The emphasis is on the needs of the individual. The unit is concerned with your own personal development and enables you, the students, to build on your existing skills to enhance current performance and develop new skills for your future personal and career development.
Lecture Personal and Career Development Brief Introduction Definition of personal development: “Self development is personal development, with the person taking primary responsibility for his or her own learning and choosing the means to achieve this.’ The emphasis is on the needs of the individual The unit is concerned with your own personal development and enables you, the student, to build on your existing skills to enhance current performance and develop new skills for your future personal and career development Management Skills Behavioral Controllable 1 Skills Developable Inter-related and overlapping Management Skills 1.1 Skills Behavioral (actions, / manners /conduct): observable and identifiable sets of actions that individuals perform, with certain outcomes Controllable (manage / take control / be in Command): able to be consciously demonstrated, practiced, improved or restrained by Individuals Management Skills 1.1 Skills (cont’d ) Developable (expand / grow) amenable to learning, practice and feedback towards higher levels of competency Inter-related and overlapping Interintegrated (included or incorporated) sets of complex responses, which support one another for behavioral flexibility – rather than simplistic, repetitive behaviors Management Skills Intrapersonal skills 1.2 People skills Interpersonal skills Example Management Skills 1.2 People Skills Intrapersonal Skills involve processes within people themselves • self awareness, time management, stress management, problem-solving and decisionmaking Management Skills 1.2 People Skills (cont’d…) Interpersonal Skills involve interactions between two or more people • communication, leadership, influencing, assertiveness (boldness / forcefulness), negotiation, conflict management, team-working and so on Management Skills 1.2 People Skills (cont’d…) Example: senior managers should: •develop a network of people •depend upon many people other than subordinates • create reciprocate relationships •know how to trade, bargain and compromise (give and take / cooperate) •know how to influence people other than subordinates •know how to manoeuvre (a planned and regulated movement) and how to enlist support for what they want to In short, it is a much more human activity than that commonly suggested in management textbooks Management Skills 1.3 Developing skills for your HND/HNC Identify balanced learning habits and skills 1.3 Developing skills for your HND/C - Self development in the context of interpersonal skills and processes Working through and with other people Management of the processes 10 Management Skills Don’t leave your skills at the office 1.4 Developing skills for life Learning itself is life skill Learning is constant, cyclical process 11 Management Skills 1.4 Developing skills for life 1.4.1: Don’t leave your skills at the office! • enhance your competency in a managerial role Apply the interpersonal and learning skills in other areas of your life → family → friendship → study → leisure activities … even you are not operating professionally in a managerial role 12 Management Skills 1.4 Developing skills for life 1.4.2: Learning itself is a life skill • we live in the post industrial (manufacturing)‘information’ age where data have a shorter shelf-life and where transformational changes are less predictable and occur more rapidly than ever before → learning is the key to survive → learning is to thrive (prosper (get on) or successful) on all these changes Learning is a framework for on-going self development 13 Management Skills 1.4 Developing skills for life 1.4.3: Learning is a constant, cyclical process • Honey and Mumford, 1992 suggests that effective learning is a cyclical process of experimentation and adjustment → we perform an action or have an experience → we reflect on the experience, it results and any feedback we may have obtained → we formulate a hypothesis (theory / assumption) about what we might be able to differently next time → We plan to test our hypothesis in action → we perform the action – and so continue the cycle 14 Management Skills Figure 16 16 1: The learning cycle Stage Having an experience Stage Planning the next steps Stage Reviewing the experience Stage Concluding from the experience 15 Management Skills 1.5 The HND approach A focus on behavior 1.5 The HND approach Making notes Collecting and filling data 16 Management Skills 1.5 The HND approach 1.5.1: A focus on behavior • learning objective of content-oriented learning is → knowledge or understanding • learning objective of skill development is application → intentional behavior and behavioral change Gillen (1999) defines behavior as ‘the link between what we want and what we get’ 17 Management Skills 1.5 The HND approach 1.5.2: Making notes • Self reflection → observations (study /watch/inspect) → impressions (ideas) → intuitions (instincts/perceptions/feelings/six sense) • capture self reflection and record them → get into the habit of making notes – verbal or visual, paper or electronic 18 Management Skills 1.5 The HND approach 1.5.2: Making notes (cont’d…) • capture self reflection and self evaluation → process notes ► repeat patterns of behavior which you notice in a group or individual ► changes or interruptions to the ‘usual’ patterns of behavior, and their effects ► thoughts or feelings that come up for you in response o others’ behaviors or changes in behavior ► how you 'automatically’ react to others’ behavior and what happens ► others ‘responses to your usual’ behaviors ► others’ responses when you experiment with new behaviors ► what happened in the course of critical incidents and interactions (those which impact on you and appear to highlight a problem or issue) ► which impact on you and appear to highlight a problem or issue) 19 Management Skills 1.5 The HND approach 1.5.3: Collecting and filing data • put loose sheets of paper somewhere you’ll find them again, such as: → questionnaires and feedback forms → various exercises you undertake as you work through the course book, your wider reading and other training activates → copies of reports from performance appraisals or development planning sessions → feedback-bearing messages of all kinds e.g commendation or thank you letters; complaints; personal or employment references → draft mind-maps, objectives, action plans and other records of your on-going thinking about your interpersonal skills development → any other data relating to the impact and effectiveness of your interpersonal skills If it represents information about your attributes, behaviors or attainments in any area of interpersonal skill – SAVE IT! 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