Personal Development Planning 21 March 2012 - CDIB

Development Takes the form of learning activities that prepare people for increased/different opportunities Emphasis on self-directed learning and personal development planning Learning Contracts Planned learning form experience

Personal Development Planning Individual activity – with support and encouragement from manager and or coach/mentor Sets out actions you propose to take to learn/acquire skills and knowledge to develop Take responsibility for formulating and implementing the plan The purpose is to provide “a self-organised learning framework” Tamkin, P, Barber, L and Hirsch, W (1995) Personal Development Plans: Case studies of Practice, Institute for Employment Studies, Brighton

Stages of Personal Development Planning Analyse the current situation and development needs (can be part of performance management process in work) Set Goals ( might include improved performance in current role; acquiring skills; extending relevant knowledge) Prepare an Action Plan Learning objectives – what are you going to achieve Development activities Responsibility for development – what support from manager, HR or other parties Timing 4. Implement the plan

Use a variety of Activities Observing what others do Project work Planned use of e-learning Internal learning resource centres Mentor or coach (make sure you understand the difference – research!) Experience new tasks Guided reading Special assignments Formal training (might be part but not the most important because this is about “self” –think about the work you did on reflection and reflective learning cycles)

Learning Contracts Formal agreement between manager and individual Contains what learning needs to take place and the objectives of that learning Sets out the roles the parties will play to ensure learning happens Partners to the contract agree how objectives will be achieved It will set out learning programmes, coaching and mentoring and formal training A sort of formalising of the PDP.

Planned Experience Process of deciding on a sequence of experience to enable acquisition of knowledge and skills Enabler of experiential learning to ensure meeting a learning specification Programme of expectation of learning in various departments What is self taught and what is formally taught is set out Usually a mentor appointed to check progress and that the process is working Good way of stimulating people to find out things for themselves

Guided Learning Using the personal SWOT analysis you have already done – design and complete your own personal development plan covering the remainder of your degree course(s) and your own career goals for the next 12 - 18 months. This might not be easy as career plans might not yet be clear to you but you should make a serious attempt at this – it will be part of the portfolio for assessment. Conduct a brief literature review of work and research around personal development planning – start with Tamkin et al (2002) and work from there – no less than six academic journal/texts at least one of which is a journal article. Don’t forget CIPD – good source of literature to get you going Prepare a reflective report based on what you find in your literature review (1500 words) and submit it by 30 April – it will also be part of your portfolio for assessment.

THE PROCESS OF CAREER MANAGEMENT Career dynamics* Career management policies Demand/supply forecasts Potential assessment Succession planning Recruitment Self-assessment Career planning Induction training Management Career Mentoring and Management development counselling coaching training Career progression * How career progression takes place in the organization This resource is part of a range offered free to academics and/or students using Armstrong’s Handbook of Human Resource Management Practice, 11th edition, as part of their course. For more academic resources and other FREE material, please visit www.koganpage.com/resources and then click on Academic Resources.