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Unit 13: Personal and ProfessionalDevelopment

Dr Sumesh Dadwal

LO3 Be able to implement and continually review own personal and professional development plan

3.1 discuss the processes and activities required to implement the development plan

3.2 undertake and document development activities as planned

3.3 reflect critically on own learning against original aims and objectives set in the development plan

3.4 update the development plan based on feedback and evaluation

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LO3: Unit content • Learning styles and strategies: types of styles;

awareness of own personal style; impact of personal style and interactions with others

• Learning from others: formal learning and training; observation; mentoring; supervision; tutorials; informal networks; team members; line managers; other Professionals

• Evaluation of progress: setting and recording of aims and objectives; setting targets; responding to feedback; re-setting aims and targets; establishing and recognising strengths and weaknesses; directions for change; cycles of activity (monitoring, reflecting and planning)

Planning Steps

1. What is important to you?•Identifying your values and needs

2. What have you got?•Review history and inventory your situation

3. Where do you Want to Go?•Draft Vision / Mission / Goals

4. How to Get There?•Research, Develop

5. Implement plan and monitor

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Strength Weakness

Opportunities S-O W-O

Threats S-T W-T

OPTIONS

PDP encourage critically reflect on skillsWhat to change. (Diagnosisand goal‐setting)

How to change it ‐intermediate goals andactions defined + problemsolving

Change it! (Actions)

Did it change? (Evaluation)

A. Analyse your current situation

B. Set some goals

C. Plan how to achieve those goals

D. Execute the plan

E. Assess how far you have met those goals 

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The main PDP processes

The main PDP processes to think future plan include: • Reflection – pulling different thoughts and ideas

together to make sense for a particular purpose • Recording – thoughts, ideas, experiences; you can keep

records in written form or use audio, video, etc. • Action planning – setting out a plan means more likely

achievement of a goal • Executing – carrying out activities referred to in the

action plan • Evaluating – making sense of what you have been

doing

Implementing PDP 

• carry out activities aimed at achieving identified development needs

• record the activities or tasks that you have undertaken using a suitable

• format to evidence your progress• evaluate these activities or tasks to reflect on their suitability in meeting the

• objectives that you initially established• review aims and objectives in the light of any changes in personal

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Planning for Implementation

• A possible process for identifying activities and tasks for each intervention strategy includes : 

Writing down each strategy (output) 

Breaking each output into sequential units of work; activities 

Break each activity into sequential smaller units of work called tasks 

confirm the activities and tasks are appropriately grouped and classified 

each completion of each set of tasks will result in achievement of the activity 

Move activities and tasks around as necessary 

give each item on the list a unique identifier to use as a reference 

→ this information can be entered into a table for consultation

Developing a Gantt Chart

• The process to complete a Gantt chart follows: 

List the work/work packages of the intervention – list each output in a separate cell in the first column

Identify resources – list resources required for each activity in the next column ‐7Ms 

Identify who is responsible – in the third column list who is responsible for delivering the activity

Estimate timeframes – create a timeline for the project in the remaining columns

Identify milestones – mark each significant event that acts as a progress marker (e.g. a black diamond) – add a milestone description

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Developing a Gantt Chart

• A Gantt chart is a horizontal bar chart that shows intervention activities and tasks in sequential order where bars represent the time estimates 

• A Gantt chart is a flexible document that should be regularly updated through the life of the intervention 

• A Gantt chart can be used for day‐to‐day management, planning and reporting

• A Gantt chart is useful to clarify planning estimates, work requirements and timelines with senior management

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Select development activities that work for you• The type and range of development activity you decide on will

depend on:

• your goal ‐ how much change you intend to make:

• improving in your current job ,preparing for a more senior role

• moving to a new employer but similar job ,making a fundamentalcareer change

• your preferred learning style ‐ are you an experimenter or do youalways want the theory first? Or do you prefer to learn by observingothers? Would you rather learn in a group or independently?

• time and resources ‐ funding and time allocations are real issues

• availability of opportunities ‐ you may need to look wider than yourinstitution

• the skills you need to develop. Some lend themselves better tocertain types of learning than others.

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Select development activities that work for youASK‐ DOING

• Work‐related learning opportunities• Practice and reflection• Observing other colleagues (eg to learn a new research technique)• Giving presentations to your research group• Collaborative working• Teaching• Giving a seminar• Organising, attending or chairing meetings• Attending conferences• Work shadowing (a valuable way for anyone to gain insight into new 

or unfamiliar work environments, especially in conjunction with information interviews)

• Information interviews ‐ interviews about types of work structured to help with job decision‐making

• Mentoring a student or more junior colleague, or being mentored• Part‐time jobs

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ways to develop skills.

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WHAT IS A PORTFOLIO?

• PRODUCT: ”A collection of products of student work showing student reflection and progress or achievement over time in one or more areas”(Bryant & Timmins, 2002)

• PROCESS: Using writing as a tool for reflection and systematic analysis of learning

WHY TO USELEARNING PORTFOLIOS?

‐ to support and clarify professional development

‐ helps to make the learning goals clear and to follow how they are achieved

‐ an aid to students’ learning and knowledge

‐ an aid for constant self‐reflection and self‐assessment

‐ to support the learning process rather than control the learning outcomes

‐ reveals the strengths and weaknesses of training, and helps developing better ways of learning

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Controlling as a Management Function

• Controlling– A process of monitoring performance and taking action to ensure desired results.

– It sees to it that the right things happen, in the right ways, and at the right time.

– Done well, it ensures that the overall directions of individuals and groups are consistent with short and long range plans.

– It helps ensure that objectives and accomplishments are consistent with one another throughout an organization. 

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Establish Objectives and Standards

• There are two types of standards:

– Output Standards ‐ measures performance results in terms of quantity, quality, cost, or time.

– Input Standards ‐ measures work efforts that go into a performance task.

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Comparing Results with Objectives and Standards

• The comparison of actual performance with desired performance establishes the need for action. 

• Ways of making such comparisons include:

– Historical / Relative / Benchmarking

Assessing Self Evaluation

• Thoroughly review your own strengths andweaknesses (particularly as a learner) and relatethese to relevant models, such as learningstyles. (See lecture on learning style)

�

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Areas for Self Evaluation

1. Attitude to and Skills as a Learner•Use work on Learning Styles - what are your preferences

•How independent are you and how well do you work withothers

2. Skills - Transferable & Subject Specific3. Your interests / passions

4. Things that you have realized from your course

5. Things that you most want / need to change

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What are you evaluating? Monitoring is comparing Plan’s actual outcomes with expected SMART objectives and resources . Monitoring is undertaken throughout a venture, and evaluation at fixed points and towards the end; although monitoring and evaluation should be planned together at the start of a ventureto monitor and evaluate a venture: 

1. To account for resources committed and outcomes attained 

2. To understand why the venture is having the effects that it is having 

3. To improve this and future such ventures 

4. To develop the capacity of the venture to monitor and evaluate its own practice. 

1. At the start, setting and clarifying goals 

•2. All the way through, monitoring and improving 

•3. At the end (and perhaps at fixed points, say annually, during a long venture), evaluation 

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Monitoring vs Evaluation •Monitoring all through the venture answers such questions as: 

• How is the venture going? • Are we doing what we planned to do? • Are we producing what we planned to 

produce? • Are we achieving what we planned to 

achieve? • In each case, how and why? • Are we on track? • What of relevance in the external 

environment has changed? • Good answers to these questions are 

backed by evidence. • Good answers also make it easier to 

answer these two questions: • Should we be making any changes? • If so, what? 

•Evaluation, perhaps at fixed points during and certainly towards the end:

• Did the venture do what it planned to do? 

• Did the venture produce what it planned to produce? 

• Did the venture achieve what it planned to achieve? 

• What if any changes were made to planned activities, products  and outcomes during the venture? Why? 

• How did the venture do, produce and achieve what it intended (after any changes to plans) to do, produce and achieve? 

• Were stakeholder needs met? • What else did the venture achieve or 

discover beyond its original goals? 

• What are the implications for future ventures? 

• Good answers to these questions, again, are backed by evidence

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Reflection involves…

Reflective Writing Template by Shiela Bonas (2004)

• What happened?• What did I need to do?• How did I perform?

– Well? – Areas of improvement?

• What did I think/feel? – I think that…– I feel sad/happy..

• Why did I think or feel this way?– New insights?– Related to past experience?

• How did my thoughts/ feelings affect others?

– Behaviours; beliefs; feelings.• What are consequences?

• short term, long term, for me, for others• How can this help me in the future?

– goals, improve skills, learn, stress levels etc

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What is a Learning Log?

•• A Learning Log is a journal which evidences your own learning and 

skills development.  It is not just a diary or record of “What you have done” but a record of what you have learnt, tried and critically reflected upon.

•• For example if in your Learning Log you include details of what you 

did or how you did something then consider asking yourself questions such as:

•• Did it go well?  Why?  What did you learn?• Did it go badly?  Why? What did you learn?• How can you improve for next time

How do I ‘do’ a Learning Log• Try to write something down after every new learning experience.  Normally use an A4 pad ring 

binder of paper.•• What you did• Your thoughts• Your feelings• How well (or badly) it went• What you learnt• What you will do differently next time.•• On a regular basis (usually 3‐5 weekly) review what you have written and reflected upon this.  Be 

honest with yourself.  •• Ask yourself questions such as:•• Have I achieved anything?  If so, what?• What progress have I made• Have I put any theory into practice?• How does what I have been doing lead to me becoming better at a skill?• How can I use this to plan for the future?• How can I use this to plan new learning?• Experiences?

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• Log book – Based oni. activities and ii. what the student has learnt from the activities .

ii. is the most important – what the student has learnt.

• Work based learning elements –Reports based on an aspect of the placement host not related to the student’s ‘job’. 

Bases & Cornerstones of logbook

■Documentation

-Record of All Events

(Educational , Professional ,…,Individual)

In details As possible

– Survey →Cumulative Study

Quality Assessment , Q. Monitoring ,

Continues Quality Improvement

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■ Decision Making, Planning,..

→Absolutely should be based on:

- Documentations

-Evidences

Bases & Cornerstones of logbook

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Student comment on the log book

‘In order to recognise all of these skills that were developed or acquired I had to be able to critically evaluate what I had learnt whilst I was on placement.  I was able to do this through the weekly logbook, which allowed me to write about what I had done during that week and then pick out areas that I could relate to my academic theory or skills that I had used or even acquired.  It also allowed me to have a critical view of how well I was achieving my learning outcomes and helped me to try and find something better and more worthwhile in the next week.’ 

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Taking Corrective Action and update PDP 

– Management‐by Exception can save the managers time, energy, and other resources, and concentrates efforts on areas showing the greatest need.

– There are two types of exceptions:

• Problems ‐ below standard

• Opportunities ‐ above standard

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Revise GOALS S.M.A.R.T

S Specific

MMeasurable

A Achievable

R Realistic/Relevant

T Time‐oriented

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Kolb's Experiential Learning Model

• .

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Strategies

TrafficLight Card

Sort

Brainstorm

Round RobinReporting

Predictions

Performance Assessment

Highlight /Green Light

CorrectionsSelf

Assessment

Peer Assessment

ThinkPair

Share

Concept Map

ReflectionSurvey

AssessmentProbe

DrawingCompletion

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PDP‐ one format

• .

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sources

• http://www.kent.ac.uk/careers/sk/skillstest.html

• http://success360.com

• http://www.smart-goals-guide.com/smart-goal-examples.html

• **Websites**

• [[www.cipd.co.uk]] Chartered Institute of Personnel and Development

• [[www.managers.org.uk]] Chartered Management Institute

• [[www.peoplemanagement.co.uk]] current online magazine of the Chartered Institute of Personnel and Development

• [[http://www.businessballs.com/eq.htm Leadership]]

• [[http://www.nwlink.com/~Donclark/leader/leader.html Leadership]]

• [[http://www.nlp.com/ NLP]]

• [[http://www.danielgoleman.info/ Emotional Intelligence]]

• http://www.kent.ac.uk/careers/sk/skillstest.html

• [[http://www.personalitypathways.com/type_inventory.html MBIT]]

• [[http://www.humanmetrics.com/cgi-win/JTypes2.asp MBIT Personality test]]

• [[https://www.stephencovey.com/community/resources/companion_films.php?f=9&s=l 7 Habits]]

• [[http://www.educationplanner.org/education_planner/calc_frames.asp?url=http://www.aessuccess.org/getting/learning_quiz/quiz.html&pagetype=Preparing-Learning+Styles+Quiz&sponsor=2859 Test your Learning Style]]

• [[http://www.ldpride.net/learningstyles.MI.htm#Learning%20Styles%20Explained Learning Styles]]

• [[http://www.learning-styles-online.com/ learning]]

• [[http://www.open2.net/survey/learningstyles/ learning styles test bbc]]

• [[http://www.mftrou.com/kolb-learning-style-inventory.html personal development]]

• [[http://www.mindtools.com/pages/article/newHTE_88.htm time test]]

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