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definition of personal development planning a systematic approach to a personal development planning preparation of a development plan behavioral objectives smarter objectives development strategies evaluating the options
Lecture Personal P l Development D l t Plans Pl (Part 1) Definition A Personal P l Development D l t Plan Pl is i a clear l developmental action plan for an i di id l which individual hi h iincorporates t a wide id sett of developmental opportunities including f formal l ttraining i i Personal Development Plan objectives p p g of activities with the Personal development implies a wide range objectives of : y Improving performance in an existing job y Improving skills and competences competences, perhaps in readiness for career development or organizational change y Planning experience and pathways for career development and /or advancement within the organization y Acquiring transferable skills and competences for general employability or change of direction ‘employability’ y Pursuing personal growth towards the fulfillment of one’s personal p interests and potential A Systematic Approach to a Personal Development Planning Step 1: y Select and area for development: Goals must be based on your need to improve performance in your current job and / or on your career goals goals, taking into account possible changes in your current rule and opportunities within and outside the organization Carry out a personal SWOT (strengths, (strengths weaknesses weaknesses, opportunities opportunities, threats) analysis One helpful tool is an interest/aptitude and performance matrix, on which you can identify skills which you require (don’t (don t well) but for which you can build on your aptitudes and interests (like) Cont’d A Systematic Approach to a Personal Development Planning – Cont d… Step 2: y Set a SMARTER (specific, measureable, agreed, realistic, timebounded, evaluated and reviewed) learning objective what you want to be able to or better better, and in what time scale scale Step 3: y Determine how you will move towards your objective research relevant learning resources and opportunities 3evaluates relevant learning resources and opportunities for suitability, attainability and cost-effectiveness secure any support or authorization required from your manager or training department Cont’d A Systematic Approach to a Personal Development Planning – Cont d… Step 4: y Formulate a comprehensive and specific action plan, including: the SMARTER objective the learning approaches you will use, described as specific training video; enroll in a course.) Each action should have a realistic time scale or schedule for completion completion a monitoring and review plan Precisely how and when (or how often) f ) will you assess your progress and performance, f against your objectives? (Seek feedback? Review results? Pass an end-of-course test?) Cont’d A Systematic Approach to a Personal Development Planning – Cont d… Step 5: y Secure agreement to your action plan if required to mobilize organizational support or resources Step 3: y Determine how you will move towards your objective research relevant learning resources and opportunities An example of a completed Personal Development Action Plan for someone who is focusing on improving his interpersonal skills Preparation of a Development Plan A development plan must cover: y Career and personal development y Current performance y Future needs y Aims, objectives and targets y Review dates y Achievement dates y Learning gp programme g / activities y Action plans Cont’d Preparation of a Development Plan – Cont d… y Set, prioritize and agree targets targets establish what you are aiming for they can be short, medium or long term If you can set and then meet a target target, you are demonstrating that you have acquired he skill of managing yourself y Targets decide what you would like to achieve over a specified time, for example one year e.g complete the entire HND/HNC qualification by a certain date, for example this time next year or the end of 2011 e.g Improve your standard of French or another foreign language Cont’d Preparation of a Development Plan – Cont d… y Prioritize ■ the targets could be prioritized in terms of importance to your job importance to you as an individual how much you want to achieve them how quickly you need to achieve them cost to you or your employer enjoyability and potential satisfaction arising How realistic it is that y you will achieve them y Short and long term learning objectives think in terms of learning both in the short and the long term 10 Behavioral Objectives y Behavioral objectives are specific descriptions of what you want to be able to or differently read course book 603 for behavioral objectives variations y Behavioral objectives are important for effective development because they: give you a specific measure against which you can gather feedback and evaluate your progress and success express your aims in terms of behaviors – specific things that you want to – which are observable observable, learnable learnable, changeable changeable, and within your control to change help you identify the type of action you can take to achieve the desired changes 11 SMARTER Objectives y Specific what exactly you hope to achieve, and in what contexts (circumstances / background)? Can it be broken down into smaller, smaller more specific steps? y Measureable how will you recognize success in pursuing the objective? ? How will you measure your progress along the way? y Agreed whose support or authority you need to pursue the objectives 12 Cont’d SMARTER Objectives – Cont d… y Realistic are you able to achieve the objective within the constraints of your current abilities and commitments, your available time and resources? yTime-bounded By what date you want to achieve the objective? (Check ‘realistic’) y Evaluated is the objective worth pursuing, given the investment in time or effort it will require? y Reviewed When and how will you review your progress? (note for planning stage: specify monitoring methods and review dates) 13 Development Strategies y Identifying development options Increase your knowledge of skills: reading, analyzing case studies, observing others, receiving instruction, going on courses and so on: Seek and exploit opportunities to things differently: using role plays or real work interactions to attempt apply new behaviors and skills; observing and reflecting, seeking feedback, integrating your experience with theoretical concepts, generating alternative options, planning l i tto apply l th them – and d so on round d th the llearning i cycle l 14 Cont’d Development Strategies – Cont d… y Learning methods and media Specialist education or training providers (such as Edexcel or BPP); via more experienced or skilled individuals in your professional context (such as instructors, coaches or mentors); through your own experiences and the reflections, conclusions j yyou make a result of them and adjustments “On-the-job” or work-based learning activities, utilizing real-life work settings, equipment, teams and tasks to observe practice and apply skills E.g job rotations; undertake project or committee work; temporarily promoted or occupy an ‘assistant assistant to’ position Alternatively, there are “off-the-job” methods, which allow knowledge acquisition and skill practice without the distractions and risks of real work demands E.g attending courses, observe demonstrations or simulations, case studies, practice role plays and so on on Face-to-face presentations, demonstrations or workshops; paper-based self-study programmes (like this course book and further reading); television, radio and video presentations; t ti and d iinteractive t ti video, id computer-and t d IInternet-based t tb d llearning i 15 Cont’d Development Strategies – Cont d… y Learning methods and media Specialist education or training providers (such as Edexcel or BPP); via more experienced or skilled individuals in your professional context (such as instructors, coaches or mentors); through your own experiences and the reflections, conclusions j yyou make a result of them and adjustments “On-the-job” or work-based learning activities, utilizing real-life work settings, equipment, teams and tasks to observe practice and apply skills E.g job rotations; undertake project or committee work; temporarily promoted or occupy an ‘assistant assistant to’ position Alternatively, there are “off-the-job” methods, which allow knowledge acquisition and skill practice without the distractions and risks of real work demands E.g attending courses, observe demonstrations or simulations, case studies, practice role plays and so on on Face-to-face presentations, demonstrations or workshops; paper-based self-study programmes (like this course book and further reading); television, radio and video presentations; t ti and d iinteractive t ti video, id computer-and t d IInternet-based t tb d llearning i 16 Evaluating the options y Available resources What resources (materials, equipment, venues, opportunities, people, finance) would you require to pursue each option? How readily available are they? What other people could help or support you in each option? (Whom could you ask for information, contacts, expertise, time, feedback, authorization?) p require? q How would this fit with yyour What time frame would each option other commitments and schedules? 17 Evaluating the options y Learning preferences Which option(s) are most likely to suit your learning style preferences (as an activist, pragmatist, reflector or theorist)? Which options(s) ( ) are likely, on all other grounds, to be most effective? ff ? Is it worth stretching yourself and expanding your learning skills by understanding an activity that does not suit your learning style preferences, in to benefit from this learning g opportunity pp y y Pros and Cons What are the advantages, benefits, payoffs or likely positive consequences of pursuing i each h option? ti ? What are the disadvantages, risks, tradeoffs or likely negative consequences of pursuing each option? 18 Action Planning 19 Cont’d Action Planning – Cont d… y Defining realistic time scales It is generally unrealistic: ► to attempt massive behavioral changes in a short time frame; and ► to t attempt tt t to t workk on too t many areas off change h att a time ti y Identifying ways to monitor and review progress You need to know: ► whether your progress is on schedule in relation to your plans ► whether , or how far far, your planned activity is effective in achieving your objectives 20 Cont’d Action Planning – Cont d… g g or p yRegular monitoring periodic review of y your results What progress markers are built into your objects, which you can check for in your performance? What are you criteria for success at each stage of your plan? What types of information will you use for monitoring? Your own observations and reflections? Performance results? Feedback from other people? What other people might you involve in the monitoring and review process? A mentor? Your line manager or appraiser? Selected feedback-givers? Your l learning i partners t or study t d group? ? How often will you review/sample your activity and its results? Periodically? By random sampling? At key stage deadlines? At completion date? 21