Introduction
Personal Development Plans (PDPs) details the various actions that an individual intends to undertake in order to develop his or her competencies (Armstrong 2008).
The decision to design a personal development plan is motivated by two main reasons. First, individuals design the plan in an effort to improve performance in their current job. Second, PDPs are perceived as a strategic move that can contribute towards development of one’s future career (Armstrong 2008).
Consequently, one can assert that development and performance reviews forms the basis for PDPs. Moreover, PDPs are categorised as individual properties. This arises from the fact that they are developed by individuals who sets the direction that they intend to take in order develop themselves and the actions required to achieve the set goals.
According to Alsop (2013), PDPs detail the various activities that an individual intends to undertake in order to improve his or her self-knowledge, strengths, health, social capabilities, human capital, self-identity and capability.
To accomplish the benefits associated with PDPs, a number of steps must be taken into account. First, effective identification of one’s development needs by evaluating his or her knowledge, skills and capabilities must be conducted (Gilbert 2004).
Second, clear goals to achieve the identified needs must be formulated. Third, a broad action plan outlining the activities to be undertaken in order to achieve the predetermined development needs should be developed. The fourth step entails implementation of the action plan. Finally, the results of the PDP must be evaluated in order to determine its success or failure (Armstrong 2008).
This report details a personal development plan by identifying a number of issues that are fundamental in my career development. One of the issues that are analyzed relates to existence of culture shock in institutions. As a result, the need for the responsible parties to ensure that new candidates are effectively acculturated and inducted into the institution is discussed.
Additionally, the concepts of teamwork and development of effective presentations skills in one’s personal development efforts are also analysed. The paper also entails a comparison of three reports and academic journals.
A personal development plan and an action plan detailing the various development objectives that I intend to achieve and the actions to ensure their achievement are illustrated. The final part details the main conclusions and a personal reflective statement on the module.
Main body
Acculturation and culture shock
One of the factors that enhance success of organisations is development of a strong organisational culture. According to Rathje (2009), culture is composed of a set of customs and norms. Moreover, it also entails how individuals in an organisation interact and collaborate with each other.
In an effort to achieve the desired level of personal development, it is important for one to take into account the concept of culture. This emanates from the fact that personal development is also enhanced by the effectiveness with which individuals interact with each other (Marx 2001).
Cultural differences within learning institutions increase the likelihood of individuals experiencing conflicts amongst their peers. This limits the rate of interaction between such individuals. As a result, it is important for one to develop adequate intercultural competencies.
One of the aspects that individuals should focus on entails ensuring that they are effectively acculturated. According to Ward, Bochner and Furnham (2001), acculturation refers to the changes that result from continued interaction between individuals belonging to different cultural backgrounds. Considering the growth in cultural diversity within learning institutions, most students experience culture shock.
Ryan and Cooper (2010) define culture shock to include a situation where one feels alienated due to loss of back-home relationships. Alternatively Rathje (2009) defines culture shock to include ‘a number of emotional reactions that emanate from loss of perception reinforcement associated with ones’ culture to new cultural stimuli which have minimal or no meaning’ (p.45).
Existence of culture shock stimulates stress in individuals. Ryan and Cooper (2010) further assert that culture shock is in most cases blamed for misunderstandings, conflicts and clash of values amongst individuals.
In order to deal with culture shock amongst students, it is important for administrations of various learning institutions to provide the necessary social support (Everard & Morris 2004). One of the ways through which this can be achieved is by developing a comprehensive student induction program. Yeomans and Sampson (2005) are of the opinion that induction plays a significant role in stimulating students’ performance.
This arises from the fact that the students become acquainted with the learning institution’s policies, practices and processes. The resultant effect is that the students are able to fit with the culture of the learning institution. Thus, acculturation plays an important role in ensuring adequate assimilation into the host culture (Yeomans & Sampson 2005).
By undertaking effective student induction and acculturation, school administrations can be able to develop and sustain continued interaction between students hence promoting their performance. This culminates in elimination of culture shock that in most cases increases the level of psychological discomfort and anxiety amongst students (Passmore & Cantore 2012).
Upon joining University of Wolverhampton Business School, I experienced culture shock. The university population is composed of students from different races, religion, ethnic group and origin. This makes culture shock very evident. Immediately upon joining the institution, I did not develop a negative perception regarding the prevailing cultural differences.
However, I perceived the prevailing cultural differences as an opportunity in my personal development. This perception arose from realisation of the fact the cultural differences would provide me with an opportunity to gather diverse ideas and knowledge that would enhance my personal development. Subsequently, I was able to deal with culture shock.
The teaching and support staff within the institution also played a significant role in my induction processes. For example, the lecturers were always available to provide assistance in case of any difficulty. This has been made possible by the fact that the institution has adopted a policy which provides students with an opportunity to interact freely with its support and teaching staff.
Despite this, the process of being acculturated into the learning institution was complex. This arose from the fact that I was required to understand and appreciate the diverse cultural aspects which included norms, beliefs, values and meanings.
The SWOT analysis in Appendix 2 illustrates that the institution has been of great importance in developing my personal development. For example, the institution has enhanced by skills and level of knowledge. Amongst the skills that I have acquired relate to time management, self motivation, and teamwork.
Teamwork and presentation skills
To survive in the contemporary workplace environment, it is fundamental for individuals to develop various teamwork skills (Avery, Walker & Murphy2001). In an effort to attain operational efficiency, organisations’ management teams are incorporating the theory of teamwork in their strategic management processes.
This is evidenced by the high rate at which organisations are integrating team-based performance management interventions, drivers and strategies (Kandula 2006). In their recruitment processes, firms are increasingly evaluating the applicants’ ability to work as a team in their recruitment processes.
According to Griffith Institute for Higher Education (2012), ‘most employers value teamwork skills in their new graduate employees as highly, if not more highly than their ability to work independently’ (p. 6). To achieve their overall organisational goal, firms’ management teams are allocating tasks to employees in form of projects. Consequently, the need to develop project teams has increased significantly.
Ricketts (2011) asserts that teamwork skills enable an individual to function effectively within a team. This is attained by ensuring that one remains focused towards attainment of the set objectives. Moreover, one has to ensure that he or she is flexible, adaptable and able to get along with other team members.
To ensure that students are well aligned with changes in the job market, most learning institutions are focusing on ensuring that their students develop adequate people skills. Some of the skills that one should concentrate on developing include leadership skills, negotiations skills, listening skills and speaking skills.
One of the ways through which learning institutions are achieving this is by integrating group works in students’ learning process. As a result, learning institutions are able to nurture interpersonal skills amongst students. Interpersonal skills enhance the effectiveness with which students interact with each other, which results in development of cognitive skills amongst students (Albadwawi 2007).
In order to foster people skills, it is important for one to develop effective communications skills (Carayon 2011). To succeed in my future career, I will be committed towards development of effective presentation skills.
This will improve my capability in presenting issues in a professional manner, gaining sufficient level of confidence, and ability to speak in front of people. By nurturing my presentation skills, I will be able to communicate effectively to my audience.
In order to develop my employability with reference to teamwork skills, I will focus on developing a number of team roles as advocated by Dr. Meredith Belbin. Some of the team roles that I will focus on developing include being a planter, team worker, being an implementer, completer, resource investigator, shaper and monitor-evaluator.
By nurturing these team roles, the likelihood of succeeding in my future career is high. For example, I will be able to deal with situations that arise in the course of executing my duties. As a shaper, I will be able to deal with challenging and dynamic situations thus encouraging other team members.
By being a coordinator, I will be in a position to promote an all inclusive decision making process in addition to clarifying team goals amongst members. On the other hand, being a team worker will enhance the effectiveness with which I cooperate with other members.
Report and academic journal comparisons
Personal development is one of the most important elements that individuals should consider in their quest to succeed in their personal and professional life (Kanki, Helmreich & Anca 2010). Numerous scholars have highlighted some of the aspects that individuals should focus on in their personal development.
One of these issues relates to appreciation of the cultural diversity prevailing in the society. Being cognisant of cultural diversity aids in one’s personal development efforts in that it presents an opportunity for gaining new skills and knowledge.
The author of the journal Mind the Gap emphasizes the importance of nurturing strong interaction amongst individuals. To achieve this, dealing with culture shock through an effective acculturation process is paramount. On the other hand, the essay on What Works for Students emphasizes the importance of nurturing a favourable social learning environment.
This will increase the rate at which individuals interact and share ideas. This can only be achieved if there is sufficient collaboration and interaction amongst students. Additionally, the author highlights the importance of respecting cultural diversity.
In an effort to impart knowledge to students, it is important for schools administration teams to ensure that cultural diversity is perceived as an asset rather than a hindrance to student’s learning processes.
Additionally, the author also asserts that lecturers should be responsive to students’ needs in order to enhance their development. Technology has also been cited as a key component in the learning process hence improving their personal development.
Personal planning and action plan
In my pursuit for personal development, I intend to achieve a number of objectives which include;
- Nurturing strong communication skills
- Developing a strong interpersonal relationships
- Improving the level of my educational performance
- Nurturing a high level of self-awareness
- Improving my health and well-being
Armstrong (2008) asserts that an effective action plan is fundamental in order to achieve the set personal development objectives. The chart below illustrates the personal development goal, the activities to be undertaken, the timeframe within which the goal should be accomplished, resources and assistance necessary to achieve the goal and a mechanism to evaluate whether the set milestone has been achieved.
Conclusion and reflection
The above analysis illustrates the importance of a personal development plan in one’s pursuit to achieve self-actualization. Organisations in different economic sectors are increasingly considering human capital as one of the most important assets in their operation.
As a result, demand for employees who can enhance organisational performance has increased significantly. Personal develop planning can increase one’s employability. This arises from the fact that it enables an individual to focus on areas that he or she should improve in order to be competitive in the labour market.
Educational attainment is one of the ways through which individuals can enhance their employability. However, existence of culture shock in learning institutions as a result of the high rate of globalisation may limit students’ performance. Consequently, schools administration teams should ensure that students are effectively acculturated and inducted into the school.
One of the ways through which this can be achieved is by designing an effective induction program. This will contribute towards creation of an optimal learning environment which will in turn promote the level of collaboration between students and their lecturers. It is also important for learning institutions to ensure that students develop sufficient teamwork and presentation skills. This will prepare them for their future careers.
To achieve personal development objectives, an effective action plan should be developed and implemented. Moreover, continuous review of the plan should be conducted in order to determine its effectiveness.
Reference List
Albadwawi, A 2007, Using pair and group interaction to foster student interpersonal skills. Web.
Alsop, A 2013, Continuing professional development in health and social care; strategies for lifelong learning, Wiley-Blackwell, West Sussex.
Armstrong, M 2008, How to be an even better manager: a complete A-Z of proven techniques and essential skills, Kogan Page, London.
Avery, C, Walker, M & Murphy, E 2001, Teamwork is an individual skill: getting your work done when sharing responsibility, Berrett-Koehler, San Francisco.
Carayon, P 2011, Handbook of human factors and ergonomics inn healthcare and patient safety, CRC Press, California.
Everard, K & Morris, G 2004, Effective school management, Paul Chapman, London.
Gilbert, N 2004, The best 143 business schools, Princeton Review Publishers, New York.
Griffith Institute for Higher Education : Teamwork skills toolkit 2012. Web.
Kandula, S 2006, Performance management: strategies, interventions and drivers, PHI Learning, New York.
Kanki, B, Helmreich, R & Anca, J 2010, Crew resource management, Academic Press Elsevier, Boston.
Marx, E 2001, Breaking through culture shock: what you need to succeed in international business, Nicholas Braeley, London.
Passmore, J & Cantore, S 2012, Top business psychology models: 50 transforming ideas for leaders, consultants and coaches, Kogan, London.
Rathje, S 2009, ‘The definition of culture: an application-oriented overhaul’, Inter-culture Journal, vol. 8, pp. 1-25.
Ricketts, C 2011, Leadership: personal development and career success, Delmar, New York.
Ryan, K & Cooper, M 2010, Those who can teach, Cengage Learning, Boston, MA.
Ward, C, Bochner, S & Furnham, A 2001, Culture shock, Routledge, New York.
Yeomans, R & Sampson, J 2005, Mentorship in the primary school; mentorship in action, Routledge, New York.
Appendix
Appendix 1: SWOT Analysis
Appendix 2; Skills, Knowledge Audit
