MANUAL

PROFESSIONAL DEVELOPMENT
MPU 2313

MOHAMAD IMADUDDIN BIN ZAINAL ABIDIN

 TABLE OF CONTENTS

Chapter 1:…………………………………………………………………..1 - 16

Chapter 2:…………………………………………………………………17 - 28

Chapter 3:…………………………………………………………………29 - 37

Chapter 4:…………………………………………………………………38 - 45

Chapter 5:…………………………………………………………………46 - 52

Chapter 6:…………………………………………………………………53 - 59

References:……………………………………………………………………..60
 CHAPTER 1:

SELF-MANAGED LEARNING FOR

LIFELONG DEVELOPMENT

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1.0) SELF-MANAGED LEARNING FOR LIFELONG DEVELOPMENT

1.1) INTRODUCTION

Understand how self-managed learning can enhance lifelong development.

 Evaluate approaches to self-managed learning

 Propose ways in which lifelong learning in personal and professional contexts
could be encouraged.
 Evaluate the benefits of self-managed learning to the individual and organisation.

1.2) SELF MANAGED LEARNING

 Self-managed learning is about the extent of how effectively we manage time, our
stress level as well as our emotions.
 The ability to manage time, stress and emotions well would allow you to have a better
quality of life which would basically create higher productivity.
 Managing their own learning has meant the person using a wide range of
opportunities for learning. For example learning from others around them, travel and
reading.

 BENEFITS OF SELF-MANAGED LEARNING TO THE INDIVIDUAL

help to overcome
advance in career (job
sel-actualisation weaknesses and get
promotion)
over them

help increased leve of help creates ability set their target in a short
self-confidence to work effectively period of time

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  BENEFITS OF SELF-MANAGED LEARNING TO THE ORGANIZATION

increased profitability
get the employees on helps create a better
and growth in the
the track of learning work environment
organization

knowing and enhances staff focus thus

understanding their job helping in achievement of
better goals of the business

a) SELF-INITIATION OF LEARNING PROCESSES

 Self-initiation is the ability to be resourceful and work without always being told what
to do. People who show initiative demonstrate they can think for themselves and take
action when necessary.

 Self-initiation of learning processes:

1) STEP 1: ASSESS READINESS TO LEARN

 This step involves people conducting a self-evaluation of their current

situation or a study habits. The signs of readiness for self-directed learning
include being organised, self-disciplined, able to communicate effectively
and able to accept constructive feedback

2) STEP 2: SET LEARNING GOALS

 Communication of learning goals between people and the advising

instructor is important. For example, developing a clear understanding of
learning goals between students and instructors by do a learning contract.
 A learning contract is an agreement negotiated between a learner and a
supervisor to ensure that certain activities will be undertaken in order to
achieve an identified learning goal, specific evidence will be produced to
demonstrate that goal has been reached.

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  Learning contracts generally include:

 Goals for the unit of study

 Structure and sequence of activities
 Timeline for completion of activities
 Details about resource materials for each goal
 Details about grading procedures
 Feedback and evaluation as each goal is completed
 Meeting plan with the advising instructor
 Agreement of unit policies, such as a policy on late assignments

3) STEP 3: ENGAGE IN THE LEARNING PROCESS

Deep Approach Surface Approach Strategic Approach

 A deep approach to  A surface approach involves  A strategic approach
studying involves coping with unit involves organization
transformation and is requirements, learning only achieving the highest
ideal for self-directed what is required to complete possible grades,
learning. a unit in good standing, and learning what is
tending to regurgitate required to pass exams,
 This approach is about examples and explanations memorizing facts, and
understanding ideas for used in readings. spending much time
yourself, applying practicing from past
knowledge to new  For example: students who exams.
situations. complete the minimum
tasks, memorise what is  For example: The
 For example: student needed for an exam. students are motivated
have an interest and Students seen the tasks or to prepare and
enjoyment in carrying assignment given as an submitted the
out the tasks. The enforced work. assignment by thinking
student enjoy learning that how much time
and like to discussing they needed to finish
different point of view. the assignment.

4) STEP 4: EVALUATE LEARNING

 To be successful in self-directed learning they must be able to engage in

self-reflection and self-evaluation of their learning goals and progress in a
unit of study. To support this self-evaluation process, they should:

1. regularly consult with the advising instructor

2. asking for a feedback

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b) CLEAR GOAL SETTING

Successful top managers and leaders shows that they set clear goals for themselves in
relation to their learning. They establish:

I. Aims and requirements

 Setting goals gives long-term vision and short-term motivation. It focuses of

knowledge, and helps to organize time and resources so that can make the very
most of your life.
 It also raise your self-confidence, as you recognize your own ability and
competence in achieving the goals that you have set.

II. Personal orientation achievement goal

Step 1: Setting Lifetime Goals

 Setting lifetime goals gives you the overall perspective that shapes all other
aspects of decision making.

 To give a broad, balanced coverage of all important areas in your life, try to set
goals in some of the following categories
 Career - What level do you want to reach in your career, or what do you want
to achieve?
 Financial - How much do you want to earn, by what stage? How is this
related to your career goals?
 Education - Is there any knowledge you want to acquire in particular? What
information and skills will you need to have in order to achieve other goals?
 Family - Do you want to be a parent? If so, how are you going to be a good
parent? How do you want to be seen by a partner or by members of your
extended family?
 Attitude - Is there any part of the way that you behave that upsets you? (If so,
set a goal to improve your behavior or find a solution to the problem.)
 Physical - Are there any athletic goals that you want to achieve, or do you
want good health deep into old age?
 Pleasure - How do you want to enjoy yourself?
 Public Service - Do you want to make the world a better place? If so, how?

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Step 2: Setting Smaller Goals
 Once you have set your lifetime goals, set a five-year plan of smaller goals that
you need to complete if you are to reach your lifetime plan.
 Then create a one-year plan, six-month plan, and a one-month plan of
progressively smaller goals that you should reach to achieve your lifetime goals.
Each of these should be based on the previous plan.
 Then create a daily To-Do List of things that you should do today to work
towards your lifetime goals. At an early stage, your smaller goals might be to read
books and gather information on the achievement of your higher level goals. This
will help you to improve the quality and realism of your goal setting.
 Finally review your plans, and make sure that they fit the way in which you want
to live your life.

III. Dates For Achievement

 When you've achieved a goal, take the time to enjoy the satisfaction of having
done so. Absorb the implications of the goal achievement, and observe the
progress that you've made towards other goals.

 The effective ways to achieve a goals:

State each goal as a positive • Express your goals positively is a much better goal.
statement

• Set precise goals, putting in dates, times and

amounts so that it can measure achievement. It
Be precise will know exactly when to achieved the goal,
and can take complete satisfaction from having
achieved it.

• When have several goals, give each a priority.

This helps to avoid feeling overwhelmed by
Set priorities having too many goals, and helps to direct
attention to the most important ones.

• This crystallizes and gives more force.

Write goals down

• Keep the low-level goals that can work towards

Keep operational goals small small and achievable. Keeping goals small and
incremental gives more opportunities for reward.

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 IV. Self-reflection

 Self-reflection is a way of assessing yourself, your ways of working and how you
study. To put it simply ‘reflection’ means to think about something. Reflecting
and composing a piece of self-reflective writing is becoming an increasingly
important element to any form of study or learning.

 The importance of self-reflection:

1. Improves self-awareness 2. Provides perspective

 Taking time for self reflection about  Self reflection allows you to
life leads to greater self-awareness understand and see things from a
which in turn leads to self- different point of view. When you
improvement. In addition, having a take a step back from a situation, you
strong sense of self improves your gain a new understanding. You can
confidence and level of self-esteem. see the whole picture, not just the
piece of the puzzle. You become
more open minded.

3. Improves confidence 4. Challenges your assumptions

 When you reflect, you gain a better  What you believe to be true is not
understanding of what’s working and always the truth. One of the best ways
what’s not. This in turn, allows you to to tackle a limiting belief is to step
make better decisions and change back and debate the validity of that
your actions. It helps build your belief. Self reflection allows you to
confidence with increased knowledge challenge beliefs and assumptions
and perspective that are getting in your way.

1.3) LEARNING STYLES

a) PERSONAL PREFERENCES
 Personal preferences are specific likes and dislikes of an individual human. Special
attention should be paid to each individual’s preferences, as they can have a
large influence on the decisions that person makes and how they behave.

 There are several kinds of personal preferences, each related to different aspects of a
human’s behavior.
 Attraction preferences play a role in human life cycle system. These are physical
and non-physical criteria that a person looks for in a potential romantic partner.
Liking redheads or fighter pilots are examples of attraction preferences.
 Item preferences describe the sorts of items that a person likes to own. These have
a large role in determining whether a person is satisfied with his accommodations.
Liking an awesome audio system in their room is an example of an item
preference.

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b) ACTIVIST
 Activists are people who learn by doing. They like to involve themselves
in new experiences, and will try anything once.
 They tend to act first and consider the consequences afterwards.

Activist learn BEST when: Activists learn LEAST when:

involved in new experiences, problems listening to lectures or reading long
and opportunities explanations
working with others in problem reading, writing and thinking on their
solving, games, role-playing exercises own
able to lead a group. following instructions.

c) PRAGMATIST
 Pragmatists are keen on trying things out.
 They look for new ideas that can be applied to the problem in hand.
 They like to get on with things and tend to be impatient.

Pragmatists learn BEST when: Pragmatists learn LEAST when:

They are shown techniques with clear there is no immediate practical benefit
practical advantages there are no clear guidelines on how to
They can try things out with feedback do it
from an expert
They can copy an example, or emulate
a role model.

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d) THEORIST
 Theorists like to understand the theory behind the actions.
 They need models, concepts and facts in order to learn.

Theorists learn BEST when: Theorists learn LEAST when:

in a structured situation with a clear in situations that emphasise emotions
purpose and feelings
understand a complex situation. when activities are unstructured

e) REFLECTOR E.G REFLEXIVE MODERNISATION THEORY

 Reflectors learn by observing and thinking about what happened. They like to
consider all the possible angles and implications before coming to a considered
opinion.
 They spend time listening and observing, and tend to be cautious and thoughtful.

Reflectors learn BEST when: Reflectors learn LEAST when:

able to stand back and observe first forced to take a lead in a group
given time to think and investigate before doing things without preparation
commenting or acting rushed by deadlines.
given an opportunity to review what has
happened
doing tasks without tight deadlines.

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f) KOLB’S LEARNING CYCLE
 Kolb's learning theory (1974) sets out four distinct learning styles, which are based on
a four-stage learning cycle. Kolb explains that different people naturally prefer a
certain single different learning style.

 Types of Four Kolb learning styles:

1) Diverging (feeling and watching)

 These people are able to look at things from different perspectives. Prefer to watch
rather than do, tending to gather information and use imagination to solve problems
for example, brainstorming.
 Tend to be imaginative and emotional, and tend to be strong in the arts. People with
the diverging style prefer to work in groups, to listen with an open mind and to
receive personal feedback.

2) Assimilating (watching and thinking)

 These people require good clear explanation rather than practical opportunity. They
excel at understanding wide-ranging information and organizing it a clear logical
format.
 People with an assimilating learning style are less focused on people and more
interested in ideas and abstract concepts. People with this style are more attracted to
logically sound theories than approaches based on practical value.
 People with this style prefer readings, lectures, exploring analytical models, and like
to thinking alone.

3) Converging (doing and thinking)

 People with a converging learning style can solve problems and will use their learning
to find solutions to practical issues. They prefer technical tasks, and are less
concerned with people.
 People with a converging learning style are more attracted to technical tasks and
problems than social or interpersonal issues.
 A converging learning style enables specialist and technology abilities. People with a
converging style like to experiment with new ideas, to simulate, and to work with
practical applications.

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 3. Accommodating (doing and feeling)
 People in this category like new challenges, making plans, and following through on
them.
 Accommodating learners are those who act on their instinct and tend to rely on others
for their information rather than carrying out investigations themselves.
 Accommodating learners leads them to work better in teams.

1.4) APPROACHES

a) LEARNING THROUGH RESEARCH

 Research is sometimes defined as the creation of new knowledge. Over time, each of
the disciplines has developed frameworks that define its research methods. When the
frameworks are followed well, the discipline approves the new knowledge after
review and critique.
 Learning through research encompasses understanding of learning, in which the
learner determines, tests and reflects own learning goals in a self-managed and self-
responsible way.
 Learning through research is realised through individual work
 work in autonomous learning groups
 co-operation in research projects

b) LEARNING FROM OTHERS

1) Mentoring
 Mentoring is the professional, one-to-one relationship between a less
experienced individual (mentee) and a more experienced person (mentor)
which typically aims to advance the personal and professional growth of the
former.

2) Coaching
 Coaching is defined as training or development that helps a learner achieve a
goal. Coaching is focuses on future possibilities and utilises learning from past
experiences.
 For example, an athlete's goal may be to achieve running a six-minute mile. A
coach would help the athlete to achieve that goal. In the workplace, an
employee goal may be to improve his speaking skills. A coach would help this
person achieve his or her goal of speaking better in public.

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  Coaching be used when:
 Motivating staff
 Building teams
 Performance enhancement
 Building relationships
 Resolving personal issues

3) Seminars
 Seminar is a group of advanced students studying under a professor with
each doing original research and all exchanging results through reports and
discussions.
 For example a class at university in which a topic is discussed by a teacher and
a small group of students.

4) Conferences
 A conference is a meeting, often lasting a few days, which is organized on a
particular subject or to bring together people who have a common interest.

5) Secondments
 Secondments is a period of time when an employee is sent to work somewhere
else temporarily, either to increase the number of workers there, to replace a
worker, or to exchange experiences and skills.
 A temporary period of time in which an employee is transferred to a new
position or organization
 For example, a period of staff shortage required the counsellor to be on
secondment and transferred to another facility.

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6) Interviews
 Interview means a private meeting between people when questions are asked
and answered. The person who answers the questions of an interview is called
in the interviewer. The person who asks the questions of our interview is
called an interviewer.
 It suggests a meeting between two persons for the purpose of getting a view of
each other or for knowing each other.

Main reasons candidates fail at interviews

Do not show up on time

Do not show enthusiasm for the job or the company
Lack of preparation, knowing very little about the job and
the company
Unable to give a positive vibe during the interview
Assume and expect interviewer to read and digest the
information from the resume
Fail to control facial expression
Do not show any appreciation to previous employer
fail to dress professionally
Too transparent, reveal weaknesses unnecessarily

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 7) Internet
 Internet is a global computer network providing a variety of information and
communication facilities, consisting of interconnected networks using
standardized communication protocols.

The important of Internet

•communication with anyone from any part of the globe made possible and easy , Now a
days it's even possible to make a full HD video call, E-mail, social media communication.
Communication

•E-books available online one can develop himself a lot not only the E-books even you-tube ,
and plenty of online courses that plays a Major role today that delivers a quality contents to
Education students.

•cash less transaction that obviously made every transaction very simple,secure and within
fraction of minutes instead of waiting in a long queue to transfer or deposit a cash and the
Online money global transactions made possible with the help of internet
transaction

•Everyone are updated just because of the current affairs which is achieved through various
Current news e-news platforms and you-tube.
updates

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8) Social Networks
 Social network is a network of social interactions and personal relationships.
 It also refers to a dedicated website or other application which enables users to
communicate with each other by posting information, comments, messages,
images, etc.

An example of social networks

9) Bulletin Boards
 A bulletin board is a surface intended for the posting of public messages.
 For example to advertise items wanted or for sale, announce events, or provide
information.

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 10) News Groups
 A newsgroup is an online discussion forum accessible through internet. Each
newsgroup contains discussions about a specific topic, indicated in the
newsgroup name.
 Online discussion group that allows interaction through electronic bulletin
board system and chat sessions. Thousands of internet based newsgroups
cover practically every conceivable subject.

1.5) EFFECTIVE LEARNING

a) SKILSS OF PERSONAL ASSESSMENT

Self-Evaluation

 Self-evaluation is a looking at the progress, development and learning to determine

what has improved and what areas still need improvement. Usually involves
comparing a “before” situation with a current situation.
 For example by filling out self-evaluation forms, journalizing, taking
tests, writing revisions of work, asking questions, and through discussions. When
students evaluate themselves, they are assessing what they know, do not know, and
what they would like to know. They begin to recognize their own strengths and
weaknesses.

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 EXAMPLE:
STUDENT COURSE EVALUATION QUESTIONNAIRE

COURSE
SEMESTER

INSTRUCTIONS:
PLEASE CROSS THE RESPONSE THAT REPRESENTS YOUR OPINION

NOT
strongly disagree agree strongly APPLICABLE
disagree agree
1. As a student I feel co-responsible for
the common good of the academic    
community

2. My membership of the Faculty is    

characterized by commitment

3. Students, especially candidates for the

ministry, see the Faculty as an    
indispensable place of training.

4. The entrance exams are effective in    

testing students’ basic level of culture.

5. Lessons are an important and defining     

part of my education.

6. I am developing a personal summary    

of what I have been taught.

7. I make good use of the teaching aids    

provided and especially the library.

8. I feel involved in the extracurricular

activities organized by the Faculty    
(liturgies, congresses, cultural visits,
etc.).

9. I appreciate the teaching staff’s

availability to help with my general    
education.

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STUDENT COUNCIL
1. The student council is considered a
suitable way to actively participate in    
Faculty life.

2. I take part in the student council.    

3. The council manages to formulate

proposals that can effectively contribute    
to the running of the Faculty.

Date: ____________________ (dd/mm/yy)



THANK YOU VERY MUCH FOR YOUR COLLABORATION

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1.6) LIFELONG LEARNING

 Lifelong long learning is learners are motivated to learn and develop because they
want to it is a deliberate and voluntary act.
 Lifelong learning provides us with more and better opportunities and improve quality
of life.
 Some examples of lifelong learning include:
 Internships
 Teaching yourself a new language
 Studying a new subject
 Learning to use new pieces of technology
 Playing a new game or sport

a) CONTINUING PROFESSIONAL DEVELOPMENT

 Continuing professional development or CPD is the ongoing process of developing,

maintaining and documenting the professional skills.
 These skills may be gained formally through courses or training or informally on the
job by watching others.
 For example CPD:

Reading relevant journal articles or reviewing books

Taking training courses
Peer review and mentoring
Online learning including engagement in discussion forums and blogs
Viewing and reviewing television programmes, documentaries and the internet.

1.7 ) ASSESSMENT OF LEARNING

a) IMPROVED ABILITY RANGE WITH PERSONAL LEARNING

 Personal learning is the behaviours, knowledge or understandings that students

identify as important to their own learning. They may relate to general work habits,
specific subjects, domains of learning, or a combination of these.
 Important of personal learning:
a. Improving students learning and achievement and building students capacity
to learn.
b. Becoming active participants in the learning process, empowering them to
become independent learners, and motivating them to achieve their full
potential.
c. More confidence to take on more challenging tasks, regardless of their ability.
Their motivation to improve and master a task is improved and their self-
esteem remains strong, even in the case of failure.

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b) EVIDENCE OF IMPROVED LEVELS OF SKILLS

1) Developing a strategy
 Present notes/records to show you have planned to use skills to improve
your learning and performance.
 The resources you might use to improve your skills, for example, course
materials, tutor feedback, discussions with others.
2) Monitoring progress
 Manage time as you worked on your course or work activities, and your
own assessment of the effectiveness of your time management.
 What you did to seek and use feedback and support, and your reflections
on the effect of this feedback on the quality of your work and your
progress.
 The choices you made to achieve your targets and improve your
learning, and how effective they were. Include any changes you made to
your strategy explaining the reasons for the changes.

3) Evaluate your strategy overall and assess your work.

 Present an evaluation that includes a summary of how effective your
overall strategy has been in helping you use skills to improve your
learning and performance.

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DISCUSSION QUESTIONS
CHAPTER 1: SELF-MANAGED LEARNING FOR LIFELONG DEVELOPMENT

1. Define self-managed learning and examples.

2. List the difference of benefits of self-managed learning to the individual and the
organization.

3. Briefly explain FOUR (4) learning process of self-initiation.

4. Describe and explain with examples the approaches of the learning process.

5. Explains FOUR (4) importance of self-reflection.

6. Explain the difference between activist, pragmatist, theorist and reflector.

7. State the main reasons candidates fail at interviews.

8. Briefly explain the important of internet in our daily life.

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 CHAPTER 2:

OWN PERSONAL SKILLS

&
PROFESSIONAL DEVELOPMENT
2.0) OWN PERSONAL AND PROFESSIONAL DEVELOPMENT

2.1) SELF APPRAISAL

 Self-appraisal is the evaluation of one's own strengths and weaknesses.

 The self-appraisal is the opportunity to reflect on the things that did well, and the
things that didn't do well but learned from this past year. The reasons for not
doing a great job at completing your self-appraisal may include everything from:

 lack of time
 thinking the information won't be useful or used
 feeling inadequately equipped with information, or memory, to do the process
justice
 laziness

a) SKILLS AUDIT

 A skills audit is essentially a process for measuring and recording the skills of an
individual or group. The main purpose for conducting a skills audit in an organisation
is to identify the skills and knowledge that the organisation requires, as well as the
skills and knowledge that the organisation currently has.

 Skills audits are also usually done to determine training needs so an organisation can
improve its skills and knowledge. However skills audits are also completed for other
reasons such as restructuring and deployment. A skills audit gathers more information
than simply your current qualifications level. It firstly identifies the skills matrices for
the organisation and then delves into what the current competencies are of each
individual against this predefined set of skills required to fulfil a specific role.

 The outcome of the skills audit process is a skills gap analysis. This information will
enable the organization to improve by providing the appropriate training and
development to individuals to cater for the identified skill gaps. The skills audit
process will also provide information which can be used for purposes such as internal
employee selection and to ensure that the correct person is deployed in each position.

 Below is the example of skills audit form for Kolej Unikop students after graduated:

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 Example
Skills Audit form for Students
Kolej Unikop Graduate

Introduction

The following audit is based on the concept of ‘Kolej Unikop Graduate’, summarising the
skills and attributes with the overall aim of capturing the ‘Unikop Experience’. The skills
audit is a tool designed to be adapted to suit different programmes and is not meant to be
prescriptive. Its usefulness for students will be considerably enhanced if it is context
specific.

The concepts are set within the context of a research-led teaching environment and aim to
provide opportunities for all graduates to fulfil their potential. The skills audit statements
have been interpreted to meet employability criteria so students are able to use their
experiences for the purposes of completing CVs, application forms and personal
statements.

Students are asked to self assess their skills on a five point scale:

1 = wide experience 3 = a little experience 5 = don’t know

2 = some experience 4 = no experience

Self Assessed Skills Audit Form

Name :
Date:

The Kolej Unikop GRADUATE is:

1. a critical, analytical and creative thinker
1 2 3 4 5
 relate and compare data from different sources, identify issues and
obtain relevant information
 reason and apply decision making processes and consider how to
find solutions to problems
 identify appropriate data sources
 review a range of different points of view and select the most
appropriate conclusion
 distinguish between different types of information to inform
conclusions
 capture key information from written or verbal sources
 identify significant opportunities and be pro-active in putting
forward ideas for problem solving.

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2. a flexible team worker
1 2 3 4 5
 build and develop working relationships with academic staff, peers
and colleagues
 work effectively with others to complete tasks and achieve results
 empower others to work together as part of a team or group
 recognise and understand when compromise and accommodating
others is necessary
 interact well with others and work co-operatively as a team member
 understand how to gain the attention of others in a team or group
when required
 understand how to contribute effectively and co operatively with
others even if they do not share the same ideas and ways of working
 express self effectively in a group and in one to one situations
 have an understanding of team roles

3. a problem solver
1 2 3 4 5
 use an appropriate approach to questioning in order to gain
information from which to draw conclusions
 use an objective approach to relate to others in order to achieve
goals
 make good use of verbal reasoning skills, able to handle complex
data and make selective use of information
 explore more than one solution in order to solve a problem
 consider the ideas of others to help solve problems
 manage the process of problem solving over a period of time
 demonstrate resilience and lateral thinking abilities when applied to
problem solving

4. an accomplished communicator
1 2 3 4 5
 understand the differences in presenting types of documents, e.g.
reports, essays, dissertations, summaries
 check written work for errors before submission
 use a range of ICT packages to support work
 express and convey ideas appropriately and accurately in writing
 successfully give a presentation or demonstration
 demonstrate that information being received is understood by using
a range of verbal and non-verbal signals
 understand when people have taken account of your views and you
of theirs

5. professional and adaptable

1 2 3 4 5
 recognise and develop skills and competencies required for learning
and future employment
 develop opportunities for learning activities through current and
future roles
 recognise the importance and value of activities outside the
curriculum, e.g. work experience, sports, clubs
 identify when extra support and help may be useful
 understand the importance of actively reviewing and maintaining
your own development plan in order to set appropriate learning

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 targets
 maintain positive attitudes to work and understand when a task has
not been completed well and identify changes for the future
 understand how to gain feedback on work or performance

6. an efficient planner and time manager

1 2 3 4 5
 aspire to and maintain a results-driven approach where appropriate
 plan day in order to manage time more effectively
 apply suitable approaches and put in extra effort if required in order
to meet tight deadlines
 prioritise own and others’ work
 identify resources required to complete a set task
 harness motivation and hard work to assist in the completion of
work objectives

7. an independent learner and researcher

1 2 3 4 5
 work without supervision and use own initiative
 maintain effectiveness in changing environments
 make appropriate adjustments when undertaking tasks
 keep track of work schedules and deadlines by applying multi-
tasking abilities
 able to devise own approaches to projects
 able to set own questions and work alongside colleagues in different
environments

8. reflective, self aware and self motivated

1 2 3 4 5
 establish a course of action for self and evaluate own performance
 recognise personal successes
 set own goals and review these systematically
 review any gaps in understanding and knowledge
 find opportunities to enhance and develop transferable skills within
and outside of the curriculum
 adjust to meet different work styles

9. knowledgeable in their subject area

1 2 3 4 5
 generate and recognise best practice and apply imaginative ideas to
different situations
 work out a preferred course of action
 think laterally and encourage others to do so and consider how they
approach an unconventional task
 present complex and unusual ideas to friends and colleagues

10. information literate and IT literate

1 2 3 4 5
 comfortable using computers, including different applications in
context
 knowing where to use information and how to cite and reference
 understanding how to use different software effectively
 able to keep up to date with current IT applications and how they

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 can be used to enhance work within and outside university
 able to evaluate the effectiveness of different information sources
 able to make effective use of the library and internet resources
 understand how to present information within their academic
context

11. competent in applying their knowledge and skills

1 2 3 4 5
 able to apply their knowledge in everyday situations
 develop key communication skills to help apply knowledge
 work towards developing ‘fitness to practice’ and professional
competencies
 able to apply theory to practice where appropriate

Thank you.

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b) EVALUATING SELF-MANAGEMENT

 Self-management plans are used to teach to independently complete tasks and take
an active role in monitoring and reinforcing their own behavior. An important
goal in education is to foster self-reliance and independence.
 In fact, self-management strategies can be implemented before any problem
behaviors occur. Research studies show that self-management strategies can be
used to improve academic performance, productivity, time on-task, and to
decrease problem behavior.
 The ability to use self management strategies effectively is a skill that becomes
very important for success as children grow into adulthood. The critical elements
of self-management include setting goals, monitoring behavior, and evaluating
progress.
 Below is the example of student self-management form:

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c) PERSONAL AND INTERPERSONAL SKILLS

Personal skills
 Personal skills can be defined as the abilities a human being possesses. These can
be in the form of abilities and attributes.
 A personal skill is the abilities an individual possess which are considered to be
his/her strengths.
 For example, Lee Kuan Yew, the founding father of Singapore was a great
visionary leader who possessed excellent leadership skills; this is his personal
skill.
 Personal skills can be categorized into two which are:
a) Soft skills
 Soft skills are the intangible attributes of our personality.
 Soft skills aid us in interaction with others and are related to our attitude,
emotions, habits, communication style, social manners and personality.

b) Hard skills
 Hard skills are specific attributes related to performing a task. Hard skills are
more work or revenue oriented.
 These skills are usually the abilities and knowledge related to certain areas.
Further, it can be easily quantified and evaluated. The hard skills are mostly
absorbed by the individual via education and experience. Examples of hard
skills are language proficiency and driving skills.
 Hard skills determine the employability and help the employer to assign
responsibilities & tasks.

Interpersonal skills

 Interpersonal skills are the set of abilities needed by a person to positively and
effectively communicate with others.
 For example of interpersonal skills is leadership, delegation, listening, negotiation,
people manners, social awareness, positive attitude, assertiveness, persuasion.

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d) LEADERSHIP SKILLS
 Leadership skills are an essential component in positioning executives to make
thoughtful decisions about their organization's mission and goals, and properly
allocate resources to achieve those directives.
 Valuable leadership skills include the ability to delegate, inspire and communicate
effectively.

Types of leadership skills

1. Autocratic  Autocratic leadership style is centered on the boss. In this

Leadership leadership the leader holds all authority and responsibility.
 Leaders make decisions on their own without consulting
subordinates. They reach decisions, communicate them to
subordinates and expect prompt implementation. Autocratic
work environment does normally have little or no flexibility.
 Some of the leaders that support this kind of leadership
include: Albert J Dunlap (Sunbeam Corporation) and
Donald Trump (Trump Organization) among others.

2. Democratic  In this leadership style, subordinates are involved in making

Leadership decisions.
 The democratic leader holds final responsibility, but he or
she is known to delegate authority to other people, who
determine work projects.
 Democratic leadership is one of the most preferred
leadership, and it entails the following: fairness,
competence, creativity, courage, intelligence and honesty.

3. Strategic  Strategic leadership is one that involves a leader who is

Leadership essentially the head of an organization.
 The strategic leader is not limited to those at the top of the
organization. It is geared to a wider audience at all levels
who want to create a high performance life, team or
organization.
 Therefore, the aim of strategic leadership always includes an
aspect of transformation. It is about creating a vision that
helps to move the organization from point A to point B.

4. Transformational  Transformational leadership is defined as a leadership

Leadership approach that causes change in individuals and social
systems. In its ideal form, it creates valuable and positive
change in the followers with the end goal of developing
followers into leaders.
 Transformational leadership enhances the motivation,

24
 morale and performance of followers through a variety of
mechanisms. These include connecting the follower's sense
of identity and self to the mission and the collective identity
of the organization being a role model for followers that
inspires them, challenging followers to take greater
ownership for their work, and understanding the strengths
and weaknesses of followers, so the leader can align
followers with tasks that optimize their performance.

5. Team Leadership  Team leadership involves the creation of a vivid picture of

. its future, where it is heading and what it will stand for.
 The vision inspires and provides a strong sense of purpose
and direction.
 A team leader is someone who provides guidance,
instruction, direction and leadership to a group of
individuals (the team) for the purpose of achieving a key
result or group of aligned results.

6. Cross-Cultural  This form of leadership normally exists where there are

Leadership various cultures in the society. Cross cultural
leader attempts to understand how individuals of
different cultures interact with each other
 Most of the leaderships observed in the United States are
cross-cultural because of the different cultures that live and
work there.

7. Facilitative  Facilitative leadership is too dependent on measurements

Leadership and outcomes not a skill, although it takes much skill to
master.
 The effectiveness of a group is directly related to the
efficacy of its process. If the group is high functioning, the
facilitative leader uses a light hand on the process.
 The leader is perceived to always be right and in control
along with making sure no one openly resists their
instructions.
 An effective facilitative leadership involves monitoring of
group dynamics, offering process suggestions and
interventions to help the group stay on track.

8. Laissez-faire  Laissez-faire means "let it be" or "leave it alone." It means

Leadership leaders leave it up to their subordinates to complete
responsibilities in a manner they choose, without requiring
strict policies or procedures.
 Laissez-faire leadership gives authority to employees.

25
  Departments or subordinates are allowed to work as they
choose with minimal or no interference.

9. Transactional  The leadership that involves an exchange process, whereby

Leadership followers get immediate, tangible rewards for carrying out
the leader’s orders.
 Transactional leadership focuses on results, conforms to the
existing structure of an organization and measures success
according to that organization’s system of rewards and
penalties.
 This type of leader sets the criteria for their workers
according to previously defined requirements. Performance
reviews are the most common way to judge employee
performance.
 Transactional, or managerial, leaders work best with
employees who know their jobs and are motivated by the
reward-penalty system.

10. Coaching  Coaching leadership involves teaching and supervising

Leadership followers. A coaching leader is highly operational in setting
where results / performance require improvement.
 The coaching leader takes the lead to get the best out of his
employees or team.
 The basis of the Coaching Leadership Style is the dynamic
interaction between the leader and the employee. This gives
rise to valuable insights and the achieved results are
discussed and analysed. This is done by means of providing
and receiving feedback, asking questions and conducting
motivating conversations.

11.Bureacratic  Bureaucratic leaders apply great attention to detail and help

Leadership to bring control and clarity to situations. This can be of great
benefit to the organisation or team as it ensures quality
standards are met and the welfare of the team is maintained.
 Bureaucratic leaders follow rules and regulations and are
therefore less creative and innovative in their approach to
leadership.
 They have a job specification to follow and they deliver on
it. For some highly regulated industries with exposure to risk
this style of leadership is crucial for success. They lead by
the book and do not stray from their chosen path meaning
spontaneity and flexibility can be counter-productive to a
bureaucratic leader.

26
2.2) DEVELOPMENT PLAN

 A professional development plan documents the goals, required skill and competency
development, and objectives a staff member will need to accomplish in order to
support continuous improvement and career development.

A professional development plan is created by the manager working closely with the
staff member to identify the necessary skills and resources to support the staff
member's career goals and the organization's business needs.

 Professional development for staff members begins when a new member joins your
team. In addition, all staff members should have a "living" professional development
plan in place. Planning should not take place only after an staff member is identified
as needing improvement. Professional development plans should be reviewed on an
on-going basis throughout the year, with at least one interim review discussion
between the staff member and supervisor prior to the end of the yearly performance
review period.

a) CURRENT PERFORMANCE

 The following current performance steps to create a professional development plan

with the employee:

Step One: Request a self-assessment from the staff member

Have the staff member complete a self-assessment of their interests, skills, values,
and personality. Use the sample performance planning and self-assessment forms
listed to the right to assist in the process. When evaluating the staff member's
responses, keep these questions in mind:

 What skills, career opportunities, technologies interest the individual?

 Do those skills/interests/goals support the organization's needs and goals?
 What are the short and long term steps to get there?

Step Two: Develop your assessment of the individual's skill level

Based on the staff member's self-assessment, their work record, and your own
observations, determine the staff member's skill level in the following categories:

 Technical skills: skills needed to get the job done.

 Social skills: how do they work with others?
 Aptitudes: natural talents; special abilities for doing, or learning to do, certain
kinds of things.
 Attitude: outlook, feelings, mind-set, way of thinking, and point of view.

27
Step Three: Assess the department and organization's needs
In order for professional development to be successful, the staff member's needs
and interests must be applied to address organizational objectives. The staff
member's career path must align with the organization's workforce needs. In creating
a professional development plan, consider the following goals:

 Departmental goals
 Team goals
 Individual goals

Step Four: Explore development opportunities with the staff member

Explore the professional development opportunities available with your staff
member. Some examples include:

 New Projects & Responsibilities - Explore what new projects and

responsibilities the staff member can assist with in their own department. Staff
members can use such opportunities to develop new skills such as web
design, business writing, and project management.
 Workshops & Seminars - Learning & Organizational Development offers a
variety of workshops and seminars that help an staff member develop their
work and computer technology skills
 Educational Opportunities - There are a variety of educational opportunities
available at Duke and in the Durham area. For a list of available resources,
please refer to Training.
 Mentorship - Interested staff can be paired with mentors for a variety of
activities including information interviews, shadowing, tutorials.

Step Five: Record and analyze the staff member's progress

Collect feedback from the staff member about their development progress to assist
in identifying what the staff member is doing well, build on their skills, correct any
problems that may arise, and help them develop new abilities that will improve
personal performance as well as organizational outcomes.

Use a Performance Log for tracking, recording and providing feedback from the staff
member. Record dates, events, expectations, and the impact of action steps on their
development. Make sure to record:

 Observations of enhanced skills or knowledge and how they were applied.

 Progress towards goals and objectives.
 Observations where skills / knowledge could be applied - use for future
discussion.

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b) FUTURE NEEDS

 Tips for developing a professional development future needs:

1. Keep your goals front-of-mind 2. Prioritise

 The tasks of daily life can often get in the  It can feel overwhelming when you
way of the bigger picture – so find a way look at your career plan in its
to remind yourself of your larger career entirety and decide which goals are
goals on a daily or weekly basis. Post most important, and tackle them
encouraging notes on the fridge or set up first.
reminders or alerts on your mobile phone.

3. Use technology 4. Stay accountable

 Websites and apps can be really handy in  Share your plans with friends and
helping you to set weekly career goals and family members. That way, you’ll
stay on track. Check out online tools be able to tell them about your
like Goalmigo, Stickk, Any and Wunderli progress and they can offer support
st to help you plan, track and stay focused. and encouragement when you need
it. You can also consider enlisting
your boss into your career plan, if it
aligns with their view of you or
their plans for your professional
development.
5. Keep a journal 6. Reward yourself

 Consider recording your progress in a  Celebrate your career achievements

diary or journal. It can be really useful to and you’ll boost your motivation so
get your thoughts, feelings, frustrations make sure you mark the milestones
and achievements down on paper, while by treating yourself with something
helping you to see how much you are celebratory.
actually accomplishing.

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c) SWOT ANALYSIS TO CAREER PROGRESSION

 If you're redundant, unemployed or keen to make a change to your career your first action
is to examine what you can offer an employer. Explore your skills, knowledge and
experience. Next think hard about what it is that you want to do with your life from here
onwards. It is wise to investigate your options before making judgements about which of
them suit you best.

 SWOT analysis is a valuable tool that can be extremely helpful when making an
important career decision. It stands for:
o Strengths
o Weaknesses
o Opportunities
o Threats

 If you find you have two or more options to choose between, hopefully in the form of
multiple job offers, complete a SWOT analysis for each option and then carefully
compare the results. It's specifically designed to aid your decision.

SWOT Analysis

Strengths Weaknesses
 The job is just what you're looking for  The job is not one that will motivate you
and it feels ideal and worthwhile in the medium to long term
 Your skills, including technical skills and  It offers a lower salary or uncertain salary
also generic skills such as teamwork, progression
leadership, initiative, organisation, verbal
 You will need to move house - involving
and written communication, and how
financial expense and the effort of
they relate in some way to the needs of
making new friends in a new location
the position you are considering
 Time will have to be spent on training,
 You know the people who work there and
including possibly another course of
feel you would fit in and very much enjoy
study to increase your professionalism in
working with them
this field
 Your knowledge of that type of job is
 The hours of work are inconvenient,
good
inflexible, longer
 The location of the workplace is
 The employer is recruiting for a specific
convenient
position and career progression seems
 A higher salary is offered or there is the limited
prospect of one within a short timescale
 The staffs are not particularly friendly.
 Training you could receive would You are not sure how relationships would
develop your professionalism develop

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Opportunities Threats
 You have been unemployed and this  If you remain unemployed for a long time
gives you a step back into employment there will be a significant loss of earnings
 The new job has the potential to provide a  Going into a job where you have to
springboard into other more interesting or complete a probationary period, rights
better paid jobs after a year or two. such as redundancy pay will be much
Perhaps it is a route to your ideal job. lower than before
 It presents an opportunity to move into a  Moving away may cause problems with
different industry; perhaps from the family and friends
private to public sector or vice versa
 Getting into an unfamiliar industry/area
 It could improve your quality of life of work is outside your comfort zone
 The vacancy will give you experience  The expense of a new home while not
which is a required precursor for being certain about your medium term
something else you want to do or achieve prospects
later
 Uncertainty about the team you will be
 You want to move house/location and working with and how you will relate to
this is a golden opportunity the person you report to
 This employer will give you the training  Lack of confidence about changing your
you need to progress your career career into a different field
 This is a chance to increase your income

2.3) PORTFOLIO BUILDING

 A portfolio is a set of pieces of creative work intended to demonstrate a person's
ability to a potential employer.
 A portfolio provides a way to reveal your credentials to the world. It allows packaging
the best evidence of candidacy for employment such as resume, design work, artwork,
reports, lesson plans, transcripts, certifications, articles, letters, and more in a form
easily accessible.
 Commit the time and diligence to create a professional, polished portfolio which
accurately reflects your professional and creative accomplishments.
 Check to make sure everything is current and in working order on a regular basis. Be
vigilant in checking for broken images or broken links to other sites and remove
outdated information. If you have a link to your email addresses test it to make sure it
works.
 Add a link to your portfolio to your resume and mention it in cover letters so
employers can access the information quickly and easily.

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Benefits of portfolios
 Can simplify the way people work, collect data, collaborate, and make decisions
which can be easily accessed, visualized, and shared.
 Can make better strategic planning decisions
 With all of projects in one place, you can begin to compare projects within a
business unit and across the division more effectively, becoming much more agile.
 By prioritizing work, portfolio managers can begin to better manage the project
portfolio, so resources are deployed more effectively and projects are based on
value rather than relationships.
 When you optimize your portfolio, you can generate reports that offer fast
answers to questions for improved decision making and business outcomes.
 Showcase your achievements, skills, and abilities for an interview.
 See your career as a collection of skills and talents that you’ve developed, rather
than just a list of job titles.

Common components of a portfolio

 Statement of professional goals and career objective

 Resume or Curriculum Vitae
 Academic Work
 Research
 Teaching
 Leadership
 Service
 Publications
 Conference Participation
 Work Experience and Skills
 Performance Reviews
 Recognition and Awards

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2.4) TRANSCRIPTS
 A written or printed version of material originally presented in another medium. For
example, written version, printed version, script and record.
 For example a transcript is an inventory of the courses taken and grades earned of a
student throughout a course of study. There are official transcripts and transcripts
which can be made by the student and verified and attested by an authorized person.

Example of Transcript

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a) MAINTAINING & PRESENTING TRANSCRIPTS (CURRICULUM VITAE
AND RESUME)

 A resume is a formal document that consists of short, concise relevant information

regarding your education, skills, experiences, accomplishment and any job related
interest which you may want to share with potential employers.

Resume formats
Format Description
Chronological Lists employment and education by date, starting from the most
recent. best used for students and entry-level workers who have
specialized skills to offer
Functional Focuses on personal characteristics, skills, abilities and work
experience. Highly recommended for job seekers who wish to
make a comeback or career change
Combination Identifies skills and experience first. Next would be the
employment history. Highlight skills to match the relevant job
that is being applied for and also provides the chronological work
history

 A curriculum vitae (CV) is a document that gives much more detail about one’s
academic and professional accomplishment than the resume. Some jobseekers may
wonder how a resume is different from a curriculum vitae and which one to use when
applying for jobs. Although both are used to apply for jobs there are some differences
between the two as shown in table below.

Differences between resume and curriculum vitae

RESUME CURRICULUM VITAE
 One page long  Usually two pages long (at times more)
 A brief synopsis of one’s education level  Includes a summary one’s educational
and qualification and academic backgrounds as well as
 Used to apply for a job in most industries teaching and research experience,
and businesses publications, presentation, awards,
honours, affiliations and other details
 Used to apply for academic positions and
research based jobs

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DISCUSSION QUESTIONS
CHAPTER 2: OWN PERSONAL AND PROFESSIONAL DEVELOPMENT
1. Write down your SWOT analysis that you want to achieve in your life.

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2. Visualize yourself in a job and explain where you see yourself in five years.

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3. You are attending an interview for the position of an outdoor photographer with an
established international fashion magazine. Make a list of documents to bring to support
your application and discuss the questions that they might ask you during the interview.
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 CHAPTER 3:

IMPLEMENT & REVIEW

PERSONAL / PROFESSIONAL
DEVELOPMENT PLAN
3.0) IMPLEMENT & REVIEW PERSONAL / PROFESSIONAL DEVELOPMENT
PLAN

3.1) INTRODUCTION

 As our employing organizations change, it is becoming increasingly important for us

to develop our own plan and manage it to ensure our employability in these
challenging times.

3.2) LEARNING STYLES AND STRATEGIES:

 Learning style is an individual's mode of gaining knowledge which preferred or best

method
 For examples, learning style is an individual's unique approach to learning based on
strengths, weaknesses, and preferences.

a) TYPES OF LEARNING STYLES

Visual learners Auditory or Aural learners

 Learn best from visual images that do not  Do well with hearing information.
include writing.  They remember words to songs
 Visual learners prefer the use of images, and can recall conversations in detail by
maps and graphics organizers to access hearing them in their minds.
and understand new information.  For example listening and speaking in
 They remember faces and places and tend situations such as lecturers and group
to recall information by picturing it in discussion.
their minds.

Read & Write learners Kinesthetic learners

 They comprehend and remember  Learn by doing.

what they read, and they often enjoy  Hands-on activities and real-life
writing. experiences help them
 They have a strong reading/writing and remember.
learn best through words.

29
 Learning Styles Tips and Strategies
Visual learners Auditory or Aural learners

 Doodle diagrams  Use a computer to record your notes read

 Create a flowchart for the progression of aloud.
your notes and ideas  Read your notes aloud when studying
 Make flashcards that include pictures or  Work in a group where you can discuss
diagrams as visual clues the information
 Highlight key information in your texts or  Singing/ creating a song
notes

Read & Write learners Kinesthetic learners

 Re-write your notes after class.  Type your notes after class -Create a
 Use colored pens and highlighters to YouTube video as a group to study later
focus in on key ideas individually
 Print out your notes for later review  Write your notes onto flashcards -
 Organize your notes/key concepts into a Scrabble -Make posters
Powerpoint slideshow  Review flashcards while walking, at gym,
 Repetitive writing etc.
 Sit near the front of the room
 Walk back and forth, move in some way,
when studying notes

30
b) AWARENESS OF OWN PERSONAL STYLE

 Self-awareness helps managers identify gaps in their management skills, which

promotes skill development and self-awareness also helps managers find situations in
which they will be most effective, assists with decision making, and aids stress
management and motivation of oneself and others:

i. Skill development.
 Improvement projects should normally begin with an assessment of the gap
between the current situation and the desired future situation.
 Self-awareness will reveal a skills gap that you want to work on.

ii. Knowing your strengths and weaknesses.

 Self-awareness helps exploit the strengths and cope with the
weaknesses. Cooperation between big-picture-oriented decision makers and
detail-oriented decision makers can produce high quality decisions.

Big Picture Thinking Detail Oriented Thinking

 Is the ability to come up with ideas,  Is a more precise way of planning,

solutions and opportunities. organizing and managing activities with
 Big thinkers see possibilities and jump specific details.
on opportunities.  Detail-oriented people are not are
 Willing to take risks because they see visionaries but are very good at executing
the chance to make big gains. the details of plan.
 They likely over think things in the process
of organizing the plans.

The Typical Big Picture Thinker The Typical Details Oriented Thinker

 Can quickly see patterns in complex  Think in greater detail and sometimes miss
problems. the opportunities.
 Come up with new ideas and new  Tendency to over-think things
projects.  Skills for focus and attention to detail.
 Been described as right-brained.  Been described as left-brained.

31
iii. Stress.
 Stress is any action or situation that places physical or psychological demands
upon a person.
 Stress is a non-specific response of the body to any demand made upon it.
 Another definition of stress is tension experienced by individuals facing
extraordinary demands, constraints or opportunities.

Types of stress
Eustress Distress
 Eustress is a positive stress which  Distress is a negative stress which you
drives a person to complete a task. It are not able to control your stress.
is something which a person needs to Distress is very dangerous as it will
have as it motivates him or her to kill your motivation to work.
work.

Causes of stress
 Too many roles and responsibilities a person is holding in the organization
 The workload demands which requires your attention in order to climb the
corporate ladder
 The personal demands which are expected from the environment itself such
as the high cost of living and family status which needs to be maintained
 Financial constraints faced by a person

Ways to manage stress

 Take charge of your life and avoid blaming others
 Organize your life and plan ahead of time
 Build up your self-esteem
 Lead a balanced and healthy lifestyle
 Surround yourself with supportive relationships and avoid toxic individuals
 Have fun and develop a sense of humour
 Let your feelings out and share it with someone close
 Be positive and avoid unnecessary thinking
 Smile and relax

32
c) IMPACT OF PERSONAL STYLE WITH OTHERS

a. The clarity of communication

 Six (6) Tips for improving the clarity of communication.

1) Consider Audience
 Clear and easy to understand.

2) Say exactly what you mean

 Be direct without being unpleasant

3) Avoid Jargon
 Jargon is special words or expressions that are used by a particular
profession or group and are difficult for others to understand.

4) Keep it short and simple

 Give the highlights and the key points

5) Ask for a playback

 Ask to make sure they understand to check to be sure they have
understood.

6) Over communicate
 The message and information will be lost as soon as another message
comes into the mix.

b. The quality of the connection we have with others

1) Smile
 Smiling at another person is one of the simplest ways to connect with another
person.

2) Make eye contact

 It improves a level of trust and safety that allows them to open up even more.

3) Schedule Quality Time

 Making time to connect with other improve the quality of the relationship.

d) IMPACT OF INTERACTION WITH OTHERS

 Social interactions are the acts, actions, or practices of two or more people mutually
oriented towards each other's.
 The social interaction must be aware of each other have each other's self in mind.

33
3.3) LEARNING FROM OTHERS

a) FORMAL LEARNING AND TRAINING

 Formal learning refers to a type of learning program in which the goals and
objectives are defined by the training department and instructor for examples of
formal learning include classroom instruction, web-based training, workshops
and seminars.
 Training is the process of learning the skills that you need for a particular job or
activity. For example training in the workplace.

b) OBSERVATION

 Observation refers to the action or process of observing something or someone

carefully or in order to gain information.

c) MENTORING

 Mentor is assigned to act as an advisor, or guide to a junior. The mentor is

responsible for providing support to and feedback on the individual in his or her
change.

d) SUPERVISION

 Supervision is the action of supervising someone or something.

e) TUTORIALS

 Tutorials is a class in which a tutor gives intensive instruction in some subject to

an individual student or a small group of students.

f) INFORMAL NETWORKS

 Informal networks (unofficial) refers to which usually runs as general conversation

which are phone or face-face or an email. Care needs to be taken with emails so as to
avoid unintended offense or misinterpretation.

g) TEAM MEMBERS

 Team member is a person belonging to a specific group of people involved in

attempting to achieve a common goal.
 For example, a team member could be one of several institutional investors trading
the asset markets together, or a business person working closely with others within
their company.

34
 h) LINE MANAGER

 Line manager refers to a person with direct managerial responsibility for a

particular employee.
 For example a manager involved in running the main business activities of a
company.

3.4) EVALUATING OF PROGRESS

a) SETTING AND RECORDING OF AIMS AND OBJECTIVES

o Develop job knowledge and skills that help them thrive in their work, take on
additional responsibilities, or pursue their career aspirations
o Support or advance the organization's vision, mission, values, principles,
strategies, and goals
o Collaborate with their colleagues with greater transparency and mutual
understanding
o Plan and implement successful projects and initiatives
o Remain resilient when roadblocks arise and learn from these setbacks.

b) SETTING TARGET

o Motivational technique based on the concept that the practice of setting specific goals
enhances performance, and that setting difficult goals results in higher performance than
setting easier goals.

c) RESPONDING TO FEEDBACK

o Feedback is defined as a return of information about a result or the returned portion of a

process.
o For example of feedback is a judge in a dance competition giving constructive criticism
after a performance.

d) RE-SETTING AIMS AND TARGETS

o To set again point or direct or to try with a particular goal in mind.

e) ESTABLISHING AND RECOGNIZING STRENGTHS AND WEAKNESSES

o Know your strengths. Take some time to consider what you believe are the strengths of
your business.
o Recognize your weaknesses.
o Spot the opportunities.
o The next step is to analyse your opportunities, and this can be tackled in several ways.
o Watch out for threats.
o Use your analysis

35
f) DIRECTIONS FOR CHANGE

o The act of turning away or in the opposite direction, turning in the opposite direction,
change of course. A change in the direction that you are moving.

g) CYCLES OF ACTIVITY

o Monitoring
 Supervising activities in progress to ensure they are on-course and on-schedule in
meeting the objectives and performance targets.

o Reflecting
 Think deeply or carefully about.

o Planning
 The process of making plans for something.

36
DISCUSSION QUESTIONS
CHAPTER 3: IMPLEMENT AND REVIEW PERSONAL AND PROFESSIONAL
DEVELOPMENT PLAN
1. Definition of learning styles
2. Explain the difference between big picture thinking and detailed oriented thinking
3. Briefly four (4) types of learning styles
4. Explain six (6) Tips for improving the clarity of communication
5. Describe jargon.
6. List three (3) cycles of activity
7. In your opinion, how would you manage stress in your college environment? Which
stress management ways would you adopt for yourself?

37
 CHAPTER 4:

ACQUIRES INTERPERSONAL
&
TRANSFERABLE SKILLS
4.0) ACQUIRES INTERPERSONAL AND TRANSFERABLE SKILLS

4.1) INTRODUCTION

 INTERPERSONAL SKILLS

 Interpersonal skills are capabilities to effectively communicate, socialize, connect,

and cooperate with people in life, whether it be an individual or a group.
 Some people naturally have great interpersonal skills.

Four types of Interpersonal skills

1. Assertion Skills 2. Active Listening

 These are both non-verbal and  The listener is focused on the

verbal behaviours that allow you person speaking absorbing what is
to remain respectful, defend your said and responding appropriately.
rights, and satisfy your needs, all
without abusing, manipulating,
controlling, or dominating.

3. Questioning Skills 4. Conflict Resolution Skills

 How you ask the questions will  These are skills that will allow
establish the type of answer you managing and resolving conflicts
get, the quality of that answer, and effectively.
the quantity of that answer.

38
 Examples of Interpersonal skills

1. Look
o While you are listening to what a person has to say you should also be looking at
facial expressions, body language, well as dress, hair, and eyes.

2. Ask
o Ask questions that are open-ended improving your ability to extract more
information from the other person and quickly identify the value of that
information.

3. Listen
o Listen for tone, inflection, and volume.
o For example, “what’s your problem?” said in a soft tone would imply you want to
assist someone, but said in a loud boisterous voice might indicate someone is
angry.

4. Comprehend
o With the information gathered it must be processed and then learned. You must
apply what you have learned to the person you are having a dialogue with.
When you comprehend what their emotional state is, their mood, or how they are
feeling you can better understand the true meaning of their message.

5. Learn
o When you look, listen, and ask you will generate a significant amount of
information in a relatively short period of time, allowing you to quickly and
efficiently process the information.

6. Identify
o After you’ve gathered the information, you need to process it and identify where
the real value is. This enables you to see possible relationship opportunities and
to identify the person’s needs.

7. Commit
o Commitment is a key interpersonal skill requiring your time an effort. When you
are committed to the development of your interpersonal skills, it will benefit
everyone you communicate with.

39
 Developing Interpersonal Abilities: How to Improve Interpersonal Skills
 Be Observant – Watch what’s happening in the lives of others. Acknowledge their
accomplishments, express your sympathy. Always make eye contact and don’t be
afraid to ask others what their opinion is.

 Be Appreciative – Say thank you, speak kindly, and encourage others with your
words.

 Active Listening – Restate what the other person says to ensure you know the
meaning.

 Bring People Together – Create the type of environment where others want to work
together.

 Communicate Clearly – Pay attention to what others are saying.

4.2) TRANSFERABLE SKILLS

 Transferable skills can be defined as skills developed in one situation which can
be transferred to another situation.
 For examples of transferable skills include team working, communication skills,
problem solving, planning and time management.

a) PERSONAL EFFECTIVENESS
 Personal effectiveness is a branch of the self-help movement dealing with success,
goals, and related concepts.

b) ABILITY TO COMMUNICATE EFFECTIVELY AT ALL LEVELS

 Line of distinction between various managerial positions in an organization.
Levels of management determine the chain of command.
 Chain of command is the order in which authority and power in an organization is
delegated from top management to every employee at every level of the
organization.
 There are three types level of management which are top level management,
middle level management and lower level management.

40
 I. Top level management

o Top level management determines the overall organizational goals.

Preparation of overall plans, policies, and strategies to achieve
predetermined goals. Establishment the standards for control. Directing
(leading, motivating, supervision, communication) employees.
o Assembling resources (human, capital, technology, and information) and
encouraging employees for wise utilization of such resources.
Representing the organization in the external world.

II. Middle level management

o Middle-level management works as the formulation of departmental goals,

plans, policies and strategies for each department on the basis of overall
goals.
o Guiding, instructing and controlling to the departments and lower level.
Assigning duties and responsibilities for first line manager.
Communicating plans, policies and guidelines set by top-level
management to lower level management. Recruiting and selecting the
suitable staffs.

III. Lower level management

o Lower level management works as arranging the necessary tools,

equipment’s etc. for the workers. Maintaining good human relations and
discipline in the organization.
o Classifying and assigning the duties to first-line employees. Directing for
activities and solving the problems of workers. Improving morale of the
workers.
o Arranging and providing training to workers. Reporting success or failure
of the operation to the middle-level management.

41
 c) SELF-DISCIPLINE
 Self discipline is the ability to control one's feelings and overcome one's
weaknesses, the ability to pursue what one thinks is right despite temptations to
abandon it.
 One needs to focus one’s attention on important activities which contribute
towards the attainment of worthwhile goals without distraction until they are
completed.
 Self discipline activity involves taking control of one’s mind, emotions and habits.
It also requires sacrificing immediate gratification for attaining a goal.

Importance of Self-discipline

assist us to channel
helps to facilitate self- helps leads to more
our energies in the leadership incisive problem-solving
right decision

enhancing good helps to transfrom what

personal qualities and we are planning into
work productivity reality

Tips on how to achieve Self-discipline

1. Clarify your goal and priorities 2. Calculate the cost of procrastination

Set your goals and priorities, write Stop procrastination by creating a work
them and put the list in sight to help schedule and sticking to it.
you focus.
3. Practice daily planning 4. Monitor your progress periodically
Determine the tasks that need to be Make sure you are on the right track by
done and prioritize them. monitoring the progress of your action.
5. Set realistic deadlines for completing 6. Utilize time efficiently
unpleasant or difficult tasks Keep asking yourself “What is the best
Deadlines help to create a sense of use of my time right now?”
urgency
7. Get started and work on a task’ 8. Develop self-control by taking charge of
Avoid being trapped into inaction by your feelings
the desire for perfection. Break Put aside immediate pleasure to attain a
challenging tasks into manageable long-term goal.
chunks.
9. Create momentum to get you moving on 10. Reward yourself for completing unpleasant
a difficult task or difficult tasks.
Set aside a specific time to work on it Reward yourself systematically for
or begin by doing the easy part of it. example at milestones that you achieve
throughout a project.

42
 d) CREATIVITY
 The use of the imagination or original ideas, especially in the production of an
artistic work.

e) PROBLEM SOLVING
 The process of finding solutions to difficult or complex issues an expert at
creative problem-solving

4.3) VERBAL AND NON-VERBAL COMMUNICATION

Verbal communication
 Verbal communication is the use of sounds and words to express yourself.
 For example of verbal communication is saying “No” when someone asks you to do
something you don't want to do.

Nonverbal communication
 Nonverbal communication includes gestures, facial expressions, and body positions
(body language)
 Non-verbal communication adds additional information and clues to our oral
communication messages. It reveals who we are and it has a strong influence on how
we relate to other people. It also assists us in creating and sustaining a quality
relationship. Figure below summarizes the importance of non-verbal communication.

Figure: Importance of non-verbal communication

Reinforces what is
being said

Conveys one's
emotional state

Provides feedback
to the sender

 Non-verbal messages are usually unintentional and beyond the sender’s conscious
awareness. Therefore at times they result in mixed messages that may confuse the
receiver. The appropriate use of non-verbal cues has a significant impact on the
quality of our relationships.

43
  However, one needs to remember that non-verbal cues and signals convey different
meanings in different cultures and countries. Figure below shows some of the
channels of non-verbal communication that are often used during the communication
process.

Figure: Common channels of non-verbal communication

1. Facial expressions 2. Gestures
 Facial expressions express sadness, anger  Gestures are body movements and signals
happiness, eagerness as well as sincerity. that are used to communicate meaning
They give different meanings to what is without words. Common gestures include
being conveyed. Facial expressions are waving, pointing and using fingers to
responsible for a huge proportion of non- indicate numeric amounts.
verbal communication.

3. Paralinguistic 4. Body language

 Paralinguistic refers to the tone, loudness,  Body movements include gestures, posture,
inflection, pitch as well as quality of the head or hand movements and whole body
voice, which are separated from the actual movements. Body movements emphasize
language. Paralinguistic gives different what a person is saying and also reveal the
meaning and impact towards the message. emotions and attitudes of the person. Body
language can be very misleading therefore
one need to be skilled observer to identify
the discrepancies in the messages sent.

5. Eye gaze or eye contact 6. Proxemics

 Looking, staring and blinking can also be  Proxemics also known as personal space is
important non-verbal behaviours. When another significant factor in non-verbal
people encounter other people or things that communication.
they like the rate of blinking increases and  The amount of space that we need and
their pupils dilate. Looking at another person perceive as belonging to us is influenced by
can indicate a range of emotions including a number of factors such as social norms,
hostility, interest and attraction. Intense eye situational factors, personality
contact or eye gaze is usually a sign of characteristics and level of familiarity.
sincerity while rolling the eyes is the sign of  Most people value their personal space and
exasperation or boredom. feel discomfort, anger or anxiety when their
personal space is being encroached.

7. Haptics 8. Appearance
 Haptics is any form of communication  Our appearance tells other a million things
through touch. It is derived from the Greek and that is the reason why there is the
word ‘hapto’ which means ‘I touch’. saying ‘the first impression counts’.
 Haptics is usually understood as an act of  Outer appearance is crucial in decision
domination or friendship. However, in making because it is the first filter.
certain situation or in a different  Our choice of clothes, hairstyles, hair
interpretation, it is understood as an assault. colour, makeup and accessories affects our
appearance and it is a means of non-verbal
communication. Therefore, it is wise to
dress professionally and appropriately to
suit the occasion and situation.

44
a) EFFECTIVE LISTENING
 Effective listening skills are the ability to actively understand information
provided by the speaker, and display interest in the topic discussed.
 It can also include providing the speaker with feedback, such as the asking of
pertinent questions, so the speaker knows the message is being understood.

b) RESPECT FOR OTHERS OPINION

 Don't insult the opinion. It's even better if don't consider that particular opinion
when in conversation with them about something else.

c) PERSUASION
 The action or fact of persuading someone or of being persuaded to do or believe
something.

d) PRESENTATION SKILLS
 Presentation skills are the skills that need in delivering effective and
engaging presentations to a variety of audiences.
 These skills cover a variety of areas such as the structure of your presentation, the
design of your slides, the tone of your voice and the body language you convey.

e) ASSERTIVENESS
 Assertiveness is a skill regularly referred to in social and
communication skills training.
 Being assertive means being able to stand up for your own or other people's rights
in a calm and positive way, without being either aggressive, or passively accepting
'wrong'.

45
4.4) WORKING WITH OTHERS

a) TEAM PLAYER
 Team player is a person who plays or works well as a member of a team or group.

b) FLEXIBILITY / ADAPTABILITY
 Flexibility and adaptability include responding and adjusting to situational needs,
and changing to meet the challenges of new roles, paradigms and environments.
 Flexibility and adaptability include the thoughtful balance between an individual’s
core beliefs and appropriate reaction to change. These dispositions are nurtured
through life-long learning and continuous improvement.

c) SOCIAL SKILLS
 Social skills are the skills we use to communicate and interact with each other,
both verbally and non-verbally, through gestures, body language and our personal
appearance.
 Human beings are sociable creatures and we have developed many ways to
communicate our messages, thoughts and feelings with others

4.6) TIME MANAGEMENT

 The term ‘time management’ implies taking an active role in choosing how time is
used and not just letting things happen or allowing others to plan for you. It
involves a degree of decision making that includes setting goals and priorities,
manipulating resources, monitoring progress and taking responsibility for the
outcomes.

Some definitions

 Time management can be defined as an analysis of how hours are being spent and
one need to prioritize tasks in order to maximize efficiency. It can also be defined
as some initiative to effectively use all available minutes, hours and days in order
to accomplish goals.

 Time management is the process of planning time to allow a person to identify

how much time is actually needed to accomplish a specific task. This activity
would allow a person to estimate how many tasks can be completed and when
they can be completed.

46
 SYMPTOMPS OF POOR TIME MANAGEMENT

 What are some of the problems of not managing time effectively? Below are
some of the very undesirable consequences:

i. Constantly missed deadlines

ii. inefficient work flow
iii. Rushing through a task
iv. Poor quality work, mistakes and inaccuracy
v. Poor professional reputation and a stalled career
vi. Chronic indecisiveness
vii. Disorganization and clutter
viii. High stress levels
ix. Waste of time and materials
x. Procrastination and problems of self-control

 Anyone desiring to be high performers should ideally be proficient in meeting

deadlines. They should strive to be prompt performers and attain the status of
someone who gets things done on time. Furthermore, when things are performed
on time, the financial budget will be kept within the limit that was originally
planned. Nevertheless, when unforeseeable circumstances are against our
commitments, we should be honest and inform those affected by the delay.
Others may adjust their schedules and expectations to allow for such
circumstances.

 For example:

 In organizations, workflows are synonymous with floating boats moving from

one point to another. We need to assure that these boats move smoothly and
correctly without delay.
 Hence, some form of management of people, processes, actions and results is
required. Managing people and achieving objectives efficiently and
effectively includes determining what tasks need to be executed to accomplish
these objectives, who are involved, what systems are used, and what rules
must be followed. In order to ensure efficiency, consistency, productivity and
reduced risks, effective time management needs to be observed.

a) PRIORITIZING WORKLOADS
 Prioritizing is the ability to see what tasks are more important at each moment and
giving those tasks more of your attention, energy and time. It is focusing more on
what is important at the expense of low value activities. It is spending more on
time on the right things.

 Prioritisation is the cornerstone of good time management. It ensures that the time
available to you is being spent on the most essential activities. The mistake that is
most commonly made is failing to differentiate between important and urgent
tasks.

47
 Important tasks Urgent tasks
 These tasks directly contribute to the  These tasks are frequently quick and
achievement of your job objectives easy.
and the functioning of your  If not completed very soon, will have
organisation, the work that you are a negative impact.
paid to do.
 This often takes the form of project
work with short, medium and long
term deadlines for completion,
 I
 In the process of prioritizing tasks, some important questions that you may ask
are:

i. What is the most important task to do first?

ii. What has to be done so others can work?
iii. What will cause the most trouble if I do not finish?

b) SETTING WORK OBJECTIVES

 Time management allows individuals to become the highest achievers in all walks of
life. Even under intense pressure, you will be able to function exceptionally well and
have more control of your job responsibilities, workload and activities.
 With increased productivity and efficiency comes better professional reputation as
well as greater opportunities to achieve important life and career goals.
 You will be free time for family, friends and fun. With the proper planning of your
time, you will work smarter, not harder and enjoy greater peace of mind.

c) USING TIME EFFECTIVELY

 Time management involves several activities which are planning, prioritizing,
decision making, delegating and scheduling. Developing effective management is
important and some basic steps include:

1. Set clear goal and objectives

2. Adopt and invest in tools for time management
3. Have a ‘To-Do’ list, revise and update the list on a daily basis and judge your
performance
4. Prioritize activities according to their importance, the most important task has to
be completed first
5. Break down the tasks and schedule realistically
6. Make activity logs, set deadlines and spend the right time on the right activity
7. Delegate and share responsibilities with other reliable people
8. Be decisive

48
Setting Clear Goals

 Setting clear goals and objectives helps you to chart the course of your life and career
path. Break your goals into smaller, short term and long term goals. Establish goals
that will help you balance the most important aspects of your life which are
professional, social, spiritual, financial, recreational, family, intellectual and physical.

Use time management tools

a) Making a to-do list

 A to-do list consists of all the tasks you are required to complete and it is arranged
by its priority and its impact on you. Those which are being identified as very
important would need to be at the top of the list and the least important tasks are
placed at the bottom.

 By having a to-do list, all your tasks are stated and kept in a ‘one-stop centre’ and
it would be your constant reference point. This should assist you from missing or
overlooking any task which requires your attention. It may save you from missing
deadlines, forgetting to do something important, people chasing you to get work
done and appearing unfocused and unreliable to the people around you. When
you start to use to-do lists effectively and sensibly, you may find your productivity
improved and start making a success of your career.

b) The steps to prepare and use your to-do list:

Step 1:

List down all tasks which need your attention and have to be completed. For large
tasks or large projects, you need to break it down as this would allow you to see
the depth and importance of it. Kindly identify the task according to categories as
well such as personal satisfaction, work or study.

Step 2:

Read through the list and rewrite it based on its priority. Allocate and identify
from A (very important or very urgent) to F (unimportant or not urgent). You
would need to redo the list based on its priority now.

49
 Step 3:

Start to work based on your new to-do list effectively. Once you have completed
each task, tick them off or strike them through. The more strikes or tick offs, the
more you would be motivated to complete the entire list of tasks.

Make activity logs

 An activity log would assist you to analyse and audit your time spent. On your first
few days of using activity logs, you would be able to identify the activities which
usually hold you back from being productive.

 The important thing is to get an accurate picture of how you spend your time. You
need to understand and admit that the way you spend your time reflects your priorities
in life as well.

 The activity log will indicate whether you are spending your time on the tasks that
will help you achieve your goals or otherwise. This activity would also assist you to
identify your active and productive hours and your less active hours.

 This time could be used to perform easier tasks such as responding to e-mails, sorting
through mail and returning phone calls while the really vital projects could be done
when you are at your active and productive hours.

Procrastination

 Procrastination is the avoidance of doing task that needs to be accomplished. It could

be further stated as a habitual or intentional delay of starting or finishing a task
despite knowing it might have negative consequences.

 For example: A person may tend to put some task on hold and delay it. One of the
many causes of procrastination is intention to complete a job without a single mistake
which is trying to be perfectionist. Besides being perfect, other causes of
procrastination includes anxiety, low discomfort tolerance, being in a comfort zone
and pleasure seeking, time and environmental disorganization, poor task approach,
lack of assertion, stress and fatigue.

50
d) MAKING AND KEEPING APPOINTMENTS
Making appointment
 Making an appointment is a promise to meet at a defined time.
 It also indicates that you honour your commitments and can be trusted.

Keeping appointment
 Keeping an appointment is to be on time and being on time demonstrates diligence
and dependability
 Time is a precious resource and maintaining appointments is an important attribute
essential for success in life.

51
DISCUSSION QUESTIONS
CHAPTER 4: ACQUIRES INTERPERSONAL AND TRANSFERABLE SKILLS

1. Why do we need to manage time effectively?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What personal weaknesses are most disturbing to you? How do you plan to overcome
them and transform yourself to be a better person in life?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

52
3. Identify and list your strengths and weaknesses.

Strength Weaknesses
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

4. Have you ever audited your time? Let’s look at what are your activities on a daily basis
for the last 2 days. Be honest with yourself, please.

Activity Time taken

1.
2.
3.
4.
5.

Then, identify the activities which are considered as time waster.

1.
2.
3.
4.

Tomorrow, start to audit your time again and please avoid the time wasters and the
unnecessary activities.

53
 CHAPTER 5:

WORKING WITH OTHERS

5.0) WORKING WITH OTHERS

5.1) NATURE AND DYNAMICS OF TEAM AND GROUP WORKS

Team dynamic

 Team dynamics are an invisible force that operates between different people or groups
in a team. They have a strong impact on how a team behaves or performs and their
effects can be complex.
 Team dynamics are created by the nature of the team’s work, the personalities within
the team, working relationships with other people, and the environment in which the
team works.
 The behavioural relationships between members of a group that are assigned
connected tasks within a company. Dynamics are affected by roles and
responsibilities and have a direct result on productivity.
 For example: If working for a company, it is important that employees have good
team dynamics to ensure that they perform well and exhibit positive behaviour.

Group works

 Group works can be defined as a method which used by professional social workers
of aiding a group or members of a group toward individual adjustment and increased
participation in community activity by exploiting the mechanisms of group life.
 A collection of individuals that come together to achieve a stated objective.
 Group might involve people from different divisions or even companies that are
collaborating on a project that requires their particular expertise or time.
 For example: It is always good to use group work when working on a project to get as
many ideas bounced around as possible.

The difference between Group and Team

BASIS FOR GROUP TEAM

COMPARISON
Meaning A collection of individuals A group of persons having
who work together in collective identity joined to
completing a task. gather to accomplish a goal

Leadership Only one leader More than one

Process Discuss, Decide and Discuss, Decide and Do

Delegate.

Focus on Accomplishing individual’s Accomplishing team goals.

goals.

46
5.2) PURPOSE OF TEAMS AND GROUPS

Purpose of teams

more support for and increased contribution

a better understanding
participation in to problem solving and
of decisions
implementation plans decision making

more ability and

more ownership of willingness to
decisions, processes participate in
and changes performance evaluation
and improvement

Purpose of groups

To prepare the To teach dividion of To obtain

individual to learn labor and integration
to share specialization of between individual
responsibility roles and group

To teach To make creative

democratic use of people's
functioning leisure time

5.3) PROBLEM SOLVING & SHORT TERM DEVELOPMENT PROJECTS

Problem solving development project

 Some problems are small and can be resolved quickly. Other problems are large
and may require significant time and effort to solve. These larger problems are
often tackled by turning them into formal projects.

47
  Whether the problem you are focusing on is small or large, using a systematic
approach for solving it will help you be a more effective project manager.

 This approach defines five problem solving steps you can use for most problems:

o Define the Problem

o Determine the Causes
o Generate Ideas
o Select the Best Solution
o Take Action

Short term development project

 The process of setting smaller, intermediate milestones to achieve within closer
time frames when moving toward an important overall goal.
 Many business operators will engage in short term planning that typically covers
time frames of less than one year in order to assist their company in moving
gradually toward its longer term goals.

5.4) FLEXIBILITY/ADAPTABILITY AND TEAM PLAYER

 Adaptability is the nature of changing or creates modifications in oneself to suit to

the new environment. For a workplace culture, it means that a person must be
open to new ideas or changes must be able to work independently.

 Flexibility at workplace allows one to evaluate what is happening and adjust to the
role and responsibilities or even the job being offered. It is very important for the
employer and employee to be flexible as it creates streamlined workforce and
technology adopted, due to changes in market.

5.5) VERBAL AND NON-VERBAL SUCH AS AWARENESS AND USE OF BODY

LANGUAGE

Verbal communication
 Verbal communication is the use of sounds and words to express yourself.
 For example of verbal communication is saying “No” when someone asks you to do
something you don't want to do.

Nonverbal communication

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  Nonverbal communication includes gestures, facial expressions, and body positions
(body language)
 As well as unspoken understandings and cultural and environmental conditions that
may affect any encounter between people.

5.6) NEGOTIATING SKILLS

 Obtain or bring about by discussion.

 For example, he negotiated a new contract with the sellers

Ten (10) effective negotiating skills

1. Problem Analysis
 A detailed problem analysis identifies the issue, the interested parties and the
outcome goals.
 For example, in an employer and employee contract negotiation, the problem
or area where the parties disagree may be in salary or benefits. Identifying the
issues for both sides can help to find a compromise for all parties.

2. Preparation
 Preparation includes determining goals, areas for trade and alternatives to the
stated goals.

3. Active Listening
 Active listening involves the ability to read body language as well as verbal
communication.
 The skilled negotiator will spend more time listening to the other party.

4. Emotional Control
 The ability to keep his emotions in check during the negotiation. While a
negotiation on contentious issues can be frustrating, allowing emotions to
take control during the meeting can lead to unfavorable results. .

5. Verbal Communication

49
  The ability to communicate clearly and effectively to the other side during the
negotiation.
 Misunderstandings can occur if the negotiator does not state his case clearly.
During a bargaining meeting, an effective negotiator must have the skills to
state his desired outcome as well as his reasoning.

6. Collaboration and Teamwork

 Effective negotiators must have the skills to work together as a team and
foster a collaborative atmosphere during negotiations.
 Those involved in a negotiation on both sides of the issue must work together
to reach an agreeable solution.

7. Problem Solving
 Individuals with negotiation skills have the ability to seek a variety of
solutions to problems. Instead of focusing on his ultimate goal for the
negotiation, the individual with skills can focus on solving the problem, which
may be a breakdown in communication, to benefit both sides of the issue.

8. Decision Making Ability

 Leaders with negotiation skills have the ability to act decisively during a
negotiation.

9. Interpersonal Skills
 Negotiators with patience and the ability to persuade others without using
manipulation can maintain a positive atmosphere during a difficult
negotiation.

10. Ethics and Reliability

 Ethical standards and reliability in an effective negotiator promote a trusting
environment for negotiations.
 A negotiator must have the skills to execute on his promises after bargaining
ends.

5.7) ASSERTIVENESS SKILLS

 Assertiveness is a skill regularly referred to in social and

communication skills training.

50
  Being assertive means being able to stand up for your own or other people's rights
in a calm and positive way, without being either aggressive, or passively accepting
'wrong'.

5.8) SOCIAL SKILLS

 Social skills are the skills we use to communicate and interact with each other,
both verbally and non-verbally, through gestures, body language and our personal
appearance.
 Human beings are sociable creatures and we have developed many ways to
communicate our messages, thoughts and feelings with others.

5.9) SOFT SKILLS SUCH AS PERSONAL EFFECTIVENESS

 Personal attributes that enable someone to interact effectively and harmoniously

with other people.

5.10) ETHICS

 Moral principles that govern a person's behaviour or the conducting of an activity.

5.11) FORMAL FEEDBACK TO AND FROM COLLEAGUES

 Formal feedback is an intentional and planned process of giving feedback to an

employee in a workplace. Job evaluations are a common example of a formal
feedback process. Others include weekly progress review meetings and mentor
meetings for coaching and development.

5.12) INFORMAL FEEDBACK TO AND FROM COLLEAGUES

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  Informal appraisals occur when a manager provides significant feedback and
direction to an employee outside of a formal review meeting. Consistent, informal
feedback is important to build rapport with employees and to coach them in an
ongoing manner. The specific strategy you take in implementing informal
appraisals affects their impact on your organizational culture.

TUTORIAL
CHAPTER 5: WORKING WITH OTHERS
1) Team Dynamics
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2) Group
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3) List five (5) problem solving steps

________________________________________________________________________
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 ________________________________________________________________________
________________________________________________________________________

4) Non-verbal communication
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5) Verbal communication
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6) List ten (10) effective negotiating skills

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

53
 CHAPTER 6:

TEAMS
&
TEAM BUILDING
6.0) TEAMS AND TEAM BUILDING

6.1) INTRODUCTION

Team
 Team is a group of persons having collective identity joined to gather to
accomplish a goal

Team building
 Team building is a collective term for various types of activities used to enhance
social relations and define roles within teams, often involving collaborative tasks.

6.2) SELECTING TEAM MEMBERS SUCH AS SPECIALIST ROLES, SKILLS

AND STYLE/APPROACH MIXES

SPECIALIST ROLES
 Shaper (SH)
 Shapers are people who challenge the team to improve.
 They are dynamic and usually extroverted people who enjoy stimulating
others, questioning norms, and finding the best approaches for solving
problems.
 The Shaper is the one who shakes things up to make sure that all possibilities
are considered and that the team does not become complacent.

 Implementer (IMP)
 Implementers are the people who get things done.
 They turn the team's ideas and concepts into practical actions and plans.
 They are typically conservative, disciplined people who work systematically
and efficiently and are very well organized.
 These are the people who you can count on to get the job done.

 Completer-Finisher (CF)
 Completer-Finishers are the people who see that projects are completed
thoroughly.
 They ensure there have been no errors they pay attention to the smallest of
details.
 They are very concerned with deadlines and will push the team to make sure
the job is completed on time.
 They are described as perfectionists.

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SKILLS
 Communication & listening skills
 Team members need to communicate with each other so they can better
strategize, work together, and accomplish their goals.
 Being willing to share lessons learned can help the team to reflect on their
actions and improve their strategy moving forward.
 Showing respect and being open to hearing from others can create a greater
sense of trust in the team.

 Interpersonal skills
 To be successful, team members must collaborate with others and work well
together.

 Adaptability
 Working in teams can be challenging because of all the obstacles that can be
faced.
 It important to be open to change and respond well when challenges occur.

 Positive attitude
 Positive impact can go a long way when working together in a team.

STYLE/APPROACH MIXES

1. Identify a capable team leader whose ability to manage people.

2. Get full responsibility and authority to the team leader for making decisions and
removing obstacles in order to achieve the goal within the specified timeframe.
3. Ensure a good balance of communication and conflict styles among the team
members.
4. Select team members with the appropriate knowledge and expertise to address the
problem.
5. Choose individuals who are mature enough to lay aside personal desires.
6. If the team requires multiple levels of authority, everyone must be an equal
participant in solving the problem.

54
6.3) IDENTIFICATION OF TEAM/WORK GROUP ROLES

 To understand how a group operates it is necessary not only to look that the role
of the group leader but also at the roles of the individual members of the group.

a) Shaper
 The Shaper is a dynamic, outgoing member of the team.
 They are often argumentative, provocative and impatient.
 Shaper they push the group towards agreement and decision making, keen to
remove barriers and embrace challenges

b) Implementer
 Implementers get things done.
 They have the ability of transforming discussions and ideas into practical
activities.
 They are very practical and organised in nature hence their ability to get the job
done.
 Implementers would rather stick to old, tried and tested methods than to embrace
change and innovation.

c) Completer-Finisher
 The Completer/Finisher is a task-orientated member of the group and as their
name implies they like to complete tasks.
 The Completer/Finisher can be an anxious person worried about deadlines and
targets.
 They are perfectionists and have good attention to detail but also worry about
delegating tasks.
 They would rather do something themselves and know that it was done properly
than delegate to somebody else.

d) Coordinator/ Chairperson
 The Coordinator is often a calm, positive and charismatic member of the team.
 Coordinators take on leadership or chairperson roles by clarifying goals and
objectives, helping to allocate roles, responsibilities and duties within the group.

e) Team Worker
 The Team Worker helps by giving support and encouragement to the other
members of the team.
 Team Workers are usually popular members of the team, able to effectively
negotiate and work towards the good of the group.

55
 f) Resource Investigator
 The Resource Investigator is a strong communicator, good at negotiating with
people outside the team and gathering external information and resources.
 Resource Investigators are curious and sociable in their nature they are open to
new ideas and ways of accomplishing tasks.

g) Plant
 The Plant is an intellectual and individualistic member of the team.
 The Plant is innovative and will suggest new and creative ways of problem
solving within the team.
 They are loners and enjoy working away from the rest of the group.

h) Monitor Evaluator
 The Monitor Evaluator is tend to be clever and unemotional, often detected from
other members of the team.
 They usually good decision makers.

i) Specialist
 The Specialist has expert knowledge in some area that is vital to the success of the
group.
 Specialists tend to be single-minded and professional.

6.4) STAGES IN TEAM DEVELOPMENT SUCH AS

 Team building
 The action or process of causing a group of people to work together
effectively as a team, especially by means of activities and events designed to
increase motivation and promote cooperation.

 Identify
 Establish or indicate who or what (someone or something) is.

 Loyalty
 The quality of being loyal to someone or something.

 Commitment to shared beliefs

 Explicit or implicit fundamental beliefs, concepts, and principles that underlie
the culture of an organization, and which guide decisions and behavior of its
employees, management, and members.

 Team health evaluation

 The making of a judgment about the amount, number, or value of something;
assessment.

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6.5) ACTION, PLANNING, MONITORING AND FEEDBACK

 Action is the fact or process of doing something, typically to achieve an aim.

 Planning is the process of making plans for something.
 Monitoring is observe and check the progress or quality of (something) over a
period of time; keep under systematic review.
 Feedback is information about reactions to a product, a person's performance of a
task, used as a basis for improvement.

6.6) COACHING SKILLS

 A method of directing, instructing and training a person or group of people, with

the aim to achieve some goal or develop specific skills.

6.7) EFFECTIVE LEADERSHIP SKILLS

a) SETTING DIRECTION

 The outcome of a direction setting process or meeting is not to have a slick-

looking binder that sits on a shelf. Instead, the outcome includes: An analysis of
your competition that informs an organization's direction. Team consensus
on direction and priorities.

b) SETTING STANDARDS

 Setting standards is the methodology used to define levels of achievement or

proficiency and the cut scores corresponding to those levels.

c) MOTIVATING

 provide (someone) with a motive for doing something.

d) INNOVATIVE

 Innovative refers to the product, idea featuring new methods, advanced and
original.

e) RESPONSIVE

 Responsive refers to the reacting quickly and positively.

g) RELIABILITY

 the quality of being trustworthy or of performing consistently well.

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h) EFFECTIVE COMMUNICATOR

 Effective communication is defined as verbal speech or other methods of relaying

information that get a point across. An example of effective communication is
when you talk in clear and simple terms.

i) CONSISTENCY

 Consistency defined as conformity in the application of something, typically that

which is necessary for the sake of logic, accuracy, or fairness.

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TUTORIAL
CHAPTER 6: TEAMS AND TEAM BUILDING
1) Team
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2) Team building
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3) List specialist roles for selecting team members

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4) List identification of team/work group roles

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5) List style/approach mixes for selecting team member

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6) List stages in team development

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

59
 REFERENCES

Jalilah Ahmad et al (2018). Personal Development and Ethics (e-Book). Oxford Fajar
Publications

Patricia C. Broderick, Pamela Blewittv (2019). The Life Span: Human Development for
Helping Professional. 5th ed. Pearson Publication

Dowson, Paul (2015). Personal and Professional Development for Business Students.
Sage Publications

Eggert, Max (2013). Brilliant Personal Development. Pearson

Pace, Joseph (2015). Professional Development Series. McGraw-Hill

Smale, Bob; Fowlie, Julie (2015). An Essential Guide to Academic Skills, Personal
Development and Employability. Sage Publications

Spicer; David (2015). Managerial and Professional Learning and Development.

Routledge

Tarrant, Peter (2013). Reflective Practice and Professional Development. Sage

Publications

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