KNOWING & DEVELOPING YOURSELF FOR PROFESSIONAL SUCCE.docx

KNOWING & DEVELOPING YOURSELF FOR
PROFESSIONAL SUCCESS
PERSONAL DEVELOPMENT PLAN (PDP)
__________

TEAMING
Areas to Consider
Reflections
What are some strategies for effective teamwork?
What have you learnt about yourself in relationship to the role
you play in a team?

What is your Belbin role type and is it an accurate description
how you contribute in a team?
Is it always appropriate to take a leadership role? What other
roles can team members play?
If your team is struggling what tools could you deploy to ensure
your team works effectively? (Consider Belbin, Patrick
Lencione, Tuckman’s models of team theory)
Chose a recent group activity in which you have participated.
What are your top three takeaways from this challenge?
VALUES

Think back to the Video – Values Define Us (Link Below)
https://www.youtube.com/watch?v=4tA8wtLaui4
Questions
Reflections
What are your top three core values and how did you come to
this conclusion?
How will knowing your values help you during your studies and
in your future career/business?
Can your values change? What do you think?
What is the evidence?

Thinking back to the work of Simon Sinek and the Golden
Circle, what is your WHY?
STRENGTHSFINDER PERSONALITY ASSESSMENT
Questions
Responses
Name your top 5 from your strengths profile?
1.
2.
3.
4.
5.
What surprised you when reading the report?
Identify any specific words or phrases that you agreed with and

why?
What can you do to invest in these talents to become strengths?
Identify some specific actions – list at least 3
How can others see these strengths as perceived weaknesses?
What have you learned from your strengths profile?
Consider what you discovered about yourself and how this
might relate to you as a person and your career interests.

PART TWO
DEVELOPING YOURSELF
SETTING FUTURE GOALS AND ASPIRATIONS

SWOT Analysis
Strengths
Areas for Development
Opportunities

Threats
SMART GOALS
Smart (Specific, Measurable, Achievable, Relevant, Time
Sensitive)
Create At Least 3 Specific Goals related to your professional
development – These can be a mixture of goals e.g. achieving a
distinction in your postgradaute qualification or career goals
e.g. starting your own business or setting goals for your future
career e.g. becoming an M&A analyst, a consultant within
FMCG, or working within non-profit etc.

Initial Goal
· Write the goal you have in mind
S
Specific
· What do you want to accomplish?
· Who needs to be included?
· When do you want to do this?
M
Measurable
· How can you measure your progress?
· How will you know you have been successful?
A
Achievable
· Do you have the skills to achieve this, if not can you obtain
them?
· What motivates you to achieve this goal

R
Relevant
· Why are you setting this goal now?
· How does it connect to your short and long term objectives?
T
Timebound
· What is the deadline?
· Is it realistic?
SMART GOAL
· Review what you have written and craft a goal statement based
on what your answers to the questions above have revealed
SMART GOALS

Sensitive)
Initial Goal
S
Specific
M
Measurable

A
Achievable
them?
R
Relevant
T
Timebound
· Is it realistic?
SMART GOAL

SMART GOALS - 3
Sensitive)
Initial Goal
S
Specific

M
Measurable
A
Achievable
them?
R
Relevant

T
Timebound
· Is it realistic?
SMART GOAL
COMPETENCY MATRIX
Reflect on your past experiences. Where have you developed
some of the key skills or competencies which are required to be
successful within the workplace or in your own business. Think
about your smart goals, which of the competencies below do
you need to demonstrate in order to achieve your goals.
(COMPETENCY DEFINITION: A combination of skills,
knowledge and experience)
Experience/

Competency
Teamwork
Leadership
Problem solving
Resilience
Negotiation
Commercial awareness
Planning and Organisation
Working under pressure
Managing Ambiguity
Analytical Thinking
Example
REMEMBER THE BAR ACRONYM
Undergraduate Degree
Postgraduate Degree

Work/Professional Experience
Extra Curricula Activity
Personal/Family Activity

PART 3
PROMOTING YOURSELF
PERSONAL BRANDING CANVAS

PERSONAL BRANDING
Reflect on the classroom led activities e.g. personal branding
canvas etc.
Questions
Reflections
Where are there synergies between branding in a commercial
organisation and personal branding?
Who/What are you targeting? (Which Industry Sector, Function,
Role or Self Employed)
Which resources can help you?

What does your target audience need from you?
What or who is your competition?
What can you offer an employer or an investor (if you are
interested in starting your own business) that no one else can?
What is your USP?

Draft your elevator pitch? You will be required to say this out
loud during your video Interview
Name one or more of your role models, Who do you admire
most and why? Write down some words that describe that
person.

Write down three words you would like someone to use when
describing you, and why?
Compare this to your 360 feedback responses – were there any
surprises?
VIDEO INTERVIEW
PROMOTING YOUR BRAND
Over 60% of employers are now using video interviews to
assess candidates (Source ISE 2019)
If you decide to undertake the Executive Company Project you
will be asked to submit a video Interview
This module allows you to experience and practice a video

interview in a safe and constructive format.
Click on the link below which will take you to the LCBS Video
Interview site.
https://launchpadrecruitsapp.com/apply/4c31e7536013010bcf3d
2697
Answer the following questions during the video Interview
· Tell me about yourself?
· Give me an example of a time when you worked as part of a
team to achieve a goal?
· What are you most proud of?
· What are your greatest strengths?
· Where do you see yourself in 3 years?
· Share your elevator pitch
· How did you feel about taking the Video Interview?
· What did you do particularly well?
· What could you do better next time?
· How will you prepare for a future interview?
· Where can you find help?

COVER STORY YOU!
This exercise challenges the imagination and helps you get into
a future state of mind.
Imagine that it’s ten years from today, and a major media outlet
has just run a big story about you, featuring quotes and a photo
of your smiling face – WOW!
· What is the name of this media outlet? (Choose an actual
magazine, newspaper or program you would be proud to be
featured in?)
· What is the story about? Why are you featured?
· Write down some quotes from the interview, you could create
a collage with quotes, pictures and headlines. (you can use the
canvas below or create your own)
· Discuss your cover story with your group
PERSONAL REFLECTION
What did you learn about yourself from this module?

Next Steps: What will you do to achieve your goals and work
towards your personal cover story?
What resources are available to help you achieve your goals?
Conclusion – final thought/concerns

References
Please reference any specific
reading/videos/resources/meetings/events/workshops that
inspired and encouraged you whilst completing your PDP and
this module
New Kid at School
by Emily Bock - Tuesday, January 21, 2020, 6:22 PM
One of my biggest takeaways from Ms. Bohn’s article was how
she responded to comments about the previous leader of her
school. I had the experience to work at two different schools
during a transition of leadership. Both times, I have heard, and
commented, on how different the new principals were from the

predecessors. Ms. Bohn reminds new administrators that rather
than get defensive, you should turn those comparisons into a
conversation. In the given scenario, it would be incredibly
important for me to follow suit with Ms. Bohn’s suggestion and
turn their comments into a conversation about our varying
leadership styles. I do not think, in my first year, I must defend
my leadership. I would instead rely on the strengths of my
teachers and tap into their potential. I am a firm believer that
actions speak significantly louder than words so it will be
incredibly important for me to show my teachers what I would
like to happen rather than just talk about it. Regardless of our
status as a low-performing school, I would continue to empower
my teachers to take on leadership roles, take chances with their
instruction, and work with their team to develop instructional
strategies that meet the needs of their students.
I do not know how I feel about the comment made about
teachers leaving thirty minutes early on Friday. However, again,
it is important for me in that scenario to have a conversation
rather than immediately shut the idea down. It is an interesting
idea, but logistically it sounds like a nightmare if that is what
truly happened. I imagine it would have been practically
impossible for the principal to watch all of the students and
handle dismissal alone on Friday afternoons. I would be open to
hearing suggestions on how to allow teachers to leave early, but
also maintain the safety and security of our students.
New Kid at School
by
Emily Bock
-
Tuesday, January 21, 2020, 6:22 PM

One of my bigge
st takeaways from Ms. Bohn’s article was how she responded to
comments about the previous leader of her school. I had the
experience to work at two
different schools during a transition of leadership. Both times, I
have heard, and
commented, on how differe
nt the new principals were from the predecessors. Ms. Bohn
reminds new administrators that rather than get defensive, you
should turn those
comparisons into a conversation. In the given scenario, it would
be incredibly important
for me to follow suit with
Ms. Bohn’s suggestion and turn their comments into a
conversation about our varying leadership styles. I do not think,
in my first year, I must
defend my leadership. I would instead rely on the strengths of
my teachers and tap into
their potential. I am a
firm believer that actions speak significantly louder than words
so
it will be incredibly important for me to show my teachers what
I would like to happen
rather than just talk about it. Regardless of our status as a low
-
performing school, I
would continue
to empower my teachers to take on leadership roles, take
chances with
their instruction, and work with their team to develop
instructional strategies that meet
the needs of their students.

teachers lea
ving thirty minutes
early on Friday. However, again, it is important for me in that
scenario to have a
conversation rather than immediately shut the idea down. It is
an interesting idea, but
logistically it sounds like a nightmare if that is what truly hap
pened. I imagine it would
have been practically impossible for the principal to watch all
of the students and handle
dismissal alone on Friday afternoons. I would be open to
hearing suggestions on how to
allow teachers to leave early, but also maintain the
safety and security of our students.
New Kid at School
by Emily Bock - Tuesday, January 21, 2020, 6:22 PM
One of my biggest takeaways from Ms. Bohn’s article was how
she responded to
comments about the previous leader of her school. I had the
experience to work at two
different schools during a transition of leadership. Both times, I
have heard, and
commented, on how different the new principals were from the
predecessors. Ms. Bohn
reminds new administrators that rather than get defensive, you
should turn those
comparisons into a conversation. In the given scenario, it would
be incredibly important
for me to follow suit with Ms. Bohn’s suggestion and turn their

comments into a
conversation about our varying leadership styles. I do not think,
in my first year, I must
defend my leadership. I would instead rely on the strengths of
my teachers and tap into
their potential. I am a firm believer that actions speak
significantly louder than words so
it will be incredibly important for me to show my teachers what
I would like to happen
rather than just talk about it. Regardless of our status as a low-
performing school, I
would continue to empower my teachers to take on leadership
roles, take chances with
their instruction, and work with their team to develop
instructional strategies that meet
the needs of their students.
teachers leaving thirty minutes
early on Friday. However, again, it is important for me in that
scenario to have a
conversation rather than immediately shut the idea down. It is
an interesting idea, but
logistically it sounds like a nightmare if that is what truly
happened. I imagine it would
have been practically impossible for the principal to watch all
of the students and handle
dismissal alone on Friday afternoons. I would be open to
hearing suggestions on how to
allow teachers to leave early, but also maintain the safety and
security of our students.
New Kid at School
What should you say when teachers remind you of Ms. A. and

her wonderful love for them.
I would kill my teachers with positivity about the school rather
than about myself or Ms. A. The success of the school would be
at the front of my mindset and conversation. I would do my best
to avoid passive-aggression because it will take away from the
positive spirit I am trying to instill in a school that is
transitioning. I would redirect the conversation to what the new
expectations for teachers and staff members are and how I am
here to support them through the changes. If they need help, I
am more than willing to take the time to show them or provide
examples of the new policy or process.
You know that the school is about to be placed on the district's
list of low-performing schools. Should you remind them of that
as you defend your own leadership? Do you even need to defend
your leadership?
To initiate my culture and goals, I would not remind the staff of
the low-performance of the school if I met resistance to my
leadership. I am a firm believer that school success cannot be
done on it’s own. I believe it is important to share your goals
and vision with those within the school. Even if you use teacher
leaders to help spread your mindset, you are reaching
shareholders within the school. The principal needs to be
someone that demonstrates they care before gaining a large
portion of support. Baby steps need to be made to reach the
entire school and finding a group of teacher leaders with similar
goals as you will help reach all shareholders within the school
Lastly, how will you respond to the fact that for many years the
staff left thirty minutes early on Fridays while the principal
handled student dismissal from the gym? (Maybe you are all for
it)!
At the beginning of the year I would remind teachers of the
importance of following their contract hours. At my school
contract hours are 7:40 to 3:40. We are required to remain
obligated to our contracts. I would be upfront about the
expectation at the beginning of the year or when I first heard of
the 30 minute early dismissal to staying until the students leave

on Friday afternoons. I have never heard of this actually
happening in a school before and I would tell the staff this. Not
only are we letting our students get out of instruction time, we
are wasting taxpayer dollars as well.
New Kid at School
her wonderful love
for them.
than about myself or Ms
.
A. The success of the school would be at the front of my
mindset and conversation. I
would do my best to avoid passive
-
aggression because it will take away from the
transitioning. I would redirec
t the
conversation to what the new expectations for teachers and staff
members are and how
I am here to support them through the changes. If they need
help, I am more than
willing to take the time to show them or provide examples of
the new policy or proce
ss.

list of low
-
performing schools. Should you remind them of that as you
defend your own
leadership? Do you even need to defend your leadership?
To initiate my culture and goals, I would not
remind the staff of the low
-
performance of
the school if I met resistance to my leadership. I am a firm
believer that school success
cannot be done on it’s own. I believe it is important to share
your goals and vision with
those within the school. Even if
you use teacher leaders to help spread your mindset,
you are reaching shareholders within the school. The principal
needs to be someone
that demonstrates they care before gaining a large portion of
support. Baby steps need
to be made to reach the entire s
chool and finding a group of teacher leaders with similar
staff left thirty
minutes early on Fridays while the principal handle
d student dismissal from the
gym? (Maybe you are all for it)!
importance of following their
contract hours. At my school contract hours are 7:40 to 3:40.
We are required to remain

expectation at the be
ginning of
the year or when I first heard of the 30 minute early dismissal
to staying until the
students leave on Friday afternoons. I have never heard of this
actually happening in a
school before and I would tell the staff this. Not only are we
letting o
ur students get out
of instruction time, we are wasting taxpayer dollars as well.
New Kid at School
her wonderful love
for them.
than about myself or Ms.
A. The success of the school would be at the front of my
mindset and conversation. I
would do my best to avoid passive-aggression because it will
take away from the
transitioning. I would redirect the
conversation to what the new expectations for teachers and staff
members are and how
I am here to support them through the changes. If they need
help, I am more than
willing to take the time to show them or provide examples of
the new policy or process.
list of low-

defend your own
To initiate my culture and goals, I would not remind the staff of
the low-performance of
the school if I met resistance to my leadership. I am a firm
believer that school success
cannot be done on it’s own. I believe it is important to share
your goals and vision with
those within the school. Even if you use teacher leaders to help
spread your mindset,
you are reaching shareholders within the school. The principal
needs to be someone
that demonstrates they care before gaining a large portion of
support. Baby steps need
to be made to reach the entire school and finding a group of
teacher leaders with similar
staff left thirty
minutes early on Fridays while the principal handled student
dismissal from the
importance of following their
contract hours. At my school contract hours are 7:40 to 3:40.
We are required to remain
expectation at the beginning of
the year or when I first heard of the 30 minute early dismissal
to staying until the
students leave on Friday afternoons. I have never heard of this
actually happening in a
school before and I would tell the staff this. Not only are we
letting our students get out
of instruction time, we are wasting taxpayer dollars as well.

New Kid at School
There is a sequence of events that must take place here.
Before school starts, I bring together the leadership team (old or
new or a combination of both) and we work together to create
the vision and mission statements for the school. Then, when
teachers remind me of Ms. A. and her wonderful love for them,
I will smile and tell them that she clearly has a wonderful gift
for building a positive culture in the school. Then I will ask if
that particular activity lines up with our new vision and mission
statements?
Do I need to defend my leadership? No. This faculty must be
aware of their school’s performance and the need for
improvement. As a team, we will disaggregate the data to
identify strengths and weaknesses. Then, also as a team, we
will develop academic achievement goals for the year. So,
when a teacher remarks about how Ms. A. would do something,
I would praise the positive parts, and then ask if the rest of the
strategy lines up with the goals to which we all agreed. From
there it is a matter of trusting the process; using PLC’s to show
growth and winning teachers over to a new way of thinking with
evidence. Throughout all this I would seek advice from my
mentor and others whom I trust to give wise counsel.
When a teacher says to me that Mrs. A. used to keep all the
students in the gym on Friday afternoons so that teachers could
leave thirty minutes early, I would smile, say, “That was super
nice of her!” and keep walking.
New Kid at School
T
uesday, January 21, 2020, 1:45 PM

Before school starts, I
bring together the leadership team (old or new or a combination
of both) and we work
together to create the vision and mission statements for the
school.
Then, when
tea
chers remind me of Ms. A. and her wonderful love for them, I
will smile and tell them
that she clearly has a wonderful gift for building a positive
culture in the school. Then I
will ask if that particular activity lines up with our new vision
and mission
statements?
aware of their school’s
performance and the need for improvement.
As a team, we will disaggregate the data
to identify strengths and weaknesses.

Then, also as a team, we will de
velop academic
achievement goals for the year.
So, when a teacher remarks about how Ms. A. would
do something, I would praise the positive parts, and then ask if
the rest of the strategy
lines up with the goals to which we all agreed. From there it is a
m
atter of trusting the
process; using PLC’s to show growth and winning teachers over
to a new way of
thinking with evidence. Throughout all this I would seek advice
from my mentor and
others whom I trust to give wise counsel.
When a teacher says to me
that Mrs. A. used to keep all the students in the gym on
Friday afternoons so that teachers could leave thirty minutes
early, I would smile, say,
“That was super nice of her!” and keep walking.
New Kid at School
Before school starts, I
bring together the leadership team (old or new or a combination
of both) and we work
together to create the vision and mission statements for the
school. Then, when

teachers remind me of Ms. A. and her wonderful love for them,
I will smile and tell them
that she clearly has a wonderful gift for building a positive
culture in the school. Then I
will ask if that particular activity lines up with our new vision
and mission statements?
aware of their school’s
performance and the need for improvement. As a team, we will
disaggregate the data
to identify strengths and weaknesses. Then, also as a team, we
will develop academic
achievement goals for the year. So, when a teacher remarks
about how Ms. A. would
do something, I would praise the positive parts, and then ask if
the rest of the strategy
lines up with the goals to which we all agreed. From there it is a
matter of trusting the
process; using PLC’s to show growth and winning teachers over
to a new way of
thinking with evidence. Throughout all this I would seek advice
from my mentor and
others whom I trust to give wise counsel.
When a teacher says to me that Mrs. A. used to keep all the
students in the gym on
Friday afternoons so that teachers could leave thirty minutes
early, I would smile, say,
“That was super nice of her!” and keep walking.
New Kid at School
Monday, January 20, 2020, 7:16 PM
her wonderful love for them?
I think the first thing I would have to continually remind myself

is to be patient and avoid becoming defensive. As a new leader,
I would need to understand that it will take time for the staff to
adjust to the change in leadership and for them to get to know
and trust me. Although it may be difficult, Bohn suggests that a
new school leader should “be open to discourse that compares
the way things used to be with what you hope to do, trusting
that productive conversation will follow” (Bohn, 2013). These
conversations will provide me with insight that may help me
work with my new staff and can give me the chance to explain
my plans, goals, values, and expectations. I think there is a
delicate balance here between being open to discussion about
the past and not letting this take over or lead to a negative view
about change or ways that my approach or expectations are
different from the ways things were done in the past. One way I
have seen a new administrator work to build trusting
relationships with a school staff and help with the transition in
leadership is taking time to have brief one-on-one meetings with
each staff member. Although this was a significant time
commitment, it demonstrated that she cared about getting to
know each staff member, and it set the tone for a school culture
where staff can be open with her.
list of low-performing schools. Should you remind them of that
as you defend your own leadership? Do you even need to defend
your leadership?
I do not think it would be productive to remind the staff about
the school being placed on the district’s list of low-performing
schools in response to them making comments about the
previous school principal. I believe this would have a very
negative effect on morale and would likely not help me gain the
respect of the staff. I think it would be best to remind them of
our goals as a school, our vision, and my expectations for our
staff as we work towards achieving our goals. I would strive to
remind them that we are all working as one team and making all
decisions best around the best interest of our students.

staff left thirty minutes early on Fridays while the principal
handled student dismissal from the gym? (Maybe you are all for
it)!
I would be very surprised to hear that the previous principal let
staff leave early on Fridays and handled dismissal. While I
understand that this had very positive effects on staff morale, it
would raise concerns for me about student safety and ensuring
all students were sent home through the proper method of
transportation. At my school, we have nearly 1,100 elementary
students with about 800 of those students tracked in at any
given time. It would not be realistic for all of these walkers, bus
riders, and carpoolers to be safely and accurately dismissed
from the gym. Additionally, in our district, teacher’s contracted
hours extend through dismissal time. While I do not think this is
feasible, I would be open to teams brainstorming ways that
perhaps I could provide dismissal coverage to classrooms or
grade levels on a rotating basis on Fridays to provide 30
minutes of planning time at the end of the week for those
teachers. I would not make any promises about this, but I would
be open to suggestions. While I know this would not be the
same and many teachers might be upset, I hope that this would
show that I am making an effort and willing to hear them out
while prioritizing student safety and respecting district policy.
New Kid at School
her wonderful love
for

them?
is to be patient and avoid
becoming defensive. As a new leader, I
would need to understand that it will take time
for the staff to adjust to the change in leadership and for them
to get to know and trust
me. Although it may be difficult, Bohn suggests that a new
school leader should “be
open to discourse that compares th
e way things used to be with what you hope to do,
trusting that productive conversation will follow” (Bohn, 2013).
These conversations will
provide me with insight that may help me work with my new
staff and can give me the
chance to explain my plans, goal
s, values, and expectations. I think there is a delicate
balance here between being open to discussion about the past
and not letting this take
over or lead to a negative view about change or ways that my
approach or expectations
are different from the way
s things were done in the past. One way I have seen a new
administrator work to build trusting relationships with a school
staff and help with the
transition in leadership is taking time to have brief one
-
on
-
one meetings with each staff
member. Although th
is was a significant time commitment, it demonstrated that she
cared about getting to know each staff member, and it set the
tone for a school culture

li
st of low
-
defend your own
the school being placed on
the district’s list of lo
w
-
performing schools in response to them making comments about
the previous school principal. I believe this would have a very
negative effect on morale
and would likely not help me gain the respect of the staff. I
think it would be best to
remind them of
our goals as a school, our vision, and my expectations for our
staff as
we work towards achieving our goals. I would strive to remind
them that we are all
working as one team and making all decisions best around the
best interest of our
students.
Lastly, h
ow will you respond to the fact that for many years the staff left
thirty
dismissal from the

sta
ff leave early on
Fridays and handled dismissal. While I understand that this had
very positive effects on
staff morale, it would raise concerns for me about student safety
and ensuring all
New Kid at School
her wonderful love
for them?
is to be patient and avoid
becoming defensive. As a new leader, I would need to
understand that it will take time
for the staff to adjust to the change in leadership and for them
to get to know and trust
me. Although it may be difficult, Bohn suggests that a new
school leader should “be
open to discourse that compares the way things used to be with
what you hope to do,
trusting that productive conversation will follow” (Bohn, 2013).
These conversations will
provide me with insight that may help me work with my new
staff and can give me the
chance to explain my plans, goals, values, and expectations. I
think there is a delicate
balance here between being open to discussion about the past
and not letting this take
over or lead to a negative view about change or ways that my
approach or expectations
are different from the ways things were done in the past. One

way I have seen a new
administrator work to build trusting relationships with a school
staff and help with the
transition in leadership is taking time to have brief one-on-one
meetings with each staff
member. Although this was a significant time commitment, it
demonstrated that she
cared about getting to know each staff member, and it set the
tone for a school culture
list of low-
defend your own
the school being placed on
the district’s list of low-performing schools in response to them
making comments about
the previous school principal. I believe this would have a very
negative effect on morale
and would likely not help me gain the respect of the staff. I
think it would be best to
remind them of our goals as a school, our vision, and my
expectations for our staff as
we work towards achieving our goals. I would strive to remind
them that we are all
working as one team and making all decisions best around the
best interest of our
students.
staff left thirty
dismissal from the

staff leave early on
Fridays and handled dismissal. While I understand that this had
very positive effects on
staff morale, it would raise concerns for me about student safety
and ensuring all
KNOWING & DEVELOPING YOURSELF FOR
PROFESSIONAL SUCCESS
__________

23
What is a Personal Development Plan?
The aim of creating a Personal Development Plan (PDP) is to
document a process of self-analysis, personal reflection and
honest appraisal of your strengths and weaknesses. This should
enable you to evaluate your current position and where you are
right now and consider your future development.
The purpose of the PDP is to encourage you to learn and plan by

becoming more aware of your capabilities and the opportunities
around you at the Leicester Castle Business School. The PDP
can be applied in a range of contexts, changing the way you
approach your studies, make choices in both your academic and
personal life and prioritise your actions.
You should consider this as a live document that captures your
current situation at DMU, your goals and aspirations both whilst
at studying at the Leicester Castle Business School and longer
term.
What do I need to do?
This PDP is divided into three parts. In each area we expect
specific examples to illustrate your point.
1. Knowing Yourself: What did I learn about myself?
2. Developing Yourself: How does what I learned about myself
help me to shape my goals?
3. Promoting Yourself: How do I use the knowledge from parts
1 and 2 to develop strategies for promoting myself for my
future?
You are required to complete the PDP workbook (PDP
Template.doc). You should carefully review what you have
learned during the Knowing and Developing Yourself module
(including the prescribed readings, theories and conceptual
frameworks) and apply this in the PDP document.
The word count for the PDP should be 3000 words (excluding
the reference list and the word count on the template which is
around 2500 words).
Submit your assignment on Turnitin by noon of the deadline
merged .pdf file containing the following separate documents.
· The completed PDP workbook
· Myers Briggs Type Indicator (MBTI)
· Clifton StrengthsFinder report
· 360 Feedback from colleagues, friends, and family
· Personal Branding Canvas
· Video Interview
· Cover Story You
The following table supports you to link the different

theoretical concepts taught in the module with the
corresponding literature, as well additional tools and outputs
which you have to work on as part of your assessment.
Parts of the PDP
Suggested literature
Additional tools
Teaming
· Belbin, R. M. (2012). Team roles at work. Routledge.
· Lencioni, P., ProQuest (Firm), & Books24x7, I.
(2002;2007;). The five dysfunctions of a team: A leadership
fable (1st;1. Aufl.; ed.). San Francisco: Jossey-Bass.
· Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-
group development revisited. Group & Organization
Studies, 2(4), 419-427. doi:10.1177/105960117700200404
· Coyle, D. (2018). The culture code: The secrets of highly
successful groups. Bantam.
· George, B. (2010). True north: Discover your authentic
leadership (Vol. 143). John Wiley & Sons.
Personality Assessment and Values
· Bayne, R. (1997). The myers-briggs type indicator: A critical
review and practical guide. Cheltenham: Stanley Thornes.
· Sinek, S. (2015). The golden circle. Gumroad. com,
http://tinyurl. com/golden-circle-sinek.
· Myers Briggs Type Indicator (MBTI)
https://vle.dmu.ac.uk/bbcswebdav/pid-4411771-dt-content-rid-
8081852_1/xid-8081852_1
· Clifton StrengthsFinder
www.strengthsquest.com

· Suditu, M. (2012). Students’ professional values perception
inventory - important dimensions of career orientation. Procedia
- Social and Behavioral Sciences, 69, 1993-1997.
doi:10.1016/j.sbspro.2012.12.155
· Career Values Inventory
8023111_1/xid-8023111_1
· Othman, N., & Amiruddin, M. H. (2010). Different
perspectives of learning styles from VARK model. Procedia -
Social and Behavioral Sciences, 7, 652-660.
doi:10.1016/j.sbspro.2010.10.088
· VARK questionnaire
http://vark-learn.com/the-vark-questionnaire/
Goal setting
· Locke, E. A., & Latham, G. P. (2006). New directions in goal-
setting theory. Current Directions in Psychological
Science, 15(5), 265-268. doi:10.1111/j.1467-8721.2006.00449.x
· Reeves, M., & Fuller, J. (2018). When SMART goals are not
so smart. MIT Sloan Management Review, 59(4), 1-5.
Personal Branding
· Clark, T., Osterwalder, A., & Pigneur, Y. (2012). Business
model you: a one-page method for reinventing your career. John
Wiley & Sons.
· Geck, C. (2009). Schawbel, dan. me 2.0: Build a powerful
brand to achieve career success Library Journals, LLC.
· 360 Feedback
8101674_1/xid-8101674_1
· Personal Branding Canvas
8096215_1/xid-8096215_1

https://bigname.pro/personal-branding-canvas/
How will my assignment be graded?
The submitted plan will be marked using the following grading
criteria:
· Coherence (30%)
· Are there clear and logical links between the 3 different
sections of the report: 1. Knowing Yourself: What did I learn
about myself? 2. Developing Yourself: How does what I learned
help me to shape my goals? 3. Promoting Yourself: How can I
use this knowledge to develop strategies for promoting myself?
· i.e. Do the goals formulated in Developing Yourself clearly
build on the learning discussed in Knowing Yourself?
· Do the promotion strategies in Promoting Yourself clearly
build on both sections 1 and 2?
· Engage with course materials (30%)
· Has the student effectively used the content of the module to
construct the plan?
· Does it show how core theories, models and frameworks
introduced in the module have impacted on learning and
informed plans?
· Is there clear evidence of engagement with classroom
experiential activities?
· Wider Reading and Reflection (30%)
· Does the plan show evidence of wide and relevant reading?
· Are the prescribed module readings used to support the plan?
· Is there evidence of independent research, using additional
written or audio-visual sources beyond what was provided in the
module?
· Is there evidence that the student has not only understood the
readings but also evaluated and applied what has been read to
learning and goal setting?
· Communication (10%)
· Is the student able to communicate effectively his/her plan and
the rationale for this?
· Is there a structure to the plan?

· Does it have a conclusion?
· Are external sources acknowledged and correctly cited in the
text?
· Is there a reference list?
· Is the writing style professional and clear, with accurate
spelling, grammar and punctuation?
KNOWING YOURSELF
DEVELOPING YOURSELF
PROMOTING YOURSELF
Personality assessment
Smart goals
Competencies
Personal Branding Canvas
Strengths
Values
Video Interview
Your Cover Story

KNOWING & DEVELOPING YOURSELF FOR PROFESSIONAL SUCCE.docx

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