PROFESSIONAL DEVELOPMENT FOR

Strategic managers

ANILA C S, REGISTER NO: EY 53285

RELIABLE INSTITUTE OF MANAGEMENT AND SCIENCE
SUBMITTED BY:

PANDALAM P.O, PATHANAMTHITTA, KERALA-689501

INDEX

1. Assignment front sheet.. 1 2

2. Assignment brief 3-4
3. Introduction.. 5
4. TASK 1 personal & professional skill ... 6-26
5. TASK 2 SWOT ANALYSIS.27 -33
6. TASK 3 Personality Development Plans..34-37
7. Conclusion.. 38
8. Reference 39

Reliable Institute of Management and Science

Accredited by Edexcel, Pearson, UK
Assessment Activity Front Sheet
Learner name

Assessor name

ANILA C S

Susan George

Date issued

Completion date

Submitted on

23-09-2013

15-3-2014

15-3-2014

Qualification

Unit number and title

BTEC Level-7 Extended Diploma in Strategic

Management and Leadership (QCF)

Unit- 2

Assignment title

Unit Code- F/602/2061

Personal and Professional Skills Review

Personal and Professional Skills Review (Assignment 1 of 1)

In this assignment you will have opportunities to provide evidence against the following criteria.
Indicate the page numbers where the evidence can be found.

Criteria

To achieve the criteria the evidence must show that

Task

Evidence

Reference

The student is able to :

No

(Page .No.)

1.1, 1.2

Use appropriate methods to evaluate personal skills

required to achieve strategic goals
Apply techniques to assess the professional skills
required to support the strategic direction of the
organization

6 33

2.1, 2.2

Carry out a skills audit to evaluate the strategic skills needed

to meet current and future leadership requirements
Apply appropriate techniques to identify preferred learning
style

34 40

3.1, 3.2,
3.3

Construct a personal development plan that meets

leadership
development requirements identified in the skills audit
Use suitable methods to assess the outcomes of a
personal development plan against personal work
objectives
Evaluate the impact of own learning against the

41 43

achievement of strategic goals

Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully
acknowledged.
Learner signature:

Date:

Assignment brief

Qualification

BTEC Professional- Strategic Management and Leadership- Level -7

Unit number and title

Unit-2- Professional Development for Strategic Managers

Start date

233rd September ,2013

Deadline

15th November, 2013

Assessor name

Susan George

Assignment title
Personal and Professional Skills Review (Assignment 1 of 1)
The purpose of this assignment is to : Evaluate / Assess the Personal and Professional skills of learners
to achieve strategic goals and support the strategic direction of the organization/ profession .Students
must be able assess their learning styles ,do their skills audit and develop a personal development plan.
Scenario: Learners review their skills needed to achieve strategic goals, do the skills audit using suitable
tools /questionnaires and develop plans for personal and career development.
LO-1. Be able to assess the personal and professional skills required to achieve strategic goals.
LO-2 . Be able to conduct a skills audit to identify learning style
LO-3. Be able to implement a personal development plan
Task 1: Criteria covered: 1.1, 1.2
Assess the following personal and professional skills in you, using selected instruments /
questionnaires.
Personal Skills:
a. Stress Management (Frazzle Factor) b. Self Reliance . c. Communication skill. D. Personality.
Professional Skills :
a. Leadership potential b. Personal Effectiveness c. Self Empowerment. d. Leadership Influence

Task 2 : Criteria covered: 2.1,2.2

Carry out your own skills audit by using SWOT analysis. Evaluate the strategic skills that you possess
and explain how you will overcome the weaknesses and threats that may block your progression
towards a Strategic Hospital Administrator.
Identify your Learning style by using suitable measuring instruments such as VARK and Kolbes model
Sources of information: Business Magazines, News papers, Reference Websites , Reference Books.,
participation in Training program & Executive development programs.

This brief has been verified as being fit for purpose

Assessor

Susan George

Signature
Internal verifier
Signature

Date
Jose.M.G
Date

INTRODUCTION
A long tradition of research in psychology and organizational behavior has attempted to link
personal characteristics, particularly personality, to job success. For example McCall and
Boyatiz is (1982)obtained personality assessment of a sample of AT & T managers on
characteristics including need for power and activity inhibition and found that these
predicted promotion patterns 16 years later.
Understanding the relationship between personality and behavior requires accounting for a
broad set of traits within each person and the relevance or ordering of traits with in an
individual and compared these orderings across individuals occupying similar organizational
situations (a homothetic approach). Although numerous studies reported that specific
personality traits related to performance at work, there was a general sense that the
relations between personality and job performance were inconclusive.
In the past decade, there has been a resurgence of attempts to understand the relation
between personality and job performance. Two key developments contributed to this
resurgence. First, there has been a widespread acceptance of the big Five factor model
which argues that five broad dimensions-neuroticism, extroversion, openness,
conscientiousness and agreeable lenses can characterize a wide range of lexical based trait
descriptions of personality. The acceptance of a broad framework allows for the possibility
of comparing studies that rely on very different models of personality and may offer the
potential of testing broader theory than in the past. Second, refinements in statically
techniques have allowed for meta-analyses that combine independent studies and
investigate overall patterns of links between personality and work performance. The result
of the two Meta analyses were similar. A cross different occupational groups and
measures of job performance, a third meta-analysis investigated the ability of so called
integrity tests to predict dishonesty and other dysfunctional work behaviors. One of the
results of this analysis was that personality -based in terrify tests were related to job
performance and organizationally disruptive behaviors. Since this personality-based
integrity are strongly related.

TASK 1: assess the following personal & professional skills in you, using
selected instruments/questionnaires.
Personal skills
a. Stress management (Frazzle factor) b. Self
Communication Skill d. Personality.

Reliance

c.

Professional Skills:
a. Leadership potential b. Personal Effectiveness c. Self Empowerment
d .Leader Ship influence.

PERSONAL SKILL
Personal skills refer to the ability to manage our personal reactions to responsibly and
challenges in work and life. This involves managing our time and adapting to changing
situations. Personal skills are those concerned with how people manage, and express
themselves. They are reveled in those attitudes and behaviors people bring to their work
study and daily activities. Some of the personal management skills are following:

Positive attitude and behaviors

Strong sense of responsibility
Adaptability
Communication skills
Thinking skills
Learning skills
Leadership skills
Personal and interpersonal skills

a. STRESS MANAGEMENT

(Source: www.shutter stock. in/s/stress)

Stress is a dynamic condition in which an individual is confronted with an opportunity,
demand or resource related to what the individual desires and for which the outcome is
perceived to be both uncertain and important this is a complicated definition. Stress is not
necessarily bad in a negative context; it also has a positive value. Its an opportunity when it
offers potential gain. Consider, for example the superior performance that an athlete or
stage performer gives
In clutch situations. Such individuals often use stress positively to rise to the occasion and
perform at or near their maximum. Similarly, many professionals see the pressures of heavy
workloads and deadlines as positive challenge that enhance the quality of their work and
the satisfaction they get from their job. In short some stress can be good. And some can be
bad. Recently researchers have argued that challenge stress or stress associated with
challenges in the work environment operates quite differently from hindrance stress or
stress that keeps you from reaching your goals. Although research on challenge and
hindrance stress is just starting to accumulate Early evidence suggests that challenge stress
has many fewer negative implications them hindrance stress.

A MODEL OF STRESS
Potential Sources

Individual Differences

Consequences

Environment Factors

*Hostility

Physiological Symptoms

*Economic
Uncertainty

*Self- Efficacy

*Headaches

*Perception

*High Blood Pressure

*Job Experience

*Heart Disease

*Technological
Change

Organizational
Factors

Psychological
Symptoms

*Task Demands

*Anxiety

*Role Demands
*Interpersonal
Demands

Experienced Stress

*Depression
*Decrease In Job
Satisfaction

Personal Factors
*Family Problems
*Economic Problems

Behavioral Symptoms
*Productivity
*Absenteeism

(Source: Stephen P.Robbins, Timothy A. Judge, Organizational Behavior, pg

no: 667)

DEFINITION:
Stress is not necessarily bad of and itself. Stress is associated with demands and resources
demands are responsibilities, pressures, obligations and even uncertainties that individuals
face in the workplace.
A dynamic condition in which an individual is confronted with an opportunity demand or
resources related to what the individuals desires and for which the outcome is perceived to
be both uncertain and important.

SOURCES OF STRESS
Environmental Factors: Just as environmental uncertainty influence the design of an
organizations structure, it also influences stress levels among employees in that
organization changes in the business cycle create economic uncertainties. When the
economy is contracting, for example people become increasingly anxious about their job
security.
Organizational Factors: There is no shortage of factors within the organization that can
cause stress. Pressures to avoid errors or complete tasks in a limited time, work overload a
demanding and insensitive boss and unpleasant coworkers are a few examples, we have
categorized these factors around task, role and interpersonal demands.
Personal Factors: The typical individual works about 40 to 50 hours week. But the
experiences and problems that people encounter in those other 120 plus no work hours
each week can spill over to the job. Our final category then encompasses factors are
employees personal life.
Stressors Are Additive: A fact that tends to be over looked when stressors are reviewed
individually is that stress is an additive phenomenon. Stress builds up. Each new and
persistent stressor adds to an individuals stress level.
Individual Differences
Some people thrive on stressful situations while others are overwhelmed by them the
evidence indicates that experience on the job tends to be negatively related to work stress.
Two explanations have been offered. First is the idea of selective withdrawal. Voluntary
turnover is more probable among people who remain with the organization longer are
those with more stress-resistant traits or those who are more resistant to the stress
characteristics of their organization. Second people eventually develop coping mechanisms
to deal with stress.

There is increasing evidence that social support-that is, collegial relationships with
coworkers or supervisors can buffer the impact of stress. The logic underlying this
moderating variable is that social support acts as a palliative, mitigating the negative effects
of even high strain jobs.

CONSEQUENCES OF STRESS
Stress shows itself in a number of ways. For instance, an individuals who is experiencing a
high levels of stress may develop high blood pressure, ulcers ,irritability ,difficulty in making
routine decisions loss of appetite, accident-proneness and the like these can be subsumed
under three general categories: physiological ,psychological, and behavioral symptoms.

Physiological Symptoms: Most

of the early concern with stress was directed at
physiological symptoms. This was predominantly due to the fact that the topic was
researched by specialists in the health and medical sciences. This research led to the
conclusion that stress could create changes in metabolism increase heart and hearting rates,
increase blood pressure bring on headaches and induce heart attacks.
The link between stress and particular physiological symptoms is not clear traditionally
researches concluded that there were few if any, consistent relationships. This is attributed
to the complexity of the symptoms and the difficulty of objectively measuring them. More
recently some evidence suggests that stress may have harmful physiological effects. For
example one recent study linked stressful job demands to increase susceptibility to upper
respiratory illnesses and poor immune system functioning. Especially for individuals who
had low self-efficacy.
Psychological Symptoms: Stress can cause dissatisfaction, job related stress can cause jobrelated dissatisfaction. Job dissatisfaction, in fact is the simplest and most obvious
psychological effect of stress. But stress shows itself in other psychological states for
instance, tension, anxiety, irritability, boredom, and procrastination.
Behavioral Symptoms: Behavior-related stress symptoms include changes in productivity.
Absence and turnover, as well as changes in eating habits, increased smoking or
consumption of alcohol, rapid speech, fidgeting and sleep disorders

MANAGING STRESS
From the organizations stand point, management may not be concerned when employees
experience low to moderate level of stress. The reason as we showed earlier is that such
levels of stress may be functional and lead to higher employee performance. But high levels
of stress, or even low levels sustained over long periods, can lead to reduced employee
performance and thus require action by management.
Although a limited amount of stress may benefit an employees performance, dont expect
employees to see it that way. From the individual stand point, even low levels of stress are
likely to be perceived as undesirable. Its not unlikely therefore, for employees and
management to have difference notions of what constitutes an acceptable levels of stress
on the job. What management may consider being a positive stimulus that keeps the
adrenalin running is very likely to be seen as excessive pressure by the employee.

Methods for managing stress

Exercise
Relaxation
Build humor in to your life
Biofeedback
Behaviors self control

SELF EVALUATION
My personal evaluation score for stress management (Frazzle Factor) is 30.This shows that I
am in yellow flank range. Like most people, in stressful conditions get angry but I have to
control manager.
I can reduce my stress by adopting following ways:1.
2.
3.
4.

Meditation
Relaxation techniques such as watching T v programmers, listening to music etc.
Involving in activities like cooking, this gives peace to mind.
Think about positive things.

b).SELF RELIANCE
Self-Reliance is being independent which is being able to depend on you alone and to do
things by yourself without assistance from others. Self-Reliance is what you do using your
mind, body and soul. I believe that self-reliance is just being your own person and not be
influenced by negative people. This is why you should be your own person. The term selfsufficiency though they are not one and the same. Self-sufficiency can be interpreted in
both a general as well as a partial sense. By becoming self reliant a person can achieve
both his career goal and personal goals.
SELF EVALUATION
My personal evaluation for self- reliance score is 23. It proposes that I am over dependent. I
can become self-reliant by

Becoming self aware

Exploring and generating opportunities.
Enchanting risks.
Learning leadership qualities.

c).COMMUNICATION SKILLS

Communication is a process of evoking a sheared on common meaning in another

person.inter personal communication occurs between people as a result of the social
behavior human beings.
Process of communication
Message
Receives (Decoding)

Sender (Encoding)

Medium

Barriers
Feed Back

Barriers

Communicator
The person originating a message a communicator.
The person receiving a message a Receiver.

Perceptual Screen
Communication is influenced by perceptual Screen: A window thorough at which interact
with people that influence the quality, accuracy and clarity of the communication.
Message: The thoughts and feelings that the communicator is attempting to elicit in the
receiver.
Feed Back loop: Feed Back loop completes tow way communication.
Language: A language the words their pronunciation and the methods of combining them
and how it is under stood by group of people.
Data: Uninterrupted and Unanalyzed facts.

Barriers to communication
1. Physical separation: of people involved in communication reduces the
effectiveness communication.
Periodical face to face interaction reduces physical barriers.

 Reduce physical barriers.

2. Status Differences: Related to power and organizational archly & cause distortion
communications.
3. Gender Differences: Communication barriers occur during professional
communication between different people from. Degree of difference variation in
gender different mostly culture assets.
4. Cultural diversity: Cultural values and patterns of behavior can be very confusing
barriers to communication.

Five keys for effecting communication

1.
2.
3.
4.
5.

Expressive Speakers
Empathetic Listeners
Persuasive Leader
Sensitive to Feelings
Informative managers

SELF-EVALUTION
My personal evaluation score for 42.This shows that I am in medium listener can improve
my listening skills.

D).PERSONLITY
A relatively stable set of characteristics that influence an individuals behavior. Although
there is debate about the determinants of personality, we conclude that there are several
origins. One determinant is heredity, and some interesting studies have supported this
position. Identical twins that are separated at birth and raised apart in very different
situations have been found to share personality traits and job preferences.
Myers-Briggs Type Indicator (MBTI)
An instrument developed to measure Carl Jungs theory of individuals differences. Jung
suggested that human similarities and differences could be understood by combining
preferences. We are not exclusively one way or another: rather, we have a preference for
extraversion or introversion, just as we have a preference for right handedness or lefthandedness or left-handedness. We may use each hand equally well, but when a ball is
thrown at us by surprise, we will reach to catch it with our preferred hand. Jungs type
theory argues that no preference is better than others. Differences are to be understood,
celebrated, and appreciated.

Myer-Briggs Type Indicator

Extraversion: A preference indicating that an individual is energized by interaction with
other people.
Introversion: A preference indicating that an individual is energized by time alone.
Sensing: Gathering information through the five senses.
Intuiting: Gathering information through sixth sense and focusing on what could be rather
than what actually exists.
Thinking: Making decisions in a logical, objective fashion.
Feeling: Making decisions in a personal, value oriented way.
Judging: Preferring closure and completion in making decisions
Perceiving: Preferring to explore many alternatives and flexibility.
The Combination of this preference makes up an individuals psychological
Extraversion x Introversion
Sensing x Intuiting
Thinking x Feeling
Judging x Perceiving

ATTITUDE
Attitude an individuals predisposition to think feel, perceive, and behave in certain ways
toward a particular tangible or intangible phenomenon. Associated with an attitude an
attitude object our attitudes reflect what we think, how we feel, and how we intend to act
toward an attitude object. Organizational attitude object run the gamut from ease of
parking, to super visors and co- workers, to an organization trust of employees and its
reward polices, employees develop attitudes about may different facets of organizations.
Attitude are related to perception, personality culture, values, and beliefs, they are not the
same. Attitudes are conceptually different from those other characteristics.

Attitudes and their components

1). A B C model of Attitude
Affective
Component

Behavioral
Component

Cognitive
Component

Attitude

Behavior toward Attitude Object

Affective component
The affective component of an attitude consists of the feelings we have toward an attitude
object. This involves evaluation and emotion and is often expressed as like or dislike.
Affective components can range from disgust, to indifference, to adoration, and differ from
cognitive components in that they involve intensity of feeling, and often a wide range of it.
The affective component of an attitude is really our reaction to the cognitive component.
The particular pattern of beliefs we hold about a person or thing exerts major influence on
our feelings toward that object.
Behavioral Tendency component
Behavioral tendency component of an attitude is the way an individual is inclined to behave
toward an attitude object. Cognitive and affective components of attitudes influence the
way people behave toward an attitude object. However, many different behavioral
tendencies are possible depending on the particular pattern of cognitive and affective
attitude components.

Cognitive Component
Cognitive component of an attitude is what we know, or think we know, about the attitude
object. It consists of information, facts, and statistics data. And so on that we believe to be
true about the attitude object. We may in fact be incorrect, but we think it is true. The
cognitive component of the attitude Bill Gates is a very successful businessman is

successful; the attitude object is Bill Gates. The cognitive component is associated with
the attitude object.
Attitude formation
Attitudes develop through the experience that we have with attitude object. There are four
major sources of such experiences and thus of our attitudes: personal experience,
association social learning, and heredity.
Work-Related Attitudes
People form a wide range of attitudes about their work environment. Of the three
components, the cognitive component is the one that organizations can influence most
directly, although as noted below organizations accomplish this by attempting to influence
objective reality in the hope that workers will base their beliefs on that reality.
Job satisfaction
The affective component of attitudes receives the most attention from organizations. In
fact, many organizations focus almost entirely on this component when measuring worker
attitudes because they view it as the most crucial reaction a worker has.

Facets of job satisfaction

As is the case with most affective attitude components, job satisfaction is complex. Job
satisfaction consists of a variety of satisfaction facets involving workers feelings toward
various aspects of the work environment. The work itself, what we do day today on the job,
is often referred to as the job content facets, because they provide the context or
environment, in which the job is performed.
Organizational Commitment
The relative strength of an individuals identification with and involvement in a particular
organizational commitment engage in behaviors that are beneficial to the organization.
Affective Commitment
An emotional attachment to the organization and its mission, an employees emotional
attachment to, identification with, and involvement in the organization.
Normative Commitment
Normative commitment is based on the belief that commitment is the right thing to do
and is based on an employees moral and personal values system.
Management of Employee Attitudes

Many attributes of an organization job design, technology, organization structure, climate,

culture, co-workers, and supervisors-describe the organizations all these attributes impact
employees, and there by shape their attitudes, managers should recognize that certain
organizational attributes are experienced by employees more directly, frequently and
regularly than others. As a consequence they play a large role in shaping such attitude as job
satisfaction organizational commitment and ownership. It is these organizational attributes
that should be the primary focus of managers attention as they endeavor to manage workrelated attitudes.

SELF EVALUATION
My score for attitude towards change is 4.1.This means I have a positive attitude towards
change.

PROFESSIONAL SKILLS
Professional refers to the ability to manage our personal reactions to responsibilities and
challenges in work and life. This involves managing our time and adapting to changing
situations. Some of the professional skills are follows:

Communication skill
Building Relation Ship
Decision Making
Leadership

SELF-EMPOWERMENT
Sharing power within an organization. As modern organizations grow flatter, eliminating
layers of management, empowerment, becomes more and more important. Jay conger
defines empowerment as creating conditions for heightened motivation through the
development of a strong sense of personal self-efficacy. This means sharing power in such a
way that individuals learn to believe in their ability to do the job. The driving idea of
empowerment is that the individuals closest to the work and to the customers should make
the decisions and that this makes the best use of employees skills and talents.
Empowerment is easy to advocate but difficult to put into practice. Employees need to
experience all four of the empowerment dimensions in order to feel truly empowered.

MOTIVATION

Motivation as the process that account for an individuals intensity,direction,and

persistence of effort toward attaining a goal while general motivation is concerned with
effort toward any goal, the focus to organizational goals in order to reflect our singular
interest in work related behavior.
DEFINITION
The processes that account for an individuals intensity, direction, and persistence of effort
toward attaining a goal.
Theories of motivation
The 1950s were a fruitful period in the development of motivation concepts. Three specific
theories were formulated during this period, these are the hierarchy of needs theory,
Theories X and Y and the two- factor theory.

Hierarchy of needs theory (Abraham Maslows)

Human being there exists a hierarchy of five needs. These needs are:

Self-actualization
Physiological
Esteem
Social
Safety

Maslow separated the five needs into higher and lower orders. Physiological and safety
needs were described as lower-order needs and social esteem, and self-actualization as
higher-order needs.
1. Physiological: Includes hunger,thirst,shelter,sex,and other bodily needs
2. Safety: Includes security and protection from physical and emotional harm
3. Social: Includes internal esteem factors such as status, recognition and attention.

4. Self-actualization: The drive to become what one is capable of becoming: includes

growth achieving ones potential, and self-fulfillment.
Maslow provided no empirical substantiation and several studies that sought to validate
the theory found no support for it. Clayton Alerter attempted to rework Maslows need
hierarchy is labeled E R G theory. There are three groups of core needs existence,
relatedness, and growths R G does not assume that there exists a rigid hierarchy in which a
lower need. Must be substantially gratified before one can move on.Alderfer believed that
frustration in satisfying a higher order need. Despite these differences, empirical research
hasnt been any more supportive of E R G theory than need hierarchy.
X Y Theory (Douglas McGregor)
Douglas McGregor proposed two distinct views of human beings: one basically negative,
labeled theory x and the other basically positive labeled theory y.
Theories x the four assumptions held by managers are:
1. Employees inherently dislike work and, whenever possible, will attempt to
avoid.
2. Since employees dislike work they must be coerced, controlled, or threatened
with punishment to achieve goals.
3. Employees will avoid responsibilities and seek formal direction whenever
possible.
4. Most workers place security above all other factors associated with work and
will display little ambition.
Theory y:
1. Employees can view work as being as natural as rests or play.
2. People will exercise self-direction and self-control if they are committed to the
objectives.
3. The average person can learn to accept even seek, responsibility.

Two-Factor Theory (Frederick Herzberg)

A theory that relates intrinsic factors to job satisfaction, while associating extrinsic
factors with dissatisfaction.
The two-factor theory also called motivation hygiene theory was proposed by
psychologist Frederick Herzberg. From the categorized responses, Herzberg
concludes that the replies people gave when they felt good about their jobs were
significantly different from the replies given when they felt bad. Herzberg suggested
emphasizing factors associated with the work itself or to outcome directly derived

from it, such as promotional opportunities, for personal growth, recognition,

responsibility, and achievement; these are the characteristics that people find
intrinsically rewarding. Regardless of criticisms, Herzbergs theory has been widely
read and few managers are unfamiliar with his recommendations.
Contemporary Theories of Motivation
McClellands Theory of needs
McClellands theory of needs was developed by David McClelland and his associates.
The theory focuses on three needs: achievement, power, and affiliation. They are
defined as follows:

Need for achievement: The drive to exalt achieve in relation to a set of

standards, to strive to succeed.
Need for power: The need to make others behave in a way that they would
not have behaved otherwise.
Need for affiliation: The desire for friendly and close interpersonal
relationship.

Cognitive Evaluation Theory

A theory stating that allocating extrinsic rewards for behavior that had been previously
intrinsically rewarding tends to decrease the overall level of motivation. Historically,
motivation theorists generally assumed that intrinsic motivators such as achievement,
responsibility, and competence were independent of extrinsic motivators such as high pay.
Promotions, good supervisor relations and pleasant working conditions.

Goal-Setting Theory (Gene Broadwater)

The theory that specific and difficult goals with feedback, lead to higher performance. If
factors such as acceptance of the goals are held constant, we can also state that the more
difficult the goal. The higher the levels of performance difficult goals direct our attention to
the task at hand and away from irrelevant distractions. Challenging goals get our attention
and thus tend to help us focus.
Self-Efficacy Theory
The individuals belief that he or she is capable of performing a task.

Joint Effects of goals and self-efficacy on performance

Individuals has
confidences that
given level of
performance
will be attained

Manager sets
difficult, specific
goal for job or task

Individuals has
higher level of
job or task
performance

Individuals sets
higher personal
goal for their
performance

The researcher who developed self-efficacy theory. Albert Bandera, Argues that there are
four ways self- efficacy can be increased:
1. Enactive mastery 2. Vicarious modeling 3. Verbal person 4. Arousal
The most important source of increasing self-efficacy is he calls enactive mastery.
The second sources is vicarious modeling or becoming more confident because see
someone else doing the task.
The third source is verbal persuasion, which is becoming more confident because
someone convinces that have the skills necessary used this tactic a lot.
Finally that arousal increases self efficacy. Arousal leads to an energized state,
which drives a person to complete the task.

Expectancy Theory (Victor Vroom)

The strength of a tendency to act in a certain way depends on the strength of an
expectation that the act will be followed by a given outcomes and on the
attractiveness of that outcome to the individual.

Individual
effort

Individual
performance

1. Effort Performance Relation ship

2. Performance Reward Relation ship
3. Rewards Personal Goals Relation

Organizational
rewards

Personal goals

Integrating contemporary theories of motivation

High n Ach

Job Design

Equity Comparison
/organizational
Justice

Performance
evaluation
criteria
Ability

Individual effort

Individual
performance

Objective
Performance
evaluation
system

Organizational
rewards

Reinforcement

Personal goals

Dominant
needs

Goals direct
behavior

Source: Stephen P.Robbins, Timothy A. Judge, Organizational Behavior, and pg no: 211
The model considers achievement motivation, job design, reinforcement, and equity
theories/organizational justice. The high achiever is not motivated by the organizations of
performance or organizational rewards, hence the jump from effort to personal goals for

those with personal responsibility, feedback, and moderate risks. They are not concerned
with the effort- performance, performance rewards, or rewards- goal linkages.

SELF EVALUATION
My self evaluation score for self empowerment is 15.That means I try hard ,but
sometimes my negative attitude prevents me from getting involved in productive project.
Many times I take responsibility, but there are situations where I look to others to take care
of problem.

LEADERSHIP POTENTIAL AND LEADERSHIP INFLUENCE

A good leader is someone we popularly describe as possessing great ability, creativity
initiative and confidence. He naturally gets co-operation, willingness of his followers and
builds employees morale and motivation effortlessly. It evident that leaders are of a
different breed and class. They are ordinary people, who can rise above the rest and do
extra ordinary things. Leadership as the ability to influence a group towards the
achievement of a vision or set of goals. The source of this influence may formal or informal,
such as that provided by the possession of managerial. Rank in an organization. Because
management position comes some of the position he or she holds in the organization.
Leadership is solving problems. The day soldiers stop bringing you their problems are the
day you have stopped leading them. They have either lost confidence that you can help
conclude you do not care. Either case is a failure of leadership-Colin Powell.

SELF EVALUTION
My evaluation for leadership potential is 24.That means medium leadership potential and
evaluation score for leadership and influence shows that I am a people oriented person, that
means I people are happy in their work, but sometimes at the expense of productivity. I can
improve my leadership skills.

PERSONAL EFFECTIVENESS
Personal effectiveness is a division of the self-help movement dealing with success, goals,
and related concepts. The power of positive thinking and positive psychology but in
general it is distinct from the new thought movement. People are personally effective in
different goals, values and priorities skilled communicators, for example, can be effective in
numbers ways depending on what they want to achieve. They make good use of their
resources and they are skilled at achieving their goals.

Self-Esteem
Nathaniel Bran den (1969) defined self- esteem the experience of being competent to cope
with the basic challenges of life and being worthy of happiness Healthy self-esteem vital for
happiness. To be happy, we need to feel good about ourselves as worthy as persons.
Self-Acceptance
Self-Acceptance is defined as affirmation or acceptance of self in spite of weakness or
deficiencies. According to Sheppard (1979), self-acceptance refers to individuals satisfaction
or happiness with himself, and is thought to be necessary for good mental health.
Self-Assertiveness
Self- Assertiveness is the quality of being self-assured and confident without being
aggressive. Assertiveness is a learnable skill and mode of communication.

Self-Responsibility
Self-responsibility defines who we are and where we fit in to our social world. An important
aspect of self-responsibility is the extent to which we feel in control and accountable for
personal achievements or failure
Parts of self-responsibility

Acknowledging that you are solely responsible for the choices in your life
Accepting that you are responsible for what we feel or think
Accepting that we choose the direction for our life
Accepting that we cannot blame others for the choices we have made
Recognizing that we are our best cheerleader
Recognize that as we enter adulthood and maturity, we determine how our selfesteem will develop
Taking Preventive health oriented steps of structuring our life with time
management, stress management,confortingferas,and burnout prevention
Taking an honest inventory for our strengths, abilities, talents, virtues and positive
points.

Self-Objective/Purpose
An objective is a desired result in a person or a system envisions plans and commits to
achieve a personal or organizational desired end-point in some sort of assumed
development. Many people endeavor
to reach goals within a finite time by setting
deadlines.

SELF-EVALUATION
My self evaluation of personal effectiveness shows that I am in effective in nature.
Personality development is the sum of the impression created by a persons characteristics.
A persons personality should needs. The concepts of personality, the fore to be analyzed
from an individuals own as well as his social angle.

Task 2: Carry out your own skills audit by using SWOT analysis. Evaluate the
strategic skills that you possess and explain how you will overcome the
weaknesses and threats that may block your progression towards a strategic
Hospital Administrator.
Identify your Learning style by using suitable measuring instruments such as
VARK and Kolbes model.
SWOT ANALYSIS
SWOT analysis is a structural planning method used to evaluate the strengths. Weaknesses,
opportunities and threats. Involved in a project or in a business venture. A SWOT analysis
can be carried out for a product, place, industry or person.
Setting the objective should be done after the SWOT analysis has been performed. This
would enable one to set achievable goods or objectives for the organization.

DEFINITION

Strengths

Opportunities

Threats
SWOT

Weaknesses

Strengths
Characteristics of the business or project/person that give it an advantage over others.
Weaknesses
Are characteristics that place the individual at a disadvantage relative to others
Opportunities
Elements that the project could exploit to its advantage.

Threats
Elements in the environment that could cause trouble for the business or project.
A SWOT analysis can offer helpful perspectives at any stage of an effort:
Explore possibilities for new efforts or solutions to problems.
Make decisions about the best path for initiative.
Adjust and refine plans mid course a new opportunity might open wider avenues
while a new threat could close a path that one existed.
Personal SWOT analysis
My strengths / qualities:

MY Father and Family

Pleasant
Dedicated
Sincere
My Education Training in Level 7 Strategic Management
Confidence
Discipline
Physical Appearance
Smiling Face
Helping Mentality
Punctual
Empathy
Friendly
Hardworking
Decision Making Power

My Weakness

Communication Skills(Lack of communication in English)

Time Management(Lack of time management)
Short Tempered
Extra Thinking
Fear of public speaking
Lack of emotional stability

My Threats
No Management Experience
Political Changes
Economical Changes

 Financial Resources
Time Pressure
Social and life style Changes

My Opportunities
Experience in a Different Environment
Better Earning Prospectus

To overcome weakness and threats that may block my progression towards a strategic
Hospital Administrator I have to:

Develop Leadership qualities.

Find Something Positive in Every Situation.
Practice Meditation.
Read Management Books.
Avoid Stressful Situations.

Everyone has personal weakness. The secret to self improvement is to discover our
weakness and either correct them or find a way to turn them to strength. My weakness is to
short tempered and tensed about small things. Really I want to minimize these weaknesses.
First I understand the situation, was I lose my temper and try to avoid those situations
practice yoga and meditation for mind relaxation; these will help me to reduce my anger.
The SWOT analysis is help to identify ourselves. The purpose of SWOT analysis is actively
promotes the identified strengths, the weakness, planning them out of existence, and
exploits the opportunities before the window closes and has contingency plans in place to
minimize the threats before they materialize.

LEARNING STYLE
Learning is a change in behavior acquired through experience. Learning may begin with the
cognitive activity of developing knowledge about a subject, which then leads to a change in
behavior. Alternatively, the behaviorist approach to learning assumes that observable
behavior is a function of its consequences. Learning has its basis in classical and operant
conditioning according to the behaviorists.
Learning about organizational behavior

Mastery of basic
objective
knowledge

Development of
specific skills and
abilities

Application of
knowledge and
skills

Kolb Learning Style Inventory

Kolbs ideas concerning experiential learning. Chapters deal with the foundation of
contemporary approaches to experiential learning; the process of experiential learning;
structural foundations of the learning process; individuality in learning and the concept of
learning styles; the structure of knowledge; the experiential learning theory of
development; learning and development in higher education; lifelong learning and
integrative development.
Experiential Learning is conceived as a four stage cycle:
1. Immediate concrete experiences is the basis for
2. Observation and reflection;
3. These observations are assimilated into a theory from which new implications for
action can be deed
4. These implications or hypotheses then serve as guides in acting to create new
experiences

The effective learner relies on four different learning modes: Concrete Experience (CE),
Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation
(AE).That is, he must be able to involve himself fully,openly,and without bias in new
experiences(CE),he must be able to reflect on and observe these experience from many
perspectives(RO),he must be able to create concepts that integrate his observations into
logically sour theories (AC),and he must be able to use these theories to make decisions and
solve problems(AE).
CONVERGER: Those with highest scores in Abstract Conceptualization (AC) and Active
Experimentation (AE).This persons greatest strength lies in the practical application of
answer or solution to a question or problem and can focus on specific problems or
situations. Research on this style of learning shows that Converges are relatively
unemotional, preferring to deal with things rather than people. They often choose to
specialize in the physical sciences, engineering, and computer sciences.

DIVERGER: Those with highest scores in Concrete Experience (CE) and Reflective
Observation (RO).Diverges have characteristics opposite from convergers.Their greatest
strengths lie in creativity and imaginative ability. A person with this learning style excels in
the ability to view concrete situations from many perspectives and generate many ideas
such as in a brainstorming session. Research shows that Diverges are interested in people
and tend to be imaginative and emotional. They tend to be interested in the arts and often
have humanities or liberal arts background. Counselors, organizational development
specialists, and personnel managers tend to be characterized by this manager tend to be
characterized by this learning style.
ASSIMILATOR: Those with highest scores in Abstract Conceptualization (AC) and Reflective
Observation (RO).This persons strength lies in the ability to understand and create
theories. A person with this learning style excels in inductive reasoning and synthesizing
various ideas and observations into an integrated whole. This person, like the converge, is
less interested in people and more concerned with abstract concepts, but is less concerned
with the practical use of theories. For this person it is more important that the theory be
logically sound and precise; in a situation where a theory or plan does not fit the facts, the
Assimilator would be likely to disregard or re-examine the facts. As a result, this learning
style is more characteristic of the basis sciences and mathematics rather than the applied
sciences. Assimilators often choose careers involving research and planning.

ACCOMMODATOR: Those with highest scores in Concrete Experience (CE) and Active
Experimentation (AE).Accommodators are polar opposites from Assimilators. Their greatest
strengths lie in carrying out plans and experiments and involving themselves in new
experiences. They are risk-takers and excel in those situations requiring quick decisions and
adaptations. In situations where a theory or plan does not fit the facts, they tend to
discard it and try something else. They often solve problems in an intuitive trial and error
manner, relying heavily on other people for information.Accomodators are at ease with
people but may be seen as impatient and pushy. Their educational background is often in
practical fields such as business or education. They prefer action-oriented jobs such as
nursing, teaching, marketing, or sales.
Here is the short exercise that I use in my courses based on the KOLB inventory test I took
for the Graduate teacher program I have given more palatable names to the learning
styles for the purpose of referring to them in class. The names are below and the little
activity I use is directly adapted from the original Kolb inventory.

VARK MODEL
Fleming and mills (1992) suggested four modalities that seemed to reflect the experience of
the students and teachers. The acronym VARK stands for Visual, Aural, Read/Write and
kinesthetic sensory modalities that are used for learning information.
VISUAL (V):-This preference includes the depiction of information in maps, side diagrams,
charts, graph, flow charts, labeled diagrams and all the symbolic arrows, circles, hierarchies
and other devices, which people use to represent what could have been presented in words.
AURAL/AUDITORY (A)
This perceptual mode describes a performance for information that is heard or spoken.
learners who have this as their main preference report that they learn best from lectures,
group discussion,radio,email,using mobile phones speaking, web-chat and taking things
through the oral preference includes talking out loud as well as talking oneself.
READ/WRITE:This preference is for information displayed as words. Teachers and student have a strong
preference for this mode. Being able to write well and read widely are attributes sought by
employees of graduates. This preference emphasizes text-based input and output reading
and writing in all its forms but especially manuals, reports, essays and assignments. People
who
prefer this modality are internet, diaries, dictionaries, words not that most power point
presentations and the internet, Google and Wikipedia are essentially suited to those with
this preference as there is seldom an auditory channel or a presentation that use visual
symbols.

KINESTHETIC (K)
This modality refers to the perceptual preference related to the use of experience and
practice. Although such an experience may invoke other modalities, the key is that people
who prefer this mode are connected to reality. Either through concrete personal
experiences examples, practice or simulations, videos and movies of real things, as well as
case studies practice and applications. The key is the reality or concrete nature of the
example.

SELF EVALUATION
From the self-evaluation of learning style of Kolbes method shows that I am an
Accommodater.That is combination of concrete Experience and Active Experimentation. In
VARK model evaluation I got high scores in kinesthetic and reading/writing and low score in
Auditory and Visual. That means I usually learn with reports, essays and assignments, videos
and movies of real things, case studies.

Task 3: Construct your own personal development plan to become a

successful Hospital Administrator/Marketing Manager. How will the personal
development plan help you to achieve the personal and career objectives?
What is the impact of learning on the achievement of strategic Goals
PERSONALITY DEVELOPMENT PLANS
Personal development plan is structured processes that reflect on our current learning and
performance which is then developed in to a plan for our future personal, educational and
career development. By undertaking our own personal development plan, we will naturally
consider our strength, weakness, opportunities and threats and enable us to create a plan
that identifies how best to meet our development needs through planned formal and
informal activities. Once we will probably find the personal development plan benefits us in
more ways than we may expect both in our professional life and our personal life such as
having clearer ideas about the kinds of life and work we want, greater confidence and a
more positive attitude in the skills, qualities, and attributes we bring to our position and the
choices we make and be in a better position to compete for jobs.

Personal development includes activities that improve awareness and identity develop
talents and potential, build human capital and facilitate employability enhance quality of life
and contribute to the realizations. The concept is not limited to self- help but includes
formal and informal activities of developing others in roles such as teacher, guide, and
counselor.

MY PERSONAL DEVELOPMENT PLAN

Short term goals (2013-2015)

Goal

Resources

Time

Improve
communication skill

Watching English news

August 2013
Channels, reading books
news paper

Timeline review

January 2014

Completion of course Exams,Assignment,Project July 2015

BTEC LEVEL-7
Strategic Management
and Leadership

August 2015

Job in a multi-specialty
hospitals like
CRAFT,KIMS

Attending interviews, job

consultancy

March 2015

May 2015

Earn 18000 RS per

month

Doing job

March 2015

May 2015

Medium term goals (2015-2019)

Goal

Resources

Time

Timeline Review

Go to Dubai and
Administrative job in
a International
hospital

Travel Agency

January 2018

March 2018

By doing job

December 2018

March 2019

By doing job and

saving money

April 2019

May 2019

Earning 40000 per

month

Buy a Enova car

Long term goals (2013-2024

Goal

Resources

Time

Timeline

Earning 100000 per

month

By doing job

January 2021

February 2021

Start a business unit

for health tourism
field in Kerala

By doing job and

saving money ,bank
loan

January 2022

January 2023

Personal development plans about stopping to reflect on how everything is going be it

academically, socially or in terms of job prospects. Personal development plan helps me to
learn about myself and replicate on what I am doing. It helped me to worth myself and my
achievements, by constructing personal development plan; I am able to identify ways of
improving myself.

The impact of learning one the achievement of strategic goals

Learning is acquiring new, or modified and reinforcing, existing knowledge, behavior skills,
values, or preferences and may involve new experiences. My learning style shows that I am
an Accommodator and I learn best with reading/writing. This learning style helps me to take
part in creating reports and assignments. My learning style has a great impact on the
achievement of my strategic goals.

Conclusion
The aim of personality development of the people is to enable them to fulfill individual as
privations and social needs. The approach to development of personality should be adopted
accordingly. A large number of factors affect the development of a person. The personality
assumes many forms like birth time personality, basic personality and role-related
personality. Implications of personality development need to be analyzed with respect to
the form that is relevant to the person to be developed. Individual differences in personality
are universal in that they are found in all human populations. The specific personality
qualities of an individual, which lead to individual differences between people, are not
based so much in evolution, however but are the product of many developmental factors.
Learning about our personality type helps us to understand why certain areas in life come
easily to, us and others are more of a struggle. Although a persons typology cannot be
changed to its opposite, each person can learn to strengthen the weaker dimensions to
some extent and to develop personal life strategies to overcome problems that result from
the weaknesses.

Reference:
Reference List Example:
1) Ashok.K.Gosh,Organizational Behavior,12th Edition, New Delhi,Pg No:665-677
2) Robin Fincham.Peter Rhods ,Principles Of Organizational Behavior,4th Edition, Pub
By:Manzarkhan,Oxford University Press, New Delhi,Pg No:80-91
3) Stephen P.Robbins,Timothy A.Judge,Organizational Behavior,12th Edition, Pub By:
Prentice- hall of india,Pg No:186-214
4) Donald G.Gardner,Randall B.Dunham,Management And Organizational Behavior,Pg
No:185-213

Internet/Websites
Reference List Example

1) http://managementhelp.org/blogs/leadership/2010/04/21/leadershiptheories/
2) http://www.mindtools.com/pages/article/newLDR_73.htm
3) http://www.lacpa.org.lb/Includes/Images/Docs/TC/TC409.pdf
4) http://www.evancarmichael.com/Home-Based-Business/4779/TheImportance-of-Having-A-Personal-Development-Plan.html
5) http://teachersity.org/files/PDF/PersonalDevelopmentPlanning-Book.pdf
6) http://www.vark-learn.com/english/page.asp?p=categories
7) http://www.exeter.ac.uk/student-skillsdevelopment/personaldevelopmentplanningpdp
8) www.jwu.edu
9) Web.viu.ca
10) www.ukessays.com
11) www.scribd.com
12) Selfempowermentguide.com
13) http://www.leadersdirect.com/personal-effectiveness
14) http://www.cliffsnotes.com/study_guide/literature/emersonessays/summary-analysis-of-self-reliance/paragraphs-1-17.html