Personal and Professional Development Sample Assignment

PERSONAL & PROFESSIONAL
DEVELOPMENT
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Table of Contents
INTRODUCTION...........................................................................................................................3
Portfolio 1 .......................................................................................................................................3
Lo 1.1 The approaches of self managed learning and their suitability........................................3
Lo 2.1 Skills require to meet organizational goals and objectives...............................................3
Lo 2.2 Identify the personal and professional development needs..............................................4
Lo 2.3 The development opportunities to fulfill current and future needs..................................5
Lo 2.4 Create a personal development plan to achieve goal........................................................5
Lo 3.3 Personal learning against the aims and objectives from personal development plan.......6
Lo 3.4 Improve the performance development plan....................................................................6
ESSAY.............................................................................................................................................7
CONCLUSION..............................................................................................................................12
REFERENCES..............................................................................................................................14

INTRODUCTION
Professional development refers to the gaining of knowledge and skills for personal
development and career advancement. It includes all types of possible learning opportunities,
meetings and informal learning opportunities situated in practice (Beausaert, 2013). This report
discussed about the various approaches to self managed learning and the skills require to meet
organizational goals and objectives. There are varieties of approaches to professional
development, including coaching, consultation, mentoring, technical assistance and supervision.
Individuals may take part in such development because of an interest in lifelong learning, to
improve and maintain professional competence.
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Portfolio 1
Lo 1.1 The approaches of managing self learning and their quality
Self managing learning is an approach to which management develops and it helps the
managers to control the content, procedure and pace of their personal learning (Cross, 2006).
There are several approaches to self-managed learning that can be categorized in the different
categories like:
 Meta learning: It is basically learning about self learning at a strategic level which can
facilitate fundamental modification that is known as Meta learning. Getting new skills,
abilities, knowledge and competences will be inapplicable if the organization managers
do not change their mentality or their mindset.

 Strategic learning: This learning emphasis on using evaluation method to help the
individual to learn quickly from the work or activities so that they can be effective to
adopt the strategies. The planned benefits of this learning is that it synchronize the
managing with the learning (Eisele, and et.al., 2013). Managers become highly attentive
to learn the each and every situation, that helps them to build up the more strategic
approach to overcome the organizational issues.
 Motivational learning: In the motivational learning, Managers are bucked up to find out
their learning style so that they can easily enhance their knowledge or adopt the learning
at the workplace. It also help in identifying suitable resources as well as acknowledge the
differences in the learning styles of their organization's other members too (Johns, 2012).
Lo 2.1 Skills require to meet organizational goals and objectives
If I am the manager of any organization, it requires management of getting people
together to achieve required goals and objectives. Management includes planning, leading,
organizing, staffing and controlling. The different skills which I require to meet organizational
goals and objectives are;
 Technical: It includes information of a certain specific field, such as engineering science,
electronic computer, social science and management accountancy, or manufacturing
(Beaty, and et.al., 2007).
 Conceptual: It requires expertness to use the content for resolving the industry problem,
acknowledgment of various opportunities that is being derived for betterment and
knowing the organization's business framework.
 Communication: It refers to an process that possess the ability to alter the ideas into the
words so that it can be easily understood. It includes effective listening and questioning
frequently, displaying skills and spoken arrangement.
Jennifer Rivers
155 bath hurst street,
Toronto, Canada.
Phone: 415-233-3245

Email: jenni@hotmail.com
Career qualification:
Operations managing director with more than 10 years of experience in the field of warehouse
management, logistics and aviation operations.
Professional experience:
TTR CORPORATION, New York 2003- Present
Vice president, Overseas Business Division
FUEL INDUSTRY OF AMERICA, New York 1998-2002
Education:
UNIVERSITY OF NEW YORK, New York
Master of business administration, 1997
Lo 2.2 Identify the personal and professional development needs
For developing the personal and professional needs we should require;
 Self reflection: It provides the opportunity to think through your own personal and
professional priorities and helps to examine our achievements and learning needs
(Davies, 2005). If we regularly record personal reflections about the work practice, these
can help to find the areas of professional development which we might like to focus on in
the future.
 Personal leadership: It provides a number of learning benefits. It includes team
development, teamwork and motivation, coaching and mentoring (Moon, 2006). Personal
leadership helps individuals to work with highest potential by pursuing self-mastery and
maximizing their impact.
Lo 2.3 The development opportunities to fulfill current and future needs
Identifying the development needs is very difficult. I believe that goal setting would be
one of the major development opportunities. After setting the goals I have built up my skills and
frame it; Specific, Measurable, Achievable, Realistic and Time targeted.
To improve my presentation skill I will take opportunity to attend different meetings
where reports are being presented through job shadowing. A member of staff provided

presentation on daily or weekly basis increases my knowledge of areas to focus on and is also
important in providing effective presentation (Mumford, 2011).
To improve my writing skills I should take advantage of the courses that are available
through my companies learning and development team, the writing course will provide me with
the necessary skills to produce an accepted.
Lo 2.4 Create a personal development plan to achieve goal
Short term frame Mid-term frame Long term frame
Personal
Effectiveness
(e.g.
communication,
liaison and
networking,
influencing
skills, initiative,
problem solving
and decision
making, service
delivery, time
management)
Make short-term
goals
Make mid-term
goals
Make long-term
goals
Business Skills
(e.g. planning
and organising
resources, IT
skills, Finance
for non-finance
professionals,
managing
budgets,
managing
projects)
Short-term
skills and
knowledge
to be learned
Mid-term
skills and
knowledge
to be learned
Long-term
skills and
knowledge to
be learned
Leadership &
Management
Skills (e.g.
change focus,
strategic
influence and
impact)
short-term
next steps
mid-term
next steps
long-term
next steps

Lo 3.3 Personal learning against the aims and objectives from personal development plan
We all have our own preferred learning styles. By knowing your own style of learning
you can understand how to learn better. From the personal development plan;
 I able to collect and record information on learning experiences and achievement.
 Evaluate and find own strengths and weaknesses.
 Learn from things that did not go according to plan.
 Utilize the individual information and records of learning.
 Create a plan of action that help in improving or enhancing the individual learning.
 Modify the plan of action if it isn’t work.
Lo 3.4 Improve the performance development plan
The activity of learning at the workplace is continuous in nature and it often changes with
our daily working activities and experience. The performance improvement program is not a
static record it need to be altered and adjusted in the time to time period so that individual can
improve their performance within the organization. There is unique mode to intake in new
learning requirements is to use critical incidents or important consequence. Such events in our
occupational practice session, render us with the various learning opportunities, for example,
where things do not go as prearranged (Cameron, 2009).
 For altering the individual improvement plan I proceeds the various path:
 Identify my strength and weakness.
 How I can support my needs.
 What is requiring changing to achieve the demand?
 Keep track of formal activity.

ESSAY
Work is the quantity of energy transferred from system to another. Work based problem
are related to the application of concept of ratio of time and speed. It is more or less related to the
time, speed and distance (Wilkins, 2007). People use to do three things when faced with a
problem: they feel that they have to come up with an answer and it has to be the right; they get
afraid or uncomfortable and wish it would go away and they look for someone to blame. Being
faced with a problem becomes a problem. There are two important things to keep in mind about
problems and conflicts: they happen all the time and they are opportunities to progress the
system and the relationships. They are providing us with proper information that we can use to
fix the needs and do a better job. Facing problems in this way, we can almost begin to welcome
problems and solve it with ease.
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Many people are born problem solvers, the biggest challenge in front of us is to overcome
the tendency to immediately come up with a solution. The most common error in problem
solving is trying to find a right solution.
There are several steps for an effective problem solving process:
 Identify the issues.
 Record the possible solutions.
 Understand everyone interests.

 Examine the options.
 Document the agreements.
 Choose an option.
 Agree on contingencies, evaluation and mentoring.
Learning style is an individual’s pattern of acquiring and processing information in
learning situations. It is a way an individual begins to concentrate on process and remember new
skills and information. There is various learning style to overcome with work based problem and
they are:
Visual learning style: It includes the representation of information in maps, diagrams,
charts, graphs, flow charts, labeled diagrams, and all the symbolic arrows, circles, hierarchies
and other devices that people use to represent what could have been presented in words
(Sweitzer and King, 2008). Learners can close their eyes to recall what they have seen or read
earlier. It includes a separate category of "written word" in which the person has options for
learning by reading as opposed to actually seeing objects or taking part in activities in order to
learn.
Communication is the effective means for foundation of all relationships. Good
communication is simple in thought but very difficult in practice. The easy part is to say what
you mean as concisely and directly as possible (Moon, 2013). The hard part is making sure what
you say is truly concise, direct and understood as you intended.
To communicate work based problems there are three levels such as;
 Strategic level: It provides overall direction to the organization. Strategy formulation
requires examining where the company stands, determining where it wants to go, and
then how to get there. Strategic assessment involves performing a situation analysis,
competitor analysis and self-evaluation of Internal and external, micro-environmental and
macro-environmental. According with this assessment, objectives are set (Juffa, 2011).
These objectives should be similar to a timeline; some are in the short-term and others on
the long-term. This involves crafting vision statements, mission statements, overall
corporate objectives, strategic business unit objectives and tactical objectives.

 Tactical level: Strategy involves the prospect vision of the business and tactics involve
the real steps needed to achieve that dream (Hart, 2013). Tactics are the realistic steps
needed to implement the strategy. It supports strategic plans by explaining them into
specific plans relevant to a distinct area of the organization.
 Operational level: It serves to regulate and control the day-to-day output relative to
schedules, specifications, and costs. All operational plans are focused on the processes
that occur within the lowest levels of the organization. Managers must plan the routine
tasks of the department using a high level of detail. This can help to perform well and
increase the overall efficiency of the organization.
It is important that for us to develop effective strategies for managing time to balance the
conflicting demands of time. Sometimes it may seem that there isn't enough time to do
everything that we need to (Marques, 2012). Once we have identified ways in which we can get
better the management of our time, we can begin to adjust our daily routines and patterns of
behaviour to reduce any time related stress in our lives.
People are always trying to find ways to save money, but saving time can lead to success.
There are three time management strategies which are discussed below:
 Set priorities: Managing the time effectively requires a distinction between what is
important and what is urgent. Researchers agree that the most valuable tasks usually
aren’t the most urgent tasks. However, we tend to let the urgent control our lives. Our day
to day activities can be categories into four quadrants in their Time Management Matrix:
urgent, not urgent, important and not important (Brine and Feather, 2010). We spend less
time on activities that are not vital in order to save time to focus on activities that are not
urgent but important. Concentrating on these important activities allows us to gain greater
control over time and possibly decrease the number of important duty that do become
urgent. One of the simpler ways to prioritize is to make a “to do” list. And such list can be
making according to the requirements. Rank the item on the “to do” list in order to their
importance.
 Get organized: Many people find negative results in poor time management. Professional
organizers recommend that we first get rid of the clutter. A method is used frequently to

set up three boxes; Keep, Give Away and Toss. Split the clutter by sorting items into these
boxes. Immediately remove items in the “Toss” box (Hildebrand, 2008). The “Give
Away” box may include items which we want to sell and delegate, so find a method to
get rid of these items such as a yard sale and charitable donation. By removing the clutter,
the next step is to implement a system that allows us to handle information.
 Schedule time appropriately: Scheduling is not just recording of day to activity. It is also
making a time commitment to the things which we want to do. Effective scheduling
requires understanding yourself. Using the time log, we should determine those times
during the day when we are most productive and alert (Lorriman, 2005). Plan our most
challenging tasks for when we have the more energy. Block out time for our high priority
activities first and protect that time from interruptions. If we know we have waiting time,
schedule small tasks such as writing a letter and reading or listening to educational
audiotapes to capitalize on the time loss. Try to limit scheduled time to about more than
half day, leaving time for creative actions such as planning, thinking, dreaming, and
reading.
How we use time depends on the skills learned through planning, self analysis, evaluation
and self control. Same as money, time is valuable and limited: it must be protected, used wisely
and budgeted (Odro, Clancy and Foster, 2010). According to me get organized is the best time
management strategy. People who practice good time management techniques often find
themselves as more productive, fell less stressed, get more things done and relate more positivity
to others.
Finding a time management strategy that works best for us depends on the skill to self
motivate and level of self discipline (Weeks, 2008). There are some practices which we can take
into consideration for handling information through this time management strategy:
 Record information permanently where we can easily find it later.
 Act on it our self. Then throw it away or file it.
 File it temporarily until it requires action and additional information is received. Follow
up a “tickler” file which can be useful for holding temporary information.

 Delegate information and give it to someone else to do.
Learning methods may be defined as any intervention that are intentionally undertaken to
help the process of learning at individual, team or organizational level (Sangster, 2010). The role
of managers in learning and development building a coaching capability, the use of
competencies, integrating learning and development with wider organizational strategy, as well
as providing standard information on trends in workplace learning and training spend.
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Lifelong learning in one's profession is an integral part of professionalism and practice
based learning and improvement. Researchers suggest that lifelong learning skills should be
involves in every degree curriculum (Throop and Castellucci, 2007). The study design is not
easily understand in a short blog entry, but its three-stage analysis of data is robust and adds
credibility to its conclusions. The study found that training practices that motivate workplace to
reflect opportunities for perspective taking, active learning techniques, and the chance to
positively interact with diverse peers. This collection of curricular components and training
practices had the similar effect regardless of a variety of background variables. The impact on
orientation toward lifelong learning is positive in nature and it consists of perspective taking,
active learning, and reflection.
Chances are good that curricular components and practices are already being used this
should increase our motivation to use them more (Lindsay, 2011). The commitment to such
learning does develop gradually and not necessarily visibly.

Self Managed Learning is a structured approach to learning with two main elements; the
Learning Group and Learning Agreement. It is learning approaches that reflect the management
process. Self Managed Learning benefits the overall performance of the organization. There are
several benefits which are discussed below:
 Managers focus on issues and problems particular to their situation and their workplace
(Tomlinson, 2005).
 Offers managers opportunities to discover and take appropriate risks with the support and
challenge of their set.
 Learning and working are incorporated – more learning goes on, on the job and a lot of
work gets complete in the set.
 Managers evaluate their own progress and can change direction as they develop.
 Mangers meet at equally convenient times.
 Managers study more about how they learn so they are able to go on developing new
things and increasing their flexibility after the course.
 Learning is long term and at a various levels as it tends to take place over a number of
iterations of a do-review-adjust cycle which requires the Learner to think a variety of
initially marginal issues connected with the successful implementation.
 Learning is frequently shared with the manager's staff and other colleagues (Teare and
et.al., 2011).
 Managers develop meeting management skills and consultancy which they can reuse on
the job and particularly in the development of their own people.
 Managers are able to integrate their home and work lives.
If we talk about the benefits of self managed learning for organization. Companies have
no option to invest heavily in learning and development. The problem is that there is not always
a connection between expenditure on development and training and pay-off for individuals and
organizations. Also individual learning may not incorporate with organizational needs (Garrod,

2008). Yet it is necessary that individuals should be helped to take on more responsibility for
their own growth and development.
A variety of relationships are involved in this learning programme even when it is not
based in the organization. These include coaches, mentors, those who supply expertise, the
learning set as well as the individual’s work team who will become extra sources of knowledge
and support (Davies, 2005). Managers who take on some of these tasks report gaining a great
deal from learning how to expand their staff. Relationships should become generally more
productive and the benefits spread more widely through the organization from the individual.
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CONCLUSION
Personal development is a modern alternative to traditional training for organizational
individual’s development. It offers useful alternative methods compared to coaching and
mentoring too. This report discussed about the different approach to self managed learning and
their suitability. Self managed learning is a technique to management development which helps
managers to controlling the processes, content, and pace of their own learning. The role of
executives in learning and development structure a coaching capability, the use of competencies
with wider organizational strategy, as well as providing appropriate information on trends in
workplace.

REFERENCES
Books & Journals
Beaty, L. and et.al., 2007. Action learning comes of age - part 3: action learning for what?.
Education + Training. 39(5). pp.184-188.
Beausaert, S., 2013. Effect of using a personal development plan on learning and development.
Journal of Workplace Learning. 25(3). pp.145-158.
Brine, A. and Feather, J., 2010. Building a skills portfolio for the information professional. New
Library World. 104(11/12). pp.455-463.
Cameron, S., 2009. Professional Development in an Industrial Library: Some Personal
Observations. Librarian Career Development. 2(4). pp.09-12.
Cross, M., 2006. Becoming a Therapist: A Manual for Personal and Professional Development.
Rutledge.
Davies, B., 2005. Educational Leadership – Personal Growth for Professional Development.
International Journal of Educational Management. 19(3). pp.269-270.
Eisele, L. and et.al., 2013. Employee motivation for personal development plan effectiveness.
European Journal of Training and Development. 37(6). pp.527-543.
Garrod, P., 2008. Skills for new Information Professionals (SKIP): an evaluation of the key
findings. Program: electronic library and information systems. 32(3). pp.241-263.
Hildebrand, J., 2008. Bridging the Gap: A Training Module in Personal and Professional
Development. Karnac Books.
Johns, H., 2012. Personal Development in Counsellor Training. SAGE.
Lindsay, M., 2011. The Accidental Health Sciences Librarian. Library Review. 60(6). pp.532-
533.
Lorriman, J., 2005. Lifelong learning in Japan. Journal of European Industrial Training. 19(2).
pp.8-14.
Marques, L., 2012. Survival in good, bad, and ugly times: attaining personal and professional
excellence. International Journal of Organizational Analysis. 20(2). pp.221-237.
Moon, A. J., 2006. Learning Journals: A Handbook for Reflective Practice and Professional
Development. Taylor & Francis.
Moon, A. J., 2013. Reflection in Learning and Professional Development: Theory and Practice.
Routledge.
Mumford, A., 2011. Planning and Organizing Personal and Professional Development. Industrial
and Commercial Training. 33(7). pp.270-273.

Odro, A., Clancy, C. and Foster, J., 2010. Bridging the theory-practice gap in student nurse
training: an evaluation of a personal and professional development programme. Journal of
Mental Health Training, Education and Practice, The. 5(2). pp.4-12.
Sangster, C., 2010. Planning and Organizing Personal and Professional Development. Gower.
Sweitzer, H. and King, M., 2008. The Successful Internship: Personal, Professional, and Civic
Development. Cengage Learning.
Teare, R. and et.al., 2011. The role of action learning in personal, professional and business
development. Worldwide Hospitality and Tourism Themes. 3(1). pp.60-65.
Throop, K. R. and Castellucci, M., 2007. Reaching Your Potential: Personal and Professional
Development. Cengage Learning.
Tomlinson, H., 2005. Educational Leadership: Personal Growth for Professional Development.
SAGE.
Weeks, J., 2008. CURRENT ISSUES IN PROFESSIONAL DEVELOPMENT IN
DEVELOPING COUNTRIES: A PERSONAL VIEW. Journal of Educational
Administration. 26(3). pp.382-392.
Wilkins, P., 2007. Personal and Professional Development for Counsellors. SAGE.
Online
Hart, J., 2013. Supporting self-managed team learning in the organization. [Online]. Accessed
through http://www.c4lpt.co.uk/blog/2013/03/11/supporting-self-managed-team-learning-
in-the-organisation>. [Accessed on 26th May 2014].
Juffa, J., 2011. Ten ways to build your organization through self directed learning. [Online].
Accessed through < http://rutraining.org/2011/10/04/ten-ways-to-build-your-learning-
organization-through-self-directed-learning>. [Accessed on 26th May 2014].

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