This document analyzes the learning styles and development needs of two individuals, CO and CN, using various assessment tools. For CO, the results show a moderate preference for activist and theorist learning styles, with strengths in IT skills but weaknesses in areas like presenting and time management. CN prefers an activist learning style and has strengths in tasks like problem solving, but weaknesses in organization and numeracy. Potential barriers to learning are identified for both, such as a lack of planning or personal issues affecting work. The document proposes ways for CO and CN to address these barriers and weaknesses, such as through feedback sessions, time management training, and focusing on professionalism.

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M3.13DEVELOP SELFANDOTHERS
INTRODUCTION
“Let himwhowouldmove the worldfirstmove himself.”
A phrase once saidby Socrates(b.470 BC – d.399 BC) showsearlyonthe social conceptof self-
development.A Greekphilosopherwhose thoughts,characterandway of life hada profoundinfluence
on ancientandmodern philosophy,his phrase alludesthatinordertodo great things,one mustfirst
become great.To become greatone mustdevelop.
Developasdefinedbythe OxfordDictionaryistogrow or cause to grow and become more mature,
advancedor elaborate.
Withthisin mind,we can define self-developmentasthe growthof abilities,the maturingof attitudes
and the advancementof knowledge.
As a manager,self-developmentisvital inordertomeetthe capabilitiesof beinganeffective leaderand
mentor. To inspire andmotivate the workforcetostrive forimprovement youmustbecome arole-
model anddevelopyourownskills aswell asthose of yourteam. In orderto developyourself andyour
teammembersyoumustalsobe able toassessyourown strengthsandweaknessesaswell asothers.
You mustlistentoyour team,support andbuildthemtoshare yourcommitmenttoachievingthe
objectivesof the organisationaswell astheirownobjectivesinpersonalandcareerprogression.
Applyingthisinaworkenvironment, CO’srole istoplan,organise andadministrate trainingcoursesfor
staff inthe organisation,maintaineffectivecommunicationwithinternalandexternal personnel,
supportand mentorthe apprentice andassistmanagementwithadhoctasks.CN’srole istosupportthe
teamwithadministrativetasksaswell ascomplete all NVQcourseworkandpassthe course.
The developmentneedsandobjectivesof myself (CO) andthe apprentice teammember(CN) willbe
identified,discussedandaplandevelopedinordertomeetthem.
1: KNOWHOWTOIDENTIFY DEVELOPMENTNEEDS
In orderto identifythe developmentneedsof COandCN,theirlearningstyleswill be analysed.
A learningstyle,isthe preferredwayinwhichanindividual learnsandif analysedthe individual canuse
that informationtobetterunderstandhow theylearnandapplyitto learningsituations.Anindividual
can become a balancedlearnerif able toadaptto any learningsituation by knowingwhich learningstyle
will bestachieve this.
There are manylearning modelsthatcanbe usedto analyse anindividual’slearningstyle. Forthe
purpose of thisstudythe Honeyand Mumfordand VARKlearning theorieshave beenadopted.

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The Honeyand Mumfordmodel,basedonKolb’stheoryof experientiallearning,proposesthatthere are
fourdistinctlearningstylesorpreferencesthatindividualsare naturallypre-disposedto:Activist,
Theorist,PragmatistandReflector.
Activistslearnthroughbeinghandsonandexperiencingasituationthroughdoingwhereastheorists
prefertounderstandthe theoryof a situationandneedconceptsandfactsto engage inthe learning
process.
Pragmatistsneedtosee howtheoryconveysintopractice inreal situationsandreflectorslearnthrough
observationandretrospection.
The VARKlearningmodel alsosuggestsfourpreferredstylesof learning: Visual,Aural,Read/Write,and
Kinesthetic.
It proposesthata learnerwill prefertolearn eitherbyseeingandwatchingsomeone else performthe
task,throughlisteningtoinstructionsandguidance andspeakingaboutthe task,throughreadingand
writingaboutthe task or throughperformingthe taskitself.
In Appendices1aand 1b, CO and CN have completedanadaptedversionof the HoneyandMumford
questionnaire toanalyse whichlearningstylestheyprefer.
Appendix 1arepresentsCO’sresults,fromwhichitcanbe seenthatCO has a low preference forthe
reflectorandpragmatistlearningstylesandamoderate preferenceforthe activistandtheoristlearning
styles. Appendix2arepresentingCO’sVARKquestionnaire resultscouldbe saidtosupportthe resultsin
Appendix 1a. Beingsimilarif we compare the twoquestionnaires,amoderate preference towards
kinesthetic(activist) andliterary(theorist) learning anda lowerpreference tovisual (pragmatist) and
aural (reflector) learning canbe shown.
These resultstell usthatCO can adaptto variouslearningsituationsasthere isnostrong preference to
one particularlearningstyle butcouldworkonbecomingamore balancedlearner.
CO can have an open-mindedapproachtolearningandgetsinvolvedinthe experience,enjoys
challenges andanalysesandprocessesthe informationobtainedduringthe experience intological
theory.The benefitsof havingthisapproachtolearningisthatCO hasa well-roundedexperience
understandingthe practicalityaswell asthe theoryof the experience andcanengage inthe learning
processina passive oractive experience.However, COcouldpotentiallybe lesslikelytospendtime
reviewinglearningandself-evaluatingaswell asapplyingwhathasbeenlearntinorderto become more
self-aware andimproveperformance.
AnalysingCN’sresultsasshowninAppendix1b,itproposesthatCN hasa strongpreference tothe
activistandreflectorlearningstylesandalow preference tothe theoristandpragmatiststyles. Similar
resultsare seen inAppendix2bwithCN’spredispositiontokinestheticlearning,however there is lower
preference forliteraryorreflectivelearningshowingCN tobe predominantlyanactivistlearner.
ThissuggeststhatCN preferstolearnby becomingfullyinvolvedandhavingaproactive attitude to
learningexperiences,isenthusiastictowardsnew taskshoweverwilltendtoact firstand considerthe
consequencesafterwards.CN will tendtoreview ataskandevaluate the experience andconsiderwhat
can be improveduponhowevermaynotalwaysputwhathas beenlearntintopractice ortry to
understandthe theorybehindataskbefore acting.
HavingunderstoodCOandCN’spreferencestowards learning,theirskillswill now be assessedtobetter
understandtheirdevelopmentneeds. Appendices3aand3b are skillsself-assessmentauditstoidentify

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CO and CN’sstrengthsandweaknessesinthe areasof communication,teamwork,problemsolving,
personal effectiveness,numeracyandITliteracy.A SWOT analysishasalsobeenusedtoidentifytheir
strengthsandweaknessesaswell asrecognisingthe opportunitiesandthreatstheyface as learners.
Appendix 3arepresentsCO’sskillsassessmentresults.Fromitwe can see that overall COisfairly
competentinmostareasand CO’sstrengthsinclude usingITpackagesandsoftware.Havingbeentasked
withcreatingan IT troubleshootingguideforthe departmentshowsthatmanagementrecognise CO’s
abilityinthisarea.Otherstrengthsinclude communicating,takingthe leadandusinginitiative,working
well ina teamand retaininginformation whichare all vital inthe organisationandplanningof training
courses.Howeverimprovementisrequiredinpresenting, developingothersandmonitoringprogress,
time managementandorganisational skills inordertosupportmanagement,meetdeadlines,complete
bookingsandhave informationaboutcoursesreadilytostaff available asandwhenneeded.
CO’sSWOT analysis inAppendix4ashowsthat otherweakness are self-evaluation,acceptingnegative
feedbackanddelegationskillsbut italsoshows COishas an independent,highlymotivatedand
ambitious attitude towards learning.
Reviewingthe resultsinAppendix 3b,CN’sstrengthsinclude siftinginformationfromresearch,written
communication,presenting andsolvingchallengingqueries whichwill assistincompletionof
courseworkandworkingtowardsachievingapassonthe NVQcourse. Asfor weaknesses,these include
organisation,numeracyandITskills.CN’sSWOTanalysis,Appendix 4b,givessimilarresultsbutalso
identifiesweaknessesinoral communicationandtime management.
In a trainingservice role,theseweaknessescanhave animpacton performance,especiallyrelatingtoIT
literacy, communicatingandexpressingone’sself inaprofessional manner. CN hasverylittle experience
ina professional workenvironmentandcansometimesreceivenegative feedbackbasedon
inexperience.However,CN has a can do attitude towardscompletingdelegatedtasksshowingstrength
insupportingteammembers.
Havingdiscussedthe developmentneedsof bothsubjects,the learningbarrierstheyface willnowbe
addressed.
Barriersto learningisare obstaclesone facesthatcan hindertheirabilitytolearn.Theycanbe internal
or external.
An internal barriercouldbe lackof motivationtolearnora lackof confidence.Anexternalbarriercould
be lack of supportfrom colleaguesorlackof resourcessuchas finance orstudymaterials.
In orderto identifythese barriers inCOandCN an ObstaclestoEffectivenessassessmenthasbeenused
to understand anycognitive,emotional,motivational,orpersonal barrierstolearning.
Appendix 5arepresentssome of the barriersthatCOfacesas a learnerwhichinclude personal issues
and feelingsaffectingwork,notevaluatingone’sworktosee if improvementscanbe made,nottaking
on boardfeedbackorsuggestionsforimprovementandnotplanningahead.Otherthreatstolearning,
as inAppendix 4a,include losingmotivation,stressandworkload.
CN’sbarriersaccordingto Appendix 5b, include lackof concentrationandnotplanningahead.Not
prioritisinghascausedworkloadandstress tobe a threatto CN’slearning,aswell as personal feelings
gettinginthe wayof work and not consideringownpersonaldevelopment. Appendix4bshowsthatlack
of motivationis alsoathreatto CN’slearning.

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In orderto overcome some of the barriersfaced,COcouldattendregularfeedbacksessionsandone to
one meetingswiththe managertoimprove attitude towardsself-evaluationandbecome more self-
aware. CO couldschedule time toreviewandreflectonatask aftercompletiontosee whether
improvementscouldhave beenmade andalsotake time toplan andschedule activitiesbyallocating
timedperiodsfordifferenttasksthroughoutthe day toimprove time managementskills anddelegate
tasksto the departmentapprentice toreduce stressandworkload.
The personal issuesaffectingwork canbe overcome byaddressingthe issuesinpersonal time and
adjustingmindsetso thatprofessionalismismaintainedatall timesinthe workplace.
As forCN, planningactivitiesforthe daywouldalsobe beneficial,aswell asassessingthe urgency,
relevance andimportance of tasksinorderto prioritise andmaximise performance.Attendingatraining
course on time managementwould alsoassistwiththis.Asforpersonal issues, CN canovercome the
issue of thisaffectingworkperformance by focusingonthe taskat hand.CN can addressissueson
concentrationbyschedulingavarietyof tasksto complete during the workdayand to increase
motivationtowardspersonal development,CN couldseekguidance andadvice fromthe manageron
attendingcourses toassistwithpersonal andcareerprogression.
2: KNOWHOWTODEVELOPSELF ANDOTHERSTOACHIEVEORGANISATIONAL
OBJECTIVES
Understandingthe developmentneedsof COandCN,the optionsavailable tomeetthese needswill
nowbe discussed.
CO’sweaknessesasmentioned previously,lieintime managementandorganisationandself-evaluation
mainly.The developmentoptionsavailabletoCOinclude attendingthe trust’stime management
course,learningtime managementtechniquesand applyingthe knowledgegainedintopractice.By
planningandstructuringthe day,settingtargetsanddeadlinestocompleteworkbyandmeetingthem,
CO will become more organised.Thiscanbe done usinganelectronicora paper-baseddiary.A Gantt
chart is alsoa good wayto schedule tasksandstayon track whenorganisingandschedulingtraining
coursesfor the trust. In orderto gainand improve managerial skillssuchasdelegationandplanning,CO
isundertakingamanagementcourse.Thisaswell asattendingregularappraisal sessionswiththe
managerand monitoringprogressovertime will alsoallowCOtobecome more self-awareof anyareas
whichrequire improvement andinturnwill teachCOto self-evaluate.COshouldalso review andreflect
on a task aftercompletionandassessanyissuesthatoccurredandhow theycan be overcome infuture
and alsoencourage feedbackfromothermembers of the team.
The developmentoptionsthatcouldmeetCN’sneedsinclude,attendinganITcourse throughthe trust’s
IT departmenttoimprove CN’scompetencyinusingMicrosoftpackagessuchas Excel.CN couldalso
have 1-1 tutorialswithacolleague tounderstandthe trainingmanagementsystemandhave first-hand
experience of howtouse itand applythe knowledge gainedinthe workenvironment. Thisallowsfor
CN’spredispositiontohave directinvolvementinthe learningexperience.
Attendingthe communicationcourse offeredbythe trustcouldassistCN withcommunicating
effectivelyandexpressingone’sselfinaprofessionalmannerandmaintainingaconsistentandregular
approach to attendingtutorial sessions,completingcourseworkandachievingpass gradesinthe NVQ
course can motivate CN to continue tolearnas confidence inlearningabilitywill grow.

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As well asthe developmentoptionsavailable COandCN require supportmechanismstoachieve
personal andprofessional development.
CO and CN’smanagercan offervital supportintermsof approvingstudydays,offeringguidance and
support,givingfeedback,monitoringandreviewingprogress,appraisingperformance andsponsorship
of courses.
The trust offersstaff accessto the e-learningcentre,KingsCollege librariesandvariousshortcourses are
alsoavailable.
Workinginthe learninganddevelopmentdepartment,the opportunitiesforpersonal developmentare
readilyavailable andbothCO and CN are completingvocationalcourseswhilstworkinginthe
department.The course tutorsact as a supportmechanismtowardsachievingthe learninggoalsof the
course by providingstudymaterial,guidanceandmentorship. The tutorscanalso provide feedbackand
advice onhow to applythe skillslearntinthe workenvironment
Colleaguescanprovide supportbysharingworkloadandallowingCOandCN time tocomplete more
importantor urgenttasks,or assistingwiththeirworkloadwhile theyattendstudysessionsandtake
studyleave.
CO and CN have completedpersonal developmentplanstobe reviewedandcompletedoveratwelve
monthperiod.These canbe seeninAppendices6aand 6b.
Appendix 6a,CO’spersonal developmentplan,showsthatCOiscommittedtocompletingthe ILM
course,and understandsthatinorderto achieve this,time,resourcesandsupportfrom hertutorand
managerwill be vital.
Aspiringtoprogressintoa managerial role,COwill needtoapplywhathasbeenlearntonthe ILM
course intopractice in the workenvironment,havementoringsessionswiththe line manageraswell as
applyformanagementpositionsavailable inthe department.
Additionally,tocontinue toimprove the serviceprovidedbythe LearningandDevelopmentdepartment
CO will needtoimprove communicationandtime managementskillsthroughattendingshortcourses
offeredbythe trustas well asbecomingmore organisedandefficient.
CN’spersonal developmentplan,asinAppendix 6b,showsanaspirationtogaina permanentrole inthe
departmentbyapplyingthe knowledge gainedfromthe NVQcourse intopractice,aswell as on the job
coachingfrom colleaguesandthe manager,attendingshortcoursesandattendingthe interview forthe
role.Aswell asthis,CN aims topass the NVQcourse and move ontothe nextlevelbypassingthe course
throughcompletionof courseworktopassstandard,attendingtutorials,supportof line manager,
dedicatingstudytime andgainingsponsorshiptocontinue studyingontothe nextlevel.
Havingagreeda planfor development,COandCN will needtomonitortheirdevelopmentandreview
theirprogressinorderto continue achievingtheirgoals.
The methodusedto measure the progressmade includes monthlyreview meetings tobe scheduled
witheachsubject.
CO will attend1-1meetings withthe line managertodiscussthe targetsand goalssetand whatsupport
can be giventohelphermeetthem.

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The progressmade on the ILM course and the applicationof knowledge gained will be measured,
lookingatassignmentgrades andfeedbackfromtutorandcolleagues.
CO will assistthe line managerwithmanagerial tasksonce aweekand review andreflecton
performance. COwill alsoobserveCN’sreview meetingstobetterunderstandthe processof appraising
and developingstaff andtogainskillstodevelopherownmanagerial style.
Reviewmeetingswill alsobe conducted withCN independently,puttingintopractice the managerial
skillsbeinglearntonthe course and inthe work environment.
AdditionallyCOwillmonitorherowntime managementbyconductingtime studieswhilstcompleting
tasksand prioritisingherworkloadtobecome more efficient.
CN’smonthlyreviewswilldiscussthe progressmade onthe NVQcourse,lookingatgradesachievedon
coursework aswell astutor reports.
CN’sabilitytoputknowledge intopractice will be assessedbymeasuringthe qualityof workproduced
withinthe workenvironmentusingfeedbackfromcolleaguesaswell asservice users.
CN will alsoattendweekly coachingsessionswithCOtoimprove onthe efficiencyof the service she
deliversandtobetterunderstandthe trustITsystems.
Overall,the monthlymeetingswill measureprogression,identifyanybarriersbeingencountered,review
goalsand ensure thatbothsubjects are meetingpersonal aswell asorganisational objectives.
CONCLUSION
Thismodule makesitclearthat inorderto developothersasa manager,youmustfirstdevelopyourself.
To be an effective manageryoumustknow whoyouare.You mustknow your strengthsandweaknesses
and those of the people aroundyou.Itis vital toknow exactlywhatyourobjectivesare andhave a
structuredand detailedplantoachievethem.
You should constantlystrive forself-improvementandreflect andassess yourperformance tobetter
understandhowyoucan improve. Youhave a dutyto provide yourstaff withthe supporttheyneedto
achieve theirgoalsandmotivate themtoconstantlyself-evaluate andimprovetheirownperformance.
Havingbetterunderstoodmyownlearningstyle,developmentneedsandhow tomeetthem, Ican now
applythisbymeetingthe targetssetinmy personal developmentplanaswell asmentoringand
coachingmy teammemberto meetherown targets.
By attendingthe monthlyreview meetingsandfollowingmydevelopmentplan, Iwill be able toapply
whathas beenlearntinthismodule tomywork environmentaswell asmypersonal developmentand
bettersupportmyline manager,teammembersandthe service of mydepartment.

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REFERENCES
www.oxforddictionaries.com –The OxfordDictionary
www.goodreads.com - Quotes
www.brittanica.com –EncyclopediaBritannica
www.le.ac.uk –Universityof Leicester–E-resources
Learning Styles hand-out–Stephanie Kingdon