Personal Development Plan Assignment Essay

Personal Development Plan Assignment

KNOWING & DEVELOPING YOURSELF FOR PROFESSIONAL SUCCESS

PERSONAL DEVELOPMENT PLAN (PDP)

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PERSONAL DEVELOPMENT PLAN (PDP)

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What is a Personal Development Plan?

The aim of creating a Personal Development Plan (PDP) is to document a process of self-analysis, personal reflection and honest appraisal of your strengths and weaknesses. This should enable you to evaluate your current position and where you are right now and consider your future development.

The purpose of the PDP is to encourage you to learn and plan by becoming more aware of your capabilities and the opportunities around you at the Leicester Castle Business School. The PDP can be applied in a range of contexts, changing the way you approach your studies, make choices in both your academic and personal life and prioritise your actions.

You should consider this as a live document that captures your current situation at DMU, your goals and aspirations both whilst at studying at the Leicester Castle Business School and longer term.

What do I need to do?

This PDP is divided into three parts. In each area we expect specific examples to illustrate your point.

1. Knowing Yourself: What did I learn about myself?

2. Developing Yourself: How does what I learned about myself help me to shape my goals?

3. Promoting Yourself: How do I use the knowledge from parts 1 and 2 to develop strategies for promoting myself for my future?

You are required to complete the PDP workbook (PDP Template.doc). You should carefully review what you have learned during the Knowing and Developing Yourself module (including the prescribed readings, theories and conceptual frameworks) and apply this in the PDP document.

The word count for the PDP should be 3000 words (excluding the reference list and the word count on the template which is around 2500 words).

Submit your assignment on Turnitin by noon of the deadline merged .pdf file containing the following separate documents.

· The completed PDP workbook

· Myers Briggs Type Indicator (MBTI)

· Clifton StrengthsFinder report

· 360 Feedback from colleagues, friends, and family

· Personal Branding Canvas

· Video Interview

· Cover Story You

The following table supports you to link the different theoretical concepts taught in the module with the corresponding literature, as well additional tools and outputs which you have to work on as part of your assessment.

Parts of the PDP

Suggested literature

Additional tools

Teaming

· Belbin, R. M. (2012). Team roles at work. Routledge.

· Lencioni, P., ProQuest (Firm), & Books24x7, I. (2002;2007;). The five dysfunctions of a team: A leadership fable (1st;1. Aufl.; ed.). San Francisco: Jossey-Bass.

· Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427. doi:10.1177/105960117700200404

· Coyle, D. (2018). The culture code: The secrets of highly successful groups. Bantam.

· George, B. (2010). True north: Discover your authentic leadership (Vol. 143). John Wiley & Sons.

Personality Assessment and Values

· Bayne, R. (1997). The myers-briggs type indicator: A critical review and practical guide. Cheltenham: Stanley Thornes.

· Sinek, S. (2015). The golden circle. Gumroad. com, http://tinyurl. com/golden-circle-sinek.

· Myers Briggs Type Indicator (MBTI)

https://vle.dmu.ac.uk/bbcswebdav/pid-4411771-dt-content-rid-8081852_1/xid-8081852_1

· Clifton StrengthsFinder

www.strengthsquest.com

· Suditu, M. (2012). Students’ professional values perception inventory – important dimensions of career orientation. Procedia – Social and Behavioral Sciences, 69, 1993-1997. doi:10.1016/j.sbspro.2012.12.155

· Career Values Inventory

https://vle.dmu.ac.uk/bbcswebdav/pid-4382760-dt-content-rid-8023111_1/xid-8023111_1

· Othman, N., & Amiruddin, M. H. (2010). Different perspectives of learning styles from VARK model. Procedia – Social and Behavioral Sciences, 7, 652-660. doi:10.1016/j.sbspro.2010.10.088

· VARK questionnaire

http://vark-learn.com/the-vark-questionnaire/

Goal setting

· Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268. doi:10.1111/j.1467-8721.2006.00449.x

· Reeves, M., & Fuller, J. (2018). When SMART goals are not so smart. MIT Sloan Management Review, 59(4), 1-5.

Personal Branding

· Clark, T., Osterwalder, A., & Pigneur, Y. (2012). Business model you: a one-page method for reinventing your career. John Wiley & Sons.

· Geck, C. (2009). Schawbel, dan. me 2.0: Build a powerful brand to achieve career success Library Journals, LLC.

· 360 Feedback

https://vle.dmu.ac.uk/bbcswebdav/pid-4419165-dt-content-rid-8101674_1/xid-8101674_1

· Personal Branding Canvas

https://vle.dmu.ac.uk/bbcswebdav/pid-4419165-dt-content-rid-8096215_1/xid-8096215_1

Personal Branding Canvas

How will my assignment be graded?

The submitted plan will be marked using the following grading criteria:

· Coherence (30%)

· Are there clear and logical links between the 3 different sections of the report: 1. Knowing Yourself: What did I learn about myself? 2. Developing Yourself: How does what I learned help me to shape my goals? 3. Promoting Yourself: How can I use this knowledge to develop strategies for promoting myself?

· i.e. Do the goals formulated in Developing Yourself clearly build on the learning discussed in Knowing Yourself?

· Do the promotion strategies in Promoting Yourself clearly build on both sections 1 and 2?

· Engage with course materials (30%)

· Has the student effectively used the content of the module to construct the plan?

· Does it show how core theories, models and frameworks introduced in the module have impacted on learning and informed plans?

· Is there clear evidence of engagement with classroom experiential activities?

· Wider Reading and Reflection (30%)

· Does the plan show evidence of wide and relevant reading?

· Are the prescribed module readings used to support the plan?

· Is there evidence of independent research, using additional written or audio-visual sources beyond what was provided in the module?

· Is there evidence that the student has not only understood the readings but also evaluated and applied what has been read to learning and goal setting?

· Communication (10%)

· Is the student able to communicate effectively his/her plan and the rationale for this?

· Is there a structure to the plan?

· Does it have a conclusion?

· Are external sources acknowledged and correctly cited in the text?

· Is there a reference list?

· Is the writing style professional and clear, with accurate spelling, grammar and punctuation?

KNOWING YOURSELF

DEVELOPING YOURSELF

PROMOTING YOURSELF

Personality assessment

Smart goals

Competencies

Personal Branding Canvas

Strengths

Values

Video Interview

Your Cover Story

Personal Development Plan Assignment Essay

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