XX48 Manage Own Development

MANAGING
PERSONAL
DEVELOPMENT
LEARNER
GUIDE
TRAINER
Managing Personal Development
Learner Information
Details Please Complete details
Name of learner
Name of manager
Work Unit
Facilitator
Date started
Date of completion & Assessment
© Tourism, Hospitality and Sport Education and Training Authority (THETA), 2003 2
Table of Contents
Keys to Icons.....................................................................4
...............................................................................................................................................4
...............................................................................................................................................4
Managing Personal Development..................................................5
Introduction........................................................................................................................5
Specific Outcomes and Range of Learning......................................6
...............................................................................................................................................7
Practical tasks....................................................................7
As part of this module you will be required to complete the following tasks.. . .7
.........................................................................................................................................8
Credits of this Module............................................................9
Learner Support ..................................................................9
Purpose of this Module...........................................................9
1. Key Management Skills and Competencies .................................10
1.1 Personal Development ..............................................................................................10
1.2 The Eleven Key Management Skills........................................................................11
2. Personal Evaluation ..........................................................14
2.1 Introduction ..............................................................................................................14
2.2 Self-Evaluation .........................................................................................................14
2.3 Evaluation by People within Organisation...........................................................15
2.4 Evaluation by People Outside the Organisation ...............................................16
Self Assessment 01.............................................................17
3. Development Plans...........................................................18
3.1 Skills Development Needs Based on Evaluation.................................................18
3.2 Effective Competence Evaluation Method.........................................................19
The Formulation of a Development Plan.....................................................................19
Reviewing Performance and Obtaining Feedback.....................................................21
3.5 A Range of Development Activities.....................................................................22
3.6 Advantages and Disadvantages ............................................................................24
Self Assessment 02.............................................................28
4. Planning and Organising ....................................................29
4.1 Range of Planning......................................................................................................29
4.2 Setting Objectives..................................................................................................30
4.3 The Planning Process...............................................................................................32
4.4 Organising .................................................................................................................35
Self Assessment 03 ............................................................38
5. Time Management............................................................39
5.1 Time Saving Devices ...............................................................................................39
5.2 Dealing with Interruptions ...................................................................................41
5.3 Setting Deadlines.....................................................................................................42
5.4 Organising Paperwork..............................................................................................42
Self Assessment 04.............................................................43
Signatures required on successful completion of this Module................44
Acknowledgements...............................................................46
Keys to Icons
The following icons are used throughout the study guide to indicate specific
functions:
FOLDER ENCLOSURES
This includes all examples, handouts, checklists, etc.
DON'T FORGET/NOTE
This icon indicates information of particular importance.
VIDEOS
Videos recommended as added value learning.
SELF-ASSESSMENT QUESTIONS.
Self evaluation for learners to test understanding of the

learning material
ACTIVITY TIPS
These help you to be prepared for the learning to follow and

must be added to the module content/portfolio of evidence.
PRACTICAL TASKS
An important part of the assessment process is proof of

competence. This can be achieved by observation or a
portfolio of evidence. These tasks meet this component of
assessment.
TASKS
Tasks/questions to be complete to demonstrate understanding
of module content. Shows transference of knowledge and skill.
Managing Personal Development
Introduction
Purpose The purpose of this training programme is to provide you with the
applied competence according to unit standard XX48.
In order to achieve the credits and qualify for this appropriate
registered standard, determined by the Sector of Education
Training Authority, you are expected to have demonstrated
specific learning outcomes
Specific Specific outcomes describe what the learner has to be able to do

Outco successfully at the end of this learning experience.
mes
Assessment The only way to establish whether a learner is competent and has
Criter accomplished the specific outcomes, is through the assessment
ia process. Assessment involves collecting and interpreting
evidence about the learners’ ability to perform a task.
This module may include assessments in the form of self-test,
group tasks, quizzes, projects and a practical training programme
whereby you are required to perform tasks on the job and collect
as portfolio of evidence, proof signed by your supervisor that you
have successfully performed these tasks
To qualify To qualify and receive credits towards your qualification in

Accommodation Services, at level 2, a registered Assessor will
conduct an evaluation and assessment of your portfolio of
evidence and competency.
Range of This describes the situation and circumstance in which

Learnin competence must be demonstrated and the parameters in which
g the learner operates.
Responsibility The responsibility of learning rest with you, so . . .
• Be proactive and ask questions.
• Seek assistance and help from your coach, if required.
Specific Outcomes and Range of Learning
The KNOWLEDGE 1. Describe the most effective method of evaluating the

and current level of competence and give reasons why.
UNDERSTA 2. Explain the importance of obtaining feedback from others
NDING regarding one’s own performance.
3. Describe the development activities available in and
through the organisation and explain the advantages and
disadvantages of each taking the learner’s current
position into account.
4. Describe the key skills and competencies for effective
management performance.
5. Describe the impact of time management and explain a
possible strategy.
6. Describe the method of prioritising one’s work and discuss
obstacles and preventative steps.
7. Explain the importance of regular review sessions.
Demonstrated 8. Evaluate own skills and areas for development based on
ability to current and likely future work requirements (including
make skills required to work effectively with other team
DECISION members). (Range of evaluation: carried out by self,
S about carried out by people within the organisation, carried out
practice by people outside the organisation).
and to ACT 9. Devise plans to develop own skills consistent with needs
accordingly identified in the evaluation.
10. Devise plans containing specific, measurable and realistic
objectives together with the appropriate manager in line
with the organisation’s objectives and policies. (Range of
objectives: short term, medium term, and long term.)
11. Communicate agreed development activities to develop own
skills to the relevant people. (Range of relevant people:
team members, colleagues, managers, specialist)
12. Obtain feedback from relevant people to be used to
measure/enhance future performance.
13. Review progress made and reschedule activities at regular
intervals to help achieve planned objectives. Communicate
the outcome of the reviews to the relevant people. (Range
of reviews: carried out alone, carried out with people
inside the organisation, carried out with people outside the
organisation)
14. Check that own objectives are specific, measurable and
achievable.
15. Check that planned activities are consistent with
prioritised objectives and personal resources.
16. Check that estimates of time required for activities are
realistic and allow for unforeseen circumstances.
17. Keep unhelpful interruptions and digressions from planned
work to a minimum.
Demonstrated 18. Identify possible unforeseen circumstances and make
ability to suggestions on how to adapt performance to ensure
learn from objectives are met within the agreed deadlines.
our actions 19. Given a different context such as travel, describe how
and to performance would be adapted.
ADAPT
PERFORMA
NCE
Practical tasks
As part of this module you will be required to complete the following tasks.
An assessor/supervisor/experienced colleague must be present to observe you
as you complete the tasks OR you can provide a portfolio of evidence proving
your competence.
Practical Task Type Date Comments &

Task Completed Initials of
Observer
Task No. 1 Complete a PIP for a colleague or
subordinate in the workplace.
Task No. 2 Complete a PDP for a colleague or
subordinate
Task No. 3 Review performance and give feedback
on both tasks 1 and 2.
Task No. 4 Evaluate a colleague or subordinate’s
work schedule and identify possible
unforeseen circumstances and make
suggestions on how to adapt activities to
ensure objectives are met within agreed
deadlines
Task No. 5 In the event of travel describe how ones
work schedule and performance would
need to be adopted.
Credits of this Module
Credits The Unit Standard XX48 – Managing Personal Development has a

total credit value of 4.
Learner Support
Resources Books/Articles 1. Personal Development Pack, SHL Group

2. Who moved my Cheese?
3. A manager’s guide to self-development,
Pedlar M, Burgoyne J, Boydell T
Videos The following videos are recommended as

further training tools and are available from
Learning Resources.
1. Who moved my cheese?
2. Giving and receiving feedback (VIDC-044)
3. Damnation – Module 1 (VART-113)
Purpose of this Module
Overall The learner will be able to identify skills and areas of

Outcom development appropriate to his/ her current and future position.
e This includes understanding the importance of a development
plan with realistic, specific and measurable objectives relevant
to him/ her and in line with the organisation’s requirements, also
stating review dates and realistic deadlines.
1. Key Management Skills and Competencies
Specific • Key skills and competencies for effective management

Outcom performance.
es
1.1 Personal Development

Read the book: Who moved my cheese?
(MGHP-175). This book is excellent food for
thought, challenging apathy, resistance and fear
regarding change.
Definition Personal development is a conscious decision to take

responsibility for one’s own personal growth. The motivation
for this is intrinsic rather than extrinsic. Personal
development allows you to be in control of the process of
affecting change, as you are responsible for determining your
strengths and weaknesses and the best strategies for
consolidating or strengthening them.
The diagram below depicts a cycle which impedes personal
growth and development preventing one from adapting and
bringing about change
Repeated behaviour
confirms and reinforces Life experiences
attitudes and self create a self image
perception and set of attitudes
Attitudes support
current behaviour
1.2 The Eleven Key Management Skills
Introduction One can identify eleven key skills or qualities which generally exist in successful managers. These skills can be
summarised in the diagram below
Relevant professional knowledge Basic knowledge

Command of basic facts and information
Continuing sensitivity to events

Analytical, problem solving, decision making skills Skills and The Successful
Social skills and abilities attributes Manager
Pro-activity – purposeful response to events
Emotional resilience
Creativity
Mental agility ‘Meta-qualities’
Balanced learning habits and skills
Self knowledge
Key Skills Explanation
Command of basic Successful managers have command of basic facts such as
facts planning, product knowledge, personnel, the relationship
between various departments and what’s expected from
them in their role as manager
Relevant professional Knowledge which includes product knowledge, marketing
knowledge techniques, relevant legislation, sources of finance,
planning, organising and controlling principles
Continuing sensitivity A successful manager is familiar with concrete
to events information such as facts and figures as well as being in
tune with less obvious signals such as staff sentiments
and feelings
Problem The manager must develop these skills in order to cope
solving/analytical/ with situations involving ambiguity or uncertainty, striking
decision making skills a balance between subjective emotion and objective logic
Social skills and The successful manager must develop a range of people
abilities skills such as effective communication, delegation,
negotiation, conflict resolution, persuasion and empathy
Emotional resilience The successful manager needs to show resilience to
pressure and stress. When situations are tense the
manager needs to remain calm and level - headed
Pro-activity Successful managers do not simply react to
circumstances, issues and difficulties but rather try to
anticipate and prepare for them. When responding to
situations they try to be positive and gain advantage from
the circumstances
Key Skills Explanation
Creativity Creativity is the ability to create unique responses to
situations. Creativity also involves recognising good ideas
presented from other sources
Mental agility Mental agility describes the ability to grasp problems
quickly, to think along several lines at the same time, to
switch from one scenario to another rapidly and to view
situations in their entirety rather than in isolation
Balanced learning Successful managers are independent learners, they are
habits and skills capable of abstract thinking and use a range of learning
processes and stimuli to develop and become successful
Self knowledge The successful manager needs to be introspective. In
order to maintain perspective it is important to analyse
oneself continually. In this manner one can identify
strengths and weaknesses and use this knowledge to
develop and grow
Complete this tick list highlighting the key qualities of

successful managers. Now make a list of the key
qualities that you need to work on. Discuss and note
possible strategies you may be able to use to do so
Key Skills and qualities of successful Degree to which this quality exists in
managers me.
Strong Good Evident Weak
Command of basic facts
Relevant professional knowledge
Continuing sensitivity to events
Problem solving/decision making skills
Social skills and abilities
Emotional resilience
Pro-activity
Creativity
Mental agility
Balanced learning habits and skills
Self knowledge
2. Personal Evaluation
Specific • Describe (Understand and apply) the most effective method of

Out evaluating the current level of competence
com • Explain the importance of obtaining feedback from others
es regarding one’s own performance.
• Obtain feedback from relevant people to be used to
measure/enhance future performance
• Evaluate own skills and areas for development based on current and
likely future work requirements (including skills required to work
effectively with other team members.) Range of evaluation:
carried out by self, carried out by people within the organisation,
carried out by people outside the organisation.
2.1 Introduction
Definition Personal evaluation, in the context of personal development in the
workplace, can be defined as the assessing or determining of the
individuals strengths, weaknesses, competencies, qualities and
tendencies and how these can be developed, modified or harnessed.
The primary objective of personal evaluation is to determine the areas
in which an individual needs to grow and develop. These areas can be
referred to as an individual’s development needs.
2.2 Self-Evaluation
Get an example of a Self-Evaluation form. Complete
and refer to the evaluation methods - section 2.3
and 2.4
Self- You can identify development needs yourself by using formal

Eval evaluation strategies such as a SWOT analysis. SWOT stands for:
uati • Strengths,
on • Weaknesses,
• Opportunities (to enhance your development)
• Threats (potential barriers/problems).
You should analyse performance under each of these headings since it
provides valuable insight and serves to highlight development needs.
Self-evaluation can also be a very informal process in which you
recognise areas that you can develop and make a conscious effort to
improve
2.3 Evaluation by People within Organisation
Within the There are a variety of people within an organisation that can
organisa provide an individual with valuable insight to guide their personal
tion evaluation
People / Evaluation
Organisation
Management Managers are able to provide a unique perspective to inform
personal evaluation. They are able to point out strengths and
qualities that can be developed in order to increase promotion
potential and also indicate weaknesses which may act as barriers
to such advancement.
Managers can also provide an individual with a perspective as to
how they are viewed from a management perspective, which will
allow the individual to focus on making any necessary behaviour or
performance modification.
Colleagues Feedback from colleagues is very beneficial in compiling a holistic
personal evaluation. Many formal assessment tools require this
kind of input. Colleagues’ perspectives are very important and well
informed since they spend a great deal of time, in a work
environment, with the individual
Subordinates The input of subordinates can be very valuable in evaluating
factors such as:
• communication skills,
• leadership skills,
• motivational skills,
• planning and organising.
This perspective should therefore be explored without fear of
criticism and with a view to making it a positive experience.
People/ Evaluation
Organisation
Specialised Organisations which employ guidance counsellors, psychologists,
staff subject experts etc. provide staff with an extremely valuable
resource that should be used if at all necessary.
Such specialised staff can provide a professional perspective on
aspects of an individual’s personality and performance which
could, in turn, be used to inform personal evaluation and highlight
development needs.
2.4 Evaluation by People Outside the Organisation

Get examples of each type of evaluation done by
various people in and outside of organisation.
Outside the People outside the organisation could include a wide range of
organisat individuals, for example:
ion • specialised staff brought in to run courses etc,
• private counsellors or psychologists,
• lectures or tutors running courses that you are attending,
• contact persons at other organisations.
These people evaluate you, whether it be informally forming an
opinion or through more formal evaluations and tests. Their
perspective is valuable because it is more objective. Their
impressions of you could be very different from those of people
within your organisation because of the context in which they
interact with you.
These differences could make very interesting discussion points
and provide much scope for self analysis and introspection, which
could in turn inform personal evaluation and highlight development
needs.
Select a partner to work with. Perform a SWOT

analysis on yourself and your partner. Compare your
partner’s SWOT analysis of you with your own. Do
you notice any trends or anomalies? Are any
development needs highlighted? Hold a frank
discussion with your partner about any of their
perspective you would like to talk about.
Self Assessment 01
Instructions • In the following assessment you will be required to answer all

questions.
• You are required to obtain 100% to pass.
• Obtain feedback from your Assessor on the accuracy of your
answers.
• If you do not obtain the pass mark, revise all the learning material
and redo the question.
Question 1
List any 5 of the eleven qualities which make a successful manager.
Question 2
What does SWOT stand for?
Question 3
Which people within your organisation could provide insight into your personal
evaluation?
3. Development Plans
Specific • Devise plans to develop own skills consistent with needs

Outcom identified in the evaluation.
es • Explain the importance of regular review sessions
• Review progress made and reschedule activities at regular
intervals to help achieve planned objectives. Communicate the
outcome of the reviews to the relevant people. Range of
Reviews: Carried out alone, carried out with people inside the
organisation, carried out with people outside the organisation
• Describe the development activities available in and through the
organisation and explain the advantages and disadvantages of
each taking the learner’s current position into account.
• Communicate agreed development activities to develop own skills
to the relevant people. Range of Relevant People: Team
Members, Colleagues, Managers, Specialist
3.1 Skills Development Needs Based on Evaluation
Definition Skills development needs are the skills or qualities highlighted in

the interview between the staff member and the manager as
needing attention or developing.
Procedure The following procedure could be used in determining the
development needs of a staff member.
Step Action
1. Make a list of requirements for your current position (formal
qualifications, experience etc)
2. Determine the requirements that you do meet
3. Make a list of development needs for your present position
4. Make a list of requirements for your appropriate future position
5. Determine which of these requirements you meet
6. Make a list of development needs for your future position
7. Rank these development needs in order of priority
3.2 Effective Competence Evaluation Method
Types There are two basic Competence evaluation methods which could
be implemented, the Performance Improvement Plan (PIP) and the
Personal Development Plan (PDP) which is discussed below:
Performance Improvement Plan (PIP)
Description The Performance Improvement Plan is formulated in a discussion
between the manager and the staff member. It is developed on
the basis of needs, deficiencies and development areas identified
in the immediate workplace.
Reasons for effectiveness are:
• This model actualises performance in the current workplace.
• It improves productivity and competence
• Positive feedback creates a sense of self worth
Personal Development Plan (PDP)

Description The Performance Development Plan contains development actions
to prepare for a managerial position. Development areas are
directed towards action steps to actualise such development.
Reasons for effectiveness are:
• This model gives staff a sense of purpose.
• The process results in managers that are better prepared.
• An awareness of promotion potential is created within the
workforce
The Formulation of a Development Plan

Find examples of development plans
Procedure The following procedure could be used in formulating a

development plan
Step Action
1. The staff member and his manager list the development areas
identified in their interview
2. The staff member and his manager prioritise these development
areas by focusing on the areas that will have an immediate
impact in the workplace. (It is impractical to focus on too many
development areas at the same time since proper attention
cannot then be given to each area)
3. Each development area is carefully defined so as to make goals
very specific to avoid vagueness and confusion.
4. Decisions are made as to the methods to be used to realise the
required development. eg. On the job training, training courses,
reading a book, researching and presenting a lecture.
5. The methods are expressed as objectives, with clear action
plans, target dates and measuring standards
Example An example of a simplified development plan for improving

‘presentation skills’ may look as follows
Development Plan Due Date Participants Manager’s
Comments Comments
Obtain books and articles 25-04-02
on making a presentation.
Draw up a checklist of 15-05-02
important points from the
research.
Attend a course on 10-05-02
presentation skills.
Interview someone in the 17-05-02
office who presents talks
regularly.
Make a presentation to a 25-05-02
group of colleges.
Prepare presentations to Quarterly
report department’s
performance to manager.
• Considering your current job description, perform a

skills development needs evaluation on yourself.
• Prioritise these development needs.
• Devise a simple development plan to meet this
development need.
Reviewing Performance and Obtaining Feedback
Watch the video titled: Giving and receiving
feedback (VIDC-044). This video highlights
important feedback and review strategies. It may
be useful to view this video after you have defined
performance feedback.
OR:
Find a book to read on Giving and receiving feedback
OR:
even a course manual.
Definition It is the constructive and systematic review of performance

improvement and competence development over a specific
period of time. It is a review of the evaluation process as well
as the individual’s performance.
Importance The importance of feedback is ultimately to ensure that:
• Reinforcement of good performance.
• Areas of weakness can be highlighted positively in
order to encourage and stimulate improvement.
• Feedback allows an opportunity to discuss
performance detractors and possible solutions.
• Feedback can inform future follow up and/or
remedial steps to be taken.
Giving Feedback Performance feedback is a two-way discussion between the
participant and the manager.
Feedback should be open and honest. Discussion of important,
negative or sensitive areas should not be avoided.
Feedback, whether positive or negative, should be constructive.
Feedback should lead to an action plan, the results of which will
be reviewed and follow up feedback given.
Feedback should be specific, clear and consist of concrete
examples.
From a video or book, note critical factors to be
considered to ensure effective feedback on
performance reviews.
3.5 A Range of Development Activities

Definition Development activities can be defined as any and all activities
which result in the participant developing one of, or a facet of,
their development needs.
Find out about various Internal activities offered and

External activities. Which are appropriate for PIP,
PDP or both?
Range In the table below a variety of development activities which can

be used are discussed.
Activity Description
On the job coaching and This involves the manager imparting skills and knowledge,
development counselling answering questions, discussing progress and providing
general direction.
Understudy training A staff member is prepared to assume the
responsibilities of the manager, either as a temporary
substitute or a permanent replacement.
Job rotation An individual is moved to other jobs at the same level to
broaden his knowledge and experience.
Project team Placing an individual in a group asked to make
assignments recommendations for the solution to problems.
Assignments of this nature allow for the development of
group dynamics skills.
Special Assignments Presents staff members with the opportunity for the in-
depth study of a problem, increasing analytical ability,
judgement, knowledge of the company and decision
making skills.
Replacement An effective replacement assignment is to ask a field
assignments representative to replace the boss when the boss travels
University executive Participation in external executive or management
development programs development programs.
Skills training Participation in external or internal management skills
training
Skills development Participation in personal skill and motivation programs.
programs Since reading skills and comprehension are necessary to
acquire other important skills, prompt attention should
be given to this area if a development need exists.
Job enrichment This involves expansion of an individuals job content to
include a wider variety of tasks, risk taking, greater
responsibility and authority.
Providing opportunities This gives the individual the chance to develop his
to make presentations planning and organising skills, as well as public speaking
and question answering techniques.
Attendance at and For effective development to take place attending staff
involvement in staff meetings must be structured. Meetings should provide
meetings individuals with insight that develops a need. Exposure
to higher level management thinking is also adventageous
Serving as an This is a valuable way of obtaining knowledge, broadening
instructor, conference viewpoints and clarifying thinking through teaching
leader or trainer others
Studying manuals, Reading up to gain information that satisfies a
bulletins, reports etc development need
Home study courses These are available through many professional
associations
Attendance at These can be run internally or externally
conferences, workshops,
seminars etc
Personal counselling This is useful where a person has personality/adjustment
problems
In-Basket analysis and A useful application of this is to give the trainee a copy
feedback of the manager’s in-basket, which must be handled
according to the trainee’s discretion. The trainee and
the manager then compare the handling of the items and
feedback and review takes place
Management internships This is an opportunity to introduce individuals to the
pragmatics of managerial roles. An internship is
developed according to the individual’s needs. This
involves rotating projects under the supervision of
various project managers over a period of time
3.6 Advantages and Disadvantages
Range This section will discuss the advantages and disadvantages of

the development activities discussed in Section 3.1.
Activities Advantages Disadvantages
On the job • Learner gains valuable first • Problem learners could be
coaching and hand experience. very time consuming for
development • Problems can be dealt with managers to deal with
counselling on a first hand basis. • Personality clashes may
• Developing and learning is affect the learner’s
instant. development
Understudy • Learner gains valuable first • A lack of
training hand experience. experience/competence
• Problems can be dealt with may result in mistakes
on a first hand basis. which affect the company
• Developing and learning is negatively.
instant. • The Manager may feel
threatened
Job rotation • Broadens learner’s • Disruptive for the
knowledge base and organisation.
perspective. • The learner may become
• May highlight new areas of dissatisfied with present
potential job.
Project team • Allows learner to broaden • Learner may not participate
assignments knowledge and insight. in the group activity and
• Develops learner’s group therefor gain little.
dynamics. • Time consuming
• Allows staff a forum for
discussion.
• Generates new ideas
Special • Creates a sense of • Time consuming
Assignments responsibility and • Can distract learner from
importance. present job.
• Generates new ideas
• Develops learner’s
understanding of the
organisation
Replacement • Allows learner to broaden • Learner is removed from
assignments knowledge and insight. current job.
• Broadens learner’s • The manager may feel
knowledge base and threatened
perspective.
• Develops empathy
University • Caters for development • Learner is removed from
executive needs work place
development • Motivational • Time consuming
programs • Exposure to new ideas and • Expensive
trend
Skills training • Caters for development • Learner is removed from
needs current job.
• Motivational
• Enhances performance and
competence
Skills • Caters for development • Learner is removed from
development needs work place
programs • Motivational • Time consuming
• Broadens learner’s • Expensive
knowledge base
Job enrichment • Creates a sense of • Added pressure/work load
responsibility and may affect performance
importance.
• Caters for development
needs
Providing • Allows learner to broaden • Extremely time consuming,
opportunities to knowledge and insight research may impact on job
make • Develops learner’s performance
presentations understanding of the
organisation.
• Develops learners’ ability to
speak in public and think on
their feet
Attendance at • Allows learner to broaden • Learner is removed from
and involvement knowledge and insight workplace.
in staff • Develops learner’s • Learners may be privy to
meetings understanding of the privileged information
organisation.
• Develops empathy
Serving as an • Allows learner to broaden • Extremely time consuming,
instructor, knowledge and insight research may impact on job
conference • Develops learner’s performance.
leader or understanding of the • Added pressure/work load
trainer organisation. may affect performance
• Creates a sense of
responsibility and
importance.
• Caters for development
needs
Studying • Caters for development • No guidance or follow up
manuals, needs can mean that the reading
bulletins, • Allows learner to broaden is not directed or relevant
reports etc. knowledge and insight. and therefore not
• Exposure to new ideas and beneficial.
trend
Home study • Caters for development • Requires immense self-
courses needs discipline
• Allows learner to broaden • Added pressure and
knowledge and insight. workload.
• Exposure to new ideas and • Time consuming
trend • Expensive
Attendance at • Good workshops/seminars • Many workshops are
conferences, etc are excellent for gaining irrelevant and not very
workshops, new ideas and trends, beneficial.
seminars etc helping with motivation and • Learner is removed from
catering for development work place
needs.
Personal • Provides staff with help and • Specialised staff are
counselling guidance. costly.
• Allows staff to overcome • Time consuming.
difficulties and refocus on
performance.
• Can allow for development
needs.
In-Basket • Immediate feedback. • Time consuming for the
analysis and • Develops empathy manager.
feedback • Develops insight • Learner has extra workload
which could affect job
performance
Management • Ensures the availability of • Time consuming and
internships quality managers expensive
Do you remember the simplified Personal Development

Plan (PDP) that you drew up in Section 2? Devise a
comprehensive PDP sheet that could be used by your
organisation.
Complete this PDP individually for one of the
development needs you have highlighted and
prioritised in this module. Consider which of the
development activities you will incorporate in your
PDP. Why did you choose these activities, what are
the advantages and disadvantages of these
development activities?
Self Assessment 02

questions.
answers.
• If you do not obtain the pass mark, revise all the learning
material and redo the question.
Question 1
Explain the difference between a Personal Development Plan and a
Performance Improvement Plan.
Question 2
What is the importance of good feedback?
Question 3
What guidelines should be followed to ensure that successful feedback takes
place?
4. Planning and Organising
Specific • Devise plans containing specific, measurable and realistic

Outcom objectives together with the appropriate manager in line with
es the organisations objectives and policies. Range of Objectives:
Short Term, Medium Term, Long Term
• Check that own objectives are specific, measurable and
achievable
4.1 Range of Planning

Definition Planning is the process which is followed to think through what
needs to be accomplished and how this will be done. Planning
premeditates a course of action and requires reflection and
analysis.
Alternatives need to be considered in order to make insightful,
proactive decisions. Decisions are made in advance as to:
• what will be done,
• why it will be done,
• under what conditions it will be done,
• how it will be accomplished.
Planning facilitates the effective use of manpower, equipment,
facilities and money
Short Term Short term planning is the planning of short range activities
necessary to accomplish long term objectives. These types of
objectives can be met almost immediately by implementing and
making changes.
Medium Term Medium term planning is the transition between short and long
term planning. Generally the results of short term planning is
implemented to achieve medium term objectives. Medium term
objectives allow you to prepare to meet long term objectives.
Long Term Long term planning involves looking ahead as far as possible In
order to formulate end results. Once you know the long term
objectives charting medium/short term planning becomes
simplified.
List examples of short term, medium term and long
term plans.
4.2 Setting Objectives

Try writing different personal and work objectives
using SMART.
Objectives An objective or goal directs all preceding activities or actions. A

critical part of a supervisor’s role is to set concrete goals and
follow them up with periodic review and communication.
Goals should be:
• specific,
• clearly stated and
• measurable.
Goals that fulfill these criteria provide a source of feedback,
accountability and evaluation. The ultimate goal of the department
must be clearly defined as far as possible in measurable terms, e.g.
the production cost per unit, the total units produced or sold, etc.
If an employee does not have a clear idea of the task at hand and
does not receive feedback on the performance of it, s/he cannot
be held accountable for it.
SMART Be SMART about setting goals:

• Specific – Avoid being too general. Vagueness is the archenemy
of productivity. The more precise the target, the greater the
commitment to follow through.
• Measurable – This is stated in terms of results on the job, cost,
quality, quantity and timeliness.
• Acceptable – goals should be jointly established. Although it is
sometimes necessary for a supervisor to set specific goals and
target dates him/herself, it is preferable that it must b agreed
upon by both parties. When workers feel that they are actively
participating in the setting of their own goals, they are much
more solidly motivated to perform with distinction than when
they feel that they are merely being told what to do.
• Realistic – goals that inspire quality performance are those,
which are seen as difficult, and challenging, but attainable.
• Timeous – The date by which the objective will be accomplished.
A well-defined deadline for when the project must be
accomplished adds a sense of urgency.
4.3 The Planning Process
As you work through the diagram of Steps in the
Planning Process on page 40, think of examples of
practical application for yourself.
Planning Planning is a very important management function. To plan is to

outline a course of action to achieve an intended result.
As Supervisors the most important role is to get results through
and with people.
• Work leads to results
• Results are the outcome of work
• People do the work
To achieve through and with people, Supervisors have to plan and
organize work.
Planning is that part of a supervisor’s task which concerns the
purposeful deliberation on the future goals of an organisation or
section, the activities and means involved, the possible problems
and devising a suitable plan for the effective attainment of
goals.
This means that you have to determine in advance what it is that
you want to do and how you will do it. You, therefore need to
know:
• Why must the work be done?
• What work must be done?
• Who is going to do the work?
• What is needed to do the work? For example; raw
materials, packaging etc.
• How will the success of the work be measured? For
example, what are the standards for quality, quantity and
cost?
• By when must the work be completed?
Remember the Five P’s of good planning:

PRIOR PLANNING PREVENTS POOR PERFORMANCE
Planning Process Below find steps in Planning Process:
1. 2.
AIM DETERMINATION PLAN OF ACTION
(Determine and define what (How should the aims be
should be achieved) achieved?)
(Techniques of decision making)
(Procedures and methods)
Collect facts
Analyse facts
Determine and select
4. alternatives
EVALUATION (Planning of Strategy)
(Has the aim been achieved?)
Was this the best method?)

(How can it be improved?)
3.
IMPLEMENTATION
(Put into action and control)
(Execution of plan)
Effective In order to plan effectively all factors that may have an influence
Plannin on the implementation of the plan should be taken into
g consideration, for example:
• Time necessary to execute the plan
(a) Is there a time limit?
(b) How long will it take to execute the plan?
(c) Is enough time available?
(d) Can I save time?
• Finances required
(a) How much will it cost to execute the plan?
(b) Has provision been made in the budget?
(c) What can be done to economise?
• Manpower requirements
(a) How many people should be involved in the execution
of the plan?
(b) Are the available persons able or have they been
trained to execute the plan?
(c) How can manpower be saved?
(d) How can available manpower be optimally utilised?
• Change implications
(a) Will the situation change in the near future?
(b) And if so, to what extent?
(c) How will this affect the execution of my plans?
(d) What alternative goals must I determine?
• Approval authorities
(a) Does my supervisor agree with the plans?
(b) Do the plans fit in with current policy and legal
requirements and restrictions?
(c) Are the plans to the benefit of all concerned?
List factors to consider in:
• Time necessary to execute the plan
• Finances required
• Manpower requirements
• Change implications
• Approval authorities
4.4 Organising
How can you organize yourself? What would the
benefits be?
Organising Organising can be defined as that function of management that

Defined involves the arrangement of the actions and resources of the
organisation through the allocation of:
• duties,
• responsibilities and power
• to persons and sections, and
• the relationship between them, in order to promote
co-operation and to accomplish the objectives of the
organisation as effectively as possible.
Procedure The procedure of organising can be divided into the following

steps.
Step Action
1. Obtain the necessary information:
All the data gathered and assimilated in the planning phase,
including any other information necessary to do the organising as
effectively as possible. The objectives and requirements of the
policy should be clearly stated. Take note of the contents of any
plans already composed and anything facilitating them for
example programmes, schedules, budgets, standards, etc. In this
way a clear reflection of the activities to be organised can be
obtained.
2. Identify and analyse the activities:
The activities to be undertaken to implement the plans involved
and accomplish the set objectives must be accurately
determined. These activities have to be planned in detail in order
to determine their precise nature and extent.
3. The division of the activities in meaningful units:
Equal or related activities must be classified in groups according
to some criterion in order to establish manageable units. If this
is not done it may result in different people performing the same
task in different places in the organisation.
4. The division of the activities of the units into meaningful tasks:
Task division must be accurate in order to determine how many
and what type of persons are needed to do the work. A number of
vacancies are created within each section, for example,
accountant, bookkeeper, correspondence clerk, typist, etc.
Meaningful task division requires the pursuance of specific aims,
for example each task or part of a task must keep one person
busy fill-time, each task must consist of equal or related parts,
the consequences of task specialization must be utilized as far as
possible, the different tasks must fit into and adjust to each
other as to make cooperation and logical succession in the
performance of tasks possible, and the content of the task must
enhance work satisfaction as far as possible.
5. The allocation of power and responsibilities and the
establishment of healthy relationships:
The power and responsibilities related to each job as well as the
relationship between jobs and sections must be accurately
determined.
6. The provision of all requirements and the introduction of all the
arrangements:
The organisational procedure is completed when everything is
ready for the “start”, i.e. the work. It must also be ensured that
all the necessities such as raw material, parts, equipment, tools,
plans, procedures, etc. will be available. Lastly the people who
have to start the work, have to be informed timeously.
Benefits of Well-considered and well-planned organising as well as thorough

Organi implementation hold several benefits, for example:
sing • Organising establishes an effective communicaiton system:
Organising, as explained earlier, involves a division of power and
responsibilities on various management levels, which makes
effective communication between top management and
employees possible.
• Effective organising facilitates and improves effective
command and control by making clear what assignments are to
be given to whom, who is responsible for the performance of the
task and how to effectively control the performance of the
task.
It is determined in advance which persons must do what at what
times with what materials.
Organising brings about systematic work performance as follows:
• All uncertainties about duties, power and
responsibilities can be cleared away in time.
• Purposeful application of equipment, and effective use
of all materials and co-operation between all persons and
sections working together on the same plans.
• Sets a structure or framework of sections, jobs, task
allotments and power relationships that can serve as the
core of the activities in the organisation
• Contributes to overcome natural limitations of human
capabilities with respect to knowledge, talent, energy,
available time, the amount of cases that can be attended to
and the amount of people that can lead effectively.
Assume that you have to plan your departments move to new

offices in another building across town. Use the guidelines
highlighted in ‘3.3 The Planning Process’ and ‘3.4 Organising’ to
establish an action plan for this move. Indicate how you have
considered each of the aspects involved in the planning process
Self Assessment 03

questions.
answers.
Question 1
Describe the different ranges of planning.
Question 2
Describe the SMART principle of planning.
Question 3
List and describe the steps in the planning process.
Question 4
List the steps in the organising procedure.
5. Time Management
Specific • Describe methods of prioritising work and obstacles and

Outcomes preventative steps
• Check that planned activities are consistent with prioritised
objectives and personal resources
• Keep unhelpful interruptions and digressions from planned
work to a minimum
• Given a different context such as travel, describe how
performance would be adapted
• Describe the impact of Time management and explain
strategy
• Check that estimates of times required for activities are
realistic and allow for unforeseen circumstances
• Identify unforeseen circumstances and make suggestions on
how to adapt performance to ensure objectives are met
within the agreed deadlines
5.1 Time Saving Devices

Impact Efficient time management is essential for the supervisor to
ensure that deadlines are met and team goals are achieved.
As a supervisor you not only have to manage your own time, you
are responsible to manage others’ time. You are accountable for
your team’s time. Supervisors have to ensure productivity of
staff by setting targets and monitoring and following up to
check that tasks are on schedule according to the planned time
frame.
Priorities and consistency of effort among your entire group
really count.
Guidelines Below are steps to gain control over your time:

No.
1. Make a daily TO DO list with respect to goals (preferably at the
same time every day)
2. Set priorities according to the ABC system
3. Beware of the time rut (inflexibility and doing only what’s
scheduled)
4. See what can be delegated
5. Don’t fill up with low priorities
6. Spend time on A’s and not C’s
Procedure Below are 6 steps to control the clock:

Step Action
1. Set objectives - Surveys done on successful people have shown
that what they have in common, is that they all have written
goals. Write your goals down, keep them handy and remind
yourself of them often. Also, list your long-term goals and goals
for the next 6 months
2. Know how you spend your time – Complete a time log for a week
3. Set priorities- in terms of urgency and importance:
ABC METHOD: A = high value
B = medium value
C = low value
The secret is to do the A’s first. Don’t do C’s at the expense of
A’s and B’s
How to differentiate between important and urgent activities
(categories of time use):
• IMPORTANT AND URGENT
These are tasks that must be done immediately or in the near
future
• IMPORTANT BUT NOT URGENT
These are things that can be done now or later. They are
deferrable to a later date.
• URGENT BUT NOT IMPORTANT
These are those things that clamour for immediate action, but
that we would assign a low priority if we examined them
objectively.
• BUSY WORK
These are those activities that are marginally worth doing.
• WASTED TIME
Anything you feel morally guilty of having done.
Step Action
4. Do one major thing at a time, i.e. concentrate your time effort
and resources
5. Schedule your work
6. Delegate
Watch your colleagues working and note what
interrupts their working day.
• List your main interruptions in the workplace.

• Give possible solutions for these situations.
5.2 Dealing with Interruptions

Procedure Below find ways to deal with time wasters:
Step Action
1. You can’t eliminate interruption
2. There are three main ways to help control interruptions:
• Try to prevent interruptions that can be foreseen
• Keep interruptions that are inevitable to a minimum.
• Shorten interruptions that occur
3. Set aside ‘available’ time when you are ‘in’ to take calls and
consultations
Make Meetings Count
4. Eliminate unnecessary meetings
5. Use an agenda
6. Prepare for meetings
7. Set a time limit
8. Restrict the meeting to those whose participation is necessary
9. Before closing, summarize
Control Telephone Calls
10. Prepare your calls
11. Keep the introduction to the point
12. Give relevant information
13. Listen carefully and take notes
14. Terminate the conversation conclusively
15. If necessary, indicate tactfully that the conversation is over
5.3 Setting Deadlines
Guidelines Below are guidelines to setting deadlines:
No.
1. Set deadlines for each task.
2. Impose deadlines for yourself as well as for your staff.
3. Stick to the deadlines and require your staff to do so as well.
4. Make sure the deadlines are reasonable.
5. Consult staff on time estimates before setting due dates.
5.4 Organising Paperwork

Factors to When organising paperwork consider the following factors to
consider ensure effectiveness and efficiency in deadlines with paperwork:
• Resist the temptation to stockpile papers.
• Encourage the use of a uniform filing system
throughout the office.
• Handle each piece of paper only once.
• After sorting: write comments and key ideas down
and use the ABC system.
• Read selectively.
• Periodically weed out-dated, unimportant and unused
material from files.
Discuss your typical workday with a partner. Analyse

how you could, and would, implement Time
Management principles to improve your use of time
and make you more efficient in carrying out your
duties.
Self Assessment 04

questions.
answers.
Question 1
List 6 steps that allow you to use your time more productively.
Question 2
Present some effective ways of handling;
• interruptions
• meetings
• telephone calls
Question 3
List some guidelines for setting realistic deadlines.
Signatures required on successful completion of this
Module
General
c
o
m
m
e
n
t
s
&
r
e
vi
e
w
b
y
A
s
s
e
s
s
o
r
General
c
o
m
m
e
n
t
s
f
r
o
m
L
e
a
r
n
e
r
I …………………………………………… (Assessor) hereby certify that I have examined the

learners’ workbook and that the learner has successfully completed this section of
the training programme.
_______________________ _________________________
SIGNATURE ASSESSOR SIGNATURE LEARNER
DATE: ___________________ DATE: _____________________
Acknowledgements
Research and information has been extracted from the following books or articles.
Author Title
SHL Group Personal Development Pack
Pedlar M, Burgoyne J, Boydell T A manager’s guide to self-development

XX48 Manage Own Development

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

XX48 Manage Own Development

Caricato da

Copyright:

Formati disponibili

MANAGING

Date of completion & Assessment

Self evaluation for learners to test understanding of the

These help you to be prepared for the learning to follow and

An important part of the assessment process is proof of

Tasks/questions to be complete to demonstrate understanding

Managing Personal Development

Specific Specific outcomes describe what the learner has to be able to do

To qualify To qualify and receive credits towards your qualification in

Range of This describes the situation and circumstance in which

Specific Outcomes and Range of Learning

The KNOWLEDGE 1. Describe the most effective method of evaluating the

Practical Task Type Date Comments &

Credits The Unit Standard XX48 – Managing Personal Development has a

Resources Books/Articles 1. Personal Development Pack, SHL Group

Videos The following videos are recommended as

Purpose of this Module

Overall The learner will be able to identify skills and areas of

Specific • Key skills and competencies for effective management

1.1 Personal Development

Definition Personal development is a conscious decision to take

Relevant professional knowledge Basic knowledge

Continuing sensitivity to events

Complete this tick list highlighting the key qualities of

Relevant professional knowledge

Continuing sensitivity to events

Problem solving/decision making skills

Social skills and abilities

Balanced learning habits and skills

Specific • Describe (Understand and apply) the most effective method of

Self- You can identify development needs yourself by using formal

2.4 Evaluation by People Outside the Organisation

Select a partner to work with. Perform a SWOT

Instructions • In the following assessment you will be required to answer all

Specific • Devise plans to develop own skills consistent with needs

3.1 Skills Development Needs Based on Evaluation

Definition Skills development needs are the skills or qualities highlighted in

Personal Development Plan (PDP)

The Formulation of a Development Plan

Procedure The following procedure could be used in formulating a

Example An example of a simplified development plan for improving

• Considering your current job description, perform a

Definition It is the constructive and systematic review of performance

3.5 A Range of Development Activities

Find out about various Internal activities offered and

Range In the table below a variety of development activities which can

Range This section will discuss the advantages and disadvantages of

Do you remember the simplified Personal Development

Instructions • In the following assessment you will be required to answer all

Specific • Devise plans containing specific, measurable and realistic

4.1 Range of Planning

4.2 Setting Objectives

Objectives An objective or goal directs all preceding activities or actions. A

SMART Be SMART about setting goals:

Planning Planning is a very important management function. To plan is to

Remember the Five P’s of good planning:

Was this the best method?)

Organising Organising can be defined as that function of management that

Procedure The procedure of organising can be divided into the following

Benefits of Well-considered and well-planned organising as well as thorough

Assume that you have to plan your departments move to new

Instructions • In the following assessment you will be required to answer all

DATE: _ DATE: ___