BSBWOR501B Manage personal work priorities and professional development QUEENSLAND INTERNATIONAL BUSINESS ACADEMY
Elements of manage personal work priorities and PD 1. Establish personal work goals 2. Set and meet own work priorities 3. Develop and maintain professional competence
Develop and maintain professional competence • Developing and maintaining professional competence involves: • determining development needs, priorities and plans • seeking and using feedback to improve competence • identifying development opportunities • participating in networks to enhance knowledge and skills • achieving and maintaining a competitive edge.
Skills and knowledge - currency • Staying current involves maintaining up-to-date skills and knowledge and is a regulatory requirement in many industries. • In any industry, staying current promotes: • safety • productivity • compliance • job satisfaction.
Develop and maintain professional competence 3.1 Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans
Competency standards • Competency standardsdefine the skills and knowledge required to operate effectively in employment and how they can be applied. • They outline performance criteria, essential skills and knowledge required to reach the required standard and may include: • enterprise-specific units of competency consistent with work requirements • nationally endorsed units of competency consistent with work requirements.
Reviewing performance and competency standards • When reviewing performance against relevant competency standards: • assess how frequently the competency is required • assess your current competency • document examples of your competency • highlight any areas for development
Determining development needs • To determine personal development you need to: • list the competencies required of your role • document evidence of your ability to achieve the desired standard • rate your performance against a marking system • create a development plan
Prioritising development needs • After identifying your development opportunities: • prioritise the competencies, perhaps according to frequency of use • weight the results, perhaps according to your existing skill level • create a weighted score to rank the competencies for development • identify ways to develop each competency
Develop and maintain professional competence 3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence
Seeking feedback to improve competence • Seeking feedback is an essential part of: • training and development • goal-setting • team-building • job performance evaluation.
Seeking feedback to improve competence • Used correctly, feedback can help you: • control and improve behaviour • enhance performance • identify personal and professional opportunities
360-degree feedback method • The 360-degree feedback method is a multi-sourced feedback method. • It includes feedback from: • colleagues at the same level • managers and supervisors • internal customers • external customers • team members
T-Group method • The T-Group method of multi-rated feedback is a team-based method of gathering feedback. • It provides participants with insights about: • themselves • how they interact with others • how to function more effectively in group and interpersonal situations.
Receiving feedback • To receive feedback effectively, managers should: • actively reduce or remove their own biases and insecurities • be open and willing to listen to criticism • identify areas of relevance • ensure the feedback is unbiased.
Interpreting feedback • Feedback can be interpreted by: • using quantitative data from ratings • reviewing qualitative feedback • identifying themes within the feedback • identifying difference between different feedback sources • using creative analysis tools to identify development opportunities.
Develop and maintain professional competence 3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence
Learning styles • Understanding your personal learning style helps determine the most appropriate method for improving competency. • There are many different theories and categorisations of learning styles. • If the links between your identified learning style, preferred learning activities and learning opportunities are matched, you should perform better and the learning process should be more efficient and effective
Learning styles (Kolb / Honey & Mumford) Pragmatist Likes to have a go, tries things to see if they work Activist Doing and experiencing Doing Planning Reviewing Concluding Theorist Wants to understand underlying reasons, concepts and relationships Reflector Observes and reflects
Activists • Learn best when – • new experiences and challenges from which to learn • short ‘here and now’ tasks involving competitive teamwork and problem-solving • excitement, change and variety • ‘high visibility’ tasks such as chairing meetings, leading discussions and presentations • situations in which new ideas can be developed without constraints of policy and structure • opportunities for just ‘having a go’
Reflectors • learn best when • are allowed or encouraged to watch / think / ponder on activities • have time to think before acting, to assimilate before commenting • can carry out careful, detailed research • have time to review their learning • need to produce carefully considered analyses and reports • are helped to exchange views with other people without danger, by prior agreement, within a structured learning experience • can reach a decision without pressure and tight deadlines.
Theorists • learn best when • what is being offered is part of a system, model, concept or theory • they can explore methodically the associations and interrelationships between ideas, events and situations • they can question and probe the basic methodology, assumptions or logic • they are intellectually stretched, e.g. by being asked to analyse and evaluate, then generalise • they are in structured situations with a clear purpose • they see interesting ideas and concepts, whether or not they are immediately relevant.
Pragmatist • Learn best when - • there is an obvious link between the subject matter and a ‘real life’ problem • they are shown techniques for doing things with obvious practical advantages • they have the chance to try out and practise techniques with coaching or feedback from a credible expert • they see a model they can emulate, or examples / anecdotes • they are given techniques currently applicable to their own work • they are given immediate opportunities to implement what they have learned • they can concentrate on practical issues, such as drawing up action plans or giving tips to others.
Am I stuck with my learning style? • No - we all exhibit traits from each learning style, to a greater or lesser degree. • Effective learners make full use of their natural preferences, while also acquiring useful features from their less dominant styles.
Am I stuck with my learning style? • We all have incredible potential to acquire new skills, and to learn in new ways. • You should not feel that you are stuck in a style of learning. You should feel free to adopt the learning strategies which are most appropriate for a particular task, or a particular stage in the learning process.
Learning methods / opportunities • Different learning methods include: • Action learning • Coaching • exchange and rotation • Induction • Mentoring • Shadowing • Structured training programs.
Develop and maintain professional competence 3.4 Undertake participation in networks to enhance personal knowledge, skills and work relationships
What is networking • Networking involves building professional relationships to further personal development.
Network strategies • Network strategies refer to the approach an individual uses to build their networks, and may include: • joining professional associations • participating in conferences • attending seminars • individual marketing • maintaining regular contact with others
Business networks • Business networks may be established for various reasons, including: • professional development • gaining referral business • maintaining industry contacts • creating a database of advisors and experts • profit opportunities • personal satisfaction and recognition • gaining political or information advantage
Finding professional networks • Professional networks and associations may include: • advisory committees • colleagues • government agencies • internal/external customers • lobby groups • local inter-agency groups • other organisations • occupational associations • project-specific reference groups • suppliers • your team
Basic business networking tips • Get Details about the Networking Event in Advance • Dress Appropriately and Arrive a Few Minutes Early • Bring your Business Cards and Something to Write With • Have Your Opening Line ready • Just Relax and Aim to Meet About 5 People • Remember You are Also a Resource to Others • Be Pleasant, Relaxed and Polite • Ask Questions that are of Genuine Interest to You • Ask for Their Business Card • Follow Up with Hand Written Notes • Give First
Develop and maintain professional competence 3.5 Identify and develop new skills to achieve and maintain a competitive edge
Maintaining a competitive edge • Maintaining a personal competitive edge means maintaining your skills and competencies to help career progression. • A competitive set may include: • colleagues and peers • supervisors and managers • other organisations within the industry scope • other organisations within the scope of expertise
Competition • Competition between organisational members should be positive. It can promote sustainable growth for both individuals and the organisation. • Competition is most effective when: • individuals compete against their own performance • individuals are not competing against a co-worker
Beyond the ‘now’ • Personal development should extend beyond the current job description. • Strategies to help identify development opportunities may include: • brainstorming • free association • fishbone analysis • needs analysis • heuristics • value analysis • attribute listing
Learning and memory skills • Strategies for increasing learning and memory include: • posing and answering deep-level questions • testing yourself at regular intervals to recap new concepts • perform activities that apply the learning either at work or at home • review solved problems then apply the techniques to new problems • obtain graphics and illustrations for difficult concepts • connect and integrate abstract and concrete representations of concepts • test yourself to identify what you do and don’t know