Download - Personal Transformation

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UNIT 1: PERSONAL AND CAREER DEVELOPMENT SELF-APPRAISAL: Self evaluation process involved in determining the level of self efficacy. A *Self-Appraisal* is a method in which the employee evaluates his own performance and then discusses this with his manager. The method can be used as an introduction phase of an Appraisal process. An advantage of doing so is that it provides the employee with the opportunity to reflect on his own performance and reasons behind it. It can be a good preparation for the appraisal by the manager of the employee and can help to increase the size of the future-oriented part of it. Self-appraisal includes the following objects such as skills audit, evaluating selfmanagement, leadership and interpersonal skills. 1.1 SKILLS AUDIT: Learning Objective: After reading this section you will be able to know, The meaning of skills audit. Purpose and uses of skills audits. Benefits and Techniques of Skills Audit Process of skills audit Principles of skills audit

To know the categories of Skills Audit - Working with others, Planning and organization, Improving learning and performance,

Communication skills, Handling information Strategies for Skills Audit Implementation

Skills audit - Definition - a process for measuring the skills of an individual or group Meaning: Getting the right mix of skills, experiences and qualities is a key ingredient in building an effective board of trustees. A skills audit is a tool to help your board identify why they have become a trustee and what skills, knowledge or experience they can contribute to the board. Purpose and uses of skills audits: The key piece of information an organisation needs to improve and to deliver to its Mission Statement and strategy is to know what skills and knowledge the organisation requires and what skills and knowledge the organisation currently has. This information is essential for a number of reasons:

Know where to improve. Better planned and more focused T&D. Better defined recruitment needs. Easier placement decisions. Enablement of career path and succession planning.

Existing members of your board may possess a range of skills or knowledge that may never have been identified or called upon by the organisation. Prospective new trustees can be recruited on the basis of what they can bring to the board, complementing and enhancing what is already there and increasing the diversity of both skills and perspectives. The ideal trustee would have every desirable skill and quality, but in the real world we each have only a selection. If we know what qualities we possess ourselves, and what qualities others possess, we can pool our talents. Benefits:

Valid and valuable workplace skills plans Improved skills and knowledge. Lower training and development costs because development efforts are more focused.

Acquisition and use of information that can be used for purposes such as internal employee selection and placement.

Increased productivity as people are better matched to their positions.

Techniques - Skills Audit There are numerous techniques to conduct a skills audit based on the context and strategy of the organisation. It is vital that the first step in implementing a skills audit is to analyze the organizational context and strategy in relation to the objectives of the skills audit. The context of the organisation may be identified based on time available, logistical issues, primary reasons for the skills audit and

the prevalent socio-political environment. The organizational strategy provides the basis for alignment of skills to current and future organizational needs. This alignment is essential to ensure consistency with business strategy and value of skills audit results. The process to be followed essentially consists of the following:

There are three key stages to a skills audit. a. Determine skills requirements The first is to determine what skills each employee requires. The second stage is to determine which of the required skills each employee has. The third is to analyze the results and determine skills development c. Determine development needs and plan for training/ restructuring needs. The outcome of the skills audit process is usually a training needs analysis, which will enable the organisation to target and also provide information for purposes such as recruitment and selection,

b. Audit actual skills

performance management and succession planning. a. Determine skills requirements In order to determine skills requirements, an organisation should identify current and future skills requirements per job. The end result is a skills matrix with related competency definitions. Definitions can be allocated against various proficiency levels per job, such as basic, intermediate and complex.

b. Audit actual skills The actual skills audit process is outlined below and involves an individual selfaudit and skills audit. Results are collated into reporting documents that may include statistical graphs, qualitative reports and recommendations.

c. Determine development needs and plan for training/restructuring Once skills audit information has been collected, an analysis of the results may be used for planning purposes relating to training and development and other Human Resource interventions. Recommendations are then discussed and agreed actions are implemented.

The principles of good skills audits Fairness Validity & Reliability Transparency/ Openness Constructive feedback Evaluation of evidence Example: Personal Evidence Skills Gained Work:

Data entry within a job at a call centre - Basic IT skills; Communication Skills

Working as a sales assistant in a clothes store - Communication Skills; Negotiation Skills

Skills Audit rate your overall skills development. The Continued Professional Development helps you to plan for skills development during your career. Skills are divided into five categories:

Handling information - assess your ability to use relevant literature and to produce and interpret data; Communication skills - assess your ability to communicate effectively in oral and written formats; Improving learning and performance - assess your development and ability to identify opportunities for further skills development; Planning and organization - assess your ability to plan your research on a short-term and long-term basis; Working with others - assess your ability to work as part of a team and to network with others.

Strategies for Skills Audit Implementation Skills audits may be conducted in various ways. Current approaches to skills audits include the following: a) b) c) Panel approach Consultant approach One-on-one approach

Individual self-audit

Panel audit

Consultant audit

One-onone audit

A panel is normally made External

consultants This

is

similar

to

a

up of managers, Subject interview both employees performance

appraisal,

Matter Experts and HR and managers, and may except that an individual experts. The skills audit review performance and is rated against a preform is completed through related documentation to defined skills matrix

discussion, and includes establish an individuals instead of his/ or her job one-on-one feedback with level of competence. the employee. profile. manager discussion employee to The will employees hold a the on

with agree

skills audit ratings.

Skills audit Action plan

GOAL STEPS Agreement on the objectives of the Discussion and agreement on project outcomes skills audit and to the expected key Review business goals Review job descriptions

outcomes Investigation

identify

competencies and

analyse the organisational context Review organisational structure and strategy in relation to the Review future business plans objectives of the skills audit. Communication Workshop with key people to confirm key

competencies and to agree broad process Communicate purpose and process to all staff members Competence profiling Prepare a profile for each job Individual audits (by self, consultant Plan a meeting with each employee to gather and/or panel evidence of competencies in relation to the key organisational competencies and the job competence Application Feedback profile Prepare a skills gap analysis Present the skills gap analysis to management and training committee/shop stewards and discuss next steps Give feedback to individual staff members Reporting Train managers to use the skills audit process Prepare a formal report and compile the Workplace Skills Plan

REVIEW QUESTIONS:

What is meant by skills audit? Define Purpose and uses of skills audits. What are the Benefits of Skills Audit? Brief the Techniques adopted in skills audit. Process of skills audit Explain Define the Principles of skills audit. What are the categories of Skills Audit -? Strategies for Skills Audit Implementation

1.2 EVALUATING SELF-MANAGEMENT: Learning Objective: After reading this section you will be able to know, To know the base of self-management. The Components of self-management - Self-monitoring, Selfevaluation and Self-reinforcement.

The needs of self-management skills. Applications of self management. The strategies of self management. The Self-management Behaviors. The Benefits of Employee Self Evaluation. The rules to be followed for self-management. To know about the self-management skills. Meaning: Managing ones internal states, impulses, and resources Self-management is a psychological term used to describe the process of achieving personal autonomy. The goal of self-management for the

developmentally disabled population is to shift supervision and control from a parent, caregiver, job coach, or employer to the person him-/herself. A successful self-management program will allow these individuals to live and work independently within their environment.

Components of self-management : There are 3 components of self-management.

Self-monitoring. The aim of self-monitoring is teach the person to become more aware of his/her own behavior. For those with developmental disabilities, a target behavior(s) is selected, such as aggression, making nonsense noises, and staying on task; and the person is taught to monitor when this behavior(s) occurs. One strategy is to teach the person to monitor his/her own behavior at

short time intervals. At first a teacher or supervisor may remind the student every 10 or 15 minutes to observe his/her behavior. Later, a kitchen timer can be used to present an auditory signal every 10 or 15 minutes to cue the person to observe whether the target behavior occurred. An eventual goal may be to teach the person to monitor his/her behavior without a prompt. For example, after performing an undesirable behavior, he/she may become immediately aware of what he/she is doing. Such awareness may then prompt the person to stop the behavior before it escalates. Sometimes there is a reactivity effect in which the undesirable behavior decreases merely because of the process of observation.

Self-evaluation. The person determines whether or not he/she engaged in the target behavior in relation to the goals that have been set. For example, if the goal is to refrain from self-injury for 10 minutes, the person and those helping him/her can reflect over the 10-minute time period to determine if this goal was met. If it was, the person will proceed to the next stage, self-reinforcement. If not, goals may need to be revised and self-monitoring will need to take place again. In order to maximize the likelihood of success, goals should be realistic and attainable; and they should be made more challenging as the person experiences consistent success.

Self-reinforcement. Self-reinforcement refers to self-delivery of rewards for reaching the goals which were set. For example, if the goal is to refrain from aggression for 30 minutes (e.g., three 10-minute self-monitoring intervals) and if the person has met the goal, then he/she would reward him-/herself. Researchers claim that allowing a person to choose from a variety of rewards is more effective than simply making only one reward available. Initially, these rewards may be given to the person immediately, such as eating a food snack; but similar to the

real world, it would be best to establish a token economy in which the person receives tokens (e.g., coins, stars) for appropriate behavior, and then exchanges them for a reward at a later time. Although tangible, external rewards are often quite effective, it would be advantageous to have the person eventually rely on internal rewards, such as knowing he/she performed well. Also, while continuous reinforcement works well when new behaviors are being established (e.g., learning not to be aggressive), the behaviors will be stronger if reinforcement becomes intermittent.

Certainly, self-regulation can be challenging to teach to a person with a developmental disability; but many professionals have been quite successful using simple behavioral techniques to do so. These techniques include: modeling, rehearsal, shaping, prompting, feedback, fading, and generalization. Initially, the individual will likely need close supervision but, over time, such supervision should be gradually removed, if possible. If a self-management program is successful, it is important to develop some type of maintenance program, otherwise the person's skills may deteriorate over time. Such 'booster' training sessions should be integrated into the program.

Self-management may take a great deal of time and energy to implement. However, having an individual actively participate in changing his/her own behavior may be the key to reducing or eliminating behaviors as well as to maintaining appropriate behaviors. Once the person can monitor, evaluate, and reinforce his/her own behavior, everyone benefits. Need for self-management skills Self-management is the foundation of prosocial behavior

Our society is incapable of maintaining positive behavior via external reinforces alone Self-management skills facilitate generalization Self-management skills facilitate development of new, prosocial skills

Uses of self management: To increase motivation To increase predictability and consistency To facilitate memory or exaggerate relevant To decrease physiological arousal To decrease dependence on staff/family To improve generalization and maintenance

Self-management Strategies self-monitoring self-delivered instructions & self-talk self-relaxation routines self manipulations of preceding events self-delivered rewards (self-delivered corrections)

Self-management Behaviors Preparing for class & work

Time management Define and teach the routines arrive on time

With necessary materials complete tasks in timely manner Appearance & attitude enter in a pleasant manner, be respectful be prepared to work ask for help when needed Participating in class & work

follow rules and guidelines stay on-task/ time management do work as assigned ask for help when needed, in an endearing way be respectful and cooperative

Wrapping up and leaving class & work

be respectful and cooperative organize/ clean up materials and workspace take necessary materials/ homework Time management wrap up work station & tasks on time leave on time

The Benefits of Employee Self Evaluation or Self Appraisal There are a number of benefits to having employees self-evaluate or self appraise, either as part of the formal performance management system, or informally. Here are a few of them:

By having employees do some sort of self evaluation before the actual review meeting, the review meetings can be shorter.

If done properly and tactfully, encouraging employees to self evaluation or self appraise at any time during the year, including around the actual review meetings, help convey the message that the process of performance management and appraisal is a team effort, and not something the manager does to the employee. This greases the wheels of the process, making it more effective.

Whey self appraisal is an accepted and integrated part of the performance management process, it encourages employees to self evaluate throughout the year. That's exceedingly valuable, because what most managers want is employees who can do their jobs, monitor their own progress, and selfcorrect all year long. When that happens managers can spend far less time fire fighting or micromanaging.

Twelve Rules for Self-Management. Show me a business where everyone lives and works by self-managing, and Ill bet its a business destined for greatness. 1. Live by your values, whatever they are. You confuse people when you dont, because they cant predict how youll behave.

2. Speak up! No one can hear what youre thinking without you be willing to stand up for it. Mind-reading is something most people cant do.

3. Honor your own good word, and keep the promises you make. If not, people eventually stop believing most of what you say, and your words will no longer work for you.

4. When you ask for more responsibility, expect to be held fully accountable. This is what seizing ownership of something is all about; its usually an all or nothing kind of thing, and so youve got to treat it that way.

5. Dont expect people to trust you if you arent willing to be trustworthy for them first and foremost. Trust is an outcome of fulfilled expectations.

6. Be more productive by creating good habits and rejecting bad ones. Good habits corral your energies into a momentum-building rhythm for you; bad habits sap your energies and drain you.

7. Have a good work ethic, for it seems to be getting rare today. Curious, for those old-fashioned values like dependability, timeliness, professionalism and diligence are prized more than ever before. Be action-oriented. Seek to make things work. Be willing to do what it takes.

8. Be interesting. Read voraciously, and listen to learn, then teach and share everything you know. No one owes you their attention; you have to earn it and keep attracting it.

9. Be nice. Be courteous, polite and respectful. Be considerate. Manners still count for an awful lot in life, and thank goodness they do.

10. Be self-disciplined. Thats what adults are supposed to grow up to be.

11. Dont be a victim or a martyr. You always have a choice, so dont shy from it: Choose and choose without regret. Look forward and be enthusiastic. 12. Keep healthy and take care of yourself. Exercise your mind, body and spirit so you can be someone people count on, and so you can live expansively and with abundance. REVIEW QUESTIONS: 1. What is self-management? 2. Explain the Components of self-management.

3. Define the needs of self-management skills. 4. What are the Applications of self management? 5. 6. 7. Explain the strategies of self management. Determine the Self-management Behaviors. Explain the Benefits of Employee Self Evaluation.

8. What are the rules to be followed for self-management? 9. Define self-management skills.

1.3 LEADERSHIP AND INTERPERSONAL SKILLS: Learning Objective: After reading this section you will be able to know, The leadership concept. The different types of Leadership theories. The leadership Trait theory.

To understand the styles of leadership, Autocratic Democratic - The Laissez-Faire. The interpersonal skills. To understand about how to develop Interpersonal skills. The tips for improving your interpersonal skills. LEADERSHIP: Many people believe that leadership is simply being the first, biggest or most powerful. Leadership in organizations has a different and more meaningful definition. Very simply put, a leader is interpreted as someone who sets direction in an effort and influences people to follow that direction. Theories about Leadership There are also numerous theories about leadership, or about carrying out the role of leader, e.g., servant leader, democratic leader, principle-centered leader, group-man theory, great-man theory, traits theory, visionary leader, total leader, situational leader, etc.

Leadership theories Over time, a number of theories of leadership have been proposed. Here are some of the main ideas.

Great Man Theory Trait Theory Behavioral Theories

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Role Theory The Managerial Grid

Participative Leadershipo o

Lewin's leadership styles Likert's leadership styles

Situational Leadershipo o o

Hersey and Blanchard's Situational Leadership Vroom and Yetton's Normative Model House's Path-Goal Theory of Leadership

Contingency Theorieso o o

Fiedler's Least Preferred Co-worker (LPC) Theory Cognitive Resource Theory Strategic Contingencies Theory

Transactional Leadershipo

Leader-Member Exchange (LMX) Theory

Transformational Leadershipo o o

Bass' Transformational Leadership Theory Burns' Transformational Leadership Theory Kouzes and Posner's Leadership Participation Inventory

Trait theory: Assumptions People are born with inherited traits. Some traits are particularly suited to leadership. People who make good leaders have the right (or sufficient) combination of traits.

Early research on leadership was based on the psychological focus of the day, which was of people having inherited characteristics or traits. Attention was thus put on discovering these traits, often by studying successful leaders, but with the underlying assumption that if other people could also be found with these traits, then they, too, could also become great leaders.

McCall and Lombardo (1983) researched both success and failure identified four primary traits by which leaders could succeed or 'derail':

Emotional stability and composure: Calm, confident and predictable, particularly when under stress.

Admitting error: Owning up to mistakes, rather than putting energy into covering up.

Good interpersonal skills: Able to communicate and persuade others without resort to negative or coercive tactics.

Intellectual breadth: Able to understand a wide range of areas, rather than having a narrow (and narrow-minded) area of expertise.

Leadership Styles Leaders carry out their roles in a wide variety of styles, e.g., autocratic, democratic, participatory, laissez-faire (hands off), etc. Often, the leadership style depends on the situation, including the life cycle of the organization. The following document provides brief overview of key styles, including autocratic, laissez-faire and democratic style.

1. The Autocrat

The autocratic leader dominates team-members, using unilateralism to achieve a singular objective. This approach to leadership generally results in passive resistance from team-members and requires continual pressure and direction from the leader in order to get things done. Generally, an authoritarian approach is not a good way to get the best performance from a team. There are, however, some instances where an autocratic style of leadership may not be inappropriate. Some situations may call for urgent action, and in these cases an autocratic style of leadership may be best. In addition, most people are familiar with autocratic leadership and therefore have less trouble adopting that style. Furthermore, in some situations, sub-ordinates may actually prefer an autocratic style.

2. The Laissez-Faire Manager

The Laissez-Faire manager exercises little control over his group, leaving them to sort out their roles and tackle their work, without participating in this process himself. In general, this approach leaves the team floundering with little direction or motivation. Again, there are situations where the Laissez-Faire approach can be effective. The Laissez-Faire technique is usually only appropriate when leading a team of highly motivated and skilled people, who have produced excellent work in the past. Once a leader has established that his team is confident, capable and motivated, it is often best to step back and let them get on with the task, since

interfering can generate resentment and detract from their effectiveness. By handing over ownership, a leader can empower his group to achieve their goals.

3. The Democrat

The democratic leader makes decisions by consulting his team, whilst still maintaining control of the group. The democratic leader allows his team to decide how the task will be tackled and who will perform which task. The democratic leader can be seen in two lights: A good democratic leader encourages participation and delegates wisely, but never loses sight of the fact that he bears the crucial responsibility of leadership. He values group discussion and input from his team and can be seen as drawing from a pool of his team members' strong points in order to obtain the best performance from his team. He motivates his team by empowering them to direct themselves, and guides them with a loose reign.

The Eleven Skills of Leadership The following links to sections describe the eleven leadership skills as they are taught within White Stag Leadership Development by those who learned from the program founders.

Getting and Giving Information Understanding Group Needs and Characteristics Knowing and Understanding Group Resources Controlling the Group Counseling

Setting the Example Representing the Group Problem-Solving Evaluation Sharing Leadership Manager of Learning

INTERPERSONAL SKILLS "Interpersonal skills" refers to mental and communicative algorithms applied during social communications and interactions in order to reach certain effects or results. The term "interpersonal skills" is used often in business contexts to refer to the measure of a person's ability to operate within business organizations through social communication and interactions. Interpersonal skills are how people relate to one another. As an illustration, it is generally understood that communicating respect for other people or professionals within the workplace will enable one to reduce conflict and increase participation or assistance in obtaining information or completing tasks. For instance, in order to interrupt someone who is currently preoccupied with a task in order to obtain information needed immediately, it is recommended that a professional utilize a deferential approach with language such as, "Excuse me, are you busy? I have an urgent matter to discuss with you if you have the time at the moment." This allows the receiving professional to make their own judgment regarding the importance of their current task versus entering into a discussion with their colleague.

Having positive interpersonal skills increases the productivity in the organization since the number of conflicts is reduced. In informal situations, it allows communication to be easy and comfortable. People with good interpersonal skills can generally control the feelings that emerge in difficult situations and respond appropriately, instead of being overwhelmed by emotion.

Developing Interpersonal skills:

Leadership The process of successfully influencing the activities of a group towards the achievement of a common goal. A leader has the ability to influence others through qualities such as personal charisma, expertise, command of language, and the creation of mutual respect. As well as requiring strong Communication

Skills and Personal Skills, leadership uses the Background skills of mentoring, decision making, delegation and motivating others. Networking The ability to actively seek, identify and create effective contacts with others, and to maintain those contacts for mutual benefit. In addition to strong Communication Skills and Personal Skills, Networking uses the Background skills of network building and motivating others. Teamwork Involves working with others in a group towards a common goal. This requires cooperating with others, being responsive to others' ideas, taking a collaborative approach to learning, and taking a responsibility for developing and achieving group goals. Teamwork uses the Background skills of collaboration, mentoring, decision making and delegation. Background Skills Mentoring is:

A mentoring relationship may be formal or informal, but must involve trust, mutual respect, and commitment as both parties work together to achieve a goal (for example, mentoring a younger member of a team to achieve better performance in the lead-up to a sporting event).

Group work is:

any activity in which students work together; any activity which has been specifically designed so that students work in pairs or groups, and may be assessed as a group (referred to as formal group work); or

When students come together naturally to help each other with their work (referred to as informal group work).

peer group activity in lab classes, tutorials etc

Decision making is: Identifying appropriate evidence and weighing up that evidence to make a choice (for example, gathering and assessing information to find the best way to perform an experiment).

Taking responsibility for a decision and its outcomes (for example, choosing a topic for a group presentation from a number of suggestions).

Delegation is: Taking responsibility for determining when to ask someone else to make a decision or carry out a task (for example, figuring out what is a fair distribution of the workload in a group project, and sharing responsibility with others).

Distributing responsibility and authority in a group by giving someone else the discretion to make decisions that you have the authority to make (for example, as the chosen leader of a lab experiment team, you could assign tasks and decisions to different group members).

Collaboration is: Working cooperatively and productively with other team members to contribute to the outcomes of the team's work (for example, dividing the workload and sharing the results of your own work with others in the group, or assisting members of the group who are having difficulty completing their tasks). Network building is:

Creating contacts with other people and maintaining those contacts (for example, meeting someone at a seminar with similar interests, and swapping email addresses with them).

Acquiring and maintaining information about people who might be useful contacts for specific purposes (for example, seeking out people established in an industry you hope to work with one day).

Using a contact in an ethical manner to help each of you meet specific goals, (for example, collaborating on projects of importance to both of you).

Motivating others is: Generating enthusiasm and energy by being positive, focussing on finding solutions and maintaining a positive attitude even when things are not going well (for example, when something goes wrong, asking "What can we try now?" instead of saying, "That should have worked better.").

Encouraging others to come up with solutions, listening carefully to their ideas and offering constructive feedback (for example, gathering suggestions for a group project, and giving each person's ideas fair discussion).

Tips for improving your interpersonal skills: Smile. Few people want to be around someone who is always down in the dumps. Do your best to be friendly and upbeat with your coworkers. Be appreciative. Find one positive thing about everyone you work with and let them hear it. Say thank you when someone helps you.

Pay attention to others. Observe whats going on in other peoples lives. Acknowledge their happy milestones, and express concern and sympathy for difficult situations such as an illness or death. Practice active listening. To actively listen is to demonstrate that you intend to hear and understand anothers point of view. It means restating, in your own words, what the other person has said. Bring people together. Create an environment that encourages others to work together. Treat everyone equally, and don't play favorites. Avoid talking about others behind their backs. Resolve conflicts. Take a step beyond simply bringing people together, and become someone who resolves conflicts when they arise. Learn how to be an effective mediator. Communicate clearly. Pay close attention to both what you say and how you say it. A clear and effective communicator avoids misunderstandings with coworkers, colleagues, and associates. Humor them. Most people are drawn to a person that can make them laugh. Use your sense of humor as an effective tool to lower barriers and gain peoples affection.

See it from their side. Empathy means being able to put yourself in someone elses shoes and understand how they feel. Try to view situations and responses from another persons perspective.

Don't complain. There is nothing worse than a chronic complainer or whiner. If you simply have to vent about something, save it for your diary.

REVIEW QUESTIONS: 1. What is meant by leadership? 2. Explain about the Leadership theories.

3. Explain about Trait theory. 4. Define the styles of leadership. 5. Define interpersonal skills. 6. How to develop Interpersonal skills? 7. Define the tips for improving your interpersonal skills.

1.4 DEVELOPMENT PLAN: Learning objective:

After reading this section you can able to know, The concept of Personal and career development. Career development process. Development plan. Current performance, future needs. Aims, objectives and targets. Review dates and achievement dates Learning programme or activities: Action plans writing a development action plan.

CAREER AND PERSONAL DEVELOPMENT: Personal development is our conscious self-improvement and self-

transcendence. It is the aspiration to realize our higher self. The process of Personal development involves several aspects: Transcending our Negative Qualities - We all have negative qualities such as pride, anger and doubt. Personal development is a conscious effort to reduce and minimize these qualities by focusing on the positive aspects of life. Controlling Our Thoughts - Control of our thoughts is essential for our own development. If we allow ourselves to be at the mercy of our own thoughts, we cannot hope to minimize our negative qualities and bring our good qualities to the fore. Meditation is the best way to cultivate a silent mind. Self-Transcendence - Self-Transcendence is the art of going beyond our own selfimposed limitations. This means we aspire to reach new goals and not to be satisfied with what we were in the past.

Intuition - Personal development means we learn to listen to the inner voice our inner pilot. The messages of our inner voice can only be heard with a silent mind. This inner inspiration comes not from our ego, but our Soul.

Minimize Desires - When we live in the world of desires there is no end to our desires. However, spiritual growth means we learn to reduce our desires. By reducing our desires we discover that the source of abiding happiness is to be found in a life of simplicity and not outer success. To Live in the Heart - If we can live in the heart many of our problems will be solved. When we live in the heart, we can spontaneously feel our oneness with others. Gratitude - Gratitude is to make a conscious appreciation of the Source of all things. Without gratitude personal development is very limited Enlarging our Sense of Self - Self-improvement is A continuous self-offering.

CAREER DEVELOPMENT: In personal development, career development is: " the total constellation of psychological, sociological, educational, physical,

economic, and chance factors that combine to influence the nature and significance of work in the total lifespan of any given individual." Lifelong psychological and behavioral processes as well as contextual influences shaping ones career over the life span. As such, career development involves the

persons creation of a career pattern, decision-making style, integration of life roles, values expression, and life-role self concepts." Career development process: Career development is:

an ongoing, lifelong process an active process; we must be the driving force behind the process, gathering information, setting goals, and making decisions

an introspective process of self-assessment and reflection a time-consuming process a holistic process, which integrates our changing needs, wants, relationships, and situations with the ever-changing world of work.

Below is a model of the career development process:

Assess - "Who am I?" If youve been thinking about your career path and know you want a career change you may wonder: Where do I start? Typically, this

process starts with self-assessment. Understanding who you really are is critical to effective career planning. Breaking this down can be helpful:

Skillswhat skills do I have? And which do I really enjoy using? Just because youre good at something doesnt necessarily mean you like doing it.

Interestswhat excites me? What interests me enough that I dont realize the passage of time while I am engaged in it?

Valueswhat things do I believe in? What motivates me to work? Personalitywho am I? What are my personal preferences?

DEVELOPMENT PLAN: Remember that your development plan is not only about developing yourself for university and the workplace, its also about developing yourself for you. A useful structure for the development plan could be:

Current performance: where you are up to now Future needs which can be set out in a framework of aims, objectives and targets Review dates: in setting out the plan it is important to set out dates at which progress will be reviewed,. For example at the end of each term/ semester of a course, at the end of each month. Achievement dates: when particular targets were achieved Learning programme or activities designed to enable the individual to meet objectives or targets

An action plan setting out a plan of actions required to meet objectives or targets.

CURRENT PERFORMANCE:

Because we are concerned with personal development, as well as career and educational development, it is always important to start by examining yourself. Set out:

Your personal achievements and skills Your personal qualities, including strengths and weaknesses.

Activity:

A useful way of looking in the mirror is to examine your strengths and weakness other people would see them.

List three of what you consider to be your personal strengths. Now ask a friend to make a list of your strengths. Compare the two lists. Now list three areas of weakness that you need to work on. Ask a friend to list three areas for development. Compare the lists.

You should also make a list of your personal achievements, that is, the success areas of your life. There are all sorts of areas of personal achievement that we tend to overlook. Think carefully about your achievements and list them

carefully for your folder. Examples could be looking after an elderly person, decorating a room, repairing an item of equipment, playing for a sports team , solving a difficult problem, helping someone else, doing voluntary work, keeping fit, receiving certificates, passing exams and so on. There are all sorts of ways of recording information for providing evidence for your individual development portfolio. Here are some examples:

Newspaper cuttings about y ou Testimonies, references Certificates Awards Portfolios of work Photographs Trophies Logs and diaries

AIMS, OBJECTIVES AND TARGETS:

Aims and objectives are the ends that you are trying to achieve. An aim is a major end that you are trying to achieve, which can typically be broken down into a number of objectives. For example, your aims and objectives might be

Educational: to get a good degree qualification Work-related: to develop a career in marketing and eventually to become a marketing director of a major PLC. Personal: to become more confident and sociable

Activity

Set out a statement of your main aims for the next two years, and break down the aims into educational, work-related and personal.

Now establish some targets for the next three months. At the end of each three-month period you will need to establish new targets. In the course of time you may also want to adjust your aims.

Make sure that your targets are SMART:

1. Specific: they are easy to understand 2. Measurable if possible ( that is, you can attach numbers to them) 3. Achievable 4. Realistic 5. Time-related

Targets are shorter-term challenges that help you to achieve your aims and objectives. For example, short-term targets may relate to gaining scores of at least 60 percent on your next three pieces of work.

REVIEW DATES AND ACHIEVEMENT DATES:

An important part of successful career and personal development is to establish review dates that are adhered to.

As part of the planning process you will establish plans which need to be monitored. For example, if one of your targets is to carry out a confident presentation to a group of fellow students or work colleagues when you will need to establish dates:

For the presentation For the preparation of the presentation To review the effectiveness of the presentation, for example with a course tutor.

Learning programme/activities

Target

Means

End

ACHIEVEMENT DATES:

Achievement dates are the dates at which you successfully achieve your targets. Setting out achievement dates helps you to build confidence in your portfolio

building, because each achievement of a target will provide you with more evidence of successful development.

LEARNING PROGRAMME OR ACTIVITIES:

The learning programme or activities are the means by which you achieve your targets.

Some parts of the learning program or activities will be designed for our, for example training activities at work and the structure of your Business Higher or Foundation award. Other activities you may have to design yourself in order to develop the capabilities that you are working towards. Do not expect to receive all the required experiences provided for you on a plate. For example, if part of research assignment involves collecting primary information, then you will need to take the responsibility to arrange to go and interview relevant individuals yourself. This self-management of learning is an essential part of your development process.

ACTION PLANS:

Action planning is crucial part of a degree award. Planning is concerned with providing a structured and organized way of meeting objectives.

There are a number of important reasons why you should plan, including:

To be clear about your objectives To organize activities into a sequence

To organize the timing of events To keep a check on progress To make sure that the important things are not left until last To plan what resources and materials you need To save time To reduce stress To look at present strengths and how they can be build upon

A problem for many students is that while they have some idea about the goal or target they are working towards they are not skilled at planning the steps required to achieve this target. Action planning involves designing a series of sequential steps that will enable you to meet targets.

Action plan for an assignment An important area of action planning on your course will relate to completing assignments on time in order to meet specified criteria:

Be clear about your objective, for example to complete the (named) assignment by the given deadline, covering all of the required criteria. Organize activities into a sequence. Set out a step-by-step plan of how you will complete this assignment, and how each step is related o the performance criteria. Organize the timing of events. When will each step in the assignment be completed? Keep a check on progress. How will you check that you are keeping to deadlines? Will you review your progress with another student, for example?

T A R G E T ACTION STEPS

STARTING POINT

Development action plan The importance of action plans is that they help you organize yourself. You should be able to put your plan together quickly with the minimum of paperwork. If an action plan involves a lot of paper and time, then throw it in the bin and start again. Your action plan should be simple and easy to follow.

Write your action plan under these headings:

1) Area for development 2) Name of person responsible for development 3) Action steps ( simple and practical)

i. ii. iii. iv.

(There may be quite a few of these)

4. Review of progress (when reviews will occur and who will be involved). 5. Evaluation of plan (when and how it will take place, how it can be improved).

Area for development - What do you want to plan? Set out your targets.

Person responsible for development This will be you, or a small group of students. The responsibility lies with you, not with your tutor. Take charge of your own learning. Action steps - What steps will you need to take to seethe plan through? Be specific about the steps that need to be taken. Set out the time when these steps will take place.

Review of progress

When and how will the progress of action steps and the plan be checked. In writing out your plan you need to set dates for reviewing successful you have been in carrying out the plan. For example, if you have eight weeks to complete

an assignment, you could review your progress after two weeks, four weeks and six weeks. You will need to carry out this review with someone else. Two students can review each others work for example.

FUTURE PLAN EVALUATION:

It is helfpful to evaluate the success of your plan in order to help you to action plan in the future. Make sure that your action steps are a clear and practical rather than sketchy and vague. For example, reading four journal articles about appraisal processes, and making detailed notes about salient points is a specific and practical step. Doing some reading is vague.

Going to computer services, taking out a manual on spreadsheets, setting out a spreadsheet of my research figures is a detailed description of a practical step. Improving my ICT is not. You can see that the action plan we have outlined does not involve a lot of paperwork. However, it enables you to map out clear steps that you will need to take to meet your targets.

Too often in the past students have found themselves with three or four assignments to do at the same time and have left essential work to the last minute. Action planning helps you to spread out your work over a period of time.

Action planning is used widely in the work place. If you learn to construct simple action plans now, you will have developed a useful life skill. Finally, never write an action plan after completing an assignment.

REVIEW QUESTIONS:

1) Explain the concept of Personal and career development. 2) Define the Career development process. 3) Write a short note on Current performance and future needs. 4) Explain about aims, objectives and targets. 5) Describe about Review dates and achievement dates in development plan. 6) Explain about the learning programme. 7) Define action plans and also development an action plan by your own.

1.5 PORTFOLIO BUILDING: DEVELOPING AND MAINTAINING A PERSONAL PORTFOLIO: Learning Objective:

After reading this section you will be able to know,

The meaning of Portfolio. About the Personal career portfolio Design. The concept of Personal portfolio. The Key elements of Personal/Career portfolio. About the suggestions for developing and maintaining Portfolio. Career Exploration and Assessment - Letter of introduction - careerPursuit Information - samples of work. Meaning of Portfolio: A portfolio is a place where you store things related to your training, work experience, contributions, and special accomplishments. It is the place to document all your work-related talents and accomplishments so that you have a good sense of your "assets." An effective portfolio is a visual representation of your experience, strengths, abilities, skills - the things you like to do, and do best. There are wide variations in professional portfolios and in where and how they can be used. Here's a starter list of artifacts to consider. Begin you collection with whatever is relevant to you. Personal portfolio: A personal portfolio is a compilation of work samples and documents gathered during a students school years and presented in a structured manner. It should profile the students goals, progress, achievements and competencies in an

organized, accessible and purposeful format, without overwhelming a prospective employer.

Personal career portfolio Design : The Personal Portfolio is designed to: (1) provide an information repository that can be used throughout your career; and (2) help you better market yourself and set yourself apart from the mass of other applicants for the positions you seek.

Task description Suggested level: Years 7 to 10. Teachers may introduce Year 7 students to the idea of portfolios. Each year students can review and update their portfolio to include their skills development and goal setting activities. The purpose of the portfolio is to: Present goals, progress, achievements and competencies to a range of

audiences, including new schools and teachers, course enrolment counselors, prospective employers and parents Establish a focus for a range of learning activities, including goal setting,

decision making, action planning, prioritizing and negotiating Enhance student self-esteem by profiling positive achievements, including

academic, sporting, leisure, work experience and cultural activities.

Key elements of Personal/Career portfolio:

Dual Purpose

Marketing Tool/Visual Aide for Interviews Jobs Scholarships College

Organizational Tool Assists in identifying important documents Puts all information in one place Tabs separate information by categories

Visual Impact---Remember Your Audience

Eye Pleasing Place documents in sheet protectors Pay close attention to detailmake it visually attractive Professional Keep it visually appropriate to your audience (not too cutsey) Demonstrate your skills Be Concise More is not always better Selections of best work Pertinent information

Work In Progress

Designed for use beyond high school Tool for life Shows growth and improvement

Suggestions for developing and maintaining Portfolio: Education

Diplomas, certificates, CEUs, licenses Assessments, test results (e.g. GRE scores), appraisals (e.g. 180 or 360 feedback), grade reports

Awards, honors, honor society memberships Internships, apprenticeships, special projects (e.g. senior capstone) Writing samples Workshops, seminars, conferences attended Independent learning (things you've learned on your own, or taught yourself)

Activities

Leadership positions held Hobbies or Interests (time devoted to or photos) Participation in team sports Service project participation Volunteer activities Organizations joined (all) Public speaking/presentations or performances Awards

Work-Related Activities

Resume Performance reports, appraisals (e.g. internship/student teaching evaluations), Letter of nomination and/or recommendation

Accomplishments (could include newspaper clippings that detail your achievements)

Military training, citations (complete description of duties, activities) Awards and Professional licenses Publications, reports, published articles Training materials, Samples of brochures, flyers made Attendance records and Organization charts Customer surveys , Documentation of accomplishments - increase in sales, decrease in claims

Personal Qualities or Strengths

Strengths (personal qualities that will help you contribute to an employer) Teamwork and people skills, problem-solving, budgeting, planning and organization, time management, energy, discipline, motivation, persistence, responsibility, dependability, etc.

Contributing to your family (teaching, caring for siblings, cooking - all require planning, responsibility, dependability)

Helping your friends or working on extracurricular projects (may require teamwork, problem-solving skills, teaching skills, people skills)

Raising a family and /or running a household (requires budgeting, organization, time management skills, adaptability)

Career Exploration and Assessment

Before you begin to work on your Career Portfolio, it is important to spend time thinking about what you like to do and exploring different career areas. The time you spend now doing career exploration and assessment will help you decide which businesses/colleges to apply to in the future. There are many tools and activities that you can use to gather some information about yourselfyour particular learning style, strengths, abilities.

Letter of introduction A well-written introduction is an important requirement of the Career Portfolio. This letter introduces you to prospective employers and colleges. It should be both personal and informative and spotlight your best work. Your career aspirations and goals. The skills and abilities that would make you successful in a particular career or at a particular college.

Career-Pursuit Information This part of the portfolio gives businesses/colleges important information. Resume If you already have a resume, transfer the information it contains into the format Presented here. Letters of Recommendation (1) Employment-related: A letter from a past employer evaluating your work performance.

(2) Character-related: A letter from a person who has known you for more than one year and can testify to your personal and/or academic attributes. It is important that you be recommended as a good citizen and a responsible person. Samples of work: Possible examples of academic work: Research papers, book reports, essays Maths, science and computer projects

Pictures, projects, descriptions of activities relating to personal interests and hobbies (i.e., photography, poetry, cooking, woodworking, etc.) Pictures, projects, descriptions of activities relating to community involvement outside of school (i.e., Scouts, religious organizations, 4-H, etc.)

REVIEW QUESTIONS:

1. Explain the meaning of Portfolio. 2. What is meant by Personal career portfolio Design? 3. What is Personal portfolio? 4. Explain the Key elements of Personal/Career portfolio. 5. Provide suggestions for developing and maintaining Portfolio. 6. What is Career Exploration and Assessment?

7. What is meant by Letter of introduction? 8. Brief about the Career-Pursuit Information. 9. What are the types of Sample work? 1.6 CONSTRUCTING A CV WRITING, MAINTAINING AND PRESENTING

Meaning of CV and Resume. You are probably familiar with a resume, but may or may not have heard the term CV. A CV, or curriculum vitae, is a written profile of your professional qualifications. It can vary in length from one to several pages, depending upon the variety and number of your experiences. (A resume, in contrast, is a 1-2 page overview of your job experiences.) A CV is appropriate for the health care professional because potential employers typically do not receive a large number of applications (i.e. < 20) for each position. In other fields, an employer may receive hundreds of applications for one position and so will desire brevity. Although they are actually different, the terms CV and resume are used interchangeably by many people. A CV or Curriculum Vitae is: * Your Life History * Your Job History * Your Achievements * Your Skills A CV or curriculum vitae is a marketing tool. With your CV you will be able to promote yourself. Imagine the CV as being a brochure that will list the benefits of a particular service. Organizing CV: Keeping your CV concise and to the point is a difficult task. Selecting a comprehensive structure and format will help you to get success. There are many layouts to choose from, and they vary from country to country.

The top of every CV should contain contact information. Your name is typically centered, and may be set in larger and/or boldface type to attract attention. Remember to: Place your complete name, address and telephone number at the top of the page. You may also want to include an e-mail address. Make sure that the telephone number is the number at which you would like to be contacted. If you dont want your current employer to know youre looking for another job, then do not put your current job phone number down as the contact number. Think carefully before including a second permanent address. This can be confusing to employers who will not know where to contact you. After the contact information, you should strongly consider the following headings: Education Start with your most recent educational experience first (this is called reverse chronological order). For each degree you have obtained, spell out the full name of the degree (i.e. Bachelor of Science in Pharmacy Doctor of Pharmacy) and the full name of the university. Then note the year of graduation. If you are currently working on a degree, put the word candidate after the name of the degree, spell out the full name of the university, and note the expected year of graduation. If you have no degree from your pre-pharmacy coursework, then it is acceptable to use the words Pre-pharmacy studies.

Residency, fellowship, and certificate information should be included under the education heading.

Do not include information from/about high school.

Specialized Training/Certification This includes CPR, ACLS, BCPS, immunizations, emergency

contraceptionany similar professional certification you have earned. Use the full certification name and note the year the certification was earned. You can include a short description of the certification if you feel it is not self-explanatory. Understand that certification is not the same as a certificate. If you are certified in some area, it means you have received specialized training in a particular skill and that you have shown you can perform that skill at a pre-specified level. A certificate involves more coursework and qualifies you to work in a particular area not to perform a specific skill.

Experience Use the heading Professional Experience if you have any pharmacy or other professional health care experience. Include related jobs, rotations, and volunteer experience Start with your most recent experience first (reverse

chronological order). Information to include: Time interval employed (list start and stop month/year; use year only if you held the job for more than a year) Position title

Name and location of employer Name and contact number of a supervisor Non-pharmacy or non-professional experiences can go under the category of Other Related Experience. Be sure to describe only transferable skills (i.e. skills you gained at other nonpharmacy jobs that would enhance your value to a pharmacy employer. Any jobs involving teaching, triage, or interaction with members of the public may involve skills transferable to the pharmacy profession. It all depends upon how you present the skills on paper).

A short description/list of projects you completed or notable activities performed while on the job is a nice touch; it is probably not necessary to list your standard job duties unless they are out-of-the-ordinary.

Rotations are good to list when you dont have much else to place on the CV. If youre more than a couple of years out from school, drop the rotation information unless skills that you learned at a particular rotation may play a direct role in the job you are applying for. Include the same information as for a job; and avoid site-specific rotation descriptions (e.g., instead of white medicine, use the easy-to-understand adult internal medicine). Spell out names and do not use abbreviations (for example, heme/onc is wrong, Hematology/Oncology is correctalso be sure to spell out terms like Medicine Service, and University Hospital and Medical Center).

If you have experience teaching courses that you want to highlight, you may include Teaching Experience as a third experience heading.

Presentations

Include the presentation title, name of group presented to, and year. The location of the meeting (city and state) is optional.

If you have several presentations, you can separate out poster presentations, invited oral presentations, in services, class lectures whatever works.

Dont list contact names for the presentation, but have a copy of all handouts from the presentations ready to present during an interview.

Publications Dont include site-specific newsletter publicationsthese should be listed with job or rotation as projects. If you have more than four, divide them into peer-reviewed and non-peerreviewed. Cite the published material using the official citation method noted in the Uniform Requirements for References in Manuscripts submitted to Biomedical Journals, except list all authors (not just the first three). Related Awards and Activities For awards, list title and year granted. You may describe the award briefly if you think it will not be self-explanatory. For Deans List, cite the quarter(s) and year(s). For committee memberships (general and ad hoc), list committee name and time spent in committee. List any association offices held.

Professional Affiliations

List all professional associations of which you are currently a member. Spell out the full name of the associationsdo not use abbreviations.

Licensure List name of state and type of license only.

CV Presentation: The quality and presentation of your CV is vital when selling yourself. The appearance of your CV is an indication to a prospective employer of the type of person that may be working in their environment. There is no exact format for compiling a CV, but the following guideline is a sure fire way to avoid yours being rejected.

Things should be avoided in CV presentation: Omit items that have nothing to do with your profession. Besides the fact that the information is irrelevant, there are two other important considerations. First, listing certain kinds of personal information can enable unscrupulous people to gain enough information about you to commit fraud in your name. Second, potential employers typically dont WANT to know anything that could put them at risk of a discrimination suit later on. Equal opportunity employment clauses state that some of the items listed below could provide a basis for discrimination, so employers would not want to see this type of information. Include only information that is pertinent to the professional nature of the position for which you are applying. Leave all these things off your CV:

Social security number Marital status Description of health Citizenship Age Pharmacist or intern license number Irrelevant memberships awards, publications, scholarships, associations, and

Recreational activities or hobbies Personal references Travel history Previous pay rates Reasons for leaving previous jobs Components of your name which you really never use (i.e. middle names) The words References available upon request.

Standard for formatting and layout in CV Presentation: CVs and resumes can be presented in a variety of ways. This is an opportunity for you to be creative. However, the following standards should be followed: Ensure that your CV is neat and visually appealing: Choose high quality paper in white or off-white Have the final version professionally reproduced in a singlesided format Use a laser printerhandwriting, typing and dot matrix printing look unprofessional

Font case and size: Times New Roman is recommended 12 point font size will be the easiest to read; do not use smaller than 10 point font Do not use more than two fonts on your resume Use bullets to aid organization, but be careful not to overuse them. Too many bullets lead to a cluttered appearance. Be consistent. Choose a pattern of spacing, an order of information presentation or a format of highlighting that is standard throughout the document. This will avoid a patched appearance. Grammer: The standard grammar for a CV differs somewhat from everyday professional writing. Some general points of difference are listed below: Use past tense, even for descriptions of currently held positions, to promote consistency. Do not use personal pronouns For the most part, use short, simple phrases that begin with action verbs. Check for grammar. Misspellings, poorly constructed sentences, and inappropriate use of Punctuation communicates negative impressions about a candidate. Do not rely on the computer grammar check or spell check. Be sure to catch all spelling errors, grammatical weaknesses, unusual punctuation, and inconsistent capitalization. Proofread it numerous times, put it down for a week, and then proofread it again to catch any hidden mistakes. Closing thoughts:

Sell yourself. Create a good first impression by highlighting skills and abilities appropriate to the position. List your qualifications in order of relevance, from most to least.

Don't sell yourself short. This is by far the biggest mistake of all CVs. Your experiences are worthy for review by hiring managers. Treat your resume as an advertisement for you.

Be sure to thoroughly "sell" yourself by highlighting all of your strengths. If you've got a valuable asset that doesn't seem to fit into any existing components of your CV, list it as its own segment or highlight it in the cover letter.

REVIEW QUESTIONS: 1. What is a CV and is it any different than a resume? 2. How should you organize your CV? 3. What things should you avoid putting on your CV? 4. How to present a CV? 5. What are the things to be considered for standard formatting and layout in CV presentation? 6. What about grammar details to be cared in resume preperation?

UNIT 2

2. EVALUATE PROGRESS Learning objectives:

After reading this section you can able to know, The concept of evaluate progress. Overview of goal or objectives,targets Setting Goals Responding to feedback Steps for responding to feedback Resetting aims and planning for resetting aims.

Evaluating progress includes formal review of both use data and the activities carried out as part of the action plan as compared to your performance goals. Evaluation results and information gathered during the formal review process is used by many organizations to create new action plans, identify best practices, and set new performance goals. Key steps involved include: Measure results - Compare current performance to established goals. Gather data and compare results to goals to determine accomplishments. Key steps in measuring results include: Gather tracking data

Review and cost data (capital and operating expenses). Organize reports and data from tracking and monitoring efforts. Analyze efficiency achievements based on your established performance metrics. (See earlier Assess Performance and Set Goals sections.)

Benchmark

Compare performance to baselines. Compare performance against established goals for:o o

environmental performance financial savings.

To achieve a goal or a vision you must plan how to make it happen. You cannot 'do' a goal or a vision. Instead you must do the things that enable it usually several things, in several steps. A goal without a plan remains just a goal - many people have visions, intentions, ideas, dreams which never happen, because they are not planned.

Objectives . A goal or objective is a projected state of affairs that a person or a system plans or intends to achievea personal or organizational desired end-point in some sort of assumed development. Many people endeavor to reach goals within a finite time by setting deadlines. A desire or an intention becomes a goal if and only if\one activates an action for achieving it.It is roughly similar to purpose or aim, the anticipated result which guides action, or an end, which is an object, either a physical object or an abstract object, that has intrinsic value. Performance goals drive management activities and promote continuous improvement. Setting clear and measurable goals is critical for understanding intended results, developing effective strategies, and reaping financial gains.

Review Action Plan

After reviewing performance data, the next steps is to understand the factors affecting the results as well as the additional benefits of the improved performance. This review should look at the effectiveness of your action plan. Where activities and projects were successful, document best practices to share throughout the organization. Where goals were not met, many organizations determine the cause and decide what corrective or preventive actions should be taken. Key steps in reviewing the action plan include:

Get feedback Solicit feedback and ideas on the plan from the team, implementation staff, and other departments.

Gauge awareness Assess changes in employee and organizational awareness of issues.

Identify critical factors Identify factors that contributed to surpassing or missing targets.

Quantify side benefits Identify and quantify, if possible, side benefits arising from management activities such as employee comfort,

productivity improvement, impact on sales, reduced operation and maintenance expenses, or better public/community relations.

Regular evaluation of performance and the effectiveness of management initiatives also allow managers to:

Measure the effectiveness of projects and programs implemented Make informed decisions about future projects Reward individuals and teams for accomplishments Document additional savings opportunities as well as non-quantifiable benefits that can be leveraged for future initiatives.

Evaluate progress:

What is working in my plan? Why is it working? What measure or system can I use to track my progress? If something is not working, what about it isnt? What can I do about it? When will I do it? What is my commitment level? How can I remember my commitment to my goal?

If you get sidetracked from your goal, ask yourself the following questions:

Am I repeating an old pattern of not giving something enough time? Do I want to quit out of sheer boredom? Is wanting to quit a warning sign of a repeated pattern I fall into? How can I make the plan more enticing for me to follow without compromising the entire plan?

How does my plan support my mission statement?

Targets: A Target is any entity whose existence is the object of goal accomplishment by another entity's intended action results. Make sure that your targets are SMART: 6. Specific: they are easy to understand 7. Measurable if possible ( that is, you can attach numbers to them) 8. Acheivable 9. Realistic

10. Time-related Targets are shorter-term challenges that help you to achieve your aims and objectives. For example, short-term targets may relate to gaining scores of at least 60 percent on your next three pieces of work. RESPONDING TO FEEDBACK (JOB): Some feedback is easy to take. Someone makes an awesome suggestion that makes a ton of sense or simply loves what you are doing and wants to tell you so. Some feedback isnt as easy - someone doesnt like something youve done and wants to let you know about it. Responding to Feedback on the Job From time to time, your employer will want to give you feedback on your progress and performance at work. Generally, you'll get a "Great job!" But occasionally, your supervisor will let you know something didn't go well. You may instinctively become defensive, feeling like you're being blamed. Stop! Negative feedback can be a valuable opportunity to learn how to do things better next time. Here's how to respond and benefit from it. 1. Listen to your employer's feedback. Pay attention to the content, not the tone. What's the problem? What part did you play in it? Summarize what you hear your supervisor saying to show that you understand what's being said, even if you don't agree with it. For example: "You wanted me to contact John by the end of the day yesterday to make sure he could come to tomorrow's meeting, and since I didn't contact him until this morning, he no longer had room in his schedule and won't be able to make the meeting." 2. Acknowledge whatever part of the situation you're responsible for. This doesn't mean taking on all the blame! But if an important phone call wasn't made, and it was your job to make it, take responsibility for letting it slip through the cracks. For example,

you could say, "You're absolutely right, I should have let you know that I wasn't going to be able to call John until this morning." 3. Offer your own perspective on the situation:

Give an overall evaluation of your performance. If you disagree with your supervisor's point of view, try expressing it by saying, "While you think I did ______, I feel I did __________."

Mention at least two things you did well. Describe at least one thing you could have done better. Discuss what you might do to prevent the problem from happening again.

4. Ask what else you might do to improve your performance. Listen and summarize what your supervisor says to show that you understand. Take notes if you need help remembering the conversation.

RESETTING AIMS (Goals): One of the biggest mistakes goal setters make is not to re-set goals after a goal has been achieved. Re-setting is absolutely necessary if motivation and momentum are to me maintained. If re-setting doesn't take place, you run the risk of losing interest, direction, and feelings of progress. Begin with a clear goal, and an outline of what will make your goal happen. Whatever the aim, all good plans tend to include: 1. A clearly defined aim. 2. Linked steps or stages or elements - resources, actions, knowledge, etc - the factors of cause and effect. 3. Relevant and achievable proportions and timings (for steps, stages, elements) Note that the overall aim or vision does not have to be limited or constrained.

Where aims and visions are concerned virtually anything is possible - for an individual person or an organization - provided the above goal planning criteria are used. Here is a simple outline goal planning template and process, which can be used as the full planning method for certain personal aims, or as an initial outline planning tool for the most complex organizational vision. Reasons for failure:

not being methodical lack of commitment to solving the problem misinterpreting the problem lack of. knowledge of the techniques and processes involved in problelI1 solving inability to use the techniques effectively using a method inappropriate to the particular problem insufficient or inaccurate information inability to combine analytical and creative thinking failure to ensure effective implementation.

Well-stated goals guide daily decision-making and are the basis for tracking and measuring progress.

Goal planning template Define your aim - clearly and measurably. My aim/vision/goal: Measures: Timescale:

1. Write down your aim or vision. Describe it. Clearly define it so that a stranger could understand it and know what it means. 2. Attach some measures or parameters or standards (scale, values, comparative references, etc) to prove that it is achieved. 3. Commit to a timescale - even if it is five or ten years away. 4. Then ask yourself and identify: What factors would directly cause the aim to be achieved? Insert these below. Finally, you should assess how effectively you are fulfilling all of your commitments at all stages. Once you have developed an initial overview of your activities and tasks you will need to reassess these as priorities and commitments change. REVIEW QUESTIONS: 1) Define about the Evaluating progress. 2) Describe about objectives, Targets. 3) Explain the steps for responding to Feedback? 4) Describe about the Re-setting aims and Reasons for failure: 5) Describe about Goal planning template.

UNIT 3

INTERPERSONAL AND TRANSFERABLE BUSINESS SKILLS: Interpersonal skills" refers to mental and communicative algorithms applied during social communications and interactions in order to reach certain effects or results. The term "interpersonal skills" is used often in business contexts to refer

to the measure of a person's ability to operate within business organizations through social communication and interactions.

Assertiveness Training Basic or Advanced Assertiveness Courses and Classes offer key techniques to deal with Bullying, Confrontations and Difficult People. Business Networking Skills Most people share an uneasiness of walking into a group of strangers and socializing with charm and wit. Learn how to be more at ease in the networking arena and build the kind of relationships that will develop your company and take the sting out of events. Communication Skills Training The single most important skill you have to have in business is to be able to communicate effectively with colleagues and customers. From making sure you're understood to delivering difficult messages to handling conflict, just about everyone could do with polishing their skills to become more effective communicators.

Conflict Management Training Many people manage conflict by avoiding it. Whether its workplace disputes, difficult people or unresolved conflicts the thing to aim for is resolution, otherwise, what's the point? Here we help people get to the heart of the problem so they can get to the heart of the solution. Interview Skills Training

Getting the job you want is a key career and potentially life-changing time. Having some solid interview techniques and skills can make all the difference between you getting what you want or you being disappointed because once again, the interview didn't go as well as you wanted it to. Personal Impact Training Many of us aren't very adept at understanding the personal impact we make on others. Here you get to look at what makes an impact and how you can make the impression you want without compromising who you are. Stress Management Training Stress makes it difficult to see the wood for the trees. If you're under pressure or you manage people who are, this program helps you create a balanced, effective life style. Work Life Balance Two for the Price of one. Striking the right balance between Work and Home.

Transferable skills Generic (or general) transferable skills are those skills, abilities and personal attributes which you can use in a wide range of activities, both in and out of employment, and that are not specific to the subject you studied.

There exist many transferable skills, but most can be summarized under four main headings: Communication and presentation skills (oral, written and graphic); Teamwork or interpersonal skills (e.g. negotiating, listening, sharing, empathizing); Management or organizing and planning skills (including self management skills such as integrity, honesty and ethical behavior); and Intellectual and creative skills (such as problem solving and 'thinking beyond the square'). Skills that you have developed in a specific subject area at university (e.g. sociology, psychology, archaeology) may be transferred from that context into another (e.g. another topic or a community role or a employment-related task). To be successful in the workplace, employees have to possess transferable skills. Knowing about these skills will help teens and adults prepare to be successful in the workplace. Transferable skills are a product of our talents, traits and knowledge. These skills determine how you respond to new activities, work situations or jobs. Transferable skills are non-job specific skills that you have acquired during any activity or life experiences. Student activities and experiences include campus and community activities, class projects, and assignments, hobbies, athletic activities, internships and summer part-time jobs.

Transferable skills fall into three (3) groups: Working with people, working with things, and working with data/information. These terms are defined below: Working with people skills happen when people sell, train, advice, and negotiate.

Working with things skills occur when people repair, operate machinery, sketch, survey, or troubleshoot.

3.1 PROBLEM SOLVING: Learning Objective: After reading this section you will be able to know, Meaning of Problem.

The concept of Problem solving. Problem solving steps - Problem analysis - Identifying Success Criteria Understanding the Problem Environment-Generating Alternative

Solutions - Analyzing Risks, Assumptions, and Impacts - Selecting the Best Solution. Key areas Five Whys, Cause and Effect Analysis, CATWOE, Drill Down

, Critical Success Factors , SWOT Analysis , PEST Analysis , Value Chain Analysis , Flow Charts , Swim Lane Diagrams , Impact Analysis, The Ladder of Inference, Failure Mode and Effects Analysis ,

Cost/Benefit Analysis or Decision Tree Analysis, Grid Analysis The impact of Brainstorming for generating solutions.

Meaning of Problem: Problem is a chance for you to do your best. A problem is the difference between the actual state and desired state. A problem is an opportunity for improvement.

Most people rush to find solution before knowing the real problem. Most people spend more time and energy going around problems than in trying to solve them. - Henry Ford

Problem solving:

Problem solving is a tool, a skill and a process. It is a tool because it can help you to solve an immediate problem or to achieve a goal. It is a skill because once you have learnt it you can use it repeatedly, like the ability to ride a bicycle, add numbers or speak a language. Its good to know that there are many powerful problem-solving tools that can lend a hand helping you determine the nature of the issue youre dealing with, generate good options, analyze risks and impacts, and, finally, select the best solution.

This guide to problem solving is designed with exactly that in mind. It helps you learn the key steps of problem solving, and it assists you in choosing some of the best tools and approaches. Read on to discover more about some of the most popular tools for problem solving, how to apply them with flexibility, and how to use them to good effect. Six Key Steps Most problem solving boils down to six steps: 1. Defining the problem or problem analysis 2. Identifying success criteria 3. Understanding the problem environment 4. Generating alternative solutions 5. Analyzing risks, hidden assumptions, and unexpected impacts 6. Selecting the best solution Step 1: Defining the Problem or Problem analysis

First it is need to check whether its worth spending time to solve this problem. Is the problem significant and strategic? Will solving it add value to you, your organization, or your customers? And if it should be solved, is it your responsibility to do so? If not, consider leaving the problem unsolved or pass it on to the person whose responsibility it is to deliver a solution. If you decide to go ahead, then its often worth investing some time and effort in fully understanding the problem. This is particularly the case when youre dealing with problems that will take several months to solve. In this situation, its worthwhile to determine before you start that youre solving the true problem rather than just treating the symptoms of a deeper, underlying issue.

To do this, consider using the Five Whys technique, Cause and Effect Analysis, or CATWOE. Of these three tools, Five Whys is the simplest and is ideal for smaller problems. It can, however, lead you down a single path where you ignore other options. Cause and Effect Analysis and CATWOE help you avoid this problem, so theyre best for larger problems with greater potential impact. Five Whys This simple but effective tool prompts you to ask why the problem exists. After that, you keep on asking why? to those answers until you uncover the real root cause of the problem.

Cause and Effect Analysis

This technique involves drawing a fishbone-like diagram that helps you brainstorm the possible underlying causes of your problem. This pushes you to consider many more of the possible causes of your problem than you might naturally consider.

CATWOE The CATWOE tool helps you look at the situation from a number of different points of view from customer perspectives to environmental constraints so that you can make sure that youre solving the right problem, and not just a symptom of a larger problem.

Drill Down This helps you break down a large and complex problem into its component parts. By doing so, you can develop plans that deal with each of these parts. It also shows you where you need to conduct more detailed research.

Step 2: Identifying Success Criteria Once youve identified the root cause of your problem, the next step is to understand whats important for success. In other words, which areas of activity need to be completed successfully for your problem-solving project to be judged a success? Critical Success Factors

Critical Success Factors (CSFs) are the areas of your business or project that are absolutely essential to its success. By identifying and communicating these CSFs, you help ensure that your business or project is well focused and you can avoid wasting effort and resources on less important areas. Step 3: Understanding the Problem Environment Sometimes people take this environmental analysis step intuitively. For smaller problems, you may not need to go through any elaborate investigation to understand your current situation. If, however, you want to make significant changes or if you need to have a strong grasp of the big picture before moving ahead, then this step is essential.

Perhaps the most useful tool for doing this is a SWOT Analysis. Used on a personal, organizational, or competitive basis, this tool helps you identify the strengths, weaknesses, opportunities, and threats that are related to the problem at hand. By using this technique, you can think about these questions: What strengths and opportunities can you build upon to come up with a solution? What weaknesses and threats do you need to keep in mind when you evaluate and eventually choose a solution? SWOT Analysis SWOT Analysis is a simple but powerful framework for analyzing your Strengths and Weaknesses, as well as the Opportunities and Threats that you face in your specific situation. This helps you focus on your strengths, minimize

threats, and take the greatest possible advantage of the opportunities that are available to you. Porters Five Forces This simple but powerful tool allows you to see where power lies in a business situation. This is often fundamental to understanding what you can expect from other people and organizations. Five Forces Analysis is based on an analysis of supplier power, customer power, threat of substitution, ease of new entry, and competitive rivalry. This tool is particularly useful because it helps you understand both the strengths and weaknesses of your current competitive position, as well as those of a strategic position youre looking to move into.

PEST Analysis PEST Analysis is a simple but important and widely used tool that helps you understand the big picture of the Political, Economic, Sociocultural, and Technological environment in which youre operating. PEST is used by business leaders worldwide to build their vision of the future. It can help you understand some of the fundamental forces that could lie behind the problem youre experiencing. Value Chain Analysis This helps you think about where you add value for your customers within your business process. This way, you can understand whether there are issues at any of these points. It can also help you spot situations where youre failing to deliver what you customer wants and expects.

Flow Charts Flow charts are easy-to-understand diagrams that show how steps in a process fit together. They help you recognize and clarify the details of how things currently work. This allows people to understand and discuss processes, and identify any flaws within them. Swim Lane Diagrams These diagrams take flow charts a step further by allowing you to map interactions in processes between departments and teams. Many problems are caused by confusion and failure at the point of handover between different groups of people. You can easily identify these possible points of failure with Swim Lane Diagrams.

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