Unit 5001 – Personal Development as a Manager and Leader| |
Gower College SwanseaCMI Number 4273256|
About the author3
Be able to assess and plan for personal professional development3
Be able to plan for the resources required for the resources required for personal professional development13
Be able to implement and evaluate the personal development plan15
Be able to support and promote staff welfare17
About the author
Jamie Trollope is a Market Research Manager within the Driver and Vehicle Licensing Agency (DVLA). He began in the DVLA as an administrative assistant in the contact centre, answering telephone enquiries from the public and was promoted to his current position as an executive officer in 2008.
The DVLA’s remit is to maintain accurate driver and vehicle registration records for the purposes of issuing driving licences, collecting vehicle excise duty and raising revenue for the Treasury through the sale of personalised number plates.
Be able to assess and plan for personal professional development
Personal development is the process of “increasing your capacity and willingness to take control” (Pedlar, Burgoyne and Boydell 2007) through the “shaping and improving [of] an individual’s skills, knowledge and interests.” (CMI, 2006) The responsibility of personal development is on the individual which is an important distinction. Although employers have a duty to ensure that an employee is competent and able to do the job for which they have been employed, how far that person wishes to develop is largely governed by their self motivation and drive. There are of course, other factors that are applicable and these will be discussed in further detail later in this paper.
David Kolb is an educational theorist who developed one of the most constructive models to aid understanding of the development process. Kolb (1984) defines experiential learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience."
Kolb's Experiential Learning Theory presents a cycle of four elements as detailed in Figure 1 below.
Fig 1: Kolb’s Learning Cycle (Karin Kirk, www.nsdl.org)
The important point of Kolb’s work is that learning and development is a continuous cycle and although presented as a series of steps in this diagram, in reality the steps may occur in any order. Organisational objectives can then be met and exceeded through the application of this model as individuals perform a task, reflect on what went well and what needs to improve, understand how they can improve and then put in a plan of action to address the deficit.
However, as valuable as concrete experience is for a leader, their emotional intelligence is often just as crucial. Traditionally, a person’s intelligence was measured through their analytical and cognitive abilities (IQ). However, Daniel Goleman developed a framework of elements that define emotional intelligence as detailed below. Figure 2: Emotional Intelligence (www.mindtools.com)
Self-Awareness| People with high emotional intelligence are usually very self-aware. They understand their emotions, and because of this, they don't let their feelings rule them. They're confident – because they trust their intuition and don't let their emotions get out of control.| Self-Regulation| This is the ability to control emotions and impulses. People who self-regulate typically don't allow themselves to become too angry or jealous, and they don't make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity, and the ability to say no.| Motivation| People with a high degree of emotional intelligence are usually motivated....