Personal development connecting element between human resource and career development

RECENT ADVANCES in BUSINESS ADMINISTRATION Personal development – connecting element between human resource and career development IONUT BARBU DELIA-...
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RECENT ADVANCES in BUSINESS ADMINISTRATION

Personal development – connecting element between human resource and career development IONUT BARBU DELIA- MIOARA POPESCU ION STEGAROIU ILIE VALENTIN Department of Management Valahia University from Targoviste Str. Lt. Stancu Ion, nr. 35, Targoviste-Dambovita ROMANIA [email protected], [email protected], [email protected], stegaroiuion@yahoo Abstract: According to modern theories, all humans have a natural tendency toward and an inherent capacity for learning. Job and careers that support and develop these tendencies attract and retain a better motivationalgroup of employees. Personal development encourages the employees to make responsible choices for their future. It gives them a feeling of self-mastering over their lives. It puts them in charge of their jobs, careers and future work opportunities. Personal development, a process which aims to help people in their attempt to learn about approaching manners and the way these manners can be changed have become an important characteristic of managerial development in many organizations. In a modern understanding, personal development means more than getting abilities. It often offers alternative methods compared to coaching and mentoring. Nowadays, modern and efficient personal development involves the use of some diverse and integrated techniques, of some theories and behavioral concepts which exceed the traditional ideas. In order to keep pace with changings, the people and organizations must develop new abilities and to be innovative. Personal development plays a crucial role in the lives of many professionals as they adjust to the changing environments. If the population is about to get the best assistance ever, the ministry of Administration and Domestic Affairs needs employees with special abilities and a special training level. The field of public administration is not a statical phenomena. As a result of the complex interaction between technological progress, the increasing expectations of the population and the ongoing living standards, this field is in a continuous progress. The employees and the organization must be prepared for the permanent changings of the working environment.

Key-Words: - personal development, personal development plan, employee, institution/organization the learning that has occurred as a result of this process. PDP supports the idea that learning is a lifelong and life-wide activity. The process of PDP can strengthen the capacity of learners to reflect upon their own learning and achievement and to plan for their own personal, educational and career development. PDP has the following definition[1]: A structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. PDP is:

1 Introduction Personal development includes activities that improve self-knowledge and personal identity, develps talents and potential, builds human capital and increases the chance to get a job, improves the quality of life. Personal development plan (PDP) has an important role to play in making the outcomes or results of learning in HE more explicit. When learners are clear about what is expected of them and what they, in turn, might expect of HE, the quality of learning improves. PDP reflects this outcomes approach to learning because it involves the setting of personal learning goals/outcomes, an awareness of the process and activities which enable the personal goals/outcomes to be achieved, and an awareness of

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own records and evidence of learning to demonstrate to others what they know and can do • evaluate and recognise their own strengths and weaknesses and identify ways in which • perceived weaknesses might be improved and strengths enhanced • develop their identity in relation to their academic, professional and personal progression • develop a vocabulary to communicate their development and achievement • be better prepared for seeking, continuing or changing employment or self-employment and be more able to articulate the skills and knowledge they have gained to others • be better prepared for the demands of continuing progression and career development in professional careers. PDP helps professional, statutory and regulatory bodies • by providing a framework for the development of appropriate professional and work-based skills and competencies, including the ability of prospective employees to identify their unique abilities • by enabling prospective employees to articulate and evidence their competencies and demonstrate verifiable proficiency • by developing the ability of their graduate employees to continually reflect, review, and plan specific actions in relation to required learning and development. Features of policies and practice that are known to be successful in implementing PDP in public admistration organizations are identified: For learning employees  Processes for PDP and documents that describe such processes reflect the curriculum and organisational patterns of the programme.  Where practical, learners are involved in the design and development of such documents and processes.  The primary responsibility for developing, updating and maintaining their personal learning records rests with the individual learner, with staff support and guidance.  Learners are introduced to PDP, its purposes, obligations and anticipated benefits as part of a sustainable commitment to lifelong learning, at an early point in their experience. For staff and institutions

-a structured process that is integral to learning at all levels concerned with learning in a holistic sense (in academic, personal and professional contexts) - an inclusive process, open to all learners - something that an individual does with guidance and support which decrease as - personal capability is developed so that it becomes self-sustaining - a process that involves self-reflection, the creation of personal records, and planning and monitoring progress towards the achievement of personal objectives - intended to improve the capacity of individuals to communicate their learning to others (for example, academic staff and employers). The primary objectives of PDP are to enhance the capacity of learners to reflect, plan and take responsibility for their own learning and to understand what and how they learn. PDP is based on the skills of reflection and planning which are integral to knowing how to learn in different contexts and to transfer that learning throughout life.

2 The benefits of PDP PDP results in enhanced self-awareness of strengths and weaknesses and directions for change. The process helps learners understand the value added through learning that is above and beyond attainment in the subjects they have studied. Crucially, it relates to their development as a whole person, but also has benefits for others with whom the learner interacts. PDP helps learning employees: • plan, integrate and take responsibility for their personal, career and academic development, identifying learning opportunities within their own academic programmes and extra-curricular activities • recognise, value and evidence their learning and development both inside and outside the curriculum • be more aware of how they are learning and what different teaching and learning strategies are trying to achieve gathering evidence of learning experiences and achievement identifying new learning needs • and creating development plans reviewing progress towards the achievement of goals set reflecting on learning experiences and achievement • be more effective in monitoring and reviewing their own progress and using their

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 the locus for senior management commitment and support for PDP  how PDP provision will be resourced.

 Processes for PDP, and documents that describe such processes, are designed within departments, to ensure local ownership.  Guidance and development opportunities are provided for all staff involved in supporting PDP, including personal tutors, careers advisers and workplace mentors, so that the support they provide is informed and effective.  Learners have appropriate and regular access to a named individual who will support (and challenge) the learner through the PDP process.  Learners are supported in developing their understanding of the contribution that reflective review and action planning may make to their learning and personal development.  The relationship of PDP processes to curriculum design and assessment practices and requirements are shared with learners.  PDP is integrated into the opportunities that are provided for careers advice and planning.  Feedback is sought from learners on the effectiveness of their PDP practices and learners are involved in any formal review of policy.

3.2. Presence within programmes PDP has a clear presence and is valued at programme level. This can be achieved when:  programmes have an agreed rationale and framework for PDP, made clear in approved  documentation and communicated to staff and students through course materials  PDP is clearly related to the curriculum and is highly visible, whether delivered as a discrete strand or embedded within subject provision and practice  PDP practice is customised and adapted to establish local ownership of the ways in which learner engagement in PDP is supported and valued within a programme. 3.3. Engaging with learners Learner engagement in PDP is valued and supported throughout the student lifecycle so that learners are encouraged to take ownership of their own PDP practice, processes and records. To this end, learners are provided with:  advance information on support for PDP in their programme  a rationale for engagement with PDP throughout their programme  an introduction to approaches used to support PDP at the different stages of their programme  accessible institutional or programme tools and aids supporting engagement in PDP processes and an introduction to, and ongoing support with, their implementation and use  opportunities to engage in PDP activities at each stage of the programme and across a range of learning contexts  opportunities to integrate extra-curricula experiences into their self-development and to reflect on their own identity, and their personal, lifelong and life-wide learning  opportunities to create their own learning records containing information on qualities  and skills they can evidence, which can be drawn upon when applying for a job or further study  opportunities to give feedback on their experience of PDP provision  clear guidance on the eligibility for accreditation of their own evidence of learning through PDP (for example, through

3 Key actions for the effective implementation of personal development planning 3.1. Institutional strategy and policy  Institutions have a strategy and policy framework for the implementation, monitoring and quality enhancement of PDP provision. Such a framework establishes and develops:  the nature of institutional opportunities for PDP for all learners at all levels in all types of provision  any appropriate institutional recording and support systems  the scope for customised practice across programme provision  the flexibility of policy requirements when extended to students in partner institutions  appropriate staff development opportunities to support PDP implementation  how the views of stakeholders (such as students, staff and employers) will inform the continuous enhancement of PDP practice

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accreditation of prior experiential learning (APEL), work experience, or reflective practice) and its recording on an institutionally verified records.  recognition and development of the learner's engagement in PDP-style processes prior to entry to HE, including associated records.

4 SWOT analysis

Internal positive aspects that are under control and upon which you may capitalize in planning

X T E R N A L

Weaknesses Internal negative aspects that are under your control and that you may plan to improve

- Work Experience

I N T E R N A L

- Education, including value-added features -Strong technical knowledge within one’s field (e.g. hardware, software, programming languages) - Specific transferable skills (e.g., communication, teamwork, leadership skills - Personal characteristics (e.g., strong work ethic, self-discipline, ability to work under pressure, creativity, optimism, or a high level of energy - Good contacts/successful networking - Interaction with professional organizations

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Threats in the career field

Positive external conditions that one does not control but of which one can plan to take advantage

Negative external conditions that one does not control but the effect of which one may be able to lessen

- Positive trends in one’s field that will create more jobs (e.g., growth, globalization, E technological advances)

A key tool in the strategic planning process of personal development can also be applied to career planning. This tool is a marketing analysis using the SWOT technique. A SWOT analysis focuses on the internal and external environments, examining strengths and weaknesses in the internal environment and opportunities and threats in the external environment. A SWOT analysis might be structured like in the table below:

Strenghts

Opportunities in the career field

- Lack of Work Experience - Low GPA, wrong major

- Opportunities one could have in the field by enhancing his education

- Competition from one’s cohort of college graduates

- Field is particularly in need of his set of skills

- Competitors with superior skills, experience, knowledge

- Opportunities one could have through greater selfknowledge, more specific job goals

- Competitors with better job-hunting skills than him/her

- Opportunities for advancement in his/her field

- Competitors who went to schools with better reputations.

- Opportunities for professional development in one’s field

- Obstacles in one’s way (e.g., lack of the advanced education/training one need to take advantage of opportunities)

- Career path one’s chosen provides unique opportunities

- Lack of goals, lack of self-knowledge, lack of specific job knowledge

- Limited advancement in one’s field, advancement is cutthroat and competitive

- Geography - Strong network

- Weak technical knowledge

- Negative trends in one’s field that diminish jobs (downsizing, obsolescence)

- Limited professional development in one’s field, so it's hard to stay marketable

- Weak skills (leadership, interpersonal, communication, teamwork)

- Companies are not hiring people with a major/degree

- Weak job-hunting skills

Table1 - Negative personal characteristics (e.g., poor work ethic, lack of discipline, lack of motivation, indecisiveness, shyness, too emotional

To construct a SWOT analysis to set a course for career planning, one has to examine his current situation. What are his strengths and weaknesses? How can he capitalize on the strengths and overcome the weaknesses? What are the external opportunities and threats in the chosen career field?

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organizations. Academy of Management Review 11, 1986 [3] Hardingham, Alison ; Brearley, Mike ; Moorhouse, Adrian; Venter, Brendan, Coaching pentru un coach : dezvoltarea personala pentru specialistii in dezvoltare personala, Ed. Codecs, 2007 [4] King, Z., Career self-management: A framework for guidance of employed adults, British Journal of Guidance and Counselling 29, 2001

5 Conclusions Personal development plans (PDPs) provide a powerful, flexible way to link employees’ professional and personal development with the development of your business. A PDP is a short, unambiguous written document that maps out how a person can develop skills and progress in their job. Using PDPs, you can engage your employee’s abilities, commitment and knowledge to maximise their potential and that of your business.This briefing outlines: • What personal development plans involve. • Who should have a PDP. • How to implement PDPs. Using PDPs is not the same as simply putting groups of employees through traditional training programmes. PDPs focus on the development of the individual employee. The company will also benefit if the PDP is working well. To reap the benefits of a PDP, it is essential to secure the trust of your employees. Let them know you are fully committed to meeting the expectations that will be generated by PDPs. You will also need to enlist the commitment of the managers responsible for enacting PDPs, and provide any identified training PDPs are personal for each employee, and take account of his or her aspirations. • Make sure employees define their own PDP objectives to ensure commitment. 1.3 PDPs look at the employees’ broad, long-term development, rather than shortterm training needs. • The PDP is typically based on development objectives for the next 12 months. • Objectives do not always have to be directly related to specific work tasks. For example, a PDP goal might be to improve language skills. The benefit to the organization will come from having a more accomplished employee whose motivation and self-esteem have grown through achieving PDP objectives.

References: [1] Crites, J.O., Training for career adjustment and development. Training and Development Journal Drucker, Peter F., Managing Oneself, Best of HBR, 1999 [2] Greenberger, D.B. and Strasser, S., Development and application of a model of personal control in

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