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Файл:Self-management and self-development techniques. Training manual for students in the field of training 08.04.01 Construction
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of the self- organisation process, the links between the components (functions) of the structure
and their impact on the success of the organisation of self- activity.
Separating personal and activity self- organisation, we can say the following.
Self-organisation of a personality is a process of conscious and purposeful construction of the personality on the basis of available benchmarks and results of self- assessment. The processes of self- organisation of a personality satisfy the need for a clear understanding of the goal
of personal development. The process of self- organisation of activities provides the identification of the main ways to achieve this goal.
The fundamental difference between the two approaches is that supporters of the personality approach view the personality as a self- organising system, while supporters of the activity approach view activity as an entity subject to organisation and self- organisation.
The integral approach combines both personal and activity approaches. Representatives
of the integral approach consider elements of the self- organisation process in line with personal characteristics that determine self- organisation as a psychological quality, i.e. when considering self- organisation of activity, they also take into account personal qualities of the subject that
can affect the results of the activity.
A technical approach to self- organisation develops in practical psychology. Representatives
of this approach study and develop methods and techniques that increase the efficiency of human organisation of his/her own activity. A considerable place in the technical approach is occupied by methods of scientific organisation of mental work (SPOM), self- management (personal management), and time-management (time management). Elements of the technical approach
are used in all other areas of self- organisation to improve how people organise their own activities.
A person’s level of self- organisation affects the effectiveness of all activities. The most studied
is the peculiarities of the influence of a person’s self- organisation level on learning activity.
The analysis of psycho-pedagogical literature, conducted in the i-tory perspective, allows us
to distinguish several periods in our society, when the surge of interest in the problem of selforganisation was of a public nature.
In the twenties of the 20th century the learning process involved a large number of adults
who were forced to learn new knowledge, and to a large extent independently. The first works
on the self- organisation of learning activities were published in response to practical needs.
The authors did not go deep into theoretical research or attempt to discover the didactic content
of the concept of “self- organisation”; instead, they wrote guidelines for self- organisation of educational work, including recommendations for goal setting, planning, time control, etc. The demand for such literature shows, for example, the fact that only during the period from 1926
to 1930 the book “The ABC of Mental Labor” (I.V. Rebel’skii) had 12 editions.
In the middle of the 20th century, psychology experienced a surge of interest in cognitive activity, which began to actively study questions of the self- organisation of cognitive activity.
In the seventies the concept of “self- organisation” was included in the textbook “Fundamentals of Higher Education Pedagogy” for the first time, where it was viewed as a system of definite
skills and abilities to optimise a student’s work and make the processes of self- education, selfeducation and independent creative work more effective. The authors singled out the following
functional elements of learning self- organisation: the ability to plan educational and free time;
the ability to organise prevention of mental fatigue, etc.
In the works related to pedagogical sphere one can trace the existence of all the approaches to self- organisation: personal, activity-based, integral (personal activity-based) and technical.
Studying the ways to improve students’ performance from the activity-based approach, the researchers singled out the following self- organisation components: projective; constructive; communicative; gnostic; organisational.
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Learning self- organisation can be seen as activity prompted and guided by goals and motives
of learning management and performed by a system of intellectual activities to solve organisational problems. From the didactic standpoint, self- organisation is a system of abilities to create
and implement a program of cognitive activity in relative independence of pedagogical influences and in accordance with objectively changing goals.
Independent work is one of the forms of learning activities, the task of which is to create
the conditions for the implementation of learning activities in the absence of direct direct control of the teacher. Self-work, if properly and adequately organised, allows you to solve a wide
range of learning tasks and can be a powerful reserve for improving the effectiveness of learning in higher education. As an important factor of success of any education, especially in terms
of independent work, researchers consider the presence of skills of self- organisation of educational activity.
Since the processes of self- education and self- development are mainly directed towards the future, and self- organisation is carried out in the present, the problems of self- organisation in pedagogy and educational psychology have almost always been considered in the broader
context of personal self- development and self- education. For example, you can consider selforganisation in the context of the problem of professional self- education as a structural element
of such a group of self- education methods as “self- action”. Self-observation, self- control, selfreport, self- analysis, self- instruction and self- assessment are identified as the main forms of selforganisation.
At the end of the eighties of the 20th century, another trend called the “task-based” approach
was developed in the activity-based approach. The main structural element to be mastered by students in shaping their ability of self- governance of learning activities is not an action, but a task.
The student should be able to move from an object of education to a subject, i.e. to learn how
to perform the activity independently. In order to achieve this goal, the student must learn to formulate and solve a set of interrelated self- management tasks.
Much of the development of the ac t ivit y-based ap proach has focused on the ration alisation of le a r ning activities and has often intersected with the technical approach. Both seek to increase the productivity of learning activities by focusing on the external factors of self- organisation.
Supporter s of the pe rsonal approach distinguish motives , activity style, self- k nowle dge as a set
of self- assessments of the main properties of a personality, etc., as structural components of selforganisation. External factors of self- organisation such as different techniques of mental work,
systematicness, regularity of classes, etc. are also taken into account. Organisation of external
factors, taking into account natural, neuro-dynamic, intellectual, characteristic and other properties of the person, allows finding the best option of self- organisation for each individual.
Representatives of the integral approach define self- organisation in two ways. On the one
hand, as a natural quality of a pe rsonality that is ma nifested in the natural desire of personalit y for
freedom, openness, integration, growth, development, and the search for meaning, for the manifestation of his/her inner potential in the process of life activity. On the other hand, it is a process
of well-ordered conscious activity of a person aimed at self- organisation and self- governance.
The signs that characterise the orientation of the student’s personality for self- organisation include the abilit y to analyse the situation, to target-oriented thinking, to plan their activities, to implement the plan, to analyse their activities and their results.
Many educators and psychologists have considered the impact of features of a person’s mental self- organisation on his or her success in learning activities. Understanding that educational success is not only an arithmetic mean of evaluations of academic performance, but a broader
concept that characterises the quality of educational and cognitive activity, the researchers point
out that the main and most convenient indicator of educational success was and remains the educational performance.
Psychologists say that poor academic performance and negative manifestations in the behaviour of students are largely due to deficiencies in the development of self- organisation, with
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the inability to force yourself to work systematically, to bring the matter to completion, to restrain impulses that hinder the cause. This is also the reason why they see unpreparedness of children for school, manifested in impulsive forms of behaviour, in the inability to listen to and understand the teacher, to obey his requirements, norms and rules of school life.
Diagnostic examination of students with a high level of self- organisation showed that they
are characterised by: adequate choice of profession, high motivation, consistency in learning activity, expressed volitional traits, sufficiently high adequate self- esteem, purposefulness, organisation, high academic performance, self- confidence. Students with low level of selforganisation have the following features: indifference to profession, low motivation of activity,
low systematicness of learning activity (preference of “assault”, classes mainly in examination session), low self- esteem of will, high time spent on contacts with comrades.
Research has revealed statistically significant parameters of self- organisation of post-graduate education, which determine the success of their learning, which made it possible to determine
the optimal structure of self- organisation of post-graduate students, including: self- esteem, operations of activities, objectives of activities, style of activities (it integrates the three previous elements) and results of activities.
The system of formation of skills of self- organisation and self- control of educational activity has been developed for students. Operation of the system has shown that selforganisation and self- control are important components of learning activity, and the development of self- organisation and self- control skills of students significantly affects the effectiveness
of their learning activity. Therefore, it is necessary to form these skills purposefully and systematically in students, starting from the first day of their study at university.
The activ it y-base d approach has de veloped two strands: the substratum-functio nal and the str u ctural-functional.
The substratum-functional approach identifies and studies the individual components of the selforganisation process, without considering the interaction of these components (functions) among
themselves.
The structural-functional direction implies not only the enumeration of functions, but also
the establishment of relationships between them.
If the substrate-functional direction is characterised by the lack of strict justification for the selection and interaction of each component of the self- organisation process, the structural-functional
direction involves all elements of the self- organisation process that for m a single functioning structure, are selected and thoroughly interconnected.
The systemic structural-functional approach reveals the internal mechanism of the process (the way the content is transformed) and reflects its most stable, invariant elements.
The structural-functional approach to studying the process of self- organisation helps identify
the components that determine the process and the links between them, because this approach considers only the transactional aspect of the process, regardless of its content.
Structurally adequate self- process, all other conditions being equal, is the most successful
in achieving the goal set by the subject, whereas any structural-functional defect (insufficient realisation of a function, underdevelopment of tetrafunctional links) restricts the abilities of a person,
including educational activity.
Let us consider several well-known models of self- processes based on the structural-functional
approach that can be used to analyse the process of self- organisation.
The full cycle of self- management. The complete cycle of self- governance (N.M. Paisakhov)
contains eight components:
1. Analysis of contradictions or orientation in the situation, which results in a subjective mod-
el of the situation.
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2. Forecasting, an attempt to look into the future, to predict the course of events or one’s
own actions, which results in another model — a forecast based on an analysis of the past
and the future.
3. Goal-setting, the transition from assuming the probability of making a change to assuming
the possible outcomes. Goal-setting is based on prediction, and the result of goal-setting is a subjective model of the desired, proper.
4. Planning, aimed at creating a model of the means to achieve the goal, i.e. a plan as a system
of means and sequence of their application.
5. Decision-making, moving from plan to action.
6. Evaluation criteria, as a result of the whole system of relations of a person to other people, to himself/herself, to his/her possibilities. This is where the subject’s self- assessment manifests itself.
7. Self-control, collecting information about how the plan is being implemented. Self-evaluation serves as the basis for self- control.
8. Correction, change of real actions, communication, behaviour as well as self- management
system.
If there is no discrepancy with the previously planned reality, the achieved results are consolidated, and if there is, a new cycle of self- management begins: new situation analysis, forecasting,
goal-setting, etc.
The cycles are repeated until the need to improve individual links and stages of the selfgoverning process disappears, until there is a transition to self- regulation, i.e. to habitual acts
and actions based on the goals, plans and quality assessment criteria found.
All stages of the holistic process of self- management include the previous stages in a modified,
transformed form, and, accordingly, the last stage is the most complex as it includes all the previous stages.
This structure of self- management is the most comprehensive and provides a fairly detailed description of the stages of the process of self- management, which is seen primarily as an information process, the mental activity of a person.
Model for management decision-making. Self-management as a field of practical psychology
refers to a technical approach. Self-management uses the findings, principles and models of traditional management to improve the effectiveness of how people organise their own activities; for example, the “Management Circle”.
This management decision-making model involves four stages and is characterised by the following features:
1. Goal setting. An organisation should set goals that are SMART (specific, measu rable, agreed,
realistic and timed).
2. Writing a plan. The planning process involves identifying the tasks to be carried out and allocating the people and other resources needed to carry out the tasks. At the planning stage, intermediate benchmarks should be established that will serve as criteria for assessing progress towards
the objectives.
3. Monitoring progress towards the goal. This is the process of comparing the current actual results with the targets. Throughout the plan period, it is necessary to check whether the actual progress is sufficient, whether the project will be completed on time, on budget and as required.
4. Acting on the results of monitoring. Monitoring the results achieved may show that things
are going according to plan, but it is more likely to show that actual progress is not according
to plan, or perhaps even that the original objectives have changed. The latter two options lead
the manager to the fourth stage of the management cycle — acting on the results of the monitoring.
In the second case, the objectives need to be refined and the plan adjusted, and in the third case,
the original objectives need to be revised.
Holographic model of the self- organisation process. There is no differentiation of people
in terms of willpower in structural-functional models. There are people who are capable of com-
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pleting their plans and overcoming difficulties, and there are people who are incapable of volitional effort to overcome obstacles that arise on the way to their goal.
A number of researchers extended the boundaries of the activity approach by adding personal
components to the existing functional components of self- organisation.
The holographic model (A.D. Ishkov) contains six components, five of them are functional
and one is a personality component:
1) goal setting;
2) situation analysis;
3) planning;
4) self- monitoring;
5) correction;
6) volitional effort — personal component.
The personal component characterises the features of mobilisation of the individual’s capabilities and concentration of activity in the right direction, which provide the necessary impetus that
initiates the activity and supports it in the course of implementation.
Each component of the model of self- organisation is viewed as a set of mini-processes that repeat the structure and sequence of the “big” process of self- organisation. For example, the planning
stage can be decomposed into the following mini-processes:
– elaboration and acceptance of the goal of the planning process;
– analysing the characteristics of the planning situation;
– planning the planning process itself;
– self- monitoring the planning process;
– correcting the planning process and the plan created.
Each of the above mentioned mini-processes involves volitional efforts to mobilise their own
forces and the concentration of activity of the subject in a given direction, which provides the necessary incentive that initiates each mini-process of the planning stage and supports it in the course
of implementation.
To diagnose the peculiarities of self- organisation the author developed the questionnaire
“Self-organisation peculiarities diagnostics” (DOS-39), which contains an integral scale “The level
of self- organisation” and six private scales describing the level of development of a personal component of self- organisation (volitional effort) and five functional components: goal-setting, analysis
of the situation, planning, self- control, correction.
The results on the Goal setting scale (T/P) reflect the level of development of the skills of accepting and holding a goal.
The results on the Situation analysis scale (SAS) reflect the level of development of the skills
to identify and analyse the circumstances that are essential for the achievement of the goal.
The results on the Planning scale (PL) reflect the level of development of the skills of planning
one’s own activities.
The results on the Self-control scale (S/C) reflect the level of development of skills of control
and assessment of own actions, mental processes and states.
The results on the Correction scale (Cor) reflect the level of development of skills of correction by a person of his/her goals, methods and direction of analysis of essential circumstances, action plan, evaluation criteria, forms of self- control, volitional regulation and behaviour as a whole.
The results on the Volitional effort scale (VE) reflect the level of development of skills of regu-
lation of own actions, ment al processes and states. Demonst rate the development of volitional qualities, the ability to overcome obstacles that arise on the way to the goal. Characterise subject’s ability to mobilise his (her) physical and mental forces, to concentrate activity in a given direction that
provides the necessary incentive, which initiates the activity and supports it during the realisation of the plan.
The results on the Level of self- organisation scale (SO) reflect the general level of development
of skills of organising the process of one’s own activity.
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Summary
1. The concepts of “self- organisation”, “self- regulation” and “self- management” can in most cas-
es be regarded as synonymous.
2. Psychologists distinguish four main approaches to self- organisation: personal, activity-based,
integral (personal activity-based) and technical.
3. A person’s level of self- organisation affects the efficiency of all areas of his activity.
4. Structural-functional models of self- organisation process are the most effective: complete cycle
of self- government; model of orientation-research activity; model of management decision- making
“Control loop”.
5. The holographic model of self- organisation process (A.D. Ishkov) contains five functional components of process of self- organisation: goal-setting, situation analysis, planning, self- control, correction and one personal component — volitional effort.
Think about and answer these questions
1. What are the pros and cons of the four main approaches to defining the essence of selforganisation (personal, activity-based, integral, technical)?
2. In your opinion, what are the advantages of the integral approach to self- organisation?
3. Give examples of the influence of your own self- organisation on the efficiency of your educational or professional activity.
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Main Aims and Outcomes. As a result of studying this material, you will learn:
– what competencies you need to develop in order to survive and succeed in the digital world;
– what digital tools help a person in self- development and self- organisation;
– how person’s self- development and self- promotion occurs in the digital environment.
Keywords: information technology, digital technology, virtual interaction.
Digital technologies have penetrated in all spheres of a modern person’s life. They accompany
people at work, at home, in travel, and on vacation. When a modern person goes out, he/she often
checks for the presence of a gadget in his/her pocket, rather than the presence of keys or documents.
The introduction of digital technologies greatly improves the quality of life. For example, programmable equipment increases the speed and quality of manufacturing products and services.
We compare, for example, two decorative wood products. The first was carved by hand by a professional, the second — by a software control machine. You see the difference, right? We compare stock trading in the in the middle of the 19th century and in the 21st century. Can you spot
the difference?
The introduction of digital tools has irreversible consequences for the labour market. Workers without education or special skills may soon become unemployed. They will be replaced
by unmanned cars, robotic waiters, self- service cash registers and point-of-sale terminals. Physical labour is increasingly being replaced by intellectual labour. A modern person no longer
needs to be physically strong, agile and resilient. He/she needs to have digital literacy, developed analytical skills, and a willingness to constantly develop and interact with other people
in the online environment.
Digitalisation opens up new job opportunities for people. New professions in IT sphere have appeared. Automation of routine processes reduces fatigue. People do not have to move to another city
or another country to find their dream job. Many activities can be done remotely. This applies equally to education and development.
A person needs special training to find his/her own place in the digital world. Oddly enough,
a large part of the population has a low level of digital skills. Competent netizens use it only to communicate in social networks and meet their basic needs. For example, they order food or goods, listen
to music and watch movies. They do not use the opportunities of the Internet for self- development,
education, working activities. It’s unfortunate. It turns out that today’s young people are advanced
in digital technology. But in professional sphere they are almost no different from the previous generations who hardly use modern gadgets. A huge space of opportunities, where a lot of efforts and resources have been invested, is only partially used. Also, people are missing the opportunity to improve their lives “in two clicks”.
What is digital information technology? The history of digital technology dates back to the
17th century. It was then that the mathematician Carl Leibniz laid the foundations of the modern binary system. In the mid-twentieth century, the binary system began to be used for software computing.
Digital technology made it possible to “digitise” information. “To digitise” means to record and store
it in a universal digital form. The antipode of digital technology is analogue technology.
Nowadays, digital technology includes everything connected to electronic computing and data
conversion. These are gadgets, electronic devices, technologies and programs.
Digital technology is often referred to as information technology. This is only true in one case.
Further we will assume that information technology is the software and electronic means for collecting, accumulating, processing, transporting, and presenting information.
In fact, digital technologies are only a part of information technologies. Information technologies are all technologies related to the exchange of information. The exchange can take place even
with the help of analogue devices. For example, a traffic light turns on a green light and tells us we
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can go. A traffic light is an analogue information device. The application where we monitor traffic
jams is also an information device, but digital in nature.
In what areas are digital technologies used? The short answer to this question is everywhere.
Business, medicine, manufacturing, retail, food, art specialists use computers, programmed equipment and artificial intelligence.
Education sector has received huge opportunities. Gadgets, specialised programs and courses for distance learning have expanded the boundaries of self- development of the population. Universities, schools, private educational organisations, individual teachers and mentors can share knowledge and experience with people all over the world. Only a person’s intent
and a steady Internet connection is needed. On the Internet, we can find educational materials on any topic and of any quality. These are books, articles, lectures, videos, podcasts, recorded and online webinars. The education sector uses gadgets and programs for distance learning.
Teaching materials contain elements of virtual and augmented reality. They improve the transfer and perception of information. Modern students do their homework on the computer with
the help of specialised educational programs and services. Artificial Intelligence algorithms organise and control the learning process.
The Internet and digital information technology have a lot of advantages over analogue technology in human self- development. Digital assistants in the form of gadgets and specialized programs
provide access to information. They also help to organise and control a person on the way of selfdevelopment. If a person uses digital technology correctly, he/she can quickly learn new skills, level
them up and achieve the goals of self- development.
What skills does a person need to work with digital informational technologies? Let’s return
to the idea that modern people actively use digital technologies in a narrowly limited domestic sphere.
To work in the digital world, one needs special training.
It can be acquired either under the guidance of mentors in an educational organisation or mastered
independently. In both cases, you can use any digital technology available. For instance, you can find
online schools and universities on the Internet that train students and issue qualification documents.
Apart from that, you can also find self- study courses. After completing such courses, you can take
an independent qualification exam.
To become a competent specialist in information technology a person does not need to have programming skills. A software engineer (programmer) is a specialist with an algorithmic type of thinking. He/she creates digital tools and technologies.
Users of digital technology must have other skills. There are different technologies and different
skills for each field of activity.
However, there are universal competencies that every person who works with digital information technology should have. The list is as follows:
– being is ready to use modern methods, ways and means of receiving, storing and processing information;
– knowing how to work with a computer as a means of information management;
– being able to work with information in global computer networks;
– being prepared to use modern information methods and technologies.
Digital technology makes it possible to collect and transform large amounts of diverse data into
information. If one uses digital information technology for self- development, one must be able to analyse and apply these data. So, the user should know how to:
– find new information via formal and informal channels;
– learn the features of new technologies;
– describe the results of their work while minding the level of experience;
– communicate in “human-machine” system;
– use global and local networks for different objectives.
If the user knows and applies these norms, then his/her presence in the digital information environment will be easy, useful and safe.
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Information technology for self- education. Informatisation of modern society expands
the boundaries and possibilities of self- development. A unified environment of scientific, social
and public information allows you to receive quality education anywhere and anytime. Each person can choose how, where, when, for how long, with whom and what to study.
The accessible digital information space is an open educational system. It allows each learner
to choose his/her own learning trajectory and effectively organise cognitive activity taking into account his/her individual characteristics.
There are many different courses for building a self- development trajectory on the Internet.
The best universities in the world such as Harvard, Cambridge, Princeton, Stanford, Yale offer their
free courses for a variety of listeners. There are expensive paid courses and free courses for those who
do not have money for full-time education. We could say that online courses have become the most
popular type of self- development.
Large and small online schools teach practical skills to people of all ages. For example, foreign
languages, programming, marketing, web design. These courses are chosen by those people who do
not care about the academic degree. They immediately apply the acquired skills in their professional
activities or, conversely, change their profession to a new one.
On the Internet there is a large selection of small author’s courses that teach only one skill. They
are aimed at a wide audience. The authors explain the material in a simple and clear language. They can be
found on various blogs, as well as on platforms such as YouTube, Prometheus, Khan Academy, Coursera.
We can find everything there, from the intricacies of bead weaving to the formulas of nuclear physics.
Information technology provides information for every taste. Digital technologies help to process
and apply the received information. The student does homework and independent tasks on a computer or smartphone. Nobody sends completed assignments in an envelope today. No one goes to the post
to put a letter in the postbox. There’s e-mail for that.
Information technology helps to organise a group work. For the group work, a learner uses special
remote collaboration services, for example, Google. Documents are placed in a shared digital environment. All participants can create them, make corrections, comment on what has been written. No
need to send the corrected document to each other many times. The teacher can also connect and control the work of the group.
Learner and teachers communicate in social media and instant messengers. Here they can discuss
homework, ask questions on the topic of the class, arrange a discussion, support someone who is having a hard time. Communication in social media during the course creates additional motivation to
complete the training.
Progress in learning the material is monitored by special trackers and apps. A person is more motivated to continue their education when they see the dynamics of studying and forming skills.
The use of information and digital technologies develops not only a person’s special skills, but also
digital competences.
Information technology in education solves the following problems. It can:
– develop ability to work with large amounts of information;
– expand reflective thinking, synthesis, generalisation, systematisation;
– build research and practical decision-making skills;
– provide as much learning material as the student is able and willing to absorb;
– nurture the personality within the “information” society.
Digital information technology in the context of continuing education helps people to improve
their professional and personal competence and in-crease competitiveness on a labour market.
Information technology for self- organisation. Modern life is filled with many opportunities,
events and temptations. Urgency and deadlines are also important for a working person. It is not easy
to combine many different tasks and events into one day’s schedule. Also, it’s impossible to keep
in mind all the important moments for a week or a month.
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A long time ago humans learned how to create assistants to help them memorising things and selforganise. The most common helper is the glider. You can place all important tasks and events, write
comments, mark the completion of tasks on the pages of a calendar or special notebook.
Modern digital tools have made the process of planning, accounting and control more practical.
Ordinarily, gadget apps are used as digital self- management tools. Preferably, they’re synchronised
on different devices, and that can provide access to the information needed from any place and any
available gadget. Everything you need is your account to log in to the app.
The most popular self- management apps are virtual calendars and diaries, finance-controlling
apps, health-controlling services and good habits trackers.
Let’s look at several self- management apps in more details.
Online diaries allow you to fit all your plans and tasks in one smartphone. It’s very convenient
to have all crucial information within reach. You don’t have to carry a notebook and a pen, make notes
and corrections to them, don’t have to fear that you’re going to be out of place for noting and don’t
have to look for the easiest way to delete things that are not relevant anymore. You can write down any
number of tasks and assignments and, if needed, delete them. You can set reminders for significant
tasks and the gadget will remind you about the upcoming event and will give a signal when it starts.
If necessary, you can set deadlines for your tasks. Many apps synchronise with e-mail, so you can enter information about the event into the diary-planner directly from the e-mail message.
Such a digital assistant unloads main memory and helps to focus on more important things. Here
are some examples of the apps: Wunderlist, To Do Reminder, Any.do, Remember The Milk.
Some apps help to plan and control the work of the whole team, for example, LeaderTask, Todoist, Asana.
Some people find it really challenging to complete a task or study. They get distracted by other less
impor tant but more enjoyable or easier tasks. There is an e-helper for this as well. For example, the smartphone app PomodoroArmyDo. It can be used to set up an uninterrupted work session for a limited time.
The user selects the work inter val and sets the timings for the breaks. The app reminds the user of the start
or end of each time period. This way of working increases efficiency and helps to avoid overwork.
Special digital tools have also been developed to promote financial awareness and discipline.
Using e-banking to pay makes the process of monitoring and managing finances almost automatic.
Most financial accounting services are synchronised with bank accounts. This allows you to control your spending by categories, such as food, shopping, utilities and holidays. You can also use
the app to plan your expenses and create an alert when you surpass your limit. This is a good way
to save money without going over the top. In the app, you can set for automatic deposits into your
savings account to create a safety cushion or for unexpected expenses. Goodbudget and Money Flow
are examples of such apps.
Monitoring one’s health is an important habit of the modern man. The lifestyle of many people
is far from ideal. Eventually this leads to sleeping disorders, fatigue, loss of efficiency, eating disorders and various illnesses. That is why you can find an app for every need in the list of health monitoring tools. Some apps can monitor the amount of liquid you drink. Others monitor your weight. One
more checks your diet. Some track your physical activity.
By the way, Move-to-Ern apps not only allow you to monitor your physical activity, but also earn
rewards in cryptocurrency. Game dynamics and financial motivation support the activity and user’s
self- organisation well.
There are also universal apps that solve several tasks simultaneously. For example, MyFitnessPal
app monitors nutrition, physical activity and water regimen. It creates meal recipes and takes into account the liquids you drink. The app syncs with fitness trackers, so your activity data can be perfectly accurate.
Let’s summarise. Digital information resources, applications and gadgets create a favourable environment for those who are committed to self- development and self- organisation. Digital tools provide access to necessary information from any place and at any time. They help and control processes and reduce routine activities.
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