ГИД ПО САМОРАЗВИТИЮ-ПЕРСОНАЛЬНОМУ И ПРОФЕССИОНАЛЬНОМУ. РАЗВИТИЕ В ГРУППЕ. 1)Самооценка(сильные стороны- слабые стороны-возможности-риски). Приоритеты. Планирование действий. Развитие навыков. 2)Работа команды-работа в команде. Стадии группового развития. Взаимодействие в группе. 3)Самоанализ.

1. Managing People and
Organisations
An Introduction to Personal and
Professional Development
Seminar
Limassol, Cyprus
Power Point

2. The Personal and Professional
Development Sessions
• An introduction to personal development
• Teams and effective teamwork
• Interviews and Careers

3. Session Overview
• The PPD process
• The PPD programme
• Background to PPD
• Stages of personal development
• SWOT analysis
• Learning journals
• The critical reflection model
• Goal setting
• Assignment brief
• Johari window
• Personal action planning

4. The Journey

5. What is Personal and
Professional Development?
We consider three questions:
1. Who am I?
1. Where do I want to go in life?
1. How do I get there?

6. The Personal and Professional
Development Process (PPD)
We seek answers to the three questions
using the following methods:
• Theoretical frameworks
• Self assessment
• Feedback from others
• Group exercises
• Role play

7. Background to Personal and
Professional Development
• Increasing dissatisfaction over
management development in 1980s
• Research into management development
training
• Reports identified need for personal
development plans
• Launch of national standards and
framework

8. Why Personal and Professional
Development?
PPD provides opportunities for you to:
• Develop skills that are critical to your
learning and work, e.g.
– Effective team working
– Effective self-presentation
– Reflective, analytical thinking
• Identify your strengths and areas for
development
• Write a personal action plan setting goals
for the future

9. Benefits of Personal and
Professional Development
• Development of strategies for improving personal
performance
• Development of a sense of the kind of life and
work that you want
• Confidence in the skills, qualities and attributes
you bring to your career
• A better position to compete for jobs
• Better able to discuss skills with employers
• Developing positive attitudes, creative thinking
and problem solving

10. Personal effectiveness
competencies
Individually, complete the personal
effectiveness competencies on pages 1.6 - 1.8
of the Personal and Professional
Development Manual.

11. The Growing Importance of Personal
and Professional Development
The rapidly changing business environment
requires:
• Flexible, adaptable, multi-skilled workers
• People who can embrace change
• People to learn effectively and efficiently
• People who update their skills
continuously
• People who can work globally

12. Stages of Personal Development
Personal audit
Identifying
development needs
Setting self-
development
objectives
Constructing the
development plan

13. SWOT analysis
Strengths Weaknesses
Opportunities Threats

14. Strengths and Weaknesses
How you see yourself
• confident
• enterprising
• humorous
• ambitious
• helpful
• forceful
• competitive
• flexible
• thorough
• tolerant
• focused
• supportive
• generous
How others see you
• arrogant
• exploitative
• frivolous
• ruthless
• controlling
• bullying
• combative
• wishy-washy
• obsessive
• indifferent
• tunnel-visioned
• interfering
• irresponsible

15. Johari Window
Known Not Known
Known
Not Known
ARENA
Open Zone
FAÇADE
Hidden Zone
Unknown
Blind Spot
Others
Self
Feedback
Disclosure
Jo Luft
Harry Ingham

16. References
Cottrell, S. (2003). Skills for success. The
personal development planning handbook.
Basingstoke: Palgrave Macmillan.
Luft, J. (1970). Group processes: An
introduction to group dynamics, (2nd
edition). Palo Alto, CA: National Press Books.
Woodall, J. (ed) (2002) Personal and
Professional Development Manual. Kingston
University.

17. Working in Teams
Seminar
Limassol,
Cyprus
Power Point

18. Session outline
• Team Exercise
• Stages of Development
• Team Roles
• Group Decision Making Techniques
• Building an Effective Team
• Group Effectiveness

19. What is a team?
• Commonality of objective
or purpose
• Belonging and being part
of something successful
• Synergy – achieving more
collectively than can be
achieved by individuals
acting outside a team
environment

20. Stages of Team Development
Tuckman (1965)
1.Forming
4.Performing
5.Mourning
2.Storming
3.Norming

21. Who is in Your Study Group?
• Find your group and
sit together
• Individually complete
the Survival at Sea
exercise
• Agree Order as a
Group

22. Team Reflection
• What did you do well as an
individual/team?
• What didn’t you do well as an
individual/team?
• What would you do differently as an
individual/team?

23. Team Roles
Meredith Belbin (1981)
described teams as:
“a pattern of behaviour
characteristic of the way in
which one team member
interacts with another where
his/her performance serves to
facilitate the team as a whole.”

24. Team Roles
• Plant
• Resource Investigator
• Chairman
• Shaper
• Monitor Evaluator
• Team Worker
• Company Worker
• Completer Finisher
• Specialist

25. Factors that Determine Team
Role Behaviour
6. Role Learning
5. Experience
4. Field Constraints
3. Current Values
and Motivations
2. Mental Abilities
1. Personality
Behaviour

26. Group decision making:
Brainstorming
– Aims to develop creative alternatives
– Encourages contribution of all
suggestions, withholding criticism
– Contributions are recorded then
discussed and analysed

27. Group decision making:
Interacting
• Groups meet face to face
• Verbal and non-verbal communication
between group members
• What are the advantages and
disadvantages of this technique?

28. Group decision making:
nominal group technique
• Team members meet. Prior to team discussion,
each individual writes down their ideas about a
problem
• Each team member presents one idea to the
group. Turns are taken until all ideas have been
presented and recorded
• The group discusses and evaluates all the ideas
• Each team member independently rank-orders
the ideas. The idea with the highest overall
ranking is selected as the final decision

29. Team Building
• Balanced roles
• Clear objectives and agreed goals
• Openness and confrontation
• Support and trust
• Co-operation and conflict
• Sound procedures
• Appropriate leadership
• Regular review
• Individual development
• Sound inter-group relations
• Good communication

30. Learning journals
During your course of study we ask you to
keep a learning journal. This can include:
• Summaries of important learning events
• Discussion about how you dealt with
events
• A review of what you have learned
• Application of frameworks to problems

31. Benefits of Learning Journals
• A written record of what you have learned
• Clarification of your thinking
• Development of reflective, analytical and
creative thinking skills
• Facilitation of learning through experience
• Improved problem solving

32. The Critical Reflection Model
(Deborah Pinder-Young 2000)
Stage 1: Background
• What did I do?
• Why did I do it?
• How did I handle the situation?
Stage 2: Review experience
• What did I do well?
• What didn’t I do right?
• What could I have done differently?

33. The Critical Reflection Model
Stage 3: Self evaluation
• What did I learn from this experience?
• What did I learn about my strengths and needs?
• How have I applied my new learning in terms of
knowledge, skills and approaches?
Stage 4: Action planning
• What do I intend to do differently as a result of my
learning?
• What action do I want to take?
• What support and resources do I need?

34. Goal setting in action plans
Goals should be:
• Specific, e.g. to improve report writing
• Measurable, e.g. by 10%
• Achievable, e.g. high scores achieved in past
• Realistic, e.g. ability to develop skills needed
• Timely, e.g. meet goal by next semester

35. Assignment Brief: Report outline
The report will:
– summarise key learning experiences over the
past year
– be based upon the learning journal
– help you to assess and review your learning
– be 1,000 - 1,500 words, excluding appendices
– involve development of a personal action plan

36. Assignment brief:
Report content
The report should comprise three sections:
• Identify one important key learning experience, e.g. a
project, a placement, team working, or theoretical
framework that has changed the way that you work.
• Analyse your learning experience using a relevant
theory, framework or concept. E.g. Belbin’s team roles.
• Describe and critically reflect on how both your
perceptions and actions have changed as a result o f
your learning experience.