Lecture 2 personal and+career+development

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

Lecture 22

Personal and Career

Development

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.’

Brief Introduction

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.

11 Management Skills Management Skills

Behavioral

Controllable

1 1 Skills

Controllable

Developable

Inter-related and overlapping

1.1 Skills

Behavioral (actions, / manners /conduct):

observable and identifiable sets of actions that individuals

perform, with certain outcomes.

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Controllable (manage /

take control / be in

Command):

able to be consciously

demonstrated, practiced,

1.1 Skills (cont’d )

Developable (expand / grow)

amenable to learning, practice and feedback towards higher

levels of competency

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Inter

Inter related and overlapping related and overlapping

integrated (included or incorporated) sets of complex

responses, which support one another for behavioral flexibility – rather than simplistic, repetitive behaviors.

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1.2 People

Intrapersonal

skills Interpersonal

1.2 People

skills

Interpersonal

skills Example

1.2 People Skills

Intrapersonal Skills

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management, problem-solving and

decision-making

1.2 People Skills (cont’d…)

Interpersonal Skills

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assertiveness (boldness / forcefulness),

negotiation, conflict management, team-working and so on.

1.2 People Skills (cont’d…)

Example:

senior managers should:

•develop a network of people

•depend upon many people other than subordinates

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•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 do

In short, it is a much more human activity than that commonly suggested in

management textbooks.

1.3 Developing skills for your HND/HNC

11 Management Skills Management Skills

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

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1.4 Developing

Don’t leave your skills at the

office

Learning itself

1.4 Developing

skills for life

Learning itself

is life skill

Learning is constant, cyclical process

1.4 Developing skills for life

1

1 4 4 1 1: Don’t leave your skills at the office! : 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

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→ family

→ friendship

→ study

→ leisure activities

… even you are not operating professionally in a

1.4 Developing skills for life

1

1 4 4 2 2: Learning itself is a life skill : 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

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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.

1.4 Developing skills for life

1

1 4 4 3 3: Learning is a constant, cyclical process : 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

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→ 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 do differently next time

→ We plan to test our hypothesis in action

→ we perform the action – and so continue the cycle

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Figure

Figure 16 16 1 1: The learning cycle : The learning cycle

Stage 1 Having an experience

Stage 2 Reviewing the experience

Stage 3 Concluding from the experience

Stage 4 Planning the next steps

1.5 The HND approach

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A focus on behavior

1.5 The HND

approach Making notes

Collecting and filling data

1.5 The HND approach

1.5.1: A focus on behavior

• learning objective of content-oriented learning is

→ knowledge or understanding

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• 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’

1.5 The HND approach

1.5.2: Making notes

• Self reflection

→ observations (study /watch/inspect)

→ impressions (ideas)

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→ 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

1.5 The HND approach

1

1 5 5 2 2: Making notes (cont’d…) : Making notes (cont’d…)

• capture self reflection and self evaluation

→ process notes

repeat patterns of behavior which you notice in a group or individual

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► 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)

1.5 The HND approach

1

1 5 5 3 3: Collecting and filing data : 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

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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