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Importance of continual self-development in achieving organisational objectives Report


Continual self-development is important in achieving organisational objectives. Individuals must develop their behavioural principles in relation to understanding of the organisational goals.

Therefore, in order to ensure validity of one’s knowledge and organisational objectives, people must always engage in continual self-development in order to understand organisational objectives and principles the organisation upholds (Whetten and Kim, 2011).

Past studies have demonstrated that skilful management of people in competent areas is the main determinant of organisational success. These studies confirm the fact that any organisation that wants to succeed must have competent and skilful managers.

Continual self-development makes individuals aware of their current level of skill competency and motivated to seek improvement in order to increase achievement of organisational objectives. Continual self-development enables individuals to receive feedback about their level of skills and competency. Some organisations do not provide feedback to the employees.

Thus, continual self-development is the best method for individuals to get feedback. Organisations may also give assessments with limited scope and may also leave out most critical skill areas. Continual self-development helps individuals know what skills to improve so as to achieve an organisation’s objectives.

It also gives people opportunities to embrace changes in developing and implementing new behaviours. Self-development also highlights one’s strength and weaknesses in relationship to organisation’s objectives. Consequently, knowing where to improve becomes easy in enhancing self-development.

Continual self-development enables individuals to apply their wealth of knowledge from trainings to real world situations where defined organisational objectives are the key indicators of achievements. Therefore, such experiences and knowledge enable people offer adjustments with regard to organisational objectives and changing times.

Assessment of current skills and competences against defined role requirements and organisational objectives

Current skills and competence Defined roles and organisational objectives
Verbal communication and listening Increase both customer and subordinates services and experiences through effective communication, and listening
Managing time and stress Meet tasks deadlines and avoid backlog and related stress
Recognizing, defining, and solving problems Identify problems, gather information and offer immediate solution
Managing conflict Use different approaches in conflict management to resolve personal conflicts and group conflicts
Team building Enhance team work through participations
Delegating Give power and tasks to subordinates
Motivating and influencing others Increase job performance, influence, and motivate the subordinates

Identification of development opportunities to current and future defined needs

The current and future development opportunities are mainly skills a manager needs to move up in management opportunities available in an organisation. These skills include working well with others and presenting good image of the firm.

At the same time, knowledge and technical competence the job may require, and promoting team works, conflict management and resolution. Development opportunities may also include knowledge of the firm’s business, reporting and knowledge of accounting for non-accountant managers (Tichy, 1999).

Construction of personal development plan

A manager personal development consists of career aspirations, financial achievements, social growth, and personal growth. These ideals should also reflect the values and beliefs, and aspirations of an individual. These plans must also be measurable with both short-term and long-term goals. A simple template will look like this (American Management Association, 2000).

Goals Year One Year Two Year 4
Career and professional growth Attend seminars and trainings for professional growth Advance education qualification Seek for high management position/promotion
Social achievements Create a circle of friends at the workplace and outside Enhance social involvements with the top management
Personal Always take interest in family affairs Dedicate times for leisure and family, and spiritual and emotional growth

Planning for resources required for personal professional development

Identification of resources required to support the personal development plan

Resources which an individual may need to support his or her personal development may include financial resources, training and training materials and realistic, time schedules. Likewise, there should also be adequate provision of information.

Organisations must empower people by providing the resources needed in order to enhance individuals’ development plans. Development in others will enable them accomplish their tasks and meet both the personal and organisational objectives (Allan and Waclawski, 1999).

Organisations attempting to enhance other people’s empowerment by providing them with needed resources will ensure that they receive adequate and ongoing training, and development experiences. Organisations must also provide sufficient technical and administrative support to ensure success. Organisations will give their people space, time, or equipment that may not be readily available otherwise.

They will ensure that these people have access to communication or interpersonal networks that will make their jobs easier. Individuals can also be given discretion to spend money or commit resources to activities that they consider necessary (Berscheid and Walster, 1978).

Development of a business case to secure the resources to support the personal development plan

Organisational Information Resources Management (OIRM): The OIRM is a business-based IT business case developed to address some of the business needs, such as support working of the managers, support strategic business objectives of organisation departments, and provide a common vision of the planning, staffing, acquisition, management and shared use of IT throughout the organisation.

This business case requires “organisation’s resources such as time, knowledge, financial resources, training and implementation” into the organisational IT system to support personal development plan (Huselid, 1995).

Implementation and evaluation of personal development plan

Discussion of the processes required to implement a personal development plan

Implementing a personal development plan requires concrete experience. This process involves listening, feelings, and weighing options. It enables a person to feel connected to his or her personal development goals and grade them in terms of importance (Cameron and Quinn, 2006).

Implementation of personal development plan also involves a process of reflective observation. In this process, the individual thoroughly thinks about the content of his or her personal development plan. At this stage, the person may change or remove some of the unrealistic objectives in the plan.

Implementation of personal development plan also involves abstract conceptualisation of ideas. At this level, a person forms concepts and generalise them in order to create concrete ideas (Goleman, 1998).

Once an individual has evaluated the above process, he or she starts an active experimentation of the development plan. This involves putting new concepts into practice in order to determine their suitability, success and consequences on one’s development plan (Boyatzis, 1982).

Evaluation of the personal development plan on the achievement of defined role requirements and organisational objectives

According to Kolb (1984), evaluation is an essential process in the implementation of one’s personal development plan (Kolb, 1984).

This is because it enables an individual determines the level of achievement with regard to personal objectives and determine their overall consequences in personal growth and knowledge of the job. Personal growth is an ongoing process. Thus, the person must increase in all areas regardless of excellence achievement.

On verbal communication and listening, a person may have a high rating towards achieving excellence customers’ experience and services, but these activities are continuous and customers are different. Therefore, an individual must constantly improve on new ways of meeting new challenges (Rogers, 1962).

Managing time and stress can sometimes be among the most difficult aspects of personal development and organisational objectives to achieve. This is because time is scarce and may result into a backlog of work. Consequently, a person may experience stress as a result of time. Therefore, keeping constant track of available time and work is the best method to manage time and work related stress (Harris, 1981).

Recognizing, defining, and solving problems are areas of fundamental concerns to individuals and organisation. Therefore, personal evaluation must pay close attention to issues, which a person may perceive and recognise as problems and then offer immediate solutions.

However, this is usually difficult because some problems take time to mature. Therefore, immediate solutions may not be possible in such circumstances (Moore, 1987).

Managing conflict is mandatory for any person and organisation. Evaluation reveals that conflict present itself in many forms. In this regard, the person must be able to apply their theoretical knowledge in determining the best approach in handling emergent forms conflicts (Sternberg, 1996).

Team building process involves other members of the organisation. Organisations which succeed rely on team work of its members. Therefore, any manager who wants to increase his or her chances of promotion in the organisational ladder must embrace team work among the organisation’s workforce (Watson, 2000).

Review and update of personal development plan

A personal should strive to improve in all areas of personal development plan particularly in serious cases of major weaknesses. An individual has noted his or her weakness in areas of managing time and stress, conflict management and some aspects of communication. The person should study hard in order to and pay attention to details in order to grow such knowledge within a short-term period (Bell, 1998).

During learning processes, an individual is likely to improve in knowledge-based theoretical models of handling organisational conflicts, challenges, and gain a high qualification needed for achieving personal goals and organisational objectives.

If the person faces problems in cases where solutions are hardly available, then in he or she must engage in a wide consultation in order to formulate a solution to such problems (Cox and Beal, 1997).

Supporting and promoting staff welfare

Discussion of relationship between staff welfare and organisational objectives

Barney and Griffin note organizational goals have four main functions (Barney and Griffin, 1992). They offer guidance and direction, enhance planning, motivate and encourage employees, and help organizations evaluate and monitor performance. Organizational defined objectives direct staff of the organisational goals and staff welfare and how it intends to achieve them.

When employees require making difficult choices regarding their welfare, they may refer to the organization’s defined objectives for direction. Objectives enhance planning to determine how organisation can achieve in staff welfare issues. Workers often set goals so as to determine their needs; thus, organisational defined objectives can motivate and enhance performance of workers, and by extension staff welfare.

Evaluations and monitors of staff welfare give an organisation a chance to compare its actual performance to its goals and staff welfare and then it improves in poor areas.

Explanation of the process for assessing staff welfare

An individual may assess the staff welfare using factors such as health, safety and general conditions of working environment. There are also other social issues that we can use to assess staff welfare.

These include age discrimination and retirement age, pregnancy in the workplace, childcare and careers, bullying and harassment, violence against workers, domestic abuse, diabetes, obesity, alcohol and drug use, smoking, counselling, volunteers and volunteering, and improving working lives of staff.

Identification of action taken by the manager in dealing with a staff welfare issue

In cases of handling a staff welfare issue especially a problem with behaviour, we can use different approaches. We can monitor and record an individual’s unusual behaviour that is disturbing. This focuses on cases of defensive staff. Then, ask the staff if he or she has an issue of importance that he or she wants to discuss. Listen to what the employee has to say (Lawler, 1992).

Once we call the staff, we must inform him or her about the meeting issue. An employee that is defensive should provide additional information regarding the unusual behaviour. Conversely, if employee admits challenging behaviour, then we can ask employee what he or she can do about the problem. In this process, we must help such staff come up with their own suitable solutions (Bass, 1990).

Regardless of the results of the meeting, a follow up of the case is necessary. This enable us understand the issue and see clarity. We should let the employees solve their own issues. However, an employee should always acknowledge a problem. As managers, we must demonstrate to the employees that we support to them.

Description of how to communicate responsibilities for staff welfare to the team

Communicating staff welfare to team is necessary. However, we must have effective communication methods in order to impact the team. Occasionally, issues of staff welfare are controversial as they contain both positive and negative issues.

We must show responsibility for staff welfare through informing them about the positive aspects of the welfare. This may relate to safety, health, and working environment issues. On the other hand, we should also not ignore issues touching on abnormal behaviours and poor performance. We should always encourage suggestions and feedbacks from the employees.

Discussion of records that may be maintained to demonstrate support of staff welfare

There are certain staff records which organisation must keep for staff welfare issues. Organisation must keep records concerning employees pay rates and pay roll. These records show that the organisation complies with the statutory requirements with regard to staff welfare in terms of minimum wage and welfare deductions. The organisation should also keep records related to staff health and safety requirements, injuries, and accidents.

Working hours and overtime records are also necessary for management. Organisations can use these records to identify workers who are working overtime; thus putting their work-life balances, or health at risks. Therefore, such records are useful in limiting the working hours a given employee can work each day.

Organisations must also keep every worker records. These records include training and appraisal. Managers can determine training needs of an individual by using his or her training and appraisal scores. Such scores identify areas of weaknesses and strengths.

Staff welfare records should also show employment history including job titles and subsequent promotions. Staff welfare should also cover general terms and conditions of an employee’s status. Other staff details which organisations should include in staff, welfare records include sickness, absenteeism, lateness, and any other non-permitted absence. Personal details are also mandatory parts of welfare of every employee.

In general circumstances, organisation should also keep records related to meetings with employees’ representatives about their welfare and grievances, disciplinary action against any employee, negotiations of staff demands, and any other collective or individual agreements with the employees.

The law also requires organisations to keep such data. However, staff welfare details and related information can benefit any organisation in many ways. First, management can link human resources with the output, services, and production needs. Second, it is easy to defend any claims in case of a dispute between the organisation and employees.

Third, records related to performance of every employee make it easy to evaluate performance and output of every worker. Records also provide ground for fair treatment of potential job seekers and employees. Staff welfare also takes into account the number of staff available for a given job. Therefore, management relies on such records in assessing the needs for recruitment and replacement of redundant workers (Rigby, 1998).

Reflective Statement

This course has satisfied my expectations and provided me with valuable knowledge in conducting management practices to address the various challenges of the global workplaces.

International issues and applications of various theories and practices to support different behaviour of diverse workers help students to understand the behaviour of employees and working environment toward certain policies and practises at workplace.

At the same time, the fundamental lessons the course objectives has provided regarding personal and professional development in line with the defined organisational objectives form a basis for understanding cross-cultural markets in the global context. Self-assessment gives every employee a chance for self-development and career focus.

The course theoretical background provides valuable knowledge in how to apply such theories in a real organisational setting in a practical manner. Likewise, the research expertise the students gain will enable students to apply it in a real world where such knowledge is useful in solving future emerging trends in personal and human resources management.

Group dynamics in a form of discussions about the course facilitated the group collaboration during the learning of this course. The students were able to interact freely and share their prior knowledge regarding the course. It enhanced a positive learning environment among learners of a different social and cultural background. It also increased individuals’ participation in group works.

The group discussions helped students address some of the practical challenges in the course materials. It is the best model that facilitated learner and learner interaction. Students were able to develop and critique different texts on human resources, career growth and personal development and come up with conclusive results.

The course also presented valuable opportunities for peer interactions, evaluation and intercultural learning. Peer interactions improved students’ motivation, course and intellectual development and communication skills. Most principles of learning identify interaction as among the most essential in undergraduate studies. This resulted into development of cooperation, active learning, and instant course feedback from the faculty.

Reference List

Allan, H and Waclawski, J 1999, ‘Influence behaviors and managerial effectiveness in lateral relations’, Human Resource Development Quarterly, vol. 10, pp.3–34.

American Management Association 2000, ‘Managerial skills and competence’, National survey by AMA, March–April 2000, vol.1 no. 1, pp. 1-50.

Barney, J and Griffin, R1992, The management of organizations: Strategy, structure, behavior, Houghton Mifflin, Boston.

Bass, B 1990, Handbook of leadership: Theory, research, and managerial applications, 3rd ed, Macmillan, New York.

Bell, C 1998, Managers as mentors, Barrett-Koehler, San Francisco.

Berscheid, E and Walster, H 1978, Interpersonal attraction, Addison-Wesley, Reading, MA.

Boyatzis, R 1982, The competent manager: A model for effective performance, Wiley, New York.

Cameron, K and Quinn, R 2006, Diagnosing and changing organizational culture, Jossey-Bass, San Francisco.

Cox, T and Beal, R 1997, Developing competency to manage diversity, Barrett-Koehler, San Francisco.

Goleman, D 1998, ‘What makes a leader?’, Harvard Business Review, vol. 76, pp. 92–102.

Harris, S 1981, Know yourself? It’s a paradox, Associated Press, New York.

Huselid, M 1995, ‘The impact of human resource management practices on turnover, productivity, and corporate financial performance’, Academy of Management Journal, vol. 38, pp. 647-659.

Kolb, D 1984, Experiential Learning: Experience As The Source Of Learning And Development, Prentice Hall, New Jersey.

Lawler, E 1992, Employee involvement and total quality management, Jossey-Bass, San Francisco.

Moore, T 1987, ‘Personality tests are back’, Fortune, vol. 1, pp. 74–82.

Rigby, D 1998, Management tools and techniques, Bain and Company, Boston.

Rogers, C 1962, On becoming a person, Houghton Mifflin, Boston.

Sternberg, R 1996, Successful intelligence, Simon & Schuster. New York.

Tichy, N 1999, The leadership engine, Harper Business. New York.

Watson, D 2000, Mood and temperament, Guilford. New York.

Whetten, D and Kim C 2011, Developing management skills, 8th ed. Pearson Education, Inc, New Jersey.

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