XX48 Manage Own Development

MANAGING PERSONAL DEVELOPMENT
LEARNER GUIDE
TRAINER
Managing Personal Development

Learner Information Details Name of learner Name of manager Work Unit Facilitator Date started Date of completion & Assessment Please Complete details
Tourism, Hospitality and Sport Education and Training Authority (THETA), 2003 2
Table of Contents
Keys to Icons.....................................................................4 ...............................................................................................................................................4 ...............................................................................................................................................4 Managing Personal Development..................................................5 Introduction........................................................................................................................5 Specific Outcomes and Range of Learning......................................6 ...............................................................................................................................................7 Practical tasks....................................................................7 As part of this module you will be required to complete the following tasks.. . .7 .........................................................................................................................................8 Credits of this Module............................................................9 Learner Support ..................................................................9 Purpose of this Module...........................................................9 1. Key Management Skills and Competencies .................................10 1.1 Personal Development ..............................................................................................10 1.2 The Eleven Key Management Skills........................................................................11 2. Personal Evaluation ..........................................................14 2.1 Introduction ..............................................................................................................14 2.2 Self-Evaluation .........................................................................................................14 2.3 Evaluation by People within Organisation...........................................................15 2.4 Evaluation by People Outside the Organisation ...............................................16 Self Assessment 01.............................................................17 3. Development Plans...........................................................18 3.1 Skills Development Needs Based on Evaluation.................................................18 3.2 Effective Competence Evaluation Method.........................................................19 The Formulation of a Development Plan.....................................................................19 Reviewing Performance and Obtaining Feedback.....................................................21 3.5 A Range of Development Activities.....................................................................22 3.6 Advantages and Disadvantages ............................................................................24 Self Assessment 02.............................................................28 4. Planning and Organising ....................................................29 4.1 Range of Planning......................................................................................................29 4.2 Setting Objectives..................................................................................................30 4.3 The Planning Process...............................................................................................32 4.4 Organising .................................................................................................................35 Self Assessment 03 ............................................................38 5. Time Management............................................................39 5.1 Time Saving Devices ...............................................................................................39 Tourism, Hospitality and Sport Education and Training Authority (THETA), 2003 3
5.2 Dealing with Interruptions ...................................................................................41 5.3 Setting Deadlines.....................................................................................................42 5.4 Organising Paperwork..............................................................................................42 Self Assessment 04.............................................................43 Signatures required on successful completion of this Module................44 Acknowledgements...............................................................46
Keys to Icons
The following icons are used throughout the study guide to indicate specific functions:
FOLDER ENCLOSURES This includes all examples, handouts, checklists, etc.
DON'T FORGET/NOTE This icon indicates information of particular importance.
VIDEOS Videos recommended as added value learning.
SELF-ASSESSMENT QUESTIONS. Self evaluation for learners to test understanding of the learning material ACTIVITY TIPS These help you to be prepared for the learning to follow and must be added to the module content/portfolio of evidence. PRACTICAL TASKS An important part of the assessment process is proof of competence. This can be achieved by observation or a portfolio of evidence. These tasks meet this component of assessment. TASKS Tasks/questions to be complete to demonstrate understanding
of module content. Shows transference of knowledge and skill.
Managing Personal Development Introduction

Purpose The purpose of this training programme is to provide you with the applied competence according to unit standard XX48. In order to achieve the credits and qualify for this appropriate registered standard, determined by the Sector of Education Training Authority, you are expected to have demonstrated specific learning outcomes Specific outcomes describe what the learner has to be able to do successfully at the end of this learning experience.
Specific Outco mes Assessment Criter ia
The only way to establish whether a learner is competent and has accomplished the specific outcomes, is through the assessment process. Assessment involves collecting and interpreting evidence about the learners ability to perform a task. This module may include assessments in the form of self-test, group tasks, quizzes, projects and a practical training programme whereby you are required to perform tasks on the job and collect as portfolio of evidence, proof signed by your supervisor that you have successfully performed these tasks To qualify and receive credits towards your qualification in Accommodation Services, at level 2, a registered Assessor will conduct an evaluation and assessment of your portfolio of evidence and competency. This describes the situation and circumstance in which competence must be demonstrated and the parameters in which the learner operates.
To qualify
Range of Learnin g
Responsibility
The responsibility of learning rest with you, so . . . Be proactive and ask questions. Seek assistance and help from your coach, if required.
Specific Outcomes and Range of Learning

The KNOWLEDGE and UNDERSTA NDING 1. Describe the most effective method of evaluating the current level of competence and give reasons why. 2. Explain the importance of obtaining feedback from others regarding ones own performance. 3. Describe the development activities available in and through the organisation and explain the advantages and disadvantages of each taking the learners current position into account. 4. Describe the key skills and competencies for effective management performance. 5. Describe the impact of time management and explain a possible strategy. 6. Describe the method of prioritising ones work and discuss obstacles and preventative steps. 7. Explain the importance of regular review sessions. 8. Evaluate own skills and areas for development based on current and likely future work requirements (including skills required to work effectively with other team members). (Range of evaluation: carried out by self, carried out by people within the organisation, carried out by people outside the organisation). 9. Devise plans to develop own skills consistent with needs identified in the evaluation. 10. Devise plans containing specific, measurable and realistic objectives together with the appropriate manager in line with the organisations objectives and policies. (Range of objectives: short term, medium term, and long term.) 11. Communicate agreed development activities to develop own skills to the relevant people. (Range of relevant people:
Demonstrated ability to make DECISION S about practice and to ACT accordingly
Demonstrated ability to learn from our actions and to ADAPT PERFORMA NCE
team members, colleagues, managers, specialist) 12. Obtain feedback from relevant people to be used to measure/enhance future performance. 13. Review progress made and reschedule activities at regular intervals to help achieve planned objectives. Communicate the outcome of the reviews to the relevant people. (Range of reviews: carried out alone, carried out with people inside the organisation, carried out with people outside the organisation) 14. Check that own objectives are specific, measurable and achievable. 15. Check that planned activities are consistent with prioritised objectives and personal resources. 16. Check that estimates of time required for activities are realistic and allow for unforeseen circumstances. 17. Keep unhelpful interruptions and digressions from planned work to a minimum. 18. Identify possible unforeseen circumstances and make suggestions on how to adapt performance to ensure objectives are met within the agreed deadlines. 19. Given a different context such as travel, describe how performance would be adapted.
Practical tasks
As part of this module you will be required to complete the following tasks.
An assessor/supervisor/experienced colleague must be present to observe you as you complete the tasks OR you can provide a portfolio of evidence proving your competence. Practical Task Task No. 1 Task No. 2 Task No. 3 Task No. 4 Task Type Date Completed Comments & Initials of Observer
Task No. 5
Complete a PIP for a colleague or subordinate in the workplace. Complete a PDP for a colleague or subordinate Review performance and give feedback on both tasks 1 and 2. Evaluate a colleague or subordinates work schedule and identify possible unforeseen circumstances and make suggestions on how to adapt activities to ensure objectives are met within agreed deadlines In the event of travel describe how ones work schedule and performance would need to be adopted.
Credits of this Module

Credits The Unit Standard XX48 Managing Personal Development has a total credit value of 4.
Learner Support
Resources Books/Articles 1. Personal Development Pack, SHL Group 2. Who moved my Cheese? 3. A managers guide to self-development, Pedlar M, Burgoyne J, Boydell T The following videos are recommended as further training tools and are available from Learning Resources. 1. Who moved my cheese? 2. Giving and receiving feedback (VIDC-044) 3. Damnation Module 1 (VART-113)
Videos
Purpose of this Module

Overall The learner will be able to identify skills and areas of Outcom development appropriate to his/ her current and future position. e This includes understanding the importance of a development plan with realistic, specific and measurable objectives relevant to him/ her and in line with the organisations requirements, also stating review dates and realistic deadlines.
1. Key Management Skills and Competencies

Specific Outcom es Key skills and competencies for effective management performance.
1.1 Personal Development

Read the book: Who moved my cheese? (MGHP-175). This book is excellent food for thought, challenging apathy, resistance and fear regarding change.
Definition Personal development is a conscious decision to take responsibility for ones own personal growth. The motivation for this is intrinsic rather than extrinsic. Personal development allows you to be in control of the process of affecting change, as you are responsible for determining your strengths and weaknesses and the best strategies for consolidating or strengthening them. The diagram below depicts a cycle which impedes personal growth and development preventing one from adapting and bringing about change
Repeated behaviour confirms and reinforces attitudes and self perception
Life experiences create a self image and set of attitudes
Attitudes support current behaviour Tourism, Hospitality and Sport Education and Training Authority (THETA), 2003 10
1.2 The Eleven Key Management Skills

Introduction One can identify eleven key skills or qualities which generally exist in successful managers. These skills can be summarised in the diagram below
Relevant professional knowledge Command of basic facts
Basic knowledge and information
Continuing sensitivity to events Analytical, problem solving, decision making skills Social skills and abilities Pro-activity purposeful response to events Emotional resilience
Skills and attributes
The Successful Manager
Creativity Mental agility Balanced learning habits and skills Self knowledge
Meta-qualities
Tourism, Hospitality and Sport Education and Training Authority (THETA), 2003
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Key Skills Command of basic facts
Relevant professional knowledge Continuing sensitivity to events
Problem solving/analytical/ decision making skills Social skills and abilities Emotional resilience
Pro-activity
Key Skills Creativity
Mental agility
Balanced learning habits and skills Self knowledge
Explanation Successful managers have command of basic facts such as planning, product knowledge, personnel, the relationship between various departments and whats expected from them in their role as manager Knowledge which includes product knowledge, marketing techniques, relevant legislation, sources of finance, planning, organising and controlling principles A successful manager is familiar with concrete information such as facts and figures as well as being in tune with less obvious signals such as staff sentiments and feelings The manager must develop these skills in order to cope with situations involving ambiguity or uncertainty, striking a balance between subjective emotion and objective logic The successful manager must develop a range of people skills such as effective communication, delegation, negotiation, conflict resolution, persuasion and empathy The successful manager needs to show resilience to pressure and stress. When situations are tense the manager needs to remain calm and level - headed Successful managers do not simply react to circumstances, issues and difficulties but rather try to anticipate and prepare for them. When responding to situations they try to be positive and gain advantage from the circumstances Explanation Creativity is the ability to create unique responses to situations. Creativity also involves recognising good ideas presented from other sources Mental agility describes the ability to grasp problems quickly, to think along several lines at the same time, to switch from one scenario to another rapidly and to view situations in their entirety rather than in isolation Successful managers are independent learners, they are capable of abstract thinking and use a range of learning processes and stimuli to develop and become successful The successful manager needs to be introspective. In order to maintain perspective it is important to analyse 12
oneself continually. In this manner one can identify strengths and weaknesses and use this knowledge to develop and grow
Complete this tick list highlighting the key qualities of successful managers. Now make a list of the key qualities that you need to work on. Discuss and note possible strategies you may be able to use to do so
Key Skills and qualities of successful managers Command of basic facts Relevant professional knowledge Continuing sensitivity to events Problem solving/decision making skills Social skills and abilities Emotional resilience Pro-activity Creativity Mental agility Balanced learning habits and skills Self knowledge Degree to which this quality exists in me. Strong Good Evident Weak
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2. Personal Evaluation
Specific Out com es

Describe (Understand and apply) the most effective method of evaluating the current level of competence Explain the importance of obtaining feedback from others regarding ones own performance. Obtain feedback from relevant people to be used to measure/enhance future performance Evaluate own skills and areas for development based on current and likely future work requirements (including skills required to work effectively with other team members.) Range of evaluation: carried out by self, carried out by people within the organisation, carried out by people outside the organisation.
2.1 Introduction
Definition Personal evaluation, in the context of personal development in the workplace, can be defined as the assessing or determining of the individuals strengths, weaknesses, competencies, qualities and tendencies and how these can be developed, modified or harnessed. The primary objective of personal evaluation is to determine the areas in which an individual needs to grow and develop. These areas can be referred to as an individuals development needs.
2.2 Self-Evaluation
Get an example of a Self-Evaluation form. Complete and refer to the evaluation methods - section 2.3 and 2.4
SelfEval uati on You can identify development needs yourself by using formal evaluation strategies such as a SWOT analysis. SWOT stands for: Strengths, Weaknesses, Opportunities (to enhance your development) Threats (potential barriers/problems). You should analyse performance under each of these headings since it provides valuable insight and serves to highlight development needs. Self-evaluation can also be a very informal process in which you 14
recognise areas that you can develop and make a conscious effort to improve
2.3 Evaluation by People within Organisation

Within the organisa tion People / Organisation Management There are a variety of people within an organisation that can provide an individual with valuable insight to guide their personal evaluation Evaluation Managers are able to provide a unique perspective to inform personal evaluation. They are able to point out strengths and qualities that can be developed in order to increase promotion potential and also indicate weaknesses which may act as barriers to such advancement. Managers can also provide an individual with a perspective as to how they are viewed from a management perspective, which will allow the individual to focus on making any necessary behaviour or performance modification. Feedback from colleagues is very beneficial in compiling a holistic personal evaluation. Many formal assessment tools require this kind of input. Colleagues perspectives are very important and well informed since they spend a great deal of time, in a work environment, with the individual The input of subordinates can be very valuable in evaluating factors such as: communication skills, leadership skills, motivational skills, planning and organising. This perspective should therefore be explored without fear of criticism and with a view to making it a positive experience. Evaluation
Colleagues
Subordinates
Organisations which employ guidance counsellors, psychologists, subject experts etc. provide staff with an extremely valuable resource that should be used if at all necessary. Such specialised staff can provide a professional perspective on aspects of an individuals personality and performance which could, in turn, be used to inform personal evaluation and highlight Tourism, Hospitality and Sport Education and Training Authority (THETA), 2003 15
People/ Organisation Specialised staff
development needs.
2.4 Evaluation by People Outside the Organisation

Get examples of each type of evaluation done by various people in and outside of organisation.
Outside the People outside the organisation could include a wide range of organisat individuals, for example: ion specialised staff brought in to run courses etc, private counsellors or psychologists, lectures or tutors running courses that you are attending, contact persons at other organisations. These people evaluate you, whether it be informally forming an opinion or through more formal evaluations and tests. Their perspective is valuable because it is more objective. Their impressions of you could be very different from those of people within your organisation because of the context in which they interact with you. These differences could make very interesting discussion points and provide much scope for self analysis and introspection, which could in turn inform personal evaluation and highlight development needs.
Select a partner to work with. Perform a SWOT analysis on yourself and your partner. Compare your partners SWOT analysis of you with your own. Do you notice any trends or anomalies? Are any development needs highlighted? Hold a frank discussion with your partner about any of their perspective you would like to talk about.
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Self Assessment 01
Instructions In the following assessment you will be required to answer all questions. You are required to obtain 100% to pass. Obtain feedback from your Assessor on the accuracy of your answers. If you do not obtain the pass mark, revise all the learning material and redo the question.
Question 1 Question 2 Question 3
List any 5 of the eleven qualities which make a successful manager.
What does SWOT stand for?
Which people within your organisation could provide insight into your personal evaluation?
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3. Development Plans
Specific Outcom es
Devise plans to develop own skills consistent with needs identified in the evaluation. Explain the importance of regular review sessions Review progress made and reschedule activities at regular intervals to help achieve planned objectives. Communicate the outcome of the reviews to the relevant people. Range of Reviews: Carried out alone, carried out with people inside the organisation, carried out with people outside the organisation Describe the development activities available in and through the organisation and explain the advantages and disadvantages of each taking the learners current position into account. Communicate agreed development activities to develop own skills to the relevant people. Range of Relevant People: Team Members, Colleagues, Managers, Specialist
3.1 Skills Development Needs Based on Evaluation

Definition Skills development needs are the skills or qualities highlighted in the interview between the staff member and the manager as needing attention or developing. The following procedure could be used in determining the development needs of a staff member. Action Make a list of requirements for your current position (formal qualifications, experience etc) Determine the requirements that you do meet Make a list of development needs for your present position Make a list of requirements for your appropriate future position Determine which of these requirements you meet Make a list of development needs for your future position Rank these development needs in order of priority
Procedure Step 1. 2. 3. 4. 5. 6. 7.
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3.2 Effective Competence Evaluation Method

Types There are two basic Competence evaluation methods which could be implemented, the Performance Improvement Plan (PIP) and the Personal Development Plan (PDP) which is discussed below: Performance Improvement Plan (PIP) The Performance Improvement Plan is formulated in a discussion between the manager and the staff member. It is developed on the basis of needs, deficiencies and development areas identified in the immediate workplace. Reasons for effectiveness are: This model actualises performance in the current workplace. It improves productivity and competence Positive feedback creates a sense of self worth Personal Development Plan (PDP) The Performance Development Plan contains development actions to prepare for a managerial position. Development areas are directed towards action steps to actualise such development. Reasons for effectiveness are: This model gives staff a sense of purpose. The process results in managers that are better prepared. An awareness of promotion potential is created within the workforce
Description
Description
The Formulation of a Development Plan

Find examples of development plans
Procedure Step 1. 2.
The following procedure could be used in formulating a development plan Action The staff member and his manager list the development areas identified in their interview The staff member and his manager prioritise these development areas by focusing on the areas that will have an immediate impact in the workplace. (It is impractical to focus on too many development areas at the same time since proper attention cannot then be given to each area) 19
3. 4.
5.
Each development area is carefully defined so as to make goals very specific to avoid vagueness and confusion. Decisions are made as to the methods to be used to realise the required development. eg. On the job training, training courses, reading a book, researching and presenting a lecture. The methods are expressed as objectives, with clear action plans, target dates and measuring standards
Example
An example of a simplified development plan for improving presentation skills may look as follows Development Plan Due Date Participants Managers Comments Comments Obtain books and articles 25-04-02 on making a presentation. Draw up a checklist of 15-05-02 important points from the research. Attend a course on 10-05-02 presentation skills. Interview someone in the 17-05-02 office who presents talks regularly. Make a presentation to a 25-05-02 group of colleges. Prepare presentations to Quarterly report departments performance to manager.
Considering your current job description, perform a skills development needs evaluation on yourself. Prioritise these development needs. Devise a simple development plan to meet this development need.
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Reviewing Performance and Obtaining Feedback

Watch the video titled: Giving and receiving feedback (VIDC-044). This video highlights important feedback and review strategies. It may be useful to view this video after you have defined performance feedback. OR: Find a book to read on Giving and receiving feedback OR: even a course manual.
Definition It is the constructive and systematic review of performance improvement and competence development over a specific period of time. It is a review of the evaluation process as well as the individuals performance. The importance of feedback is ultimately to ensure that: Reinforcement of good performance. Areas of weakness can be highlighted positively in order to encourage and stimulate improvement. Feedback allows an opportunity to discuss performance detractors and possible solutions. Feedback can inform future follow up and/or remedial steps to be taken. Performance feedback is a two-way discussion between the participant and the manager. Feedback should be open and honest. Discussion of important, negative or sensitive areas should not be avoided. Feedback, whether positive or negative, should be constructive. Feedback should lead to an action plan, the results of which will be reviewed and follow up feedback given. Feedback should be specific, clear and consist of concrete examples.
Importance
Giving Feedback
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From a video or book, note critical factors to be considered to ensure effective feedback on performance reviews.
3.5 A Range of Development Activities

Definition Development activities can be defined as any and all activities which result in the participant developing one of, or a facet of, their development needs.
Find out about various Internal activities offered and External activities. Which are appropriate for PIP, PDP or both?
Range In the table below a variety of development activities which can be used are discussed.
Activity On the job coaching and development counselling
Description This involves the manager imparting skills and knowledge, answering questions, discussing progress and providing general direction. Understudy training A staff member is prepared to assume the responsibilities of the manager, either as a temporary substitute or a permanent replacement. Job rotation An individual is moved to other jobs at the same level to broaden his knowledge and experience. Project team Placing an individual in a group asked to make assignments recommendations for the solution to problems. Assignments of this nature allow for the development of group dynamics skills. Special Assignments Presents staff members with the opportunity for the indepth study of a problem, increasing analytical ability, judgement, knowledge of the company and decision making skills. Replacement An effective replacement assignment is to ask a field assignments representative to replace the boss when the boss travels University executive Participation in external executive or management development programs development programs. Skills training Participation in external or internal management skills Tourism, Hospitality and Sport Education and Training Authority (THETA), 2003 22
Skills development programs
Job enrichment
Providing opportunities to make presentations Attendance at and involvement in staff meetings Serving as an instructor, conference leader or trainer Studying manuals, bulletins, reports etc Home study courses Attendance at conferences, workshops, seminars etc Personal counselling In-Basket analysis and feedback
training Participation in personal skill and motivation programs. Since reading skills and comprehension are necessary to acquire other important skills, prompt attention should be given to this area if a development need exists. This involves expansion of an individuals job content to include a wider variety of tasks, risk taking, greater responsibility and authority. This gives the individual the chance to develop his planning and organising skills, as well as public speaking and question answering techniques. For effective development to take place attending staff meetings must be structured. Meetings should provide individuals with insight that develops a need. Exposure to higher level management thinking is also adventageous This is a valuable way of obtaining knowledge, broadening viewpoints and clarifying thinking through teaching others Reading up to gain information that satisfies a development need These are available through many professional associations These can be run internally or externally
Management internships
This is useful where a person has personality/adjustment problems A useful application of this is to give the trainee a copy of the managers in-basket, which must be handled according to the trainees discretion. The trainee and the manager then compare the handling of the items and feedback and review takes place This is an opportunity to introduce individuals to the pragmatics of managerial roles. An internship is developed according to the individuals needs. This involves rotating projects under the supervision of various project managers over a period of time
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3.6 Advantages and Disadvantages

Range Activities On the job coaching and development counselling This section will discuss the advantages and disadvantages of the development activities discussed in Section 3.1. Advantages Disadvantages Learner gains valuable first Problem learners could be hand experience. very time consuming for Problems can be dealt with managers to deal with on a first hand basis. Personality clashes may Developing and learning is affect the learners instant. development Learner gains valuable first A lack of hand experience. experience/competence Problems can be dealt with may result in mistakes on a first hand basis. which affect the company Developing and learning is negatively. instant. The Manager may feel threatened Broadens learners Disruptive for the knowledge base and organisation. perspective. The learner may become May highlight new areas of dissatisfied with present potential job. Allows learner to broaden Learner may not participate knowledge and insight. in the group activity and Develops learners group therefor gain little. dynamics. Time consuming Allows staff a forum for discussion. Generates new ideas Creates a sense of Time consuming responsibility and Can distract learner from importance. present job. Generates new ideas Develops learners understanding of the 24
Understudy training
Job rotation
Project team assignments
Special Assignments
Replacement assignments
University executive development programs Skills training
Skills development programs
Job enrichment
Providing opportunities to make presentations
Attendance at and involvement in staff meetings
organisation Allows learner to broaden knowledge and insight. Broadens learners knowledge base and perspective. Develops empathy Caters for development needs Motivational Exposure to new ideas and trend Caters for development needs Motivational Enhances performance and competence Caters for development needs Motivational Broadens learners knowledge base Creates a sense of responsibility and importance. Caters for development needs Allows learner to broaden knowledge and insight Develops learners understanding of the organisation. Develops learners ability to speak in public and think on their feet Allows learner to broaden knowledge and insight Develops learners understanding of the
Learner is removed from current job. The manager may feel threatened
Learner is removed from work place Time consuming Expensive Learner is removed from current job.
Learner is removed from work place Time consuming Expensive Added pressure/work load may affect performance
Extremely time consuming, research may impact on job performance
Learner is removed from workplace. Learners may be privy to privileged information 25
Serving as an instructor, conference leader or trainer
Studying manuals, bulletins, reports etc.
Home study courses
Attendance at conferences, workshops, seminars etc
Personal counselling
In-Basket analysis and
organisation. Develops empathy Allows learner to broaden knowledge and insight Develops learners understanding of the organisation. Creates a sense of responsibility and importance. Caters for development needs Caters for development needs Allows learner to broaden knowledge and insight. Exposure to new ideas and trend Caters for development needs Allows learner to broaden knowledge and insight. Exposure to new ideas and trend Good workshops/seminars etc are excellent for gaining new ideas and trends, helping with motivation and catering for development needs. Provides staff with help and guidance. Allows staff to overcome difficulties and refocus on performance. Can allow for development needs. Immediate feedback. Develops empathy
Extremely time consuming, research may impact on job performance. Added pressure/work load may affect performance
No guidance or follow up can mean that the reading is not directed or relevant and therefore not beneficial. Requires immense selfdiscipline Added pressure and workload. Time consuming Expensive Many workshops are irrelevant and not very beneficial. Learner is removed from work place Specialised staff are costly. Time consuming.
Time consuming for the manager. 26
feedback
Develops insight
Management internships
Ensures the availability of quality managers
Learner has extra workload which could affect job performance Time consuming and expensive
Do you remember the simplified Personal Development Plan (PDP) that you drew up in Section 2? Devise a comprehensive PDP sheet that could be used by your organisation. Complete this PDP individually for one of the development needs you have highlighted and prioritised in this module. Consider which of the development activities you will incorporate in your PDP. Why did you choose these activities, what are the advantages and disadvantages of these development activities?
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Self Assessment 02
Question 1
Explain the difference between a Personal Development Plan and a Performance Improvement Plan.
Question 2 Question 3
What is the importance of good feedback?
What guidelines should be followed to ensure that successful feedback takes place?
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4. Planning and Organising

Specific Outcom es
Devise plans containing specific, measurable and realistic objectives together with the appropriate manager in line with the organisations objectives and policies. Range of Objectives: Short Term, Medium Term, Long Term Check that own objectives are specific, measurable and achievable
4.1 Range of Planning

Definition Planning is the process which is followed to think through what needs to be accomplished and how this will be done. Planning premeditates a course of action and requires reflection and analysis. Alternatives need to be considered in order to make insightful, proactive decisions. Decisions are made in advance as to: what will be done, why it will be done, under what conditions it will be done, how it will be accomplished. Planning facilitates the effective use of manpower, equipment, facilities and money
Short Term
Short term planning is the planning of short range activities necessary to accomplish long term objectives. These types of objectives can be met almost immediately by implementing and making changes. Medium Term Medium term planning is the transition between short and long term planning. Generally the results of short term planning is implemented to achieve medium term objectives. Medium term objectives allow you to prepare to meet long term objectives. Long Term Long term planning involves looking ahead as far as possible In order to formulate end results. Once you know the long term objectives charting medium/short term planning becomes simplified.
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List examples of short term, medium term and long term plans.
4.2 Setting Objectives

Try writing different personal and work objectives using SMART.
Objectives An objective or goal directs all preceding activities or actions. A critical part of a supervisors role is to set concrete goals and follow them up with periodic review and communication. Goals should be: specific, clearly stated and measurable. Goals that fulfill these criteria provide a source of feedback, accountability and evaluation. The ultimate goal of the department must be clearly defined as far as possible in measurable terms, e.g. the production cost per unit, the total units produced or sold, etc. If an employee does not have a clear idea of the task at hand and does not receive feedback on the performance of it, s/he cannot be held accountable for it. Be SMART about setting goals:
SMART
Specific Avoid being too general. Vagueness is the archenemy

of productivity. The more precise the target, the greater the commitment to follow through.
Measurable This is stated in terms of results on the job, cost,

quality, quantity and timeliness.
Acceptable goals should be jointly established. Although it is

sometimes necessary for a supervisor to set specific goals and target dates him/herself, it is preferable that it must b agreed upon by both parties. When workers feel that they are actively participating in the setting of their own goals, they are much more solidly motivated to perform with distinction than when they feel that they are merely being told what to do.
Realistic goals that inspire quality performance are those,

which are seen as difficult, and challenging, but attainable.
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Timeous The date by which the objective will be accomplished. A well-defined deadline for when the project must be accomplished adds a sense of urgency.
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4.3 The Planning Process

As you work through the diagram of Steps in the Planning Process on page 40, think of examples of practical application for yourself.
Planning
Planning is a very important management function. To plan is to outline a course of action to achieve an intended result. As Supervisors the most important role is to get results through and with people. Work leads to results Results are the outcome of work People do the work To achieve through and with people, Supervisors have to plan and organize work. Planning is that part of a supervisors task which concerns the purposeful deliberation on the future goals of an organisation or section, the activities and means involved, the possible problems and devising a suitable plan for the effective attainment of goals. This means that you have to determine in advance what it is that you want to do and how you will do it. You, therefore need to know: Why must the work be done? What work must be done? Who is going to do the work? What is needed to do the work? For example; raw materials, packaging etc. How will the success of the work be measured? For example, what are the standards for quality, quantity and cost? By when must the work be completed?
Remember the Five Ps of good planning: PRIOR PLANNING PREVENTS POOR PERFORMANCE
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Planning Process Below find steps in Planning Process:

1. AIM DETERMINATION (Determine and define what should be achieved) 2. PLAN OF ACTION (How should the aims be achieved?) (Techniques of decision making) (Procedures and methods) Collect facts Analyse facts Determine and select alternatives (Planning of Strategy)
4. EVALUATION (Has the aim been achieved?) Was this the best method?) (How can it be improved?)
3. IMPLEMENTATION (Put into action and control) (Execution of plan)
Effective Plannin g
In order to plan effectively all factors that may have an influence on the implementation of the plan should be taken into consideration, for example: Time necessary to execute the plan (a) Is there a time limit? (b) How long will it take to execute the plan? (c) Is enough time available? (d) Can I save time? Finances required (a) How much will it cost to execute the plan? (b) Has provision been made in the budget? (c) What can be done to economise? 33
Manpower requirements (a) How many people should be involved in the execution of the plan? (b) Are the available persons able or have they been trained to execute the plan? (c) How can manpower be saved? (d) How can available manpower be optimally utilised? Change implications (a) Will the situation change in the near future? (b) And if so, to what extent? (c) How will this affect the execution of my plans? (d) What alternative goals must I determine? Approval authorities (a) Does my supervisor agree with the plans? (b) Do the plans fit in with current policy and legal requirements and restrictions? (c) Are the plans to the benefit of all concerned?
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List factors to consider in: Time necessary to execute the plan Finances required Manpower requirements Change implications Approval authorities
4.4 Organising
How can you organize yourself? What would the benefits be?
Organising Defined Organising can be defined as that function of management that involves the arrangement of the actions and resources of the organisation through the allocation of: duties, responsibilities and power to persons and sections, and the relationship between them, in order to promote co-operation and to accomplish the objectives of the organisation as effectively as possible. The procedure of organising can be divided into the following steps. Action Obtain the necessary information: All the data gathered and assimilated in the planning phase, including any other information necessary to do the organising as effectively as possible. The objectives and requirements of the policy should be clearly stated. Take note of the contents of any plans already composed and anything facilitating them for example programmes, schedules, budgets, standards, etc. In this way a clear reflection of the activities to be organised can be obtained. Identify and analyse the activities: The activities to be undertaken to implement the plans involved and accomplish the set objectives must be accurately 35
Procedure Step 1.
2.
3.
4.
5.
6.
determined. These activities have to be planned in detail in order to determine their precise nature and extent. The division of the activities in meaningful units: Equal or related activities must be classified in groups according to some criterion in order to establish manageable units. If this is not done it may result in different people performing the same task in different places in the organisation. The division of the activities of the units into meaningful tasks: Task division must be accurate in order to determine how many and what type of persons are needed to do the work. A number of vacancies are created within each section, for example, accountant, bookkeeper, correspondence clerk, typist, etc. Meaningful task division requires the pursuance of specific aims, for example each task or part of a task must keep one person busy fill-time, each task must consist of equal or related parts, the consequences of task specialization must be utilized as far as possible, the different tasks must fit into and adjust to each other as to make cooperation and logical succession in the performance of tasks possible, and the content of the task must enhance work satisfaction as far as possible. The allocation of power and responsibilities and the establishment of healthy relationships: The power and responsibilities related to each job as well as the relationship between jobs and sections must be accurately determined. The provision of all requirements and the introduction of all the arrangements: The organisational procedure is completed when everything is ready for the start, i.e. the work. It must also be ensured that all the necessities such as raw material, parts, equipment, tools, plans, procedures, etc. will be available. Lastly the people who have to start the work, have to be informed timeously. Well-considered and well-planned organising as well as thorough implementation hold several benefits, for example: Organising establishes an effective communicaiton system: Organising, as explained earlier, involves a division of power and responsibilities on various management levels, which makes effective communication between top management and 36
Benefits of Organi sing
employees possible. Effective organising facilitates and improves effective command and control by making clear what assignments are to be given to whom, who is responsible for the performance of the task and how to effectively control the performance of the task. It is determined in advance which persons must do what at what times with what materials. Organising brings about systematic work performance as follows: All uncertainties about duties, power and responsibilities can be cleared away in time. Purposeful application of equipment, and effective use of all materials and co-operation between all persons and sections working together on the same plans. Sets a structure or framework of sections, jobs, task allotments and power relationships that can serve as the core of the activities in the organisation Contributes to overcome natural limitations of human capabilities with respect to knowledge, talent, energy, available time, the amount of cases that can be attended to and the amount of people that can lead effectively. Assume that you have to plan your departments move to new offices in another building across town. Use the guidelines highlighted in 3.3 The Planning Process and 3.4 Organising to establish an action plan for this move. Indicate how you have considered each of the aspects involved in the planning process
37
Self Assessment 03
Question 1 Question 2 Question 3 Question 4
Describe the different ranges of planning.
Describe the SMART principle of planning.
List and describe the steps in the planning process.
List the steps in the organising procedure.
38
5. Time Management
Specific Outcomes

Describe methods of prioritising work and obstacles and preventative steps Check that planned activities are consistent with prioritised objectives and personal resources Keep unhelpful interruptions and digressions from planned work to a minimum Given a different context such as travel, describe how performance would be adapted Describe the impact of Time management and explain strategy Check that estimates of times required for activities are realistic and allow for unforeseen circumstances Identify unforeseen circumstances and make suggestions on how to adapt performance to ensure objectives are met within the agreed deadlines
5.1 Time Saving Devices

Impact Efficient time management is essential for the supervisor to ensure that deadlines are met and team goals are achieved. As a supervisor you not only have to manage your own time, you are responsible to manage others time. You are accountable for your teams time. Supervisors have to ensure productivity of staff by setting targets and monitoring and following up to check that tasks are on schedule according to the planned time frame. Priorities and consistency of effort among your entire group really count. Below are steps to gain control over your time: Make a daily TO DO list with respect to goals (preferably at the same time every day) Set priorities according to the ABC system Beware of the time rut (inflexibility and doing only whats scheduled) 39
Guidelines No. 1. 2. 3.
4. 5. 6. Procedure Step 1.
See what can be delegated Dont fill up with low priorities Spend time on As and not Cs Below are 6 steps to control the clock: Action Set objectives - Surveys done on successful people have shown that what they have in common, is that they all have written goals. Write your goals down, keep them handy and remind yourself of them often. Also, list your long-term goals and goals for the next 6 months Know how you spend your time Complete a time log for a week Set priorities- in terms of urgency and importance: ABC METHOD: A = high value B = medium value C = low value The secret is to do the As first. Dont do Cs at the expense of As and Bs How to differentiate between important and urgent activities (categories of time use): IMPORTANT AND URGENT These are tasks that must be done immediately or in the near future IMPORTANT BUT NOT URGENT These are things that can be done now or later. They are deferrable to a later date. URGENT BUT NOT IMPORTANT These are those things that clamour for immediate action, but that we would assign a low priority if we examined them objectively. BUSY WORK These are those activities that are marginally worth doing. WASTED TIME Anything you feel morally guilty of having done. Action Do one major thing at a time, i.e. concentrate your time effort and resources Schedule your work Delegate 40
2. 3.
Step 4. 5. 6.
Watch your colleagues working interrupts their working day.

and
note
what
List your main interruptions in the workplace. Give possible solutions for these situations.
5.2 Dealing with Interruptions

Procedure Step 1. 2. Below find ways to deal with time wasters: Action You cant eliminate interruption There are three main ways to help control interruptions: Try to prevent interruptions that can be foreseen Keep interruptions that are inevitable to a minimum. Shorten interruptions that occur Set aside available time when you are in to take calls and consultations Make Meetings Count Eliminate unnecessary meetings Use an agenda Prepare for meetings Set a time limit Restrict the meeting to those whose participation is necessary Before closing, summarize Control Telephone Calls Prepare your calls Keep the introduction to the point Give relevant information Listen carefully and take notes Terminate the conversation conclusively If necessary, indicate tactfully that the conversation is over
3.
4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
41
5.3 Setting Deadlines

Guidelines No. 1. 2. 3. 4. 5. Below are guidelines to setting deadlines: Set deadlines for each task. Impose deadlines for yourself as well as for your staff. Stick to the deadlines and require your staff to do so as well. Make sure the deadlines are reasonable. Consult staff on time estimates before setting due dates.
5.4 Organising Paperwork

Factors to consider When organising paperwork consider the following factors to ensure effectiveness and efficiency in deadlines with paperwork: Resist the temptation to stockpile papers. Encourage the use of a uniform filing system throughout the office. Handle each piece of paper only once. After sorting: write comments and key ideas down and use the ABC system. Read selectively. Periodically weed out-dated, unimportant and unused material from files.
Discuss your typical workday with a partner. Analyse how you could, and would, implement Time Management principles to improve your use of time and make you more efficient in carrying out your duties.
42
Self Assessment 04
Question 1 Question 2
List 6 steps that allow you to use your time more productively.
Present some effective ways of handling; interruptions meetings telephone calls
Question 3
List some guidelines for setting realistic deadlines.
43
Signatures required on successful completion of this Module

General c o m m e n t s & r e vi e w b y A s s e s s o r General c o m
44
m e n t s f r o m L e a r n e r I (Assessor) hereby certify that I have examined the learners workbook and that the learner has successfully completed this section of the training programme.
_______________________ SIGNATURE ASSESSOR DATE: ___________________
_________________________ SIGNATURE LEARNER DATE: _____________________
45
Acknowledgements
Research and information has been extracted from the following books or articles.
Author
SHL Group Pedlar M, Burgoyne J, Boydell T
Title
Personal Development Pack A managers guide to self-development
46

XX48 Manage Own Development

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MANAGING PERSONAL DEVELOPMENT

Managing Personal Development

DON'T FORGET/NOTE This icon indicates information of particular importance.

VIDEOS Videos recommended as added value learning.

of module content. Shows transference of knowledge and skill.

Managing Personal Development Introduction

Specific Outco mes Assessment Criter ia

Specific Outcomes and Range of Learning

Demonstrated ability to make DECISION S about practice and to ACT accordingly

Credits of this Module

Purpose of this Module

1. Key Management Skills and Competencies

1.1 Personal Development

Repeated behaviour confirms and reinforces attitudes and self perception

Life experiences create a self image and set of attitudes

1.2 The Eleven Key Management Skills

Relevant professional knowledge Command of basic facts

Basic knowledge and information

Skills and attributes

The Successful Manager

Key Skills Command of basic facts

Relevant professional knowledge Continuing sensitivity to events

Key Skills Creativity

Balanced learning habits and skills Self knowledge

2.3 Evaluation by People within Organisation

People/ Organisation Specialised staff

2.4 Evaluation by People Outside the Organisation

Question 1 Question 2 Question 3

List any 5 of the eleven qualities which make a successful manager.

What does SWOT stand for?

3.1 Skills Development Needs Based on Evaluation

3.2 Effective Competence Evaluation Method

The Formulation of a Development Plan

Reviewing Performance and Obtaining Feedback

3.5 A Range of Development Activities

Activity On the job coaching and development counselling

Skills development programs

3.6 Advantages and Disadvantages

Project team assignments

University executive development programs Skills training

Skills development programs

Providing opportunities to make presentations

Attendance at and involvement in staff meetings

Extremely time consuming, research may impact on job performance

Learner is removed from workplace. Learners may be privy to privileged information 25

Serving as an instructor, conference leader or trainer

Studying manuals, bulletins, reports etc.

Home study courses

Attendance at conferences, workshops, seminars etc

In-Basket analysis and

Time consuming for the manager. 26

Ensures the availability of quality managers

What is the importance of good feedback?

4. Planning and Organising

4.1 Range of Planning

4.2 Setting Objectives

Specific Avoid being too general. Vagueness is the archenemy

Measurable This is stated in terms of results on the job, cost,

Acceptable goals should be jointly established. Although it is

Realistic goals that inspire quality performance are those,

4.3 The Planning Process

Planning Process Below find steps in Planning Process:

3. IMPLEMENTATION (Put into action and control) (Execution of plan)

Benefits of Organi sing

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_____ SIGNATURE LEARNER DATE: _