Personal and Professional Development

This document discusses the importance of personal and professional development in higher education. It explores the essential skills and attributes of a higher education student and applies a model of reflection to analyze personal and professional academic development. It also identifies and applies problem-solving and decision-making techniques to personal/professional academic development. Lastly, it reflects on the development of academic skills throughout the program.

Personal and
Professional Development

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1 ACADEMIC ESSAY........................................................................................................1
Essential skills and attributes of a higher education student..................................................1
TASK 2 REPORT............................................................................................................................2
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
Personal and professional development has been regarded as a procedure or technique
with the help of which a person can easily upgrade their aptitudes, abilities and information. This
will provide assistance to them in effectually conducting their work in a compelling way, thereby
resulting in fruitful achievement of the objective. It is of crucial significance for each person to
create procedures through which their personal and professional development can take place.
With this, they can work directly in the manner expected for building a strong career. Academic
as well as employability skills are crucial for an individual to undergo personal and professional
development in an effective manner. In this regard, it is well known that there are some skills
and abilities which are fundamental for carrying out personal and professional development.
The present report is categorised into two tasks. The first task hereby deals with the skills
and attributes that are considered crucial for higher education students. The second task in the
continuation is concerned with personal development report. This will encompass discussion as
well as analysis of professional and personal development in accordance with a model of
reflection. Further, this will consist of area and challenge that one encounters for personal
development. Along with this, sound solutions will be proposed together with justifications.
Lastly, this part will include the application of academic skills for enhancement of personal and
professional development while dealing with such challenges.
TASK 1 ACADEMIC ESSAY
Essential skills and attributes of a higher education student
As and when young adults complete the tenure of their school life, they are largely driven by the
will and motivation to get them enrolled into a higher education program. Higher education may
be considered as an option however it is one of the prerequisites to seek entry into a respectable
professional field or domain. Thus, it can be said that a student should continue with their
education post the completion of high school with a view to attain their personal or professional
long term goals. Teenagers who attend colleges make use of their extended schooling for the
purpose of obtaining extensive knowledge and skill set associated with their desired field of
working. Thus, higher education sets pace for an individual to inflate their abilities for attaining
progression in future period of time.
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It is identified that there are certain skills as well as attributes which are considered essential to
be present within a higher education student in order to attain growth and pay way for
professional development in the long run. A brief discussion over the most important skills is
given beneath:-
Communication: This is considered as the key for a higher education student. The main reason
behind this is that colleges expose students to an atmosphere whereby they need to constantly
work in groups or in consensus in order to attain fruitful outcomes. Thus, in such cases,
communication skill provides assistance to them in putting their point of view in front of others.
Time Management: This is another significant skill that needs to be present within the higher
education students. The significance of this skill owes to the prioritisation of tasks that
individuals need to regularly get engaged in for the timely accomplishment of all the college
tasks and activities.
Adaptive thinking: In the era of digitalisation, it is crucial for higher education students to have
adaptive thinking. This will provide assistance to them in thinking as per the situation prevailing
along with the conditions of the marketplace. As per this, students need to make use of a
technology or software while making assignments and projects so as to make them compatible
with the digital era.
Collaborative working skills: This is another prominent skill that is crucial for higher education
students. In this relation, most classrooms within the confines of colleges tend to foster a culture
whereby collaboration as well as team work is facilitated within the students. As a result of this,
individuals are able to accomplish the college tasks and activities within the allotted time frame
and derive the expected outcomes.
Problem Solving Skills: This is a skill that is used by higher education students to deal with the
issues or challenges that may arise during the course of carrying out an activity or task. This skill
especially becomes handy while working in groups as it enables the individuals to ensure a
peaceful and cooperative working atmosphere.
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TASK 2 REPORT
LO2. Apply a model of reflection, to the analysis of their personal and
professional academic development
Becoming an apprentice is not the same thing many people think. Being an apprentice means
understanding the subjects to be taught and your willingness to develop your general skills to a
large extent and to develop the materials and materials used in that training update. Approach to
reflect the most appropriate approach to teaching over and over and subsequently subdivide it
and extend the information learned below. Most of the time spent in the classroom is appropriate
to meet the regulatory requirements that are clearly established, the provisions for the
presentation of the materials, the sub-concept work and the analysis of the tests and all the rest
that society we help is not something.
In the writing on the study of educators, strong individual expert development features are rarely
used. Particular liberation is the work of Korthagen, who created a second model of continuous
reflection: Core Reflection (Korthagen and Vasalos, 2005). The starting point for reflection here
is somewhat similar to the original ALACT model, but it is still a problem, which brings a lot of
sadness to the educator. In addition to eliminating the underlying cause of the problem, it is
based on what the educator needs to achieve and the teacher's potential to achieve. At that point
we focus on the positive characteristics that educators can play (silent, immediate, humor and so
on) and on how to use them in highly pedagogical contexts.
Intellectual instruction is a driving force training issue worldwide and most expert advancement
programs use it as a methodology to improve educator practice. As a teacher, I witnessed the
meaning of intelligent education (RT) for educators' positive progress. In this article, I have
described the experience of two mainstream English apprentices who attended the state-funded
expert training course at College, state-funded and who began the introspection education
process through the progression of thoughtful reasoning ideas. We have gathered information
through meetings, ideas, records, surveys and journals. The impact of the study reflects part of
the teachers' perspectives for references, the features that animate and reduce thinking and some
of the advances seen in educational practice.
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How is the educator’s mindset toward thoughtful instruction reflected in an expert development
plan?
It is difficult in all respects to allow for the strong meaning of an educator's reflective
pedagogical practice. Rhoton, J., Bowers, P. and Shane, (2001) proposed a reflective perspective
by proposing the idea of "reflection on behaviour" and limiting possible behaviour as a
progression of steps in the dynamic process. Accept that this idea does not think much about the
creative nature of the craftsman. He said the experts could revisit the problems when
investigating the case, test our clarifications and resolutions and move forward with thought and
action. Again, reflection in behaviour is a testimony of experts who occasionally create new
knowledge in suspicious, speculative or controversial practices.
How is the instructor's position on reflective education reflected in the expert development plan?
A broad model of instructor probability as a sustainable expert promotion and case
representation. Reflection at all levels contributes to the expert development of compassionate
teachers. Be that as it may, if educators discover how to reflect on different levels as an element
of career advancement, potential development will be amazingly enhanced. This level of
reflection will reinforce the four related goals mentioned earlier in this experiment. Most
importantly, a teacher who can effectively coordinate the four levels of “reflective behaviour”
comes close to “thoughtful behaviour”. Hatton and Smith have been communicating "the ability
to individually identify various reflections (i.e. strategies, clarifications, speeches or reactions) in
specific situations that are performed" allocation, application, single or consolidated”.
LO3. Identify and apply problem solving and decision-making techniques to
aspects of their personal/professional academic development
Choice is an act. Normal work and life are a choice less continuum. Part of the choices is small
and unimportant, and some are huge and decisive. The moment your examples of dynamics are
safe, you will continue to live a balanced life. The moment your examples are foolish, you will
continue to live an unreasonable life. Reasonable choices extend your amazing nature and your
satisfaction to fruitful and satisfying life. Basic reasoning improves your dynamic skills by
elevating your examples of dynamics to the level of conscious and deliberate decision.
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Critical diagnostic features allow you to determine the source of a problem and find a workable
solution. Despite the fact that critical thinking is regularly identified as one's own separate
experience, there are other relevant skills that improve this ability.
Critical and dynamic thinking are important skills for business and life. Critical thinking
regularly introduces dynamics and the dynamic is of particular importance to managers and
management. There are methods and methods to improve the dynamics and nature of options.
Dynamics are becoming increasingly normal for certain characters, so these people should focus
more on developing the nature of their choices. Non-regular individuals are often ready to make
quality assessments, but they should be gradual in following up on the assessments that have
been made. Critical and dynamic thinking is inextricably linked and each requires innovation in
differentiating and creating choices, and the conceptualization method is particularly valuable.
See also free SWOT survey formats and models and PEST test format, which help with dynamic
and critical thinking. The SWOT test examines group quality, business proposition or thinking;
The PEST study helps assess market potential and rationality. A great dynamic requires a
combination of ideas: tactical reversal of events and specific validation of alternatives, clarity of
judgment, instability of choice and feasible performance. For critical and dynamic thinking, or
when agreement is needed, the workshops help, in which it is possible to combine these tools and
methods in the right way. Here are some valuable strategies for viable and critical thinking: first
a simple process with a few to conceive dynamic and critical thinking.
LO4. Reflect on the development of academic skills throughout the
programme
Perhaps a change in the workplace is looking for new alumni. Our approach is to work
proactively with agents to prepare them for the world of work. The staff in the School of Applied
Sciences collaborated with internal and external partners to enable agents to gain insight and
create skills to facilitate this change. This pushed the progress of the Skills Pack initiative within
the school and put a strong emphasis on graduate employment. At the heart of this are a Record
of Skill Tests and Evaluations (SEER), featured on the business capability systems and intended
to help apprentices understand the progress of industry-leading experts, finding gaps in their
skills and proactively draw situations such as adjusting an agreement to your own potential
development needs.
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FLEX is a potential practice-based promotional activity for various academic staff and specialists
who educate or support MMU or remotely (Manchester Metropolitan University, 2018).
Officially offered through postgraduate modules 15 and 30 as a fundamental aspect of MA in
higher education it is equally steep for those who could join effectively in a possible turn of
events and feel that FLEX provides these with a valuable structure. The only thing of a kind
about FLEX is that it creates a formal, steep and open legacy, as it is organized and put together
or in terms of the possible turn of events (some of which were captured in Table 1 but this
decline does not is exhaustive) driven by the individual, his needs as experts and they want to
improve specific aspects of their pedagogy. The FLEX business has been authorized directly so
that members of different foundations can think of using it and adapting it to their specific
circumstances and also consider working with Manchester Met around that.
Procedure: the expert learning and education development exercises are selected by FLEX based
on needs, needs and desires close to home. These can include incentives that identify with
seminars or courses of interest or instruction within or at a distance just like meetings or times. In
the same way they can be of a disordered nature, for example a conversation of acquaintances
with a partner, encouragement by reading an article or seeing someone. People are asked to
fundamentally consider these exercises and relate them to their training. Moreover, through their
appearance, they had to identify clear and polite approaches to transfer their training to new
ones.
Assessment: the well-known academic exercises on which FLEX decides to think are collected
in an advanced package. This package is considered an aid that can extend beyond the FLEX
limits; as a place to promote reflection on educational practice. It would therefore be possible to
use the advanced academic portfolio for individual and expert development linked to the
institutional professional development review modules, remotely for groups of specialists, and to
build online proximity. The package is made using web-based life and WordPress is
recommended as a platform because it is an established and reliable standard that is equally
accessible and easy to use. The individual owns the package, something that has been usefully
revealed by Scully, O'Leary and Brown (2018). The package is used during FLEX to acquire the
pursuit methodology and the assessment result validly associated with FLEX if they commit to
obtaining credits. A previous pilot from Nerantzi and Botham (2016), identifying himself with
FLEX as a test for continuous professional development, confirmed that the package helps
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develop intelligent skills. The size of the computer was found to allow for expert sharing and
discussion, and it was also recognized that the package itself may include a multifunctional test.
Handling situation at care hospital
Sprinkled with his duty to put an end to his mistakes, a medical assistant walks through the
corridors during the move, noting his year, checking his forehead which almost turns over to
satisfy his business in opportunity but arrives when he must face the revenge of an unhappy
patient. . This is commonly observed in clinical areas. Harassment is one of the essential feelings
that are present at all, despite the fact that there are tensions by effect and grace (Turner, 2010).
Patients are believed to go beyond being harassed by their behaviour, verbal or physical
manifestation. Working in a protected field is the right of a medical assistant, in the same way a
zero tolerance strategy is pursued for rescue in several emergency clinics. Routine is a strong
response to stretching (Thomas, 2009) that patients can experience when their requests are not
met; they do not see improvements in their well-being despite the costs. or when they would see
the recession occur while Kubler Ross Model claims that doping is a normal enthusiastic
response in detecting dangerous diseases.
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CONCLUSION
On the basis of above discussion, it can be said that there are several skills and attributes which
are considered essential to be held by the higher education students. This skill set provides aid to
them in carrying out the tasks and activities of college in due course of time as per the
expectations and requirements of the educator. Such skills tend to together lay down the
foundation for an individual to develop employability skills and thereby gain entry into the
professional field or domain that they seek to enter in future course of time. Besides this, it has
been acknowledged that some of the most crucial skills for an individual in personal and
professional contexts are considered as time management, critical thinking, leadership, creativity,
communication, collaborative working, problem solving etc. In addition to this, it is determined
that an individual encounters several challenges while undergoing personal development. Such
issues or challenges need to be timely addressed and resolved in order to ensure that they do not
act as hurdles in the path of an individual carrying out personal and professional development.
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REFERENCES
Books and Journals
Nerantzi, C. and Botham, K., 2016. FLEX to evidence Good Standing. Learning and Teaching in
Action, 11(2).
Scully, D., O’Leary, M. and Brown, M., 2018. The learning portfolio in Higher Education: a
game of snakes and ladders. Dublin: Dublin City University, Centre for Assessment Research,
Policy& Practice in Education (CARPE) and National Institute for Digital Learning (NIDL).
Rhoton, J., Bowers, P. and Shane, P. eds., 2001. Professional development leadership and the
diverse learner. NSTA Press.
Korthagen, F. and Vasalos, A., 2005. Levels in reflection: Core reflection as a means to enhance
professional growth. Teachers and teaching, 11(1), pp.47-71.
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