Personal And Professional Development - Assignment Example

Faculty: Engineering and Construction Course Title: BTEC Level 5 HND Marine Engineering (QCF). Instructions for the use of this cover sheet (1) A cover sheet is required for every activity including presentations (2) Please complete all sections below (3) Attach the cover sheet to your activity. Student name: Unit Name: Personal and Professional Development. Unit No: 27 Assessment No: 1 Title: Self-Managed Learning. Hand out date: 20/06/16. Hand in date: 26/09/16. LO Learning outcome (LO) AC In this assessment you will have the opportunity to present evidence that shows you are able to: Task no. Evidence (Page no) 1. Understand how self-managed learning can enhance lifelong development. 1.1 Evaluate approaches to self-managed learning. 1 a, b & c. 1.2 Propose ways in which lifelong learning in personal and professional contexts could be encouraged. 2. 1.3 Evaluate the benefits of self-managed learning to the individual and organisation. 3. 2. Be able to take responsibility for own personal and professional development 2.1 Evaluate own current skills and competencies against professional standards and organisational objectives. 4. 2.2 Identify own development needs and the activities required to meet them. 5. 2.3 Identify development opportunities to meet current and future defined needs. 5. 2.4 Devise a personal and professional development plan based on identified needs. 5. Learner declaration I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Student signature: Date: Activity designed by Assessed by Name: William Bateman. Name: Date: 14/06/16 Date: Internally Moderated by Internally Verified by Name: Barry Howells. Name: Date: 15/06/16 Date: In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades Grade Descriptor Indicative characteristic/s Contextualisation M1 Identify and apply strategies to find appropriate solutions Effective judgements have been made. An effective approach to study and research has been applied. The learner will have demonstrated that they have evaluated their skills adequately. The learner will demonstrate that they have used external sources within the evaluation. M2 Select/design and apply appropriate methods/techniques Complex information/data has been synthesised and processed. Appropriate learning methods/techniques have been applied. The learner will use multiple academic sources to support the judgements in your reflection. The learner will design the reflection correctly, demonstrating the use of different formats to put their point across. The reflection will also demonstrate that the learner has successfully evaluated their learning style and used a range of techniques to achieve success in the assignment. M3 Present and communicate appropriate findings The appropriate structure and approach has been used. The communication is appropriate for unfamiliar audiences and appropriate media have been used. When the learner has completed research on different learning styles and learning theories, they will present and communicate findings to an unfamiliar audience, using a suitable software package. D1 Use critical reflection to evaluate own work and justify valid conclusions Conclusions have been arrived at through synthesis of ideas and have been justified. The validity of results have been evaluated using defined criteria. The learner has written a 700-word reflective commentary linked to the skills audit carried out on themselves. It reflects weaknesses adequately and draws valid conclusions about PDP needs. D2 Take responsibility for managing and organising activities Activities have been planned. Autonomy has been demonstrated. The learner will demonstrate clearly how a personal reflection has led to an individual summary of ideas and conclusions. The reflection will go beyond expectations and incorporate more advanced ideas and formats than those discussed in class. D3 Demonstrate convergent/lateral/creative thinking Ideas have been generated and decisions taken. Problems have been solved. Creative thought has been applied. Throughout this assignment, and especially the critical reflection the learner will have demonstrated innovative ideas and/or creative approaches that have not been discussed in class. The learner will demonstrate that they have managed to resolve an unforeseen problem that came across during the PDP. The learner will also demonstrate that they have drawn clear conclusions about their individual needs based on new ideas. Assignment brief Unit number and title Unit 27: Personal and Professional Development. Qualification Pearson BTEC Level 5 HND in Marine Engineering Start date 20/06/16. Deadline/hand-in 26/09/16. Assessor Maria Evans. Assignment title Self-Managed Learning (1 of 2). Purpose of this assignment: Personal and professional development aims to develop an individual to become an effective and confident employee/manager. In order to accomplish such, the individual must manage its own personal and professional skills in order to achieve their personal goals. This is assignment 1 of 2 for this unit. Scenario 1: You have recently started employment as an educational consultant to a large petrochemical engineering company. Apprentices who are trained at the company start an academic qualification in a local College ranging from level three to degree level, they will also achieve a vocational qualification through practical activities carried out ‘on site’. Your role is to monitor progress of apprentices at all levels and to support them in achieving their qualifications. Task 1: (LO1: 1.1) a) You have been tasked with producing a leaflet and report relating to self-managed learning for first year apprentices. You have been asked to highlight the importance of knowing their preferred learning style and the benefits/limitations it may have in self-managed learning. The leaflet should also introduce learners to learning theories. It is hoped that the apprentices will use this information and apply it to their studies. Research and write a small paragraph on the following in terms of self-managed learning: Activist (Accommodating) An activist learner learns by doing. Such an individual uses solid examination. Activist learners keep themselves busy at work and are open-minded. They ensure that they are fully involved in learning and show no bias, especially in new experiences (Guraya et al. 2014). Pragmatist (Converging) A pragmatist learner uses active testing. They learn through try-and-see approach. These learners attempt to implement new concepts or ideas, techniques so as to see if they can work or not (Kolb & Saul 2010). Reflector (Diverging) A reflector learns by using reflective examination. They learn by observing and reflecting about past experiences or incidents. They prefer observing experiences, collecting data and take time to make any conclusion. They do not like leaping into something or an idea that they do not understand (Guraya et al. 2014). Theorist (Assimilating) They learn from a theoretical conceptualization and prefer to understand theories behind certain actions. To engage in learning, they require ideas or concepts, facts, and models. They always strive to create systematic and logical “theory” through analyzing and synthesizing new information (Kolb & Saul 2010). The Importance of Knowing your Preferred Learning Style and the Benefits/Limitations It May Have In Self-Managed Learning It is imperative to know your preferred learning styles. One significance is that as a learner you are able to identify your strengths and your weakness. If you are aware of your most appropriate learning method you can definitely identify your strengths and weaknesses, consequently, you will have the ability to recognize areas of improvement. Another benefit is that you can overcome the challenges that emerge in the learning experience. Many students have not identify the style in which they can learn best. The implication is that they find it difficult to grasp information and even interpret facts. It is therefore essential to identify you learning style. Knowing your learning style also gives one an opportunity to learn in a manner in which they prefer. This can enable you to get higher scores based on the fact that you have identified your most suitable approach of learning. The knowledge of your learning style can bring benefits to self- managed learning. One of the benefits is that a student can take charge of the manner in which they learn, the time in which they learn and how they learn (Ezekiel, 2006). This therefore enhances an individual’s capability of supervising their own learning which a key feature is of self- managed learning. Also a learner can use their learning style in order to develop long- term developmental goals and also skills which can be used in their future career. Self- managed learning is geared towards building long term developmental goals and skills. Consequently the knowledge of your learning skills can be beneficial. Knowledge of the learning style can affect self- managed learning. A learner may use the learning style in a way that may not meet the future needs of workplace. Learning Theories Reflexive modernization theory The theory implies that a learner must be aware of the processes that are taking place to modernize the world in their learning environment. Such modernity influences the kind of learning style that they adopt (Guraya et al. 2014). Kolb’s learning cycle According to Kolb, learning is the process through which knowledge is created by the transformation of a learner’s experience. The cycle consists of four stages where a learner must touch all the bases, implying that they need to go through all the stages. Kolb states that the process is integrative and every stage mutually supports and feeds the next one (Kolb & Saul 2010). Furthermore, a learner can enter the cycle at any stage and go through its logical sequence. These stages include concrete experience, reflective observation, abstract conceptualization, and active experimentation. Once you have completed your notes, produce a leaflet so that it can be handed out to the apprentices. b) The apprentices will be subject to a variety of learning experiences/environments throughout their training. You have been asked to produce a report to Evaluate the following approaches to self-managed learning. Approaches to self-managed learning Learning through research Learning through research is an independent and modern way of learning where a learner determines, tests and make a reflection on their learning goals in a responsible way. Learning through research is achieved through individual work, working in independent learning groups, and cooperating in research projects (Cunningham 2010). Learning from others e.g mentoring and coaching Learners can carry out self-managed learning by learning from others through mentoring and coaching. Mentoring supports and encourages people to manage their learning so that they maximize their potential, develop necessary skills, improve their productivity and performance, and realize or become what they want. Coaching focuses on the unrealized future possibilities and uses past experiences in learning (Pedler, Burgoyne &Boydell 2013). Coaching is about how things are done as opposed what is done. Seminars An array of personal and professional development skills can be learned through seminars as they cover essential topics in running organizations. Seminars are a good learning tool and used as a management resource since learners can learn financial reporting, marketing software use human resource and business management skills (Bourner 2011). Conferences Professional conferences, like seminars, allow people to meet and discuss and share a given subject that deals with organizational issues, issues concerning the state of their profession, and technical or scientific developments in their personal and professional development (Bourner 2011). Conferences give people the chance to present their knowledge on a topic to others that end up learning new ideas or concepts. Secondments Secondment is the exploration of different career possibilities by changing roles temporarily in the same organization. Secondment is meant at making the best use of an employee’s skills and interests. Commercial organizations do this to get the best out of their staff (Cunningham 2010). Interviews While interviews are considered stressful, they provide learning opportunities for personal and professional development. One needs to prepare so that they can reduce their stress levels. They can take time to analyze and review questions that they may likely face and explore ways of answering them. Use of the Internet Different Internet tools can be used for learning as they provide up-to-date information in an industry, and profession. A personal learning environment consists of different Internet tools that can be used for learning, for instance websites, online scholarly and industry journals, professional blogs and social networks. Social networking Social networking is online services, platforms and sites that allow people to build social networks among different people who share interests, backgrounds, activities and life experiences and connections. They allow users to share valuable knowledge, ideas and experiences for personal and professional development. Use of Bulletin Boards Information posted by employers in these bulletin boards offers employees an opportunity to learn and develop certain skills relevant in the workplace. Bulletin boards post important information for the staff in these organizations News Groups News groups denote to online discussion groups that provide active forums to exchange ideas, information, and provide people an opportunity to network, learn more about their industry and competition and increase their possibilities. c) Effective Learning Can be Measured By An Apprentice Using The Following Approaches Skills of personal assessment The skills that one offers are essential and a personal assessment of such skills is necessary. One can use an assessment tool with three P’s that stand for previous experience, portable skills and personality (Khiat 2015). Personal skills are the building blocks that underscore an apprentice’s learning in different situations allowing them to adapt and apply what they have learned. Planning Measuring effective learning involves the identification of the needs and planning how to implement strategies to earn the required skills (Khiat 2015). Organization Through their organization, learners understand the areas that need improved skills and knowledge. Furthermore, organizations have metrics to ascertain skills requirements for their operations (Bourner 2011). Evaluation Carrying out a personal SWOT analysis can help professional and personal learning. SWOT allows one to know their strengths, weaknesses, opportunities, and threats in the learning process and environment (Bourner 2011). M3 opportunity: when you have completed your research on different learning styles and learning theories, present and communicate your findings to an unfamiliar audience, using a suitable software package. Scenario 2: The petrochemical company are looking into upskilling their current workforce in the hope that it will minimise the need to employ external sub-contractors when carrying out routine maintenance; commissioning and decommissioning of various plant in the coming years. You have been asked to research and write a report on the implementation of lifelong learning in personal and professional contexts in the hope that it can be used as a proposition to current workforce. You will also need to evaluate the benefits of self-managed learning. The report will be used in a human resources meeting. Task 2: (LO1: 1.2) Ways In Which Lifelong Learning In Personal and Professional Contexts Could Be Encouraged. Several ways of encouraging lifelong professional and personal learning exist based an individual’s ability to gain more information. Lifelong learning is about continuous learning aimed at improving personal capacity and how one contributes to their professional context (Davis, 2014). It can be achieved through: Self-directed learning The model is an instructional process where one, as a learner, assumes the main responsibility for their learning process. Additionally, they nurture a personality feature that focuses on their desire and preference for the assumption of their responsibility to learn (Davis ,2014). Continuous professional development This can be achieved through training and classes at the professional level. Continuous education consists of getting new and addition professional skills for credentials or licensing of their professional practices, for instance, accounting, banking and other professionals like nursing require one to have lifelong learning to improve skills (Collin &Hammond 2013). Linking higher education with Industry Lifelong learning implies that higher education must be linked to the industry needs. Such learning is designed to meet job or industry-related skills and knowledge. Again, higher learning is encouraged to sustain highly skilled and specialized workforce in an industry (Pedler, Burgoyne & Boydell 2013). Further education Lifelong learning is encouraged through acquisition of additional skills and knowledge through further education. Such education means getting a master’s degree or a PHD in the relevant field pursuing further education in a related field to help boost an employee’s understanding, skills, and knowledge at his personal and professional level (Collin &Hammond 2013). Recognition of prior Learning Past learning experiences become handy for one to actualize lifelong learning at professional and personal level. Such learning allows them to go through the past knowledge by having refresher or continuous classes (Pedler, Burgoyne & Boydell 2013). Apprenticeships Long-term learning can be encouraged when learners or employees go for apprenticeship programs in different organizations to gain experience, skills and knowledge in a practical way. Credit accumulation Continuous learning can be encouraged when learners accumulate credit programs through seminars, conferences and identified organizational learning schemes (Davis 2014). Transfer Schemes Lifelong learning is encouraged through company exchange programs or transfer schemes where employees can be transferred to certain departments within the organization. Exchange programs between organizations can also nurture the transfer schemes in lifelong learning (Davis 2014). Task 3: (LO1: 1.3) The Benefits of self-managed Learning when working in a petrochemical organisation Improved ability range with personal learning As an apprentice in the petrochemical organisation, the task of maintenance of pumps and valves can be difficult if I am not knowledgeable in the area. The ability to perform the task effectively can be enhanced by self- managed learning approaches such as personal learning. Personal learning basically involves directing my own learning with the objectives of meeting the objective of the organization and even my educational goals. In order to improve my capability in performing my duties at the company I will need to be actively involved in researching approaches of maintaining of pipes and valves effectively. In addition, I can pay a visit to companies that deal with the maintenance of pumps and valves where I would keenly observe what they are doing. Also, I can also just observe the work done by other employees in the organization in order to gain more experience. I would also practice on my own during my free time in order to improve my skills. This approaches of personal learning will be useful in improving my skills. Evidence of improved levels of skills Self-managed learning can be useful in displaying evidence of improved levels of skills. The approach gives me an opportunity to appraise my own self, in the sense that I can evaluate if my skills are proficient enough. For instance, after I am able to ensure that one or two pumps and valves are well maintained, then I will be aware of my level of skills or capability. Also, self-managed learning will give me an opportunity to benchmark my skills against those of others in the company. After learning and also performing the tasks, I can evaluate my work against those of other employees in order to measure my level of skill. Again, the skills learnt at individual level can be transferred and learned by their co-workers at the workplace (Davis 2014). Feedback from others Through self-managed learning, I can get feedback other colleagues on my performance. Self- managed learning gives me an opportunity to practice individually the task accorded to be by the organization, after which I can implement them. In the event that, I have not satisfactory meet the requirements, I can get the feedback from others. I can then use the feedback in improving my skills which enable me to meet objective of the company effectively. Learning achievements and disappointments Working as an apprentice is not an essay task. Sometimes one can find themselves doing the wrong thing as the wrong time. In addition, the existing employees in the organization may not be helpful at all. It is during this times that self-managed learning can be helpful. The advantage is that I can have the ability to celebrate my own achievements, while at the same time acknowledge the disappointments I get, as I find ways of improving. Also, disappointments at the organizational level are reduced since such learning enables an organization to cut training costs while individuals feel happy when they get promoted because of acquiring necessary skills, knowledge and experience. Scenario 3: You are a third year apprentice in the petrochemical industry specialising in maintenance of pumps and valves. As part of your apprenticeship framework you are currently completing a HND in Engineering as part of your academic qualification. Due to the academic nature of the qualification, you have been introduced to a number of tools and techniques to help you identify your current key skills ability. It is hoped that this will encourage you to plan Identify and implement opportunities to improve you current and future educational skills. Task 4: (LO2: 2.1 & M1) Knowledge /skills in my current study 1 I strongly disagree. 2 I disagree 3 I am not sure. 4 I agree 5 I strongly agree Critical Thinking Team Work Problem Solving skills Time management Communication skills Knowledge /skills I require for my future career 1 I strongly disagree 2 I disagree 3 I am not sure 4 I agree 5 I strongly agree Problem Solving skills Systems Analysis Team Work Monitoring and coordination Decision making and Judgement Results Low Med High Totals Scores Low Med High 1. Problem solving 0-13 14-26 27-40 30 2. communication 0-13 14-26 27-40 20 3. Critical thinking 0-13 14-26 27-40 30 4. Time management 0-13 14-26 27-40 15 5 Team working 0-13 14-26 27-40 40 6. Decision making and judgement 0-13 14-26 27-40 35 7. Moinitering 0-13 14-26 27-40 10 8. Coordination 0-13 14-26 27-40 25 9. Systems Analysis 0-13 14-26 27-40 25 Total = 230 Judgement About the Outcomes A number of conclusions can be drawn from my results. My score of 230 is basically not very bad but rather an average score which implies that there are areas that I need to improve . Foremost , when I look at the knowledge /skills in my current study, there are a number of areas that I need to upgrade in order to be a qualified marine engineer that is able to meet the objectives of the organization that will work with in the future. As highlighted by Weintrit and Neumann (2013) the human resource are the key to the enhancement of marine engineering , this is only possible through building the capabilities of those in training. I therefore believe that it is essential to build fundamental capabilities right now while I am still studying. The two areas that need significant improvement as I continue with my studies are time management and communication skills. If I am not able to manage time effectively right now then it becomes difficult to meet project deadlines and even study effectively. This can affect my learning. Marine engineering also requires the ability to manage time effectively consequently this is an areas that I should improve on. My communication skills are also not very effective. It is imperative for me to find strategies of improving my communication. I think I should interact more, participate in discussion forums and read more books. In terms of the Knowledge /skills I require for my future career, there are two key areas that I need to learn about more. One key area is systems analysis. Marine engineering is grounded on evaluating how systems operate and the manner in which changes in environment, operations and marine conditions affect the procedures. For instance, the evaluation of risks that are related to marine traffic can best be undertaken through systems analysis (Weintrit and Neumann, 2011). It is therefore essential for a marine engineer to have adequate skills in systems analysis. I therefore intended to research more in this area and also participate in projects that involve systems analysis. I believe that with time I will improve my skills. Also, I have taken note of the fact that my monitoring and coordination skills need to be improved. Consequently, I intend to get involved in learning activities that would promote such skills. Two of the fundamental approaches include coaching and mentoring . This appraoches support and encourage people to manage their learning so that they can maximize their potential, develop necessary skills such as coordination and monitoring. Task 5: (LO2: 2.2, 2.3, 2.4, M2, D1, D2 & D3) Develop a skills audit, learning criteria being addressed: Identify own development needs and the activities required to meet them. Identify development opportunities to meet current and future defined needs. Devise a personal and professional development plan based on identified needs. To achieve this criteria, you must: Complete the transferable skills self-assessment questionnaire (appendix two). Complete the learning style questionnaire (appendix three). Use your evaluation from task five on your current and future knowledge/skills. Provide an analysis of the assessments D1 Reflective Commentary I can state that during this year, I have acquired various learning and development capabilities. I must confess that my communication skills were not very proficient and they still need improvement. Nevertheless, in this year I can state that I am more confident and my skills in communication have improved. I can attribute this success to increased involvement in discussion forums that provided an opportunity for me to present my ideas. Additionally, I am an introvert, as a result constant communication with others has been difficult. I always practice self- managed learning where I control the manner in which I learn without involving other, Communication has therefore been a key problem for me. Due to the increased demand for interaction, discussions and team work, my communication skills have greatly improved. I can also state that in this year my team work capabilities have improved. I no longer find it difficult to work with other people in meeting certain learning objectives. I believe that the ability to work effectively with others is critical in modern day organizations. There is an increasing need by organizations to use team work in order to meet their long – term objectives. I can therefore attest to the fact that I got involved in many projects that required working together as a team. Consequently, my team work capabilities are well developed and can therefore be useful to organizations that I will work with in the future. In this year I greatly developed my critical thinking, problem solving and decision-making capabilities. I think that this skill was mostly developed. I can effectively analyses a line of argument or reasoning without finding any sort of difficulty. I was able to develop this due to an increased involvement in discussion groups. In addition, I have been listening to various critical arguments on the media which have enlightened my thinking and rational capabilities. I was also involved in a lot of reading which has increased my critical thinking capabilities. Another interesting aspect is that I am now able to identify and address gaps in knowledge. This aspect has been challenging for me. However, I engaged in continuous research and examined various studies in order to identify the manner in which gaps are established. My capabilities have therefore improved. An area that I have not fully developed is that of self-management. I believe in setting goals and ensuring that they are achieved. However, more often, I set goals which I sometimes do not achieve as intended. In order to resolve this laxity in terms of self-management, I intended to set appropriate goals and targets for myself. The targets should be realistic and attainable. Additionally, I also experience difficulty when it comes to prioritization of my work in order to meet deadlines. In most cases, I am always working on deadlines at the last minute. This is sometimes so frustrating. I intend to change this factor because it greatly affects my studies. Furthermore, I know that if I do not deal with it now, it will affect me in my future workplace. Every organizations sets deadlines, and the deadlines are supposed to be met on time. In the event that an employees is not able to attain the set targets in the specified timelines then the entire operations of the organization can be affected. I therefore intend to resolve the problem of not meeting deadlines by breaking down the work I am to do on the basis of the set timeline. I also intend to start working on projects early instead of waiting for the last minute. In the event that the timeline is short, I will even stay up late to ensure that I finish the deadline. An areas that I have least developed is my information technology skills. I still find it difficult to use electronic means to find, record, manipulate and present information. Some of the key areas that are very problematic include manipulating data and creating good spread sheets. Also developing a database from a set of data is still difficult for me. I am however proficient at researching topics for research from the internet, communicating and also presentation facts using graphics package. In order to improve my skills in this area I think that I need to practice more, in areas that involve using information technology in manipulating, presenting and recording information. There is also need for me to increase consultations with people who are proficient in the areas. As noted by the Self -assessment of Transferable Skills, I am a reflector where I learn by observing and reflecting on past experiences. Also, I prefer observing experiences, collecting data and taking time to make any conclusion. I intend to use my learning skills to improve on my numeracy skills. References Bourner, T., 2011. Developing self-managed action learning. Action Learning: Research and Practice, 8(2), 117-127 Collin, R. and Hammond, M., 2013. Self-directed learning: critical practice. London: Cunningham, I., 2010. Learning to lead: Self-managed learning and how academics resist understanding the process. Development and Learning in Organizations, 24(2), 4-6 Routledge. Davis, P.J., 2014. What employees do not like about L&D opportunities: Six learning strategies to win them back. Development and Learning in Organizations, 28(2), 14-16 Ezekiel, R 2006, Why is knowing your learning style important. Studying Style. Kolb -Learning Styles, Saul M., 2010, updated 2013. Retrieved from:http://www.simplypsychology.org/learning-kolb.html#sthash.YL5W7LID.dpuf; Khiat, H., 2015. Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners, Journal of University Teaching & Learning Practice, Vol.12, No.2, 2015. Available at:http://ro.uow.edu.au/jutlp/vol12/iss2/2 Pedler, M., Burgoyne, J. and Boydell, T., 2013. A manager's guide to self-development. Maidenhead: McGraw-Hill International. Guraya, S. S., Guraya, S. Y., Habib, F. A., & Khoshhal, K. I., 2014. Learning styles of medical students at Taibah University: Trends and implications. Journal of research in medical sciences: the official journal of Isfahan University of Medical Sciences, 19(12), 1155. Weintrit, A and Neumann, T 2013, Marine Navigation and Safety of Sea Transportation: STCW, Maritime Education , CRC Press. Weintrit, A and Neumann, T 2011, Miscellaneous Problems in Maritime Navigation, Transport and Shipping: Marine Navigation and Safety of Sea Transportation, CRC Press. Achievement Summary Qualification HND in Marine Engineering Assessor name Maria Evans. Unit Number and title Unit 27: Personal and Professional Development. Student name Criteria Reference To achieve the criteria the evidence must show that the student is able to: Achieved? (tick) 1. Understand how self-managed learning can enhance lifelong development. 1.1 Evaluate approaches to self-managed learning. 1.2 Propose ways in which lifelong learning in personal and professional contexts could be encouraged. 1.3 Evaluate the benefits of self-managed learning to the individual and organisation. 2.1 Evaluate own current skills and competencies against professional standards and organisational objectives. 2.2 Identify own development needs and the activities required to meet them. 2.3 Identify development opportunities to meet current and future defined needs. 2.4 Devise a personal and professional development plan based on identified needs. Higher Grade achievements (where applicable) Grade descriptor Achieved? (tick) Grade descriptor Achieved? (tick) M1: Identify and apply strategies to find appropriate solutions D1: Use critical reflection to evaluate own work and justify valid conclusions M2: Select / design and apply appropriate methods / techniques D2: Take responsibility for managing and organising activities M3: Present and communicate appropriate findings D3: Demonstrate convergent/lateral/creative thinking Assignment Feedback Formative Feedback: Assessor to Student Action Plan Summative feedback Feedback: Student to Assessor Assessor signature Date Student signature Date Appendix one. – Completed Knowledge and skills for current study and future career. Appendix two. Self -assessment of Transferable Skills In order to give honest and informed answers, think about specific situations where you have been required to use this skill. Think about what you did, and how effective you were. A discussion on the meaning of the Low, Medium and High scores are given at the end. 1 of 9: Self-management … Understanding, using and developing our own abilities to effect good outcomes in life and work. ► Questions to self-assess your self-management skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I frequently set appropriate targets and goals for myself 5 2 I plan and prioritise my work to meet deadlines 4 3 I know and understand my own strengths and weaknesses 5 4 I regularly reflect on progress and outcomes 2 5 I find support to help me or develop new strategies where necessary 1 6 I accept and act on feedback 5 7 I regularly evaluate my own performance 5 8 I monitor/control activities 2 Total 29 2 of 9: Learning … Building up valid knowledge and understanding for a particular situation but remaining open to other views and other information. ► Questions to self-assess how well you understand how to learn. Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I am aware of the way I learn and study best 5 2 I am able to identify key principles and make connections between areas of knowledge 4 3 I seek out, accept and act on feedback on my work 5 4 I can select and present ideas/arguments/evidence 5 5 I can form my own judgments based on information obtained. 5 6 I apply theory to practice in most situations to develop understanding and solve problems 4 7 I find and adopt study techniques that work for me 5 8 am willing to change my ideas and practice based on new understanding 5 Total 38 3 of 9: Communication … Effective use of all types of ‘language’ to understand others and be understood. ► Questions to self-assess your verbal and written communication skills. Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I regularly use a variety of modern communication tools 2 2 I can listen positively and respond to both verbal and non-verbal messages 5 3 I can present a well-structured and evidenced argument both verbally and in writing. 5 4 I can express myself and ideas clearly, concisely and logically in speech and writing 5 5 I can influence others and gain agreement or acceptance of plan/idea/activity 3 6 I understand other viewpoints and appreciate cultural differences. 1 7 I adjust how I communicate to suit the understanding of my target audience. 4 8 I usually evaluate how well my message is received. 1 Total 26 4 of 9: Information literacy … Finding and using information of all kinds effectively. ► Questions to self-assess how well you handle information. Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I can locate and use a variety of sources of information – print, electronic, people 5 2 I search information databases to secure information 1 3 I appraise information using relevant criteria 4 4 I reference material correctly and understand plagiarism 5 5 I organise and store information so it can be retrieved when needed 1 6 I can select, summarise, and interpret information to draw meaningful conclusions 5 7 I can organize information into a logical and cohesive format that can be communicated easily to others 4 8 I am comfortable researching or gathering data for use in a project 5 Total 30 5 of 9: Team working … Working effectively with other people to achieve a common purpose. ► Questions to self assess your team working skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I understand the principles of group behaviour and team roles 5 2 I motivate self and others to the achievement of common goals 5 3 I respect feelings, views and values of others, taking on board other opinions 5 4 I assist and support other members of the team in order to achieve objectives effectively 4 5 I can negotiate with others when necessary. 5 6 I readily take the initiative when necessary 5 7 I can delegate tasks where necessary 5 8 I regularly review progress and alter plan if necessary 3 9 I accept and carry out agreed or delegated tasks 5 Total 42 6 of 9: Critical thinking incl. problem solving, decision-making … Development of logical thoughts and ideas about a subject; or the reasoned solution of a problem or dilemma. ► Questions to self-assess your critical thinking skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I can critically analyse a line of reasoning or argument 4 2 I challenge taken-for-granted assumptions and existing practice 3 3 I evaluate evidence presented in support of a conclusion 4 4 I identify and address gaps in knowledge or understanding 4 5 I can identify and analyse key points/issues within a problem 4 6 I generate creative/innovative ideas using techniques such as brainstorming, mind-mapping, critical path analysis 5 7 I am willing to take calculated risks in decision making to achieve goals 5 8 I assess outcomes and incorporate the lessons into future planning 4 Total 33 7 of 9: Information Technology … Using electronic means to find, record, manipulate and present information. ► Questions to self-assess your IT skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I use a word processor to create documents and use functions to add value to work, e.g. Word 4 2 I create and use a spreadsheet and manipulate data within it e.g. Excel 4 3 I create a database from a set of data, work with it to produce reports, e.g. Access 2 4 I create effective presentations using graphics package e.g. PowerPoint 4 5 I can produce transparencies or visual aids for a presentation 4 6 I am competent at researching topics of interest/importance on the internet 2 7 I use e-mail to maintain effective communication with others 4 8 I am confident healing with new software applications 2 Total 26 8 of 9: Numeracy … Understanding and applying mathematical techniques when handling problems and projects. ► Questions to self-assess your numeracy skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I feel comfortable making fundamental calculations – estimating, adding, subtracting, multiplying and dividing 5 2 I use a calculator confidently 5 3 I am able to use basic numerical skills in order to cope with everyday life (budgeting my spending etc) 5 4 I have a grasp of statistics and percentages, fractions, decimals, and ratios 4 5 I can use numerical data to construct a reasoned argument 4 6 I am able to interpret and explain numerical information using spreadsheets, graphs, charts, tables and diagrams 2 Total 25 9 of 9: Career management and professional development … Developing self-awareness in the context of career decision making, and professional opportunities. ► Questions to self-assess your career management skills Strongly agree=5, agree=4, not sure=3, disagree=2, strongly disagree=1. Score 1 I have an awareness of the type of job opportunities open to me. 5 2 I understand some of the trends that are emerging in the business or professional world. 5 3 I know the employability attributes that employers in my chosen field are looking for 4 4 I am able to effectively communicate my skills and experience to others in writing in order to gain employment or develop career 5 5 I am confident of being able to put together an effective CV 4 6 I am confident of handling myself well in a range of selection situations 5 7 I have future targets in mind regarding career and professional development 5 Total 33 Results Use the table below to record your totals from each skill assessment section. Tick low, medium or high from the scoring columns. Low Med High Your totals Scoring Low Med High 1 Self management 0-13 14-26 27-40 2 Learning 0-13 14-26 27-40 3 Communication 0-13 14-26 27-40 4 Information literacy 0-13 14-26 27-40 5 Team working 0-15 16-30 31-45 6 Critical thinking incl. problem solving, decision-making 0-13 14-26 27-40 7 Information technology 0-13 14-26 27-40 8 Numeracy 0-10 11-20 21-30 9 Career management and professional self development 0-11 12-23 24-35 Use the scoring definitions on the following page to assess your results. Scoring Low There could be a number of reasons for giving yourself a low score. Maybe you undervalued your experience. Possibly you are not attracted to this skill. Think of the reasons for this and use the reflective review to consider what you could do about addressing this. Remember this skill is considered essential for your development and success - as a student, an employee and in life generally, so a low score could limit your ability to reach your full potential. Use the resources section to identify opportunities for development. If you are asked about your weaknesses in an interview, be honest, but remember to explain why you think this is and what you are doing about it. That will impress a prospective employer! Medium Your score suggests that you have some experience of using this skill and have developed a certain level of competence through experience and practice. However, there seems to be evidence that you would find it useful to develop it further. Look carefully at the different questions you answered to assess this skill and decide exactly where your areas for development lie. It may be that this skill is a potential strength but you are feeling a lack of confidence around it. Think about why this should be. If you discuss use of this skill in interviews, give a full and honest assessment and discuss how you are planning to work on it. No-one is perfect and employers are impressed with someone who understands their strengths and weaknesses and is doing something about it. High If your assessment is accurate, it indicates that skills in this area are well developed at this stage and that you are feeling comfortable using them. Your course should provide you with opportunities to practice and further develop them. Discussing this assessment with your tutor should help you to develop a plan for building further on this strength. Don’t be complacent, if you don’t keep the skill honed, it will stagnate, while the world moves on. Most importantly, do not forget to capture evidence of this strength and to include it in a personal statement or CV. Remember to record details of where use of this skill has been effective in particular situations, so you can talk about it in interviews Appendix three. Self -assessment of Transferable Skills This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning ‘habits’ that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your styles. There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick by it (√). If you disagree more than you agree put a cross by it (X). Be sure to mark each item with either a tick or cross. √ 1. I have strong beliefs about what is right and wrong, good and bad. x 2. I often ‘throw caution to the winds’. √ 3. I tend to solve problems using a step-by-step approach, avoiding. any ‘flights-of-fancy’ x 4. I believe that formal procedures and policies cramp people’s style. x 5. I have a reputation for having a no-nonsense, ‘call a spade a spade’ style. x 6. I often find that actions based on ‘gut feeling’ are as sound as those based on careful thought and analysis. √ 7. I like to do the sort of work where I have time to ‘leave no stone unturned’. x 8. I regularly question people about their basic assumptions x 9. What matters most is whether something works in practice √ 10. I actively seek out new experiences. x 11. When I hear about a new idea or approach I immediately start working out how to apply it in practice. √ 12. I am keen on self-discipline such as watching my diet, taking regular √ 13. I take pride in doing a thorough job. √ 14. I get on best with logical, analytical people and less well with spontaneous, ‘irrational’ people. √ 15. I take care over the interpretation of data available to me and avoid jumping to conclusions √ 16. I like to reach a decision carefully after weighing up many alternatives. x 17. I’m attracted more to novel, unusual ideas than to practical ones √ 18. I don’t like ‘loose-ends’ and prefer to fit things into a coherent Pattern √ 19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done. x 20. I like to relate my actions to a general principle √ 21. In discussions I like to get straight to the point. x 22. I tend to have distant, rather formal relationships with people at work. √ 23. I thrive on the challenge of tackling something new and different. x 24. I enjoy fun-loving, spontaneous people. √ 25. I pay meticulous attention to detail before coming to a conclusion. x 26. I find it difficult to come up with wild, off-the-top-of-the-head ideas. √ 27. I don’t believe in wasting time by ‘beating around the bush’. √ 28. I am careful not to jump to conclusions too quickly. √ 29. I prefer to have as many sources of information as possible - the more data to mull over the better. x 30. Flippant people who don’t take things seriously enough usually irritate me. √ 31. I listen to other people’s point of view before putting my own forward. √ 32. I tend to be open about how I’m feeling. √ 33. In discussions I enjoy watching the manoeuvrings of the other Participants x 34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance. √ 35. I tend to be attracted to techniques such as network analysis, flow charts, branching programme, contingency planning etc. x 36. It worries me if I have to rush out a piece of work to meet a tight deadline. x 37. I tend to judge people’s ideas on their practical merits. x 38. Quiet, thoughtful people tend to make me feel uneasy. √ 39. I often get irritated by people who want to rush headlong into things. x 40. It is more important to enjoy the present moment than to think about the past or future. √ 41. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition. x 42. I tend to be a perfectionist. x 43. In discussions I usually pitch in with lots of off-the-top-of-the-head ideas. √ 44. In meetings I put forward practical realistic ideas. x 45. More often than not, rules are there to be broken. √ 46. I prefer to stand back from a situation and consider all the perspectives. x 47. I can often see inconsistencies and weaknesses in other people’s arguments. x 48. On balance I talk more than I listen. √ 49. I can often see better, more practical ways to get things done. √ 50. I think written reports should be short, punchy and to the point. √ 51. I believe that rational, logical thinking should win the day. √ 52. I tend to discuss specific things with people rather than engaging in ‘small talk’. √ 53. I like people who have both feet firmly on the ground. x 54. In discussion I get impatient with irrelevancies and ‘red herrings’ x 55. If I have a report to write I tend to produce lots of drafts before settling on the final version √ 56. I am keen to try things out to see if they work in practice. √ 57. I am keen to reach answers via a logical approach. x 58. I enjoy being the one that talks a lot. √ 59. In discussions I often find I am the realist, keeping people to the point and avoiding ‘cloud nine’ speculations. √ 60. I like to ponder many alternatives before making up my mind. x 61. In discussions with people I often find I am the most dispassionate and objective. √ 62. In discussions I am more likely to adopt a ‘low profile’ than to take the lead and do most of the talking. √ 63. I like to be able to relate current actions to a longer bigger picture. x 64. When things go wrong I am happy to shrug it off and ‘put it down to experience’. √ 65. I tend to reject wild, off-the-top-of-the-head ideas as being impractical. √ 66. It’s best to ‘look before you leap’. √ 67. On balance I do the listening rather than the talking. x 68. I tend to be tough on people who find it difficult to adopt a logical approach x 69. Most times I believe the end justifies the means. x 70. I don’t mind hurting people’s feelings so long as the job gets done. √ 71. I find the formality of having specific objectives and plans stifling. x 72. I am usually the ‘life and soul’ of the party. √ 73. I do whatever is expedient to get the job done. x 74. I quickly get bored with methodical, detailed work. √ 75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events. √ 76. I am always interested to find out what other people think. x 77. I like meetings to be run on methodical lines, sticking to laid down agendas, etc. √ 78. I steer clear of subjective or ambiguous topics. √ 79. I enjoy the drama and excitement of a crisis situation. x 80. People often find me insensitive to their feelings SCORING You score one point for each item ticked (√). There are no points for items you crossed (X). Simply indicate on the lists below which items were ticked. 2 7 1 5 4 13 3 9 6 15 8 11 10 16 12 19 17 25 14 21 23 28 18 27 24 29 20 35 32 31 22 37 34 33 26 44 38 36 30 49 40 39 42 50 43 41 47 53 45 46 51 54 48 52 57 56 58 55 61 59 64 60 63 65 71 62 68 69 72 66 75 70 74 67 77 73 79 76 78 80 TOTALS Activist Reflector Theorist Pragmatist 17 11 5 10 Appendix 4 Personal & professional action plan Read More