1. business and industrial

UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
- Unit Manual- Unit 14- Working with and Leading People
UNIT MANUAL (STUDY GUIDE)
UNIT 13: PERSONAL PROFESSIONAL DEVELOPMENT
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Copy right
Nelson College London
Authors
HND BUSINESS
Folake,Christian,
Owusu & Alfred
Editor
Nazim Uddin/ Hillary
Version
V1-May 2014
NELSON COLLEGE LONDON
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
TABLE OF CONTENT - Unit Manual- Unit 14- Working with and Leading People
LO1: Understand how self-managed learning can enhance lifelong development
P1: Evaluate approaches to self-managed learning
P2: propose ways in which lifelong learning in personal and professional contexts could be
encouraged:
P3: Evaluate benefits of self managed learning to the individual and organization
LO2: Be able to take responsibility for own personal and professional development
P4: Evaluate own current skills and competencies against professional standards and
organizational objectives.
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P5: Identify own development plan and the activities required to meet them
P6: Identify development opportunities to meet current and future defined needs
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P7: Devise a personal and professional development plan based on identified needs.
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LO3: Be able to implement and continually review own personal and professional
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development plan
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P8: Discuss the process and activities required to implement the development plan
P9: Under and document development activities as planned.
P10: Reflect critically on own learning against original aims and objectives set in the
development plan
P11: Update the development plan based on feedback and evaluation
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LO4: Be able to demonstrate acquired interpersonal and transferable skills
P12: Select solutions to work-based problems
P13: Communicate in a variety of styles and appropriate manner at various levels
P14: Evaluate and use effective time management strategies
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
UNIT INTRODUCTION - Unit Manual- Unit 14- Working with and Leading People
This unit is designed for learners to assess and develop a range of professional and personal
skills that will promote future personal and career development. The unit also aims to develop
learners’ ability to organize, manage and practice a range of approaches to improve their
performance as self-directed learners in preparation for work or further career development.
Further, the unit emphasizes the needs of the individual, but within the context of how the
development of self-management corresponds with effective team management in meeting
objectives. Additionally, learners will be able to improve their own learning, be involved in
teamwork and be more capable of problem solving through the use of case studies, role play
and real-life activities.
Section A: The Importance of Self Managed Learning to Lifelong Development
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This section discusses the different approaches to self-managed learning, ways in which
lifelong learning can incorporated into both personal and professional contexts and the
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benefits of self-managed learning to the individual and organization.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
AC1.1 APPROACHES TO
SELF-MANAGED
LEARNING
- Unit
Manual- Unit 14- Working
with and Leading People
Hay Management Consultant (1992) states ‘You are your own business. No-one else is
responsible for your development.’ This statement revealed that in today’s workplace, several
employees’ are now taking personal challenges to ensure they meet the demands of today’s
21st century organizations.
Guirdham (2002, p. 41) maintained that organizations may provide different development
activities that may drive employees to accomplish corporate and personal goals. Indeed, it is
the requirement of the individual to drive the process. Self-Managed Learning (SML) or SelfDirected Learning (SDL) is a term that was coined by Ian Cunningham in the late ‘70s, “that
refers to a specific learning approach that emerged from elements of several other methods
including self-development, self-directed learning and action learning” (Garrow, 1998. p. 2).
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In fact, Knowles (1975, cited in International Society for Self-Directed Learning) defined self
managed learning as “self-directed learning” describes a process in which individuals take
the initiative, with or without the help of others, in diagnosing
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their learning needs,
formulating learning goals, identifying human and material resources for learning, choosing
and implementing appropriate learning strategies, and evaluating learning outcomes. (p. 2)
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It is the willingness of an individual to take on board what is been taught or how an individual
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unearth different ways in learning things, which could be in their communities or the
organization they work in.
There are different approaches and/or models used to self-managed learning; The theoretical
model of self regulated learning (Pintrich, 2000) shows that for individuals to achieve a
certain level of self regulation, they must go through a sequence of four phases. This include:
planning, self monitoring, control and evaluation of learning activities.
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In the planning stage, activities such as goal setting take place and at the self-monitoring
phase individuals become aware of their state of emotions and motivation. In addition to the
self-monitoring phase control activities are put in place to regulate time and effort and finally
the evaluation phase helps individuals reflect on the task execution.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
Further, Zimmerman (2002)- Unit
extends
Pintrich’s
modelwith
byandstressing
the importance of
ManualUnit 14- Working
Leading People
motivation in self managed learning. The author (Zimmerman, 2002) added that, self
managed learning would be attained by going through three cyclical phases: such as fore
thought, performance and self-reflection. The fore thought phase requires individuals to set
SMART (Specific, Measurable, Achievable, Realistic and Time-bound) goals for themselves.
The performance phase has two major processes, self observation and self-control (Meyer,
2008). The former involves the actual recording of events, whereas the latter involves the use
of specific strategies such as imagery and attention focusing to help control time spent. In
addition, see table 1 for approaches used to self managed learning:
Strategies
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Theorists
supporting
the Individual Implications
strategies
Student Motivation
Anderman, 2004; Guthrie, Alao,& Challenging,
Rinehart, 1997; Howse, Lange, relevant
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Farran, & Boyles, 2003; Lumsden, theme
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1994, 1999
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but
achievable,
assignments;
instruction;
conceptual
choice
in
task/task accomplishment; mastery
learning/outcome-based instruction;
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cooperative/collaborative
learning; individual goal setting;
accelerated learning.
Goal orientation
Caraway, Tucker, Reinke, & Hall, Type
of
assessment
influences
2003; Nichols, Jones, & Hancock, motivation;
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2003; Stefanou & Parkes, 2003
learner
emotions/managers
instructional
strategies
influence
employee’s goals orientation; a
higher general level of confidence
increases staff engagement
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
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Locus of Control
Harlen &- Unit
Crick,
2003;Unit 14- Working with
Learning
Manualand Leadinggoals
People rather
Miller, Fitch, & Marshall, 2003
than
performance goals; at-risk students
have
a higher external locus of
control
Self-Efficacy
Bouffard & Couture, 2003;
Linnenbrink
&
Pintrich,
Employee demonstrates behavioral,
2003; cognitive, motivational engagement;
Thomas, 1993;
managers
assist
employee
to
Zimmerman, 2002
maintain self-efficacy beliefs; foster
belief that competence/ability is
changeable; motivational
variables do not change much across
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subject
matter;
performance
feedback
improves
independent
learning
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Self-Regulation
Palmer & Wehmeyer, 2003
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Employees
can
regulation
through
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solving/goal-setting
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activities.
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Metacognition
develop
self-
probleminstructional
Blakey & Spence, 1990;
Employees should plan, monitor,
Ngeow & Kong, 2001
and
evaluate
their
thinking
processes; employees should engage
in inquiry/problem-based learning
that includes problem framing, data
gathering, divergent thinking, idea
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generation, evaluating alternatives.
Source: NorthWest Regional Educational Laboratory (2013). Adapted by Author (2014)
UNIT 13: Personal and Professional Development Plan
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1.2: PROPOSE STRATEGY
ENCOURAGING
LIFELONG
LEARNING IN
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PERSONAL AND PROFESSIONAL CONTEXT.
Lifelong learning exercise has been extensively discussed in several literatures. Sangster
(2000) argued that lifelong learning is an enhanced processed of self – managed learning
which assist individuals to manage their own learning as well as taking control of various
issues that include how, what, when and where they learn. Further, lifelong learning consists
primarily of Personal and professional courses that are designed to sharpened and developed
employee’s goals and the human resource in the organization (Sangster, 2000).
The insurgence of lifelong learning exercise has been encouraged as a result of the fast
technological and increasing global knowledge David Megginson 2007 which has encouraged
the understanding and involvement in Lifelong Learning.
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Strategies in encouraging lifelong learning in professional and personal context are,
(a): Through work place project:
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Organization may encourage both personal and professional long life learning by introducing
work place project that may assist improve and challenge skills of employees. Task and role
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taken by members of the teams in the project may help develop their knowledge
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(b): Through internet:
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The study of Counihan (2009) identified the internet has a system of telecommunication
between computers, which enables information to be transferred between computers. In fact,
several, tools are made available to aid learning Virtual Learning Environment (VLE),
Computer Managed Learning (CML), Online Resources, and Distance Learning etc
(Counihan, 2009).
(c): Research:
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Today’s organization are spending substantial amount of money on research and development
to encourage innovative ideas. Also, such research is carried out to cover gaps in knowledge
for particular areas, to help development within organizations and individuals
(d): Exams:
The search to get knowledge may encourage learners to be tested by using standardized
question to check increase knowledge.
UNIT 13: Personal and Professional Development Plan
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(e): Seminars and Conferences:
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Seminars cover topics essential to running a successful organization. Topics are often
presented by field experts Organizations commitment culture in training and development add
value to any economy, employer, and the employee (Throop & Castellucci, 2009).
(f): Social networks:
Learning from others is a major approach of long life learning and it is commonly use.
Mentoring and coaching are two fundamental concepts that are playing crucial role in human
capital development (Cottrell, 2010). Mentoring is to support and encourage people to
manage their own learning in order that they may maximize their potential, develop their
skills, improve their performance and become the person they want to be" The Oxford School
of Coaching & Mentoring) .Thus, organizations have to design policies and strategic activities
to encourage mentoring and coaching to drive for social mobility and diversity
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(g): Interview
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This encourages lifelong learning by way of advice and information about a particular subject
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matter
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(h)News Groups
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Newsgroups are online discussion groups that deal with a variety of topics. A common
analogy used to describe newsgroups is online bulletin boards.….newsgroups can be active
forums for the exchange of ideas and information, providing a small business with
opportunities for networking, learning more about the industry and competition, and
marketing and sales possibilities
AC 1.3 Benefits of self managed learning
The concept of self-managed learning is vital for both organizational staff and the
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organization itself. It is important to the learner because it helps them take on more
responsibilities, thereby making learning more meaningful to them (Garrison, 1997;
Armstrong, 1996). It also helps the learner to be more effective and goal oriented as well
viewing problems as challenges (Guthrie et al., 1996; Taylor, 1995) and It enables individuals
to discover what they want to achieve for themselves. (Cunningham et al., 2000 Pedler, 1986).
See the benefits of self managed learning to individuals and organizations (Horton 2011).
UNIT 13: Personal and Professional Development Plan
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Additionally, Horton (2011) indentifies
self People
managed learning to
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Unitfollowing
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with and of
Leading
individuals and organizations alike:
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It recognizes that people learn differently
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It helps employees apply their learning to the workplace
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It encourages personal ownership and is linked to lifelong learning
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Cost effective learning solution
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Part of a blended learning approach
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Learning resources aligned to own organization
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Self-study and learning managed at own pace
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Just in time learning so likely to be more effective
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Learning resources sourced to accommodate different learning styles
Also, Watkins and Marsick (1993) pointed out that there are six main benefits that can be
derived by organizations as a result to promoting the culture of self-managed learning:
1. it helps promotes inquiry and dialogue
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2. it encourages collaboration and team learning
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3. it empowers people to have a collective vision
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4. it connects the organization to the environment
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5. establishing systems to capture and share learning and
6. It creates a culture of continuous learning for all
It is therefore in the interest of both the individual and organization to embark on the concept
of self managed learning, hence organizations should promote individual learning and help
capture such learning by allowing individuals to record what has been learnt.
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UNIT 13: Personal and Professional Development Plan
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2.1:
EVALUATE
AGAINST
OWN
SKILLS
AND
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People
PROFESSIONAL
STANDARDS
AND
ORGANISATIONAL
OBJECTIVES
Organizational management involves the process of ensuring that each individual performs to
a set of standards established in order to achieve the set objectives. According to Philbeam &
Corbridge (2002), management is a holistic process which incorporates a number of
management activities including individual or employee self-evaluation or assessment. For
individuals, assessment of one’s skills and capabilities against individual set standards or
objectives is important if one can make a meaningful progress in career and professional
callings. Employee self-appraisal, within a performance management or annual performance
review system involves asking the employee to self-evaluate his or her job performance. Self
evaluations are part of performance management and can take the form of evaluating progress
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towards pre-defined annual objectives and performance standards. Self-appraisals are done
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using different management or assessment tools relevant to the position or responsibility of
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the employee being assessed.
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Benefits of Employee Self-assessment
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There are a number of benefits to having employees self-evaluate or self appraise, either as
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part of the formal performance management system, or informally. Here are a few of them:

By having employees do some sort of self evaluation before the actual review meeting, the
review meetings can be shorter.

If done properly and tactfully, encouraging employees to self evaluation or self appraise at
any time during the year, including around the actual review meetings, help convey the
message that the process of performance management and appraisal is a team effort, and not
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something the manager does to the employee. This greases the wheels of the process, making
it more effective.
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When self appraisal is an accepted and integrated part of the performance management
process, it encourages employees to self evaluate throughout the year. That's exceedingly
valuable, because what most managers want is employees who can do their jobs, monitor their
UNIT 13: Personal and Professional Development Plan
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own progress, and self-correct- Unit
all year
long.
that happens
managers
can spend far less
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time fire fighting or micromanaging.
The skills and competencies which the employee need to evaluate and assess against the set
objectives include the following; planning skills, organizing, interpersonal, time management,
leadership, communication, listening, coaching, writing, problem solving, decision-making,
IT skills , financial management etc. Some of these skills are set against several management
objectives and are presented in the table below.
The table below represents a set of management skills assessment sets for various
responsibilities.
Skills (add skills or attributes relevant to your role as applicable)
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1 Planning, prioritizing and organizing tasks and activities, time management, self and team.
2 Motivation and leadership of team and individual team members.
3 Communication skills, questioning and active listening, building trust, empathy and mutual
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understanding.
4 Performance appraisals planning, conducting, and follow-up, for team, and self.
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5 One-to-one counseling, handling grievances, discipline, helping and enabling others with
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their challenges.
6 Training and developing others, coaching and mentoring, assessing training needs.
7 Delegation, identifying and agreeing tasks, measuring, follow-up, management by
objectives (MBO's).
8 Effective use of IT and equipment, esp. communication, planning and reporting systems.
9 Financial and commercial understanding (e.g, budgets, profit & loss, cash flow, etc)
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10 Managing relationships, inter-department, peers, upwards, obtaining approval for projects,
changes etc.
11 Planning and running meetings, effective follow-up.
12 Business writing, eg, letters, reports, plans, project plans.
13 Recruitment interviewing and selection, and effective induction of new people.
14 Administration; financial/performance reporting, monitoring, maintaining and developing
UNIT 13: Personal and Professional Development Plan
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reporting systems.
- Unit Manual- Unit 14- Working with and Leading People
15 Creating and giving effective presentations to groups.
16 Innovation, vision, creativity, taking initiative, problem-solving and decision-making.
17 Quality awareness and managing, according to quality standards and procedures.
18 Employment and HR policy awareness and managing, according to policies (equality,
disability, harassment,
etc)
19 Environmental and duty of care awareness and managing according to standards and
procedures.
20 Customer care and customer service management - external and internal.
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21 Self-development, self-control, compassion and humanity, seeking responsibility and
personal growth.
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22 Appreciation/application of social responsibility, sustainability, humanity and ethical
considerations.
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Source: www.businessballs.com adapted by the authors (2014)
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TEMPLATE FOR ASSESSING PERSONAL AND PROFESSIONAL SKILLS
Different individuals from different works of life require different skills depending on their
position
and
the
work
environment.
For example, a manager that oversees a team of assembly line workers would require an
entirely different type of management skills, than a manager that oversees the human resource
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department.
Let’s have a look at some of the most important skills related to managerial position which
includes the followings:1. Project Management Skills
2. Time Management Skills
3. Conflict Management Skills
UNIT 13: Personal and Professional Development Plan
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4. Self-Management Skills
- Unit Manual- Unit 14- Working with and Leading People
5. Team Management Skills
6. Stress Management Skills
7. People Management Skills
8. Office Management Skills
9. Change Management Skills
Managerial skills
Relevance
to Competency
future/existing
(Excellent, Good, less than
career
satisfactory, missing)
1. Project management skills
Project management is key to the success
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of any business. Project management Relevant
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skills are a combination of many skills
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including the ability to plan, organize,
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budget, and manage the resources at
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hand. You must also be able to bring a
project to completion by or before the
due date.
When a person has good management
skills they are in demand by employers
who recognize the value of these skills.
After all, if you can successfully manage
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projects to completion you are affecting
the company’s bottom line in a positive
way.
Good project managers are able to work
well in a team environment, and they are
able to pull their team together. They will
Rating
Good
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use techniques like brainstorming
to Unit 14- Working with and Leading People
- Unit Manualbuild cohesion with their team, and to
bring fresh ideas to the forefront. The
team is often involved in making project
decisions, although the final decision
does lie with the project manager.
2. Time Management skills
There’s a saying “time is money” and
nothing could be more true than in the
business
world. More Relevant
A skilled manager will be able to ensure
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that the employee’s time is used widely
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and in a productive manner. Regardless
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of the type of business idle time costs
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company’s money, because the employee
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is still being paid. A top notch manager
will be able to organize and delegate
tasks so that there is minimal idle time.
This includes creating schedules for the
day/week/month,
allocating
time
according to the task at hand, and
breaking
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projects
into
manageable
segments, then overseeing the entire
process to confirm the plan is working.
Good
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3. Conflict Management Skills
Conflict is a fact of life, and yet it is
often
overlooked
within
companies.
When conflicts arise between employees, Less relevant
manager, wages, policies, among other
issues,
managers
must
have
the
appropriate conflict resolution skills to
resolve the issue at hand. The process of
conflict
resolution
often
involves
negotiating and mediating.
However, it also involves implementing
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procedures within the workplace to
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reduce the number of conflicts. These
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preventative
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company running smoothly. Conflict
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measures
are
key
to
management skills include Developing
the Code of Conduct, which will
maintain the work ethics of the company.
You will also need to be a good listener
and mediator so that you can talk with
the employees, and actually “hear” what
the conflict is about.
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Less than satisfactory
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4. Self-Management skills
Self-management is the ability to plan,
organize, implement, and complete tasks,
and then take responsibility for your
success.
It requires you to lead others, develop
relationships with those individuals, and
communicating clearly.
Self-management skills include:

Decision making – ability to
make decisions as needed
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
Goal setting, plan how to achieve
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those goals, and track completion
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of those goals
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
most important and prioritize
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Prioritize – Know what tasks are
accordingly.

Scheduling skills – prepare indepth schedules and stick to them

Be flexible and able to adapt to
changing circumstances
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Self-evaluation of your planning,
implementation, and performance

Self-motivation – the ability to
take one’s own initiative

Self-intervention
–
ability to
intervene when necessary

Self-development
Relevant
Good
UNIT 13: Personal and Professional Development Plan
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
Self-assessment
of- Unit Manualyour Unit 14- Working with and Leading People
proficiency

Have a positive attitude

Supervise
–
responsibility
and
delegate
supervise
others for completion of those
tasks
5. Team Management skills
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Team management is a key part of every
organization.
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Relevant
Whether the team already exists or you
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are putting a team together it’s a
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challenge that the team leader must be
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strong enough to face. Let’s look at some
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of the key things the team manager is
accountable for and the associated skills.

Delegate to your team – no
matter how great your skills if
you can’t delegate you will fail as
a team manager.
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Motivate your team – different
individuals
are
motivated
differently.

Develop your team – teams are
made up of a number of different
people all with different skills
Good
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and outlooks and you
as Manualteam Unit 14- Working with and Leading People
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manager will have to be able to
pull all of these personalities
together.

Communicate with your team –
you must work closely with your
team and you must be able to
clearly communicate with them at
all times.

Manage your team – Managing
your
team
includes
ensuring
projects and tasks are on track,
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including
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handling
discipline
issues.
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6. Stress Management skills
Stress is a very real occurrence in the
work
place. Not Relevant
It can result because the demand on
resources
exceeds
the
available
resources. This can create a great deal of
pressure for one or more staff members,
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including yourself. Stress management
skills
are
important
and
include
management.

Monitoring
behaviour
performance
of
and
individual
employees to determine stress
Missing
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levels

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Incorporating
effective
time
management to prevent stress –
Use detailed daily and weekly
schedules

Prioritization
–
Avoiding
excessive workloads and last
minute work

Adaptability
and
tolerant
behaviour

Motivation
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7. People Management skills
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People management skills are key to
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every
O
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company. More Relevant
These skills include the practice of
understanding,
developing,
and
delegating people and matching skills to
tasks at hand. People management is
about leading and motivating your
employees
to
ensure
their
best
performance. People management skills
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include:
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Listening – both with a focus to
understand and with a goal to
reply. Most people listen with a
goal to get through until it’s their
turn to talk. They aren’t really
Good
UNIT 13: Personal and Professional Development Plan
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hearing
the
message.
Good Unit 14- Working with and Leading People
- Unit Manual-
people skills mean you listen with
the intent of understanding the
speaker. There are 3 key benefits
to good listening:
a. You
learn
person’s
the
wants,
other
needs,
desires, and fears
b. You
show
the
other
person respect
c. You will not say the
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wrong thing if you are
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listening

Ask
questions
that
are
insightful – On its own listening
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isn’t
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enough.
Good
listening
means you will be insightful.
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Questions are used to:
a. Gather information
b. Gently persuade
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Be motivating and inspiring –
Everyone hates a grumpy boss,
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and no one wants to work for a
boss that’s cynical, pessimistic or
down. To be a positive leader you
need to be able to convincingly
talk about the “why” and that the
future will be better than now.
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
Handle conflict situations
– This Unit 14- Working with and Leading People
- Unit Manualis a delicate people management
skill that you need to master.
There are three basic abilities.
a. The ability to criticize the
behavior of others without
attacking or criticizing the
person’s character.
b. The ability to provide
suggestions of acceptable
ways out of a conflict.
c. The ability to control your
N
words when you aren’t in
E
a very good mood.
L

Show trust – At the end of the
day, it’s really all about trust. If
S
you don’t trust the other person,
O
or they don’t trust you then you
N
won’t be able to work together or
do business. Good people skills
involve building trust.

Inspire
productive
atmosphere – This is the sum
C
O
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G
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total
of
all
the
skills
we
previously mentioned. You need
to
make
respected,
employees
provide
feel
challenges,
and offer excellent interpersonal
communication skills.
UNIT 13: Personal and Professional Development Plan
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- Unit Manual- Unit 14- Working with and Leading People
8. Office management skills
Office management involves overseeing
the
office
in
the
workplace. More Relevant
It involves being able to effectively plan,
organize, and control the clerical and
administrative employees within the
office. This includes communicating
clearly with staff, and storing the
company’s data safely. Office managers
supervise clerical teams and secretarial
N
pools. Strong office management skills
E
are necessary to be a good office
L
manager.
S
skills include:
O
N

Those
office
management
The organization and storage of
data

Paying close attention to details

Superior communication skills

Monitor and evaluate the work
process

C
O
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L
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G
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Issue
department
level
assignments

Accounting and marketing

Budget
development
implementation
and
Good
UNIT 13: Personal and Professional Development Plan
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- Unit Manual- Unit 14- Working with and Leading People
9. Change Management skills
Change surrounds us – it’s everywhere in
the business world, and that’s why it is Less Relevant
so important for managers to have
change management skills to ensure the
company can move forward successfully
from the current state to a future state.
Management skills you should possess
include:

Setting
an
example –
It
is
important for management to
N
have the skills to set an example.
E
Employees will look to you for
L
direction relating to business
S
needs,
standards,
and
behaviour.
O
N
ethics,

Talking to people - No longer is
management off limits and tucked
safely
in
their
glass
tower.
Today’s managers must be people
orientated and interact with their
employees. They get to know
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O
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G
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their employees, learn about the
problems employees are facing,
and work with them to resolve
work issues.

Being real – As a manager you
implement change. It’s important
Less than Satisfactory
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
for you to be honest and
as real
as Unit 14- Working with and Leading People
- Unit
Manualpossible when interacting with
employees. Don’t be afraid to
show
your
emotions.
Communicate the change within
the organization the – reasons for
change,
the
details/ways
to
execute the change and the
benefits of successful change.

Be passionate – Learn how to
show your passion relating to
your vision. Without passion you
N
find yourself tiring and lacking
E
energy – in no time you’ll be
L
facing burnout.
S

Thinking –
Perform
strong critical thinking to decide
O
N
Critical
on the change details

Monitoring progress – Monitor
the implementation to determine
course of actions
Evaluating your own management skills can really pay big dividends by Leslie Miller
C
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Mullins, L. G. And Christy, G. (2010) Management and Organisational Behaviour. London
Read more at Suite101: Managerial Self-Assessment: Grading Your Own Management Skills
Suite101http://suite101.com/article/managerial-self-assessment-grading-your-ownmanagement-skills-a392054#ixzz2LT2DCGvo
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
2.2: IDENTIFY OWN DEVELOPMENT
NEEDS
AND
THE
- Unit Manual- Unit 14- Working
with and
Leading
PeopleACTIVITIES
REQUIRED TO MEET THEM
Personal Development Plan:
Personal development planning enables individuals to take charge of their own learning.
Learning becomes a proactive as well as reactive process, designed and prioritized to support
immediate development needs and longer term ambitions. A Personal Development Plan
(PDP) enables learners to identify key areas of learning and development activity that will
enable them to either acquire new or develop existing skills and behavioral attributes for the
following
purposes:
address anticipated changes in their current role & address career aspirations towards a future
role.
N
Prior to completing the personal development plan, the learner should undertake a skills
analysis activity to determine their learning and development needs and identify development
E
L
objectives to meet those needs. It is recommended that the personal development planning
process should be undertaken initially by the learner followed by discussion and agreement
S
with their manager.
O
It is recommended that this process should take place annually and ideally should form part of
N
the staff development and review & appraisal process. However, it can be equally valuable
when undertaken as a stand-alone activity. The personal development planning process should
ideally begin at the point at which the learner is new to their role and undertaking their
induction. Personal development is a lifelong process. It is a way for people to assess their
skills and qualities, consider their aims in life and set goals in order to realize and maximize
their potential.
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Personal development plan helps the learner to identify the skills needed to set life goals
which can enhance the prospect of employability, raise confidence and lead to a more
fulfilling, higher quality life. Plan to make relevant, positive and effective life choices and
decisions for future to enable personal empowerment. Although, early life development and
early formative experiences within the family, and at school can help to shape one’s personal
UNIT 13: Personal and Professional Development Plan
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Development Plan
development later in life. There
manyUnit
ideas
surrounding
personal
development, one of
- Unitare
Manual14- Working
with and
Leading People
which is Abraham Maslow's process of self actualization (1970)
SELF ACTUALISATION
Maslow (1970) suggests that all individuals have an in-built need for personal development
which occurs through the process called self-actualisation.
The extent to which people are able to develop depends on certain needs being met and these
needs form a hierarchy. Only when one level of need is satisfied can a higher one be
developed. As change occurs throughout life, however, the level of need motivating
someone’s behavior at any one time will also change.
OTHER ACTIVITIES TO MEET OWN DEVELOPMENT NEEDS
(a): Through work place project:
Organization may encourage both personal and professional long life learning by introducing
N
work place project that may assist improve and challenge skills of employees. Task and role
E
taken by members of the teams in the project may help develop their knowledge
L
(b): Through internet:
S
O
N
The study of Counihan (2009) identified the internet has a system of telecommunication
between computers, which enables information to be transferred between computers. In fact,
several, tools are made available to aid learning Virtual Learning Environment (VLE),
Computer Managed Learning (CML), Online Resources, and Distance Learning etc
(Counihan, 2009).
(c): Research:
Today’s organization are spending substantial amount of money on research and development
to encourage innovative ideas. Also, such research is carried out to cover gaps in knowledge
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for particular areas, to help development within organizations and individuals
(d): Exams:
The search to get knowledge may encourage learners to be tested by using standardized
question to check increase knowledge.
(e): Seminars and Conferences:
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Development Plan
Seminars cover topics essential
running
a Working
successful
Topics are often
- Unit to
ManualUnit 14with organization.
and Leading People
presented by field experts Organizations commitment culture in training and development add
value to any economy, employer, and the employee (Throop & Castellucci, 2009).
(f): Social networks:
Learning from others is a major approach of long life learning and it is commonly use.
Mentoring and coaching are two fundamental concepts that are playing crucial role in human
capital development (Cottrell, 2010). Mentoring is to support and encourage people to
manage their own learning in order that they may maximize their potential, develop their
skills, improve their performance and become the person they want to be" The Oxford School
of Coaching & Mentoring) .Thus, organizations have to design policies and strategic activities
to encourage mentoring and coaching to drive for social mobility and diversity
(g): Interview
N
This encourages lifelong learning by way of advice and information about a particular subject
E
matter
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(h)News Groups
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Newsgroups are online discussion groups that deal with a variety of topics. A common
analogy used to describe newsgroups is online bulletin boards.….newsgroups can be active
O
forums for the exchange of ideas and information, providing a small business with
N
opportunities for networking, learning more about the industry and competition, and
marketing and sales possibilities
PRACTICAL STEPS TO PERSONAL DEVELOPMENT
Individual or personal development requires taking some necessary and practical steps to
upgrade one’s skills and competencies. Practical steps can be taken to enhance personal
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development, including:

Organizing your time.

Producing a personal CV or résumé.

Undertaking a skills appraisal.

Looking at your transferable skills

Overcoming barriers to learning a new skill.
UNIT 13: Personal and Professional Development Plan
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ORGANISING YOUR TIME
- Unit Manual- Unit 14- Working with and Leading People
If you are considering making changes in your life, finding additional time often poses a
problem. It could be that the changes you are thinking of making are to ensure you have extra
time to;

Spend with your family.

Spend on things you enjoy doing.

Devote to your work.

Devote to your education.
Whatever the reason, looking at how you spend your time will encourage you to think of ways
your time could be managed more effectively.
Producing a personal CV or resume
Drawing up a CV or résumé is not only necessary when applying for jobs; it can also be very
N
E
useful for your own benefit and will help you appraise the skills you have gained through
education, training, employment, voluntary work, leisure and other activities. In turn it will
L
help to highlight skills that you should work on developing for future benefits. There are
S
numerous different ways of setting out and presenting a CV or résumé for the purpose of
O
applying for a job. Care must be taken to include all relevant information and make sure the
N
personal document is well written and well presented. However, for the purpose of a personal
CV or résumé, for your own reference and as a way to access your skills a simple format is all
that is needed
Transferable Skills
Many skills that you have learnt and developed either through work, education or your
personal life can be successfully applied to other areas of your life. For example, good
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listening skills are important in many aspects of life. Such skills are known as transferable
skills a term which is usually associated with a skill set that can be easily transferred from
one job to another. Analysing your existing skills will help you to identify both skills and
personal qualities that could be used in another field. Further examples of transferable skills
are IT skills, interpersonal skills, communication (verbal and written), organisational skills,
literacy and numeracy, problem-solving and understanding the needs of others or emotional
intelligence.
UNIT 13: Personal and Professional Development Plan
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OVERCOMING BARRIERS
TO
LEARNING
A NEW
SKILL
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ManualUnit 14- Working
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Learning a new skill will broaden the opportunities open to individuals, at the same time as
empowering such as an individual. There are several things that prevent people from learning
new skills; these barriers may be overcome with some thought. These might include:

Lack of Confidence or Self-Esteem: This is one of the greatest obstacles facing several
individuals. However, if this is a problem then ask yourself if there is anyone who would
support and help you to take the first steps towards learning a new skill. Often, once the first
move is made then the greatest hurdle is overcome. Confidence increases as you develop new
skills.

Economic Situation: You may see your financial situation as a barrier to developing new
skills; this need not be the case. The internet has lots of pages and tools that can help you
develop specify skills. There may be courses offered in local schools, colleges or universities
N
which are free or offered at a reduced rate for people on lower incomes. Distance-learning
E
courses allow you to study at home which can help to reduce the cost of learning. There may
L
exist trust funds or charities that offer grants for people developing new skills in your area. It
S
is also possible to learn a new skill with the aid of books from a library. Also, voluntary work
O
can provide an excellent opportunity for learning and developing new skills as can being a
member of a local group or society.
N

Family Commitments: If you have family commitments that prevent you from having the
time to learn a new skill, perhaps it is possible for you to enlist the help of a friend or family
member to give you a few free hours weekly. Colleges and universities offering vocational
training courses may have free or subsidized crèche places.

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Lack of Time: Time management and minimizing distractions and consider how you could
reorganize your time to fit in the development of a new skill.
Personal development & Personal empowerment
Personal empowerment and personal development are two areas that overlap and interweave.
Personal empowerment is about looking at who you are and becoming more aware of yourself
as a unique individual. Personal empowerment involves developing the confidence and
strength to set realistic goals and fulfill your potential. Everyone has strengths and
weaknesses and a range of skills that are used in everyday situations, but all too often people
UNIT 13: Personal and Professional Development Plan
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Development Plan
remain unaware of, or undervalue,
their true
A with
person
aimingPeople
for empowerment is
- Unit ManualUnitabilities.
14- Working
and Leading
able to take control of their life by making positive choices and setting goals. Developing
self-awareness, an understanding of your strengths and weaknesses - knowing your own
limitations is key to personal empowerment. Taking steps to set and achieve goals both short
and longer-term and developing new skills, acts to increase confidence which, in itself, is
essential to self-empowerment
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Personal Development Plan:-Template
Unit Manual- Unit 14- Working with and Leading People
What are my development
Objectives?
Priority
What activities do I need to What support/resources do I Target date for Actual date of
undertake to achieve my need to achieve my objectives achieving
objectives?
N
E
L
S
O
N
Review Date:
objectives
my achieving
objectives
my
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
2.3: IDENTIFY DEVELOPMENT
TO MEET
- Unit Manual- OPPORTUNITIES
Unit 14- Working with and Leading
People CURRENT
AND FUTURE DEFINED NEEDS
DIMENSIONS OF PERSONAL EMPOWERMENT
The following DIMENSIONS OF PERSONAL EMPOWERMENT are based on the belief
that the greater the range of coping responses an individual develops, the greater their chance
of coping effectively with diverse life situations. These dimensions are:
SELF-AWARENESS
Self-awareness involves understanding our individual character and how we are likely to
respond to situations. This enables us to build on our positive qualities and be aware of any
negative traits which may reduce our effectiveness. Self-aware people make conscious
decisions to enhance their lives whenever possible, learning from past experiences.
N
VALUES
E
Values are opinions or beliefs that are important to us but of which we are not always
L
aware. They can be any kind of belief or perceived obligation, anything we prefer and for any
S
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reason. The reasons we may prefer one thing over another, or choose one course of action
over another, may not always be obvious or known; there may be no apparent reason for our
values. Nevertheless our values are important to us as individuals. In order to be self-aware it
N
is necessary to be aware of our values, to critically examine them and to accept that our values
may be different from those of others.
SKILLS
An individual's skills are the main resource which enables them to achieve their desired
goals. Skills can be gained through experience, practice, education and training. It is only by
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developing such skills that individual values can be translated into action.
INFORMATION
Knowledge or information is necessary in the development of self-awareness and skills. It is
an essential skill in itself to know where to find appropriate information. Without
information, the choices open to people are limited, both in their personal and working
lives. The internet has provided an easy way for everybody to access huge amounts of
information very quickly and easily. The problem is then centered around the quality of the
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
information found, and the - Unit
skillManualset isUnit
concerned
finding
and reliable
14- Workingwith
with and
Leadingaccurate
People
information.
Goals
Setting goals is a means by which an individual can take charge of his/her life. The process of
setting a goal involves people thinking about their values and the direction that they would
like their lives to follow. Choices are made through reflection followed by action. Goals
should always be both specific and realistic. Setting personal goals gives us a sense of
direction in life, this direction is essential to personal empowerment.
Interpersonal Skills
Interpersonal skills are the life skills we use every day to communicate and interact with other
people, both individually and in groups. People who have worked on developing strong
interpersonal skills are usually more successful in both their professional and personal lives.
N
Employers often seek to hire staff with strong interpersonal skills they want people who will
E
work well in a team and be able to communicate effectively with colleagues, customers and
L
clients.
S
This section of skills you need is full of information and practical advice that you can use to
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improve your Interpersonal Skills.
Interpersonal skills are not just important in the workplace, our personal and social lives can
also benefit from better interpersonal skills. People with good interpersonal skills are usually
perceived as optimistic, calm, confident and charismatic qualities that are often endearing or
appealing to others.
Through awareness of how you interact with others and with practice, you can improve your
interpersonal skills. Skills you need aims to help you learn and develop your interpersonal
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skills by providing an extensive library of quality content.
A List of Interpersonal Skills Includes:

Verbal communication: What we say and how we say it

Non- verbal communication: What we communicate without words, body language is
an example.

Listening skills: How we interpret both the verbal and non-verbal messages sent by
others.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
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
Negotiation: Working with
find
mutually
agreeable
outcome.
- Unit others
Manual-toUnit
14-aWorking
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and Leading
People

Problem solving: Working with others to identify, define and solve problems.

Decision making: Exploring and analyzing options to make sound decisions.

Assertiveness: Communicating our values, ideas, beliefs, opinions, needs and wants
freely
Verbal communication Skills

Effective verbal or spoken communication is dependent on a number of factors and
cannot be fully isolated from other important interpersonal skills such as non-verbal
communication, listening skills and clarification.

Clarity of speech, remaining calm and focused, being polite and following some basic
rules of etiquette will all aid the process of verbal communication.
N
Opening Communication
In several interpersonal encounters, the first few minutes are extremely important as first
E
impressions have a significant impact on the success of further communication.
L
Everyone has expectations and norms as to how initial meetings should proceed and people
S
tend to behave according to these expectations. If these expectations are mismatched,
O
communication will not be effective or run smoothly, and some form of negotiation will be
N
needed if relations are to continue.
At a first meeting, formalities and appropriate greetings are usually expected: such formalities
could include a handshake, an introduction to yourself, eye contact and discussion around a
neutral subject such as the weather or your journey may be useful. A friendly disposition and
smiling face are much more likely to encourage communication than a blank face, inattention
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or disinterested reception.
REINFORCEMENT
The use of encouraging words alongside non-verbal gestures such as head nods, a warm facial
expression and maintaining eye contact, are more likely to reinforce openness in others. The
use of encouragement and positive reinforcement can:
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
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
Encourage others to participate- Unit
in discussion
particularly
group
work People
Manual- Unit
14- Working in
with
and Leading

Signify interest in what other people have to say

Pave the way for development and/or maintenance of a relationship

Allay fears and give reassurance

Show warmth and openness.

Reduce shyness or nervousness in ourselves and others.
EFFECTIVE LISTENING
Active listening is an important skill and yet, as communicators, people tend to spend far
more energy considering what they are going to say rather than listening to what the other
person is trying to say.
Although active listening is a skill in itself, covered in depth on our listening pages, it is also
vital for effective verbal communication.
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The following points are essential for effective and active listening
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
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Arrange a comfortable environment conducive to the purpose of the communication, for
example a warm and light room with minimal background noise.
S

Be prepared to listen when others are expressing themselves
O

Keep an open mind and concentrate on the main direction of the speaker's message.
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
Avoid distractions if at all possible.

Delay judgment until you have heard everything.

Be objective always when listening

Do not be trying to think of your next question while the other person is giving information.

Do not dwell on one or two points at the expense of others.

The speaker should not be stereotyped. Try not to let prejudices associated with, for example,
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gender, ethnicity, social class, appearance or dress interfere with what is being said.
Leadership Skills

Perhaps the most important skill a leader needs is to be able to think strategically.
Leadership is all about having a vision of where you want to be and achieving this
vision.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
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
Alongside strategic thinking
go organising
and with
action
both essential for
- Unit ManualUnit 14- Working
and planning,
Leading People
delivery of your vision and strategy, and risk management to help you avoid things
going wrong, and manage when they do.

Along the way to achieving the vision the leader will come upon many
problems. Effective problem solving is therefore another key leadership skill. With a
positive attitude, problems can become opportunities and learning experiences and a
leader can gain much information from a problem addressed.

Leaders also need to be much organized on a personal level, and able to manage
themselves and their time, so that they can spend time doing what they need to do, and
not on other tasks.

As well as organizing their time and their teams, leaders need to spend a bit of time on
themselves, and particularly on their self-motivation. A leader who lacks self-
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motivation will struggle to motivate others, as people are quick to detect a lack of
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sincerity.

followers, there are no leaders. Leaders need skills in working with others on a one-to-
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one and group basis, and a range of tools in their armoury to deal with a wide range of
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Another area which is crucial for leaders is skills in leading people. After all, without
situations.

One of the first skills that new leaders need to master is how to delegate. This is a
difficult skill for many people but, done well, delegation can give team members
responsibility and a taste of leadership themselves, and help them to remain motivated.

Leaders also need to know how to give others their views on personal performance in
a way that will be constructive rather than destructive, and also hear others’ opinions
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of them. They then need tools to help them understand the way that others behave, and
create positive interactions.

Finally, leaders have to be able to work well in group situation. Leaders may spend
much of their time in one particular group situation, meetings, so they need to have
particular skill in chairing and managing meetings.
UNIT 13: Personal and Professional Development Plan
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Presentation Skills
- Unit Manual- Unit 14- Working with and Leading People
Presenting information clearly and effectively is a key skill to get your message or opinion
across and, today, presentation skills are required in almost every field. Whether you are a
student, administrator or executive, if you wish to start up your own business, apply for a
grant or stand for an elected position, you may very well be asked to make a presentation.
This can be a very daunting prospect; our guide is designed to help. If, in this position, the
first thing you do is open up PowerPoint, then you should probably first spend some time
developing your presentation skills. Delivering an inspirational or captivating presentation
requires a lot of preparation and work, and you may not even need PowerPoint at all. Many
people feel terrified when asked to make their first public talk, but these initial fears can be
reduced by good preparation which will also lay the groundwork for making an effective
presentation.
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Effective Tips for Presentation
1. Talk naturally to your audience – although it may be appropriate to read short
passages avoid reading from a script for the majority of your presentation.
2. Stand, rather than sit, and move around a little but avoid pacing backwards and
forwards like a trapped animal.
3. Vary the tone, pitch and volume of your voice to add emphasis and maintain the
audience’s interest.
Aim to speak loudly and clearly while facing your
audience. Avoid talking in a monotone voice or turning your back to the audience.
4. Make eye contact with your audience. Do not stare at your feet, or the podium and
avoid looking directly at any one person for more than a few seconds, gain eye contact
with the individual members of the audience.
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5. Use visual aids where appropriate, graphs and charts, diagrams, pictures and video
but don’t overdo it. Visual aids should help to illustrate and strengthen your points not
be a distraction from what you are saying.
6. Rehearse your talk and check your timings. Always aim to finish you talks in time
remembering to allow time for questions if appropriate.
UNIT 13: Personal and Professional Development Plan
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7. Prepare and structure
your
presentation
carefully,
the subject, tell the
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Leading People
audience what your talk is about. Explain the points you wish to convey, and with a
summary of your points.
8. Stay focused throughout your presentation, avoid irrelevance and unnecessary
detail.
9. Learn to channel any nervous energy, relax but stay alert.
10. Answer any questions as honestly and concisely as you can. If you don’t know the
answer then says so and offer to provide further information at a later date.
SELF-ASSESSMENT: TEMPLATE
Each individual’s ability to identify personal development opportunities may depend on
assessing oneself on current skills and defining future development needs. The selfN
assessment is a panacea that could enable this objective to be achieved. To do this may
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require using a template such as the one below and rating each skill accordingly in scale [1 to
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5]. See rating scale below
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1=Rarely
2=Infrequently
3=Sometimes
5=Most of the
Time
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4=Often
As a manager, I...
Communication
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1. Listen more than I talk.
1 2 3
4 5
2. Ask questions to ensure others understand my instructions
1 2 3
4 5
3. Use positive language in my communications.
1 2 3
4 5
4. Am conscious of my tone and body language when talking
1 2 3
4 5
5. Ignore all distractions when listening to others.
1 2 3
4 5
6. Practice active listening techniques.
1 2 3
4 5
7. Am seldom misunderstood when I talk to others.
1 2 3
4 5
8. Adjust my communication style to my audience.
1 2 3
4 5
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
9. Am comfortable giving presentations
to Unit
groups.
- Unit Manual14- Working with and Leading People 1 2 3
4 5
10. Use a writing style that is professional and seldom misunderstood.
1 2 3
4 5
1 2 3
4 5
12. Address and resolve customer complaints quickly.
1 2 3
4 5
13. Ensure staff members understand how their work affects
1 2 3
4 5
1 2 3
4 5
1
4 5
Customer Service
11.Work to ensure that my team is meeting or exceeding
customer expectations.
the customer.
14. Survey customers to find out how we’re doing.
15.Work effectively with internal customers (other depart2
N
3
ments) to accomplish tasks.
E
Performance Management
L
16. Find opportunities to reward and recognize staff.
1 2 3
4 5
S
17. Set goals with staff members and create action plans.
1 2 3
4 5
18. Conduct formal and informal coaching sessions with staff member
1 2 3
4 5
19. Regularly observe employee performance to determine
1 2 3
4 5
1 2 3
4 5
O
N
potential challenges.
20. Conduct positive and effective performance valuations.
Organizational Skills
C
O
L
L
E
G
E
21. Use a consistent time management system.
1
2
3
4
5
22. An effective at delegating work.
1
2
3
4
5
23. Know how to use all the technology and tools that are 1
2
3
4
5
available to me.
24. Employ a standardized system for project plans.
1
2
3
4
5
25. Can quickly and easily locate any records in my office
1
2
3
4
5
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
- Unit Manual- Unit 14- Working with and Leading People
Professional Development
26. Receive ongoing feedback and coaching on my position
1
2
3
4
5
27. Know the big picture and my department’s role in the 1
2
3
4
5
2
3
4
5
1
2
3
4
5
30. Have completed an individual development plan (IDP) 1
2
3
4
5
organization.
28. Frequently participate in training and development al 1
opportunities.
29. Review my goals and action plans regularly.
in the last year.
N
Legal Issues
E
31. Understand all employment laws.
1
2
3
4
5
L
32. Know all the steps to handling harassment cases.
1
2
3
4
5
S
33. Am comfortable with disciplining an employee.
1
2
3
4
5
34. Conduct effective and legal employment interviews
1
2
3
4
5
35. Document all employees counselling sessions.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
38. Follow up on all tasks that I have assigned to staff mem- 1
2
3
4
5
2
3
4
5
2
3
4
5
O
N
Leadership
36. Monitor my employees’ assignments without micromanaging.
37.
C
O
L
L
E
G
E
Delegate
assignments
evenly
department.
throughout
my
bers.
39. Solicit input from various resources before making 1
decision
40. Make decisions easily and effectively.
1
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
- Unit Manual- Unit 14- Working with and Leading People
Teamwork
41.Create a positive atmosphere
In which teams work
1
2
3
4
5
42. Work effectively with persons of diverse personalities 1
2
3
4
5
Together effectively.
and
backgrounds.
43. Regularly solicit input from members of my department.
1
2
3
4
5
44. Ensure that my teams know their purpose and authority
1
2
3
4
5
1
2
3
4
5
Level on projects.
45. Create opportunities for others in my department to take
Leadership roles.
N
Problem Solving
E
46. Am calm and unbiased when handling office conflicts.
1
2
3
4
5
L
47. Am able to solve most problems that arise among 1
2
3
4
5
S
workers in my department.
1
2
3
4
5
49. Investigate to ensure I’m addressing the real problem, 1
2
3
4
5
2
3
4
5
O
N
48. Solicit input from those closest to the problem.
not just a symptom.
50. Conduct evaluations to review decisions and results.
1
Source: Compiled by student from rapidbi.com/ personal development.
Personal Development Plan: Key to terminologies
C
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Development Objectives are those that individuals or learners have identified
to enable them to meet the learning and development needs identified at the
skills analysis stage.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
Activities can constitute any learning
or development
activity
thatLeading
will enable
- Unit ManualUnit 14- Working
with and
People you to achieve
your development objectives, e.g. formal training, on-the-job training, work-shadowing
another colleague etc. Support and resources describe what you need to help you achieve your
development objectives. Typically this would involve support from your manager, department
or colleague to enable you to undertake a learning or development activity such as allowing
you time away from your role or funding from your organization. Target and actual dates state
when you intend to achieve your development objectives followed by the date you actually
achieve them. Data in these columns is particularly useful when you review your PDP as it
will enable you to identify any factors that may have prevented you from achieving your
development objectives on the target date and build in contingencies to prevent this from
occurring in the future.
Review date: states when you will review progress on your Personal Development Plan.
N
E
Assuming that you undergo the personal development process annually, we recommend that
you review your PDP every six months therefore enabling you to:
L

Assess your progress
S

Reflect on your learning
O

Identify whether your development objectives need to be amended

Identify factors that may have prevented you from achieving your development
N
objectives
C
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G
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
Build in contingencies to enable you (where possible) to meet your agreed target

date in the future
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
2.4: DEVISE A PERSONAL
AND PROFESSIONAL
PLAN
- Unit ManualUnit 14- Working with andDEVELOPMENT
Leading People
BASED ON IDENTIFIED NEEDS
Portfolio Building
Portfolio is a collection of documents that shows or demonstrates your accomplishments in
and out of school (Slipacoff, 2002). The aim is to display achievement of learning outcomes
and knowledge development (Timmins, 2008).
A personal portfolio is an organised
collection of documents that show your successes both in and out of school. Such documents
contain your goals, skills, interests, and experiences. Portfolios are described as the vehicle
for demonstrating reflective thinking, critical thinking skills, decision-making skills,
communication, problem solving and interpersonal skills (Twadell & Johnson, 2007).
Personal portfolio- Purposes
N
Creating a personal portfolio is a great idea for good number of reasons:
1. You will have an organised record of your goals, skills, and achievements
E
L
2. You will have an impressive document about you to take to an employment interview
3. You will be able to share your portfolio with different education programs
S
4. Portfolios may be helpful when applying for a scholarship or bursary
O
5. Teachers and advisors will be able to easily see who you are
N
Portfolios versus Resumes

A resume only has a couple pages; a portfolio has many pages

A resume is a summary; a portfolio is detailed

A resume says what you do; a portfolio shows what you can do.
How to Develop a Personal Portfolio
There are four stages to creating and maintaining a personal portfolio
C
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G
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1. Collect and create information and records that show your goals, interests, skills, and
achievements
2. Divide your portfolio material into logical sections so it is easy to read
3. Review your portfolio to make sure it shows you in the best possible light
4. Maintain your portfolio by regularly adding new material that reflects your new skills
and experiences.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
What to Put in Your Portfolio
- Unit Manual- Unit 14- Working with and Leading People
Your portfolio should show your interests, talents, achievements, awards, experiences,
learning, and employability skills. It contains things you do in and away from school, and
should include the following:
N
E

Your personal statement and explanation of who you are

A picture of you

List of your goals and achievements

An updated resume

Reference letters

A list of references (with contact information)

A copy of your school transcripts or report cards

Samples of your best school work

Things you are proud of (newspaper clippings, certificates, awards etc)

Record of your community involvement activities (academic, sporting, leisure,
L
S
volunteer work etc)

Certificates of participation (clubs, events etc)
O
Maintaining Your Portfolio
N
Your personal portfolio should change as you learn and develop new skills. Regularly, update
your portfolio by getting rid of old information and inserting new and better evidence of your
goals and skills. It is important to bear in mind that your portfolio is a great way to introduce
yourself to a potential employer or school. It is something that may come in handy now and
the years to come. Portfolio should be updated regularly to reflect current skills and
achievements.
C
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TRANSCRIPT AND PERSONAL CURRICULUM VITAE
Definition of transcript: A transcript is an official copy of a student's academic record.
Every course and experience for which the student has earned academic credit is listed. All
courses are listed as well as courses that the student has withdrawn from after registration or
withdrawal deadline has passed.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
Transcripts- Sample:
- Unit Manual- Unit 14- Working with and Leading People
Matteo Tanca
MSc subjects
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S
O
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Subject
Final mark
Natural language processing
30/30
Languages
30/30 cum laude
Peer to Peer
30/30 cum laude
Parallel and distributed algorithms
30/30
Compilers
30/30 cum laude
Computer applications for teaching
30/30 cum laude
Computational mathematics
30/30
Cellular networks: services and applications
30/30 cum laude
Ad hoc and sensor networks
30/30
Bioinformatics
30/30 cum laude
Computability and complexity
30/30
Combinatorial optimisation and networks
28/30
Formal semantics and proof techniques
26/30
Graphical user interfaces development
30/30 cum laude
Cellular networks: 3G networks
30/30
C
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G
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MSc weighted average: 29.63
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
BSc subjects
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- Unit Manual- Unit 14- Working with and Leading People
Subject
Final mark
Discrete mathematics and proof techniques
30/30 cum laude
Programming foundations
30/30
Introduction to computer programming - lab
30/30
Geometry
25/30
Physics
21/30
Real time media
27/30
Data structures programming - lab
27/30
Calculus
26/30
Concurrent programming - lab
28/30
History of computer science
28/30
Operating systems
30/30
English certificate
29/30
Programming methodologies
30/30
Operational research
30/30
Ethics in computer science
30/30
Introduction to algorithms
30/30
CPU architecture
27/30
Computer networking
29/30
Probability and statistics
28/30
Software engineering
27/30
Cryptography
26/30
Databases
25/30
Network management
30/30
OS programming – lab
30/30
Network programming - lab
30/30
S
O
N
C
O
L
L
E
G
E
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
Geographic information systems
- Unit Manual- Unit 14- Working with and Leading30/30
People
Numerical calculus
24/30
Artificial intelligence
28/30
Final internship
30/30
BSc weighted average: 28.38
Matteo Tanca 2008-2014
Source: http://incomingconnection.net/cv/cv.html
Curriculum Vitae (CV)
There is no single right way to compose your CV and everyone does will be unique.
Remember it is your own personal advertisement and, as such, should show you off to best
advantage. CVs are simple to produce but difficult to get right. The following guidelines will
N
be helpful when setting out.
E
L
Length

S
for your publications if these are important for the post).
Appearance
O
N
Your CV should be a maximum of 2 sides of A4 (unless you are including an extra page

It should look good. As with an interview - initial impressions are vital so it should look
attractive even before someone starts to read the detail. Take time to plan the layout and
make it individual.

If you are sending your CV via email make sure you use a common typeface - some readers
will not recognize the more unusual fonts.

C
O
L
L
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G
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If you are posting your CV use good quality paper - your CV will then not only look good
but feel good! Use the same paper for your covering letter and a large envelope (A4
preferably) to avoid folding.

Make the most of using headings and sub-headings to draw attention to your main selling
points.

Avoid large chunks of text - they look indigestible and tend to be ignored. Break it up with
sub-headings or bullet points.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan

Remember Recruiters may have
hundreds
of14CVs
to look
andPeople
will often be looking
- Unit ManualUnit
Working
withthrough
and Leading
for reasons to reject so it is important key facts stand out and there are no errors.
CONTENT

Use space wisely - allocate more space to more important items.

The information should be very readily accessible - put the most important points you wish
to be noticed in the most obvious positions to grab attention.

Update and change your CV as necessary. Bear in mind the job you are applying for and
change the emphasis of the information accordingly e.g. a Solicitors firm will be interested
in the grades and subjects of your law degree but this will not be so relevant to a publishing
company.
N

Ensure your CV is accurate and bear in mind the checks that employers undertake if you
are offered a position. You do not at this stage need to mention any criminal convictions,
E
medical conditions etc. If you have received poor grades you could state the qualifications
L
S
you have rather than specifying the exact grades at this stage.

some advertising agencies so be sure to adjust your CV accordingly.
O
N
Few companies appreciate a wacky CV but this might go down well when applying to

Make sure you send your CV with a good covering letter
MAIN SECTIONS
These are example sections but you can use alternative ones:
PERSONAL INFORMATION
C
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L
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G
E

Put your name as the title of the document rather than ‘Curriculum Vitae’

Provide key contact details – address, telephone number and a professional email address

Date of birth, nationality, marital status and gender are optional so do not need to be added
EDUCATION

Start with the most recent first

Include the Institution's name, subject studied, predicted or achieved result and any further
details that may be relevant to the role you are applying for
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan

You should include A Level- Unit
andManualGCSE Unit
information
(orwith
equivalent)
this point as well as
14- Working
and LeadingatPeople
your degree. For GCSEs employers are often mainly interested in Maths and English at this
level so you do not need to list all the subjects but could for example state ‘9 GCSEs grades
A-C including Moths and English’ which will help save space
WORK EXPERIENCE

Again start with the most recent first

Include the job, title, organization, location and dates you worked there

Describe your tasks or achievements and key responsibilities making use of action verbs

Ensure the tense used is consistent i.e. use past tense when referring to past experiences
and present tense when referring to current experiences.
SKILLS
N
E
L

IT Skills

Language skills (indicating level of verbal and written ability)

Driving License

Other – First Aid, technical skills etc
S
INTERESTS & ACHIEVEMENTS
O

This area is often of great interest to recruiters
N

Mention key interests, roles of responsibility, awards, volunteering, travel, sports, music
etc

Try to avoid just listing these and instead give more specific information about what you
do

Try to avoid using phrases such as ‘socializing with friends’
REFERENCES
C
O
L
L
E
G
E

Always ask for permission before adding a reference

To save room you can state ‘Available on request’

If asked you will need to provide full contact details of 2 referees which will usually be
your current or most recent employer or your tutor
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
Cover Letter
- Unit Manual- Unit 14- Working with and Leading People
Whenever one is required to send CV to potential employers, it is usually a norm to include a
cover letter. A cover letter is a brief letter that introduces your resume to the company or
organization to which you are applying. Your cover letter should emphasize why you want to
work for that particular organization and why you would be a good fit. An effective cover
letter engages the reader and encourages him or her to invite you for an interview. A CV
should always be accompanied by a cover letter. It serves as the first sample of your writing
ability and attention to detail.
Getting Started: What to Include in your Cover Letter
Formatting

Address your cover letter to a named individual, whenever possible.

Make it brief - one page or less, with ample margins.

Use an adequate font size – no smaller than font size 10.
E

Include pertinent personal data: name, address, email, and phone number.
L

Proofread for spelling or grammatical errors.
S
Content
O

State why you are writing and for what position you are applying.
N

Demonstrate energy and enthusiasm for the position.

Highlight or expand on key information from your resume, but do not simply repeat
N
what is listed.

Actively sell your unique qualities and tell the reader why he or she should choose
you.
C
O
L
L
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G
E

Target your skills, interests and experience to the needs of the organization.

Show you have done your homework; emphasize why you want to work for that
particular organization.

Encourage the reader to take a closer look at your resume.
Writing Style

Be clear and concise.

Use powerful action verbs and phrases to describe your skills, interests, and abilities.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
SAMPLE CV
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C
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G
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- Unit Manual- Unit 14- Working with and Leading People
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
- Unit Manual- Unit 14- Working with and Leading People
N
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S
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C
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UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
3.1
DISCUSS
THE
PROCESSES
ACTIVITIES
REQUIRED
- Unit Manual- UnitAND
14- Working
with and Leading People
TO
IMPLEMENT THE DEVELOPMENT PLAN.
Individual development plan (IDP) is a written plan that outlines what career goals you want
to accomplish and what steps you can take to meet those goals.
Why have individual development plans?

To focus your professional efforts and identify individual work goals.

To use as a communication, development and planning tool.

To assist in obtaining resources (e.g. scholarships, fees assistance or training funds);
some departments request an IDP as part of their professional development program.

To serve as your career action plan for skill building, professional development and
career management
N
E
L
S
O
N
The purpose of individual development plan:

Prioritize and develop a plan of action to reach your short and long-term career goals.

Focus your personal efforts in the areas that you have selected

Identify, outline and use resources.

Create an action plan that is clear and achievable.
Then put your action plan into action.
My Individual Development Plan
Name
Date
Department
Supervisor
Short-Term
Time Mid-Term
Frame
C
O
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L
E
G
E
Time Long-Term
frame
Time
frame
What do I want to What do i want to What do I want to
accomplish
in
the accomplish
next
to
six next six months to next two to three
three
months?
two years?
in
the accomplish
years?
in
the
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
My Goals- Section 1
Write - Unit
your
shortWrite
your
ManualUnit 14Working
withmid-term
and LeadingWrite
People your long-term
What are my overall term goals.
goals.
goals.
goals that I want to
accomplish
in
the
time period?
Example; Become a
student Affairs
officer; learn
computer graphics.
Skills and knowledge
Write
your
to be learned-
term
skills
E
Section 2
knowledge
L
What specifically do
learned.
S
I need to learn? What
N
O
N
projects do I need to
work on?
Example: student
advising;
Dreamweaver;
develop a procedures
C
O
L
L
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G
E
manual.
short- Write your mid-term Write your long-term
and skills and knowledge skills and knowledge
to
be to be learned.
to be learned.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
Next Steps- Section 3 Write - Unit
your
shortWrite
your
ManualUnit 14Working
withmid-term
and LeadingWrite
People your long-term
term next steps.
next steps.
next steps.
How am I going to
acquire the skills and
knowledge?
How am I going to
do this project?
Examples: Take the
student Advising
Certificate series;
take Dreamer weaver
class; do an
N
informational
E
interview; set up a
L
project outline.
S
O
Resources- Section 4
your
short- Write your mid-term Write your long-term
term resources needs. resource needs.
N
What resources do I
need?
Example: Release
time; funding.
C
O
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L
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G
E
Write
resource needs.
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
Time
Schedule-
- Unit Manual- Unit 14- Working with and Leading People
Section 5
What is my time
schedule?
Start
Write
your
short- Write your mid-term Write your long term
When will I start?
term time schedule
E
Finish
Write
L
When do I expect to
term time schedule
time schedule.
time schedule.
Date
Date
Date
time schedule.
time schedule.
N
S
your
short- Write your mid-term Write your long term
finish?
O
N
Completion- Section
6
When have I
C
O
L
L
E
G
E
completed each step?
Source: www.hr.aucdavis.edu adapted by the Authors (2014)
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
3.2
UNDER
AND
DOCUMENT
DEVELOPMENT
- Unit Manual- Unit 14Working with and LeadingACTIVITIES
People
AS
PLANNED.
Carrying out personal development plan activities:

Learning from others e.g. mentoring and coaching. In order to learn and develop,
you may have asked, as part of appraisal, to be monitored by a more experienced
colleague. In this way you can learn while working and be influenced by, and gain
experience from, someone who may have already undertaken your role. A mentor has
to be carefully selected so that they can work with you effectively. It is a great idea if
you are employed on a program and are working with an experienced mentor who can
guide, advice and move you steadily forward in your development.

Self –managed learning. It involves using your personal development plan and a
timeline to manage your developmental learning. This method relies heavily on a
N
detailed development plan so you can manage your time effectively, as you will not be
E
able to rely on a mentor or employer to do this for you or monitor your progress.
L

Interviews. Interviewing colleagues who are on the next progression level of
S
management. You can gain a detailed insight into what qualities, skills and
O
qualifications they needed for their posts. You can also find out which development
N
work benefitted them, and what did not, so you do not waste valuable resources and
time.

Using the Internet. The internet offers many opportunities for enhancement and
professional development. Each professional organization has a members’ area with a
variety of CPD resources that can be undertaken using self-directed study.
Learning styles are influenced by different aspects such as personal preferences.
C
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Personal preferences
How you like to learn will influence whether or not you enjoy the learning. If it
rewards you, then you will use the best method that suits the way the way you learn
and produce evidence of that learning. Individuals often like to work alone while
others prefer working in groups, some within partnerships. We are all individuals and
UNIT 13: Personal and Professional Development Plan
HND Business UNIT 13: Personal and Professional
Development Plan
have our own inherent- Unit
qualities
development and
Manual-and
Unit emotions
14- Workingthat
with influence
and Leadingour
People
direction.
Your style of learning can be categorized into four main areas following work by Peter
Honey and Alan Mumford. The four learning style preferences are:

Activist

Reflector

Theorist

Pragmatist.
These preferences are illustrated in the learning cycle diagram. See figure 1
N
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L
S
O
Source: www.personal & professional development adapted by authors (2014)
N
The ‘activist’ part of you works on the first stage and covers those experiences of
learning that you have had or are currently taking part in by following your personal
development plan. The second stage finds you being the reviewer. Here you have the
chance to stop and reflect upon the information which you have analyzed, digested,
understood, evaluated and then carefully reviewed.
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Next, the ‘theorist’ part of you draws conclusions from stages 1 and 2 and starts to
review. If the learning outcomes have been met or not and what could be improved
next time.
Finally, the learner has to be ‘pragmatist’ in your plans for future learning using the
conclusions from stage 3 as a guide.
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3.3: REFLECT CRITICALLY
ON Unit
OWN
LEARNING
AGAINST
- Unit Manual14- Working
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People ORIGINAL
AIMS AND OBJECTIVES SET IN THE DEVELOPMENT PLAN
What are aims and objectives?
Aims
Aims are general broad statements that express the direction that you want to go in, for
example: ‘to be able to prepare and deliver a presentation on the use of energyefficient technologies in intelligent building systems’ on the other hand, this is a
statement outlining what you want to achieve but does not detail how you will
accomplish this complex task.
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Objectives
Objectives drill down into more ‘specific’ statements of how you will achieve the
primary aims. For example: to develop speaking skills for presentations and to
understand how pace of delivery affects presentation quality, and to speak fluently.
These are all statements relating to the aim of presenting to an audience.
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Aims and objectives should always be short, concise statements. They should not be
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complicated. The aim should state what you want to achieve and the objectives show
how you will achieve it.
Before writing your aims and objectives for personal development it is a good idea to
look at the aims and objectives that may be set by an employer. These are often
contained in an ‘annual appraisal’ document. Specific objectives will be negotiated
with you and reviewed at the end of the annual period to see if they have been met. By
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using these aims and objectives they can be developed for your personal development
plan (PDP).
You need to be clear about why yo\u are going to undertake this development and
what you want to achieve with it. A goal needs to be set that gives you something to
aim for and achieve so that you will stay motivated during the PDP process.
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(a): Setting and monitoring
performance
objectives
- Unit ManualUnit 14- Working
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When you set personal objectives they need to be attainable and not impossible to
achieve. If the latter is true then you will never reach a performance objective- and
that may have a detrimental effect upon your motivation. Personal objectives need to
stretch you but be achievable. In this way you will feel the benefit of having attained a
personal goal within your life.
(b): What are your personal development needs?
Your personal development needs have to become clear as you assess your PDP and
looked at areas of improvement, CPD and preparation for promotion. These
development needs can cover a variety of requirements, including:

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environmental and health and safety are just four areas of growth in legislation
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and regulations that are applied to the engineering and environmental industry

Downsizing of an organization with managers now having to undertake two
roles- this may result in additional training and development for the other role
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Training as a result of legislative changes- commercial, personal,

Market forces which alter the production of different products, for example
solar photovoltaic panels and current inductors- changes in the production of a
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product due to market forces may mean that you need to undertake rapid
personal development to meet the new or expected demand for renewable
energy technology.

Corporate restructuring- new roles mean new challenges that must be
supported with retraining
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Upgrading of engineering equipment and technology- new processes and
equipment will require retraining on their use and operation

Deputy duties within other parts of an organization- providing cover for
sickness or annual leave may require some development

Training requirements for health and safety- work-related changes will require
updating
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
Lifelong learning
directed
is often a highly
- Unit aspirationsManual- Unit 14-selfWorking
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motivating quality that many of us aspire to

Financial rewards- personal development will lead to increased financial
rewards that match an enhanced skill set.
Having undertaken an audit of your current skills, you should have highlighted any gaps or
weaknesses that may need development work from you to improve or fill in missing skills.
You now need to establish these personal development needs and formulate an action plan.
Figure 1 show a representation of what your plan should look like. The figure has been
completed as an example e. You can see the list of identified development activities along
with the basic information.
NAME: SATopliss
PERSONAL
N
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DEVELOPMENT
IDENTIFIED NEEDS
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Identified
Provider: internal/ Timeline
S
development
external
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Course to cover the SAT
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Year: 2013-2014
Training Commences
use of inductors in Services Ltd
large-scale
solar Approximate
panel installations
cost Completion in July
£250
2014
Time 6-9 pm Monday
evenings
Certificate
in D&T services
Commences
Management
Approximate
qualification
£1500 per year- two
cost September 2013
year course
Half-day attendance
per week
12
March 2014
Duration 12 weeks
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Completed
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Management
team
of
a In-house
training
Commences
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Cover
will
be 2014
required
Photovoltaic systems Voltec Ltd- supplier’s
training
free training course
Cover
will
be
required
Source: Planning Personal Development adapted by authors (2014)
You may wish to negotiate personal development needs with your line manager during the
annual appraisal that is often undertaken as part of your development within the organization.
Alternatively, an organizational development plan could be used instead of this format and
would fit well with any organizational requirements.
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Monitoring is the systematic and continuous assessment of the progress of piece of work
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overtime. It should be seen as a reflective practice that assists learning to take place, enabling
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improvement in practice, including possible rethinking and re-planning. It can also be an
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important affirming practice of what is going well’ (Barefoot Collective, 2009)
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Those who generate the monitoring data may receive feedback from those who examine and
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analyze the data when there is a discrepancy between what was supposed to happen in the
plan and what actually happened in practice (www.planning personal development)
Evaluation is the most formal way in which work is examined and feedback is generated. It
involves the periodic assessment of the relevance, performance, efficiency or impact of
activities with respect to their purpose and objectives.
It is often carried out at some significant stage in a change-oriented process, for example
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towards the end of a planning period, as the work moves to a new phase, or in response to a
particular critical issue ( Bake well et al, 2003).
Reflective practice occurs when the practitioner initiates a cycle of action learning. The key to
being a reflective practitioner is combining genuine inquisitiveness with a commitment to do
things differently based on careful consideration of alternatives.
The process of reflective practice can be summarized as a cycle comprising six steps.
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
Experience. Select
criticalUnit
incident’
to reflect
on.Leading People
- Unita’Manual14- Working
with and

Appraisal. Describe and unpack the experience.

Analysis. Examine the experience.

Discovery. Interpret and draw realizations from the experience.

Integration. Explore the alternatives and re-think future action.

Informed Action. Take action with new intent.
By following these steps, the process of reflective practice brings together the skills of selfunderstanding, critical thinking, analysis and experience-based learning. These are skills that
practitioners can readily learn and develop, given the right condition.
3.4 Update the development plan based on feedback and evaluation
Objective
N
Objective
Objective evaluation
number
1.
E
To gain senior management I really enjoy the course. It has given me a
professional
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qualifications, new set of management skills that i can use
commencing with Certificate in within a senior role. Some of it was
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management.
mathematical which was not really relevant
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to my role. I have provided written feedback
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to the course tutor (and my line manager has
a copy) on the effectiveness of this
qualification.
2.
I have spent a full year assessing, monitoring
Undertake some duties involving and reviewing the development of the four
the
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management
development
of
include
monitoring
the
trainee
and trainees who started last year. They have all
to completed their plans and are on target for
and completion of their probationary periods.
review of their of their personal Feedback from my line manager has been
development plan.
positive. Many remarks were made about
how much the trainees have achieved this
year.
UNIT 13: Personal and Professional Development Plan
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4
To run in-house -training
for my
See
objective
evaluation
point 3 above.
Unit ManualUnit 14Working
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installation team on updating
new system.
Objective
Signed off by : Name: Title:
met
Source: www.pdp adapted by authors (2014)
Updating your action plan
Action plan- incomplete Why the objective What needs to be Revised
objective number.
was not met
undertaken to achieve date
the objective.
To undertake training with Time management Training
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our systems’ suppliers to issues
with
and understanding of how supervision of two the
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these systems operate and extra trainees.
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are installed.
sufficient
N
be July 2015
when
trainees have reached
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not
can
the undertaken
gain detailed knowledge additional
Did
completion.
end
of
their
probationary period.
have Reschedule for july
time 2014 onwards.
resources to devote
to this training.
To run in- house training Again, time issues Reschedule
for my installation team on as
updating new systems.
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a
result
of to commence from
additional
supervision
training July 2015
August 2014 when
of initial guidance has
trainees played a been
given
from
part in failing to suppliers and it can
meet this objective.
be
fed
into
development.
Source: www.pdp adapted (2014)
staff
target
for
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LO4: BE ABLE TO DE3MONSTRATE
ACQUIRED
INTERPERSONAL
AND
- Unit Manual- Unit 14Working with and
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TRANSFERABLE SKILLS
This part covers the interpersonal and transferrable skills needed at work; with emphasis on
problem solving, communication and time management skills. It will specifically look at
developing solutions to work based problems, communication styles at various levels and
effective time management strategies.
AC2.1: Solutions to Work based Problems
All organizations faced problems of some kind; hence, no organization is a problem-free
zone’ (Avenue Consulting Limited). As organizations continue to diversify, the opportunities
for workplace problems intensify” (Pirraglia, 2012). Pirraglia suggests that managers typically
encounter three kinds of problems at the work place: employee, team and organizational wide
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issues.
Employee Problems
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Employee problem may take various forms raging from personality conflicts, personal trauma
and lack of clarity of roles.
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(a): Team Problems
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Team problems normally arise out of norm conformity by a group member. This will
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normally arise because of the following (Guirdham, 2002):

If a group member believes there is incompatibility between his/her personal goals
and those of the group or organization
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If is no sense of pride or commitment to being a member of the group.

If there is a desire to attain one’s own ends rather than those of the group.

If member is in a peripheral position in this group and is not recognized as a fully
fledged member.

If price of conformity is perceived as being too high.

If an individual may refuse to conform because colleagues’ efforts to influence
her/him are not compelling, or s/he may feel that the group’s decision in this instance
is not sound.
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Organization-wide Problems- Unit Manual- Unit 14- Working with and Leading People
Organizational wide problems can be a combination of both individual and team problems
and even a societal problems arising from governmental policies or natural disasters. Once
problems arise, it is important for managers to swiftly solve them. There are several
techniques available for solving work based problems. In solving conflicts , for instance,
Guirdham (2002) states that the first and foremost thing to do is to acknowledge that there is a
conflict
Further, if the manager is directly involved in the conflict (e.g.,. one of two parties to it), they
should be clear about the desired solution. The manager should also try to clarify ownership
of the problem. If the problem is caused by the other person, then the other person can be said
to ‘own’ the problem and the solution to the problem ideally comes from the other person.
The next step is to confront the problem and not the person who causes it. This requires good
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communication, listening and assertive skills.
Additionally, Thomas (1976) identified five conflict resolution styles as shown below:
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Confrontation style: people using the confrontation style aim at forcing the other party to
accept their own solution; they seek to achieve their own goals at all costs.
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Avoidance Style: people using this style go into their shells to avoid conflicts by staying
away from the issues or person causing the conflict. They strongly believe that it is much
easier to physically and psychologically withdraw from the conflict than to face it.
Accommodation Style: people using this style favor harmony in lieu of conflict. They are
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careful about the emotions of others and hence prefer to give up their goals to preserve the
relationship.
Compromise Style: people using this style are moderately concerned about their goals and as
such will give up part of their goals to the other party involve in the conflict. They in other
words seek a middle ground.
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Collaboration Style: people - using
this style
believe
is People
can be solved. They
Unit ManualUnit 14Workingthat
withconflict
and Leading
therefore always seek a solution that equally benefits them and the other party.
On the whole, the confrontation, accommodation and compromise style are very much
undesirable; this is because they tend to reinforce or drive into the surface, thereby creating
ill-feeling and more conflict. Furthermore, Back and Back (1996), cited in Guirdham, (2002,
p. 64) developed ‘The Three Steps to Heaven’ approach in resolving work based problems:
1. ‘The Three Steps to Heaven’

Step 1: Actively listen to what is being said then show the other person that you both
hear and understand them.
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Step 2: Say what you think or feel.

Step 3: Say what you want to happen and work to an agreement.
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AC2.2: COMMUNICATION
VARIOUS
- Unit STYLES
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The online Oxford Dictionary defines Communication as ‘the imparting or exchanging of
information by speaking, writing, or using some other medium: Television is an effective
means of communication/work based communication is normally carried out between an
individual and his/her (GUIRDHAM 2002):
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
Bosses

Non-line seniors

Co- equal colleagues

Non-line juniors

Subordinates

Suppliers and advisers

Clients and Customers
Guirdham also stated that the style of communication predominantly depends on the structure
and culture of the organization. Organizations use communication to build their image and to
manage external impressions (with some spin-off in terms of their internal relationships – if
the organization has a positive public image, then relationships inside the organization are
likely to be positive). Internally organizational communication systems reflect the relative
positions and power of the senders and receivers, and can cause the isolation of some groups
who are not party to the ‘way we communicate round here’ such as temporary and part-time
workers.
Women are also often at a disadvantage in organizational communications systems that are
predominantly male in their values. With the increasingly diverse ethnic make-up of
organizations, minority groups can also be isolated and alienated by the majority system of
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communication.
When professionals are involved, they often use a language and jargon that is helpful to them
in their communication (doctor to doctor, lawyer to lawyer, IT specialist to IT specialist) but
also serves to isolate outsiders who are unable to understand the technical language. This also
has the effect of creating and maintaining the status and power of the professional group.
When communicating outside of their profession (to clients, patients, customers, and students)
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they need to adjust their language
in orderUnit
to 14be Working
understood,
though
is clear evidence
- Unit Manualwith and
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People
that many do not change, thus increasing the potential for misunderstanding (Guirdam, 2002).
Additionally, at work communication is done using different methods: report, email, weekly
letters, SMS etc.
Reports: A report is a statement of the results of an investigation or of any matter on which
definite information is required. (Oxford English Dictionary)
They are a highly structured form of writing that often follows a set of format. The format
stresses the process by which the information was gathered as much as the information itself.
It is a formal tool that is used across many organizations.
E-mail: this is a good channel of communication and is widely used today to communicate
ideas/information across the organization. It is suitable for sending simple and up to-date
messages. Most organizations have their own internal IT system in the form of intranets that
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Weekly Letters: weekly letters are a brief summary of news, status in tasks, projects or
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communication because it has the potential to give a clear picture of what is up for them.
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from normally a senior manager. Most employees prefer this method of
SMS: this is one of the newest mediums of communication in organizations today. It is used
to send short text messages. Some organizations use it as an alert system for giving their
managers a head start when something vital will be published on the intranet. SMS is seen as
one of the most cost effective way of sending information to as many people as possible.
A typical example of how communication works in practice can be seen in the case study
below:
Using Effective communications
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A UNISON case study
Introduction
UNISON is Britain's biggest trade union. It has 1.3 million members. Its members are
workers in public services. These include local councils, health, schools and the police. It also
includes utilities such as power or water. UNISON needs good communication. But what does
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this mean in practice? One model
is called
Shannon-Weaver
model.
This follows the
- Unit ManualUnit the
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People
journey of a message.
1. The message is 'encoded'. This means it is put into a certain form. This could be, for
example, in writing or a picture.
2. A way to send the message is chosen. This is called the medium. This could be, for
instance, a letter, or email, or a poster.
3. When the message is received it is 'decoded'. This means that the person has to work out
what the message means. The whole process can be clouded by what is known as 'noise'. For
instance, the wrong medium could be used or unclear language.
Internal and external communication
Communication can be internal - within a body, or external - to an outside body. Internally,
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UNISON uses:
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
project groups, meetings and briefings
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
Posters and other printed material. These include its in-house magazine, Inside Out
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
The intranet and email. Externally, UNISON makes use of its website. It also uses
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print and new methods such as DVDs. One DVD is called '10 good reasons to join
UNISON'. This is used by branches to help recruit members.
Formal and informal communications
Formal communications take place within set channels. They follow set routes. For instance,
any policy change comes from members. This follows a set route upwards. Informal routes do
not have set rules. Sometimes these can have more power than formal routes.
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Benefits
Everyone in the country is touched by public services. So it is vital that any dispute is solved
quickly. Good communication helps this. Groups in dispute need to understand each other.
This leads to disputes being solved quickly.
UNISON uses a number of types of communication to help bring problems into the public
eye. For instance, it ran an NHS day of action in order to try to change government thinking.
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This used a number of methods
such
as the
press
and thewith
website.
It also
asked members to
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lobby MPs. There were also public meetings and a number of promotional items.
As a result, the day was a success.
Overcoming barriers
Communication is weaker if there are factors blocking it. These are called barriers. For
instance, some members may not have access to email. Others may not have English as a first
language. UNISON tries to counter such factors at branch level. It provides the means for all
members to access messages. Lone workers may also be hard to contact.
These are people who work alone. To counter this, UNISON may target individuals.
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Source:http://businesscasestudies.co.uk/unison/usingeffectivecommunications/introduction.html#axzz2PIGv82yy
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AC2.3: EFFECTIVE TIME
MANAGEMENT
STRATEGIES
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“Managing time is like managing your life. Too much time loss can be equated to too much
great things and opportunities missed. Learn the art of time management by digging better
how you value time and how you value your opportunities”
It is important to manage time effectively because:

Time is a valuable resource

Lost time cannot be replaced

Jobs have different priorities

There are more jobs at the disposable of managers to do than the time to do them
There are many techniques available for effectively managing time.
Quinn (2009) for instance proposes that, to manage time effectively, one first need to look at
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the current use of its time by examining:

Times spells: the length of time on any one activity

Activities: in terms of their importance

Places: where you spend your time

Ratio of discretionary to controlled time
By looking at the use of current time, the individual can highlight areas in which time is
wasted and can take relevant actions to tackle them. Amongst these actions include:

Do jobs yourself if it is critical and requires special skills

Delay jobs that can’t be delegated; this is because no one else can do it

Delegate jobs that can be done by someone else
Additionally, effective time management is done by (Mullins, 2005, cited in Quinn, 2009):
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Identifying objectives and key tasks

Prioritizing, by identifying key results

Schedule time for important tasks

Deal with urgent tasks quickly

Delegate effectively

Keep on top of paperwork by handling each piece only once

Get to grips with interruptions (Face book messages, calls from friends etc)
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Learn how to say ‘No’ - Unit Manual- Unit 14- Working with and Leading People
These and many more techniques will help you to effectively manage your time, thus
reducing your stress level, increase your confidence and productivity at work.
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REFERENCES
- Unit Manual- Unit 14- Working with and Leading People
Journal/Articles
Caffarella, R. S., and O'Donnell, J M., (1987) Self-directed adult learning:
A critical
paradigm revisited. Adult Education Quarterly, 37: 199-211.
Dechant, K., (1994) ‘Making the most of job assignments’, Journal of Management
Education, Vol. 18, (2): ;pp, 188-211
Gibbs, B., (1979) Autonomy and authority in education. Journal of Philosophy of Education,
(13):: 119-132
Textbooks
Boud, D., and Garric,J., (eds) (1999) understanding learning at Work. London, Routledge
Brookfield, S. D., (1988) Conceptual, methodological and practical ambiguities in selfN
directed learning. In: Long, H B and Associates 1988 Self-directed Learning: Application &
theory. Department of Adult Education, Tucker Hall, the University of Georgia, Athens,
E
L
Georgia
Brookfield, S.D., (1986) Understanding and Facilitating Adult Learning. Jossey-Bass
S
Publishers, San Francisco, California
O
Candy, P C., (1991) Self-direction for Lifelong Learning. Jossey-Bass Publishers, San
N
Francisco, California
Hiemstra, R, Sisco, B (1990) Individualizing Instruction: Making Learning Personal,
Empowering, and Successful. Jossey-Bass Publishers, San Francisco, California
Meyer, B., Haywood, N., Sachdev,
D and Faraday, S (2008) Independent Learning.
Department for Children Schools and Families: Nottingham
Philbeam, S & Corbridge, M. (2002). People resourcing: HRM in Practice FT Prentice Hall
C
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E
Slipacoff, T. (2002). Building a personal and career portfolio: Lambton Kent District School
Board
Timmins, F. (2008). Making sense of portfolios: An Introduction to Portfolio use for Nursing
Students. Glasgow: McGraw-Hill Education
Twadell, J. & Johnson, J. (2007). A time for nursing portfolios: A tool for career
development, Advances in Neonatal Care, 7(3): 146-150
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Websites:
- Unit Manual- Unit 14- Working with and Leading People
Source: http://www.skillsyouneed.com/presentation-skills. accessed on 14/03/14
Source: http://www.skillsyouneed.com/leadership-skills.html#ixzz2vrG1pdPb, accessed on
14/03/14
Source: http://www.skillsyouneed.com/ips/verbal-communication., accessed on 14/03/14
Source: http://www.skillsyouneed.com/interpersonal-skills. , accessed on 14/03/14
Source: :http://www.skillsyouneed.com/ps/personal-empowerment. , accessed on 14/03/14
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Source: http://www.skillsyouneed.com/ps/personal-development. , accessed on 14/03/14
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Source: http://www.businessballs.com/leadership.htm, accessed on 20/03/14
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Source: http://incomingconnection.net/cv/cv.html , accessed on 27/03/14
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Source: http://performance-appraisals.org/faq/selfbenefits. , accessed on 28/02/14
Source:
http://www.admin.cam.ac.uk/offices/hr/cppd/career/planning/#now,
accessed
on
28/02/14
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Source: http://www.reed.co.uk/career-advice/blog/ accessed on 07/04/14
Source: http://www.reed.co.uk/career-advice/blog/2013/august/graduate-cv-template
Source:http://www.mbsportal.bl.uk/secure/subjareas/hrmemplyrelat/roffeypark/115747selfma
nagedlearning98.pdf, accessed on 02/04/14