure was used to create two effects for the older adults: Ki-Bun-Chun-Whan, which is the experience of a shift in emotional atmosphere as a result of engaging in activities; and self-development activities, which provide the older adults with opportunities for learning or growth. Cultural meanings of leisure activities included the re-creation of Koreanness and the reliance on familiar patterns to create a sense of security in a still-strange land. Thus, with the individuals studied in this investigation, leisure activities were used more often for continuity and ethnic preservation than for cultural integration. Social workers can use leisure activities as avenues to increase knowledge and social participation, but they should also take into account the need to preserve cultural and collective identity in older immigrants.

Entrepreneurial Social Infrastructure and Growth Machine Characteristics Associated with Industrial-Recruitment and Self-Development Strategies in Nonmetropolitan Communities

Elements of entrepreneurial social infrastructure and the growth machine perspective are used to contrast industrial recruitment and self-development activities—two different types of community economic development. Data come from a purposive survey of 287 key informants associated with successful economic development projects in nonmetropolitan places throughout the U.S. The pattern of resource mobilization, and individual and organizational support for or opposition to both types of projects, is analyzed. Self-development projects are found to have access to more diverse resources and engage a greater diversity of local actors, while industrial recruitment is found to frequently engage local growth machine actors. Industrial recruitment is also found to rely heavily on resources and support from local and state governments. Opposition to projects, regardless of type, occurred in about one-third of the projects and was generally associated with occupations anticipated to be anti-growth. These findings have several implications for development professionals, including increased understanding of how to improve a community's overall capacity for engaging in economic development.

Interactive regional policy development: Cooperation in Northern Cameroon

Solutions for today's problems in an increasingly complex world require increased collaboration between different organisations. This is especially the case in regional planning at the supra-project level, involving different partners like governmental and non-governmental organisations, researchers, training and funding agencies, clerical organisations, etcetera. The present article gives an overview of an experience in regional planning, as implemented during the last two years in Northern Cameroon, with special attention to the methodology of regional participative analysis and policy assessment. After an introduction to the country, the methodology is presented as well as results. The methodology was organised in such a way that interaction with representative organisations was structured, in order to generate information which addressed general concerns. During the regional analysis an assessment of opinions and options was made, resulting in the identification of key-issues and goal setting to be included in a regional policy. Regular workshops and feedback meetings facilitated a regional dialogue on development issues. This resulted in complementary efforts whereby both larger, centrally planned projects and local self-development activities conformed to a regional strategy and were mutually supportive. In addition, the regional position compared to the (inter-)national level was included in policy assessment, giving an impetus for actors at the regional level to become involved. The aforementioned methodology resulted in the creation of an effective regional network in Northern Cameroon, which is committed to a regional policy. The process was strengthened by the present regionalisation policy of the government as well as the urgency felt at regional level to establish more effective collaboration. Environmental problems, the most important issue for this region, were elaborated upon by the network, resulting in a harmonisation of intervention methods, clearer linkage mechanisms between funding, research and development agencies, an identification of legislative support for sustainable development, and the assessment of more effective participation, amongst others. However, it is still to be seen if the new network structures can be maintained in the present political scene of Cameroon.

Improving Marketing Education in the 1990s: A Faculty Retrospective and Perspective View

It has become increasingly difficult to predict the future of marketing education. The 1990s have seen a restructuring of marketing education based on declining enrollment and the availability of new information technology. With legislators and higher university administration anxious to provide a new direction for professors, it has become increasingly important to answer the challenges of changes in our environment. Faculty will compete in a worldwide competitive educational system that will rely less on traditional classrooms and more on knowledge and instruction that can be transported through cyberspace. These changes will require that marketing faculty engage in self-development and other activities to keep pace with these new developments.

Expectation and preparation for the dietitian's future

Management literature is filled with information about the importance of understanding one's self in order to know how to capitalize on positive personality characteristics and to overcome self-limiting traits. It is clear that development of human and conceptual skills is critical in order for individuals to move into middle and upper-level management positions. Over the last few years, articles in the dietetic literature have highlighted these principles. At the same time, dietitians are increasingly aware of the necessity to be prepared for the many changes that are about to take place in health care delivery systems. With these facts in mind, the dietetic internship programs at the Cleveland VA Medical Center and University Hospitals of Cleveland, which make up the Coordinated Dietetic Internship/Master's Degree Program (CDI/MDP) at Case Western Reserve University, included questions concerning expectations of future practice, professional self-development activities (tapes, books, goal setting) and evaluation of effort and success in a recent survey of graduates. Questionnaires were mailed to 316 graduates and 150 (48%) were returned. Ninety-two percent of graduates reported that they expect to practice in the dietetics profession in five years and 83% in ten years with 77% expecting to be employed only in dietetics. Eighty-four percent utilized one or more mechanisms for professional self-development. Projecting a positive attitude, reading positive books, positive imaging, and listening to positive tapes were identified by respondents in decreasing order of frequency as self-development tools. Professional self-development activities took from one to more than ten hours per week or per month in 57% and 49%, respectively, of respondents' schedules. Graduates practiced goal-setting with 91% having short term goals, 83% medium term and 68% long term, while 44% reported having written goals; 77% reported that their goals were SMART (specific, measurable, attainable, relevant, trackable). In terms of effort expended in accomplishing projects or assignments, 93% reported putting forth from 75% to 100% effort. Fifty-one percent reported being very satisfied with success achieved while 37% were satisfied and 7% not satisfied. It would appear that graduates of the CDI/MDP are a stable body of practitioners, with a high achievement orientation who have mapped out a strategy for successful practice as they pursue their goals.

Factors influencing success of dietitians employed in business and industry

Career opportunities in business and industry have been identified as one area of growth for the dietetics profession. The purposes of this study were to identify the skills, attributes, and knowledge areas dietitians need to succeed in business and industry; ascertain methods used to acquire these; assess factors that influenced career change; and determine the degree of perceived adequacy of academic preparation by practitioners employed in business and industry. A questionnaire, developed on the basis of a Delphi study involving 21 dietitians employed in business and industry, was administered to a national sample of 387 members of the Dietitians in Business and Industry (DIBI) dietetic practice group who were employed in business and industry. The overall response rate was 299 (77%); respondents were from 39 states. Skills, attributes, and knowledge areas were identified for specific employment classifications in business and industry. Self-motivation and work experience in business were identified as the most important methods for acquiring skills for this area of practice. Challenge of a new position and diversity of job responsibilities had the most influence on career change of respondents. Undergraduate and graduate education were rated somewhat inadequate and adequate, respectively, by the majority of respondents. The findings indicate that positions in business and industry require specific skills, attributes, and knowledge that may not necessarily be attained through traditional approaches. Self-assessment and appropriate self-development activities are essential for success.

Rural economic development through local self-development strategies

During the 1980s many communities turned to grassroots activities to promote economic development, rather than relying on industrial recruitment strategies. We evaluate the characteristics of these projects, their benefits and costs, and obstacles they face in the development process. The data are drawn from a survey of more than one hundred communities in the United States. Self-development efforts do not appear to replace traditional rural economic development activities, but may complement them. Self-development activities produce a wide variety of jobs that are taken primarily by local residents. The cost and availability of credit are major obstacles for self-development projects. Although self-development strategies should not be considered the primary economic development strategy for most rural communities, they do enable communities to build a more viable local economy.

Local Self-Development Strategies: National Survey Results

This paper evaluates local self-development strategies among nonmetropolitan communities. It analyzes the characteristics of these projects, their benefits and costs, and the obstacles facing self-development communities. Based on a survey of more than one hundred communities, it was found that most self-development projects in the 1980s were initiated because of the depressed rural economy. Self-development efforts do not appear to replace traditional rural economic development activities; instead, they appear to complement them. Self-development activities produce a wide variety of jobs that are taken primarily by local residents. Informants reported that the cost and availability of credit are major obstacles for self-development projects. In terms of benefits, local business/industrial development projects tend to produce the most jobs and to produce them at the least cost.

School Is Bad; Work Is Worse

experience indicates that young persons need both activity directed toward self-development and useful activity directed toward the outside on which others depend. Neglect of the first results in an unskilled adult, impotent to deal with a complex world. Neglect of the second leads to frustration of the idealistic, creative, and constructive impulses of youth. For most persons these two activities, directed inward and outward, take prosaic forms of school and work (though school does not always bring self-development and work does not always constitute productive and useful activity). [P. 137]