Personal Development: Skills, Strategies, & Gibbs Model Analysis

This report outlines a personal development plan focused on enhancing skills such as analytical thinking and creativity. It details the strategies and resources required for skill development within specific timeframes, emphasizing the use of SMART objectives (Specific, Measurable, Achievable, Realistic, Time-bound) to track progress. The report also reflects on personal experiences using the Gibbs model, analyzing feelings, evaluations, and conclusions drawn from participating in university art activities. It identifies strengths and weaknesses, highlighting the importance of continuous learning and self-evaluation for overall personal and professional growth. The report concludes with an action plan to further develop identified areas for improvement.

Poster
Introduction
Personal development is a practice involve
learning new skills that can favour to grow at a personal or
professional level. These presentations will talk about all the
skills learnt.
Skill Strategies Resources Time frame
Analytical Reading,
mathematical
skill, play
brain games
and such other
strategies.
Resources
such as
internet,
games, books
will be used.
4 weeks
Creativity Keep learning,
taking regular
break, self
evaluation.
Internet,
personal
guidance and
such other
resources.
5 weeks
:
SMART Objectives
Specific: To grow all the skills that can support overall growth and
development.
Measurable: Skill development can measure by analysing the
individual performance.
Achievable: with the use of right strategies all skills can be
developed.
Realistic: It is realistic to grow and develop all different skills.
Time: In the next 6 months all skills are wish to grow and develop.
Gibbs model will discuss various factors or elements like discretion, feelings,
evaluation, analysis, conclusion and action plan.
Description: I practices various art work at the university level such as drawing,
painting and such other. All the experiences I have gained while participating in
the various events could make me learn and grow. I got to expose myself in all
these activities and events that could support my overall personal and
professional development (Mitina and Mitin, 2020). Participation could offer me
the right exposure that could allow me to grow at an individual level.
Feelings: I have this feeling that overall my experience is very positive. I got to
learn about various skills such as comm9unication, decision-making, creativity,
critical thinking and all other. The skills I got to learn is the favourable aspect of
participating in the event. There are certain weaknesses like the entire event is
time-consuming which could further restrict me to perform all the tasks in the
best way possible. I can state that overall my feeling is that this whole
experience could make me realize about my strong and positive areas along with
the negative side of my overall personality.
Evaluation: My overall experience in this whole activity is very good. I got to
know myself better and in more effective manner which could make me realize
how good I am in certain areas. I also get to experience the areas towards which
I am not wonderful at.
Analysis: I can state the fact that
overall my experience could allow
and favour me to learn and grow at
an individual level. The entire
experience is very productive and
profitable which could favour me to
learn and grow at an individual
level. I could sense the whole
situation in more dynamic manner.
Conclusion: I got to learn various
skills and abilities while
participating in the whole event. I
got to learn various new skills and
abilities that could favour me to
grow myself. I got to experience a
very positive development in my
overall personality (Pugh and
Broome, 2020). I also got to witness
the areas that still needed to improve
such as analytical ability, creativity
and such other.
REFERENCES
Mitina, L. M. and Mitin, G. V., 2020. Psychological analysis of
the problem of marginalism, procrastination and learned
helplessness as barriers to personal and professional
development. Psychological science and education. 25(3).
pp.90-100.