BMGT253 Preparing a Development Plan
| BMGT253 |
| Preparing a Development Plan |
| Introduction |
| As discussed in class, the major individual assignment in BMGT253 is for you to create a Development Plan for an identified partner, based on their completed Self Assessment Survey. |
| This assignment combines elements of self discovery (the self-assessments) with practical experience in creating a development plan for someone else, a skill that will be valuable in future leadership roles. |
| This assignment is worth 20% of your term mark. |
| Part 1: The Self Assessment Survey |
| Over the course of the term, every student must complete all five sections of the Self-Assessment Survey (posted on Blackboard under Course Content) |
| This Self Assessment survey enables students to assess their management approaches and preferences in five key elements of effective supervision: decision-making, connecting with people, effectiveness as a negotiator, stress management, and active listening. This summary does not grade you as either a “good” or “bad” supervisor; it simply helps you understand your personal strengths and weaknesses in these areas and how they impact your ability to perform as a supervisor. |
| After you have completed the five self-assessments, identify your top three priorities for development, and indicate these in the “Priority” boxes on the survey’s “Self Asssessment Summary Sheet”. Remember to explain why these are your priorities by completing the “Rationale” boxes as well. |
| When you have completed all five self-assessments, and selected and explained your top three priorities for development, email them to your partner. Your partner should email their self- assessments to you. |
| Part 2: The Development Plan: Getting Started |
| You will be creating a comprehensive development plan for your partner based on his/her completed Self Assessment Survey |
| Work only on the three priority areas for development your partner has identified. You have no role in choosing their priority areas for development. |
| Carefully review your partner’s self assessment surveys. Are you clear about his/her priority areas for development? These should be indicated on the Self-Assessment Summary sheet (page 1) provided to you. |
| It is always a good idea to speak with your partner before you begin. You will learn about their backgrounds, particular circumstances, their part time (or full time) jobs, what part of the GTA (or beyond) they live in, particular interests and opportunities, how they learn etc. |
| > Does your partner have a job as well as attend school? Where? What kind of work do they do? Does this provide development opportunities? |
| Do a root cause analysis to help you understand the source of the issues your partner has identified and would like your help in overcoming. Reviewing the class material from Chapter 3, “Problem Solving and Decision Making” will help. |
| Review as well the material from the “Developing Your Employees” workshop, which contains a great deal of information about learning and development. In particular, review the following: |
| >Learning Styles |
| >Learning Guidelines |
| >Learning Principles |
| >Matching Training Programs to Objectives |
| >The Importance of SMART Target Setting |
| > VARK Learning Styles |
| Here are some things to consider when starting to build the plan: |
| >What are some of the ways to develop skills? |
| >Is everything best learned in a class room? |
| >Is everything best learned from a book? |
| >What are some other good ways of learning? |
| >How important is the opportunity to practice new skills? |
| >Who might be able to help by providing feedback to your partner? |
| >How will your partner know if he or she is making progress? Can you recommend any measures? |
| Part 3: How to Build The Plan |
| Remember, analyzing and understanding your partner’s self assessments is only the first part of the assignment. You must create a development plan that makes specific recommendations describing the things he or she can do to fill the gaps they have identified in their self-assessments. |
| A comprehensive development plan will include the following:a number of books, seminars, classes, videos etc., where they will learn the new skills; places to practice these newly forming skills, ways to assess progress and seek feedback from trusted colleagues, coaches, mentors etc. |
| As a rule the plan should have at least three different detailed recommendations for each priority area for development. These recommendations should focus on learning and practising the new skills. |
| It is not enough simply to name a book or video and leave it at that. Be prepared to answer these questions: Why are you recommending these particular items? Where/how can your partner access them? How much will they cost? |
| While you should not limit your recommendations to one learning medium, keep in mind your partner’s learning preference (remember the VARK Learning Styles model covered in the course). |
| A successful plan will have clear timelines; how many hours per week should the student devote to this work? For how long? A few days or weeks? In what order should they work on the different items you have identified? Can they work on more than one area at a time? As a rule the more specific you can be the better the plan will be and the better your paper will be. |
| The schedule should show that you have thought about the timing and order in which your partner should learn and practice these new skills. It is not expected to be absolutely perfect. |
| You must demonstrate that you have reflected upon your partner; the development plan must not be “generic” but must be tailored to your partner’s needs |
| The best plans show that you have considered these factors: |
| > How does my partner best learn? |
| >What area do they live in? What tools/opportunities / facilities are available nearby? |
| There is no single answer to “How long should the plan be?” I have seen very successful short plans and plans of 20+ pages that did not satisfy project requirements. The plan should be detailed enough to fulfill the requirements describes above, providing useful guidance for your partner. |
| There is no recommended format. Because this is a 4th sememster course, I expect you to decide what method/ layout works best to communicate what you want to convey. Most plans are submitted in text format, usually in Word; I have received successful plans in PowerPoint and Excel as well. |
| When submitting the development plan to me, please remember to attach a copy of your partner’s completed Self Assessment Summary Sheet to the plan. |
| Make sure to provide a copy of the plan to your partner |
| Part 4: Tips for Plan Recipients |
| Look at this development plan as an opportunity to learn something of value and help you grow |
| Make sure you honestly identify development areas that will add the greatest value and make a difference to YOU! |
| Implement Something Every Day. Chip away in small bite-sized pieces. Spending even five (5) minutes a day will make development a part of your daily discipline. |
| Seek Feedback and Support. Learn from others. Ensure that feedback is relevant to your development priorities. |
| Face your Barriers. Development isn’t easy. Address any barriers that may keep you from your development priorities. |
| Involve Others. Find people who can help you in your development by soliciting ideas and reactions from them and who will provide specific, candid feedback on both your strengths and weaknesses. |
| Take Time to Reflect. Ask yourself what worked and what didn’t work, and why. |
| Transfer Learning into Next Steps. Continue to focus on mastering a specific area, and then share this knowledge by teaching it to others. Regroup and focus on new goals and development activities as appropriate (time period may vary based on specific goals and activities). |
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