Personal Development Plans


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Personal Development Plans

  1. 1. Personal Development Plans Damian Gordon
  2. 2. IntroductionAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.• T. S. Eliot
  3. 3. The Personal Mission Statement• Develop a statement or several statements that describe success for you.• This may not be a quantifiable destination or goal, but rather a description of your personal purpose or “reason for being” as you would like it to be.
  4. 4. Ten Power Questions1. When am I most naturally myself? What people, and activities allow me to feel like myself?2. What one thing could I stop doing, start doing, or do differently, starting today, that would improve the quality of my life?3. What is my greatest talent?4. How can I get paid for what I love?5. Who are my most inspiring role models?6. How can I best be of service to others?7. What is my deepest heart’s desire?8. How am I perceived by my best friend, my worst enemy, my boss, my friends, my family, etc.?9. What are the blessings of my life?10. What legacy would I like to leave?
  6. 6. SPECIFIC• Make the objective specific – Break large tasks down into smaller tasks• Breaking large tasks into smaller ones makes it easier to assess progress
  7. 7. MEASURABLE• How do you know when you have completed the work• Make sure they are evidenced based – you should have a deliverable attached to the objective
  8. 8. AGREED• Get the agreement of the stakeholders in the project –Especially your supervisor!
  9. 9. REALISTIC• Will you achieve the objective? –Unrealistic objectives can be very de- motivating –Challenging objectives which are realistic can be motivating
  10. 10. TIME BASED• Set timescales on your objectives –Deadlines and Milestones• Review progress against these deadlines
  11. 11. TIME SCALES• Set objectives at multiple timescales –This week I will read 4 papers on modelling –This month I will prepare a short report on modelling –In the next 2 months I will review the three principle modelling techniques and write the literature review of these techniques for my thesis
  12. 12. Europassincreasing mobility, releasing potential
  13. 13. Europass – Why the need?Some Statistics:2.3% of Europeans (11.3 Although 52% of respondents indicated that theymillion people) live and work had had or expected to have practical difficultiesin a European country that is finding work (only 19% said that the need tonot their Member State. learn a new language would be a discouraging factor).Approximately 17% ofEuropeans consider that they When asked about the practical difficulties thatwill work in another Member had, or were expected to be, encountered whenState in the future. going to work abroad, 10% answered that they had experienced or expected to experience difficulties having their education and34% of Europeans rate their professional qualifications recognised.chances of finding a job asbetter abroad than at home. Source: Special 13% of Europeans have EUROBAROMETER 33717% of Europeans envisage lived abroad for theworking abroad in the purposes of educationfuture, ranging from 51% in and training.Denmark to just 4% in Italy.
  14. 14. Europass – What is it?How did it come about?A tool developed by the European Commission and launched in 2005 followingCouncil Decision No 2241/2004/EC.It was designed to facilitate one of the fundamental principles of the Treaty ofRome, namely the free movement of workers across Europe, by making it easier forindividuals to find employment or study abroad.It provides a number of documentary tools to increase the transparency ofqualifications, experience and competences.How does it facilitate mobility?• Helps Employers and HEIs, to understand the skills, competences and qualifications of individuals, particularly those from other EU Member States.• Helps Individuals, by providing a means to clearly demonstrate their skills and experiences in a transparent fashion.
  15. 15. Europass – What is it?The Documents:The Europass portfolio comprises 5 documents: Curriculum Language Mobility Diploma Certificate Vitae Passport Supplement Supplement SupplementThe component parts are distinct and separate and can be used individually or inassociation with one another.There is a National Europass Centre in each European Member State, whose job it isto promote the use of the Europass Portfolio in that country.
  16. 16. Europass Curriculum Vitae (CV)– what is it for?What does it do?The Europass CV helps users highlight their skills, qualifications and workexperience. It is free of charge, available to all and can be downloaded or completedand edited online.How can it help the individual?• It provides a standardised template recognisable across the EU to help users draw attention to the attributes that will set them apart from others.• It contains a language section designed to promote the user’s language skills to potential employers.How does it help organisations?• If used as standard, it allows employers to easily compare applicants’ attributes as the CVs can be easily cross referenced.• It gives an even playing field to applicants from all member states, thereby aiding equal opportunities policies.Who applies?The individual can find out more, and complete the CV online ordownload the template at
  17. 17. Europass Curriculum Vitae– who uses it?How widely used is it? UK EU
  18. 18. Europass Curriculum Vitae– what does it look like?
  19. 19. The Belbin Testfor assessing team roles Damian Gordon
  20. 20. Meredith Belbin• Born in Britian• born in 1926• researcher and management theorist, best known for his work on management teams.• Belbins seminal 1981 book Management Teams, whose key conclusion was that an effective team has members that cover eight (later nine) key roles in managing the team and how it carries out its work.
  21. 21. Introduction• This version of the Belbin test has been taken from "Teambuilding" by Alistair Fraser and Suzanne Neville: The Industrial Society 1993.• Self Perception Inventory
  22. 22. Introduction• To complete each section of this inventory, select two or three sentences most applicable to yourself.• Then in the column on the right, apportion 10 points between those sentences that apply to you: one of which you feel sums you up well while the other only applies some of the time. In this instance you could give your first choice seven points and the remaining points to your second choice. In some instances you might decide that there are two sentences which apply to you equally - if this is the case, award five points to each.
  23. 23. Introduction• You must allocate all 10 points in each section.
  24. 24. SECTION A• WHEN INVOLVED IN A PROJECT WITH OTHER PEOPLE: Points 1 I can be relied upon to see that work that needs to be done is organised. 2 I pick up slips and omissions that others fail to notice. 3 I react strongly when meetings look like losing track of the main objective. 4 I produce original suggestions. 5 I analyse other people’s ideas objectively, for both merits and failings. 6 I am keen to find out the latest ideas and developments. 7 I have an aptitude for organising people. 8 I am always ready to support good suggestions that help to resolve a problem.
  25. 25. SECTION B• IN SEEKING SATISFACTION THROUGH MY WORK: Points 1 I like to have a strong influence on decisions. 2 I feel in my element where work requires a high degree of attention and concentration. 3 I am concerned to help colleagues with their problems. 4 I like to make critical discrimination between alternatives. 5 I tend to have a creative approach to problem solving. 6 I enjoy reconciling different points of view. 7 I am more interested in practicalities than new ideas. 8 I particularly enjoy exploring different views and techniques.
  26. 26. SECTION C• WHEN THE TEAM IS TRYING TO SOLVE A PARTICULARLY COMPLEX PROBLEM: Points 1 I keep a watching eye on areas where difficulty may arise. 2 I explore ideas that may have a wider application than in the immediate task. 3 I like to weigh up and evaluate a range of suggestions thoroughly before choosing. 4 I can co-ordinate and use productively other people’s abilities and talents. 5 I maintain a steady systematic approach, whatever the pressures. 6 I often produce a new approach to a long continuing problem. 7 I am ready to make my personal views known in a forceful way if necessary. 8 I am ready to help whenever I can.
  27. 27. SECTION D• IN CARRYING OUT MY DAY-TO-DAY WORK: Points 1 I am keen to see there is nothing vague about my task and objectives. 2 I am not reluctant to emphasise my own point of view in meetings. 3 I can work with all sorts of people provided that they have got something worthwhile to contribute. 4 I make a point of following up interesting ideas and/or people. 5 I can usually find the argument to refute unsound propositions. 6 I tend to see patterns where others would see items as unconnected. 7 Being busy gives me real satisfaction. 8 I have a quiet interest in getting to know people better.
  28. 28. SECTION E• IF I AM SUDDENLY GIVEN A DIFFICULT TASK WITH LIMITED TIME AND UNFAMILIAR PEOPLE: Points 1 I often find my imagination frustrated by working in a group. 2 I find my personal skill particularly appropriate in achieving agreement. 3 My feelings seldom interfere with my judgement. 4 I strive to build up an effective structure. 5 I can work with people who vary widely in their personal qualities and outlook. 6 I feel it is sometimes worth incurring some temporary unpopularity if one is to succeed in getting one’s views across in a group. 7 I usually know someone whose specialist knowledge is particularly apt. 8 I seem to develop a natural sense of urgency.
  29. 29. SECTION F• WHEN SUDDENLY ASKED TO CONSIDER A NEW PROJECT: Points 1 I start to look around for possible ideas and openings. 2 I am concerned to finish and perfect current work before I start. 3 I approach the problem in a carefully analytical way. 4 I am able to assert myself to get other people involved if necessary. 5 I am able to take an independent and innovative look at most situations. 6 I am happy to take the lead when action is required. 7 I can respond positively to my colleagues and their initiatives. 8 I find it hard to give in a job where the goals are not clearly defined.
  30. 30. SECTION G• IN CONTRIBUTING TO GROUP PROJECTS IN GENERAL: Points 1 I think I have a talent for sorting out the concrete steps that need to be taken given a broad brief. 2 My considered judgement may take time but is usually near the mark. 3 A broad range of personal contacts is important to my style of working. 4 I have an eye for getting the details right. 5 I try to make my mark in group meetings. 6 I can see how ideas and techniques can be used in new relationships. 7 I see both sides of a problem and take a decision acceptable to all. 8 I get on well with others and work hard for the team.
  31. 31. Scoring Key for Self-Perception Inventory• Transfer your points allocation from the seven sections of the Self Perception Inventory to the appropriate boxes below. The pre-printed numbers in the grid refer to the question numbers of each section. For example if for Section A you scored seven points for question 6 and three points for question 1, you would allocate them in the columns RI and IMP respectively.
  32. 32. Scoring Key for Self-Perception Inventory SH CO PL RI ME IMP TW CF A 3 ___ 7 ___ 4 ___ 6 ___ 5 ___ 1 ___ 8 ___ 2 ___ B 1 ___ 6 ___ 5 ___ 8 ___ 4 ___ 7 ___ 3 ___ 2 ___ C 7 ___ 4 ___ 6 ___ 2 ___ 3 ___ 5 ___ 8 ___ 1 ___ D 2 ___ 3 ___ 6 ___ 4 ___ 5 ___ 1 ___ 8 ___ 7 ___ E 6 ___ 5 ___ 1 ____ 7 ___ 3 ___ 4 ___ 2 ___ 8 ___ F 6 ___ 4 ___ 5 ___ 1 ___ 3 ___ 8 ___ 7 ___ 2 ___ G 5 ___ 7 ___ 6 ___ 3 ___ 2 ___ 1 ___ 8 ___ 4 ___Total
  33. 33. Scoring Key for Self-Perception Inventory• Once you have allocated all your points, total each column.• The highest two totals represent your primary and secondary preferred team roles.
  34. 34. Team Roles (Belbin) “A tendency to behave, contribute and interrelate with others in a particular way.”Roles Action-oriented roles – Shaper, Implementer, and Completer-Finisher People-oriented roles – Co-ordinator, Team-worker and Resource Investigator Cerebral roles – Plant, Monitor-Evaluator and Specialist (Dr Meredith Belbin, Henley Management College)
  35. 35. Team-Role Descriptions: the Parts People Play inEffective Team operationsTeam Role Contribution Allowance WeaknessPlant Creative, imaginative, Ignores Incidents. Too pre- unorthodox. Solves difficult occupied to communicate problems. effectivelyResource Extrovert, enthusiastic, Over-optimistic. Loses interestInvestigator communicative. Explores once initial enthusiasm has opportunities. Develops contacts. passed.Co-ordinator Mature, confident, a good Can be seen as manipulative. chairperson. Clarifies goals, Offloads personal work. promotes decision-making, delegates well.
  36. 36. Team-Role Descriptions: the Parts People Play inEffective Team OperationsTeam Role Contribution Allowance WeaknessShaper Challenging, dynamic, thrives on Prone to provocation. pressure. The drive and courage Offends people’s feelings. to overcome obstacles.Monitor Sober, strategic and discerning. Lacks drive and ability toEvaluator Sees all options. Judges inspire others. accurately.Team-worker Co-operative, mild, perceptive Indecisive in crunch and diplomatic. Listens, builds, situations. averts friction.
  37. 37. Team-Role Descriptions: the Parts People Play in Effective Team OperationsTeam Role Contribution Allowance WeaknessImplementor Disciplined, reliable, conservative Somewhat inflexible. Slow to and efficient. Turns ideas into respond to new possibilities. practical actions.Completer Painstaking, conscientious, Inclined to worry unduly.Finisher anxious. Searches out errors and Reluctant to delegate. omissions. Delivers on time.Specialist Single-minded, self-starting, Contributes on only a narrow dedicated. Provides knowledge front. Dwells on technicalities. and skills in rare supply.Source-Belbin, R.M. Team Roles at Work, Butterworth-Heinemann, Oxford, 1993
  38. 38. O.K., well that’s it, but please, anycomments, criticisms or suggestions, e-mail me at: