University Professional Development Plan: Competency Assessment Report

This report presents a Personal Development Plan developed by a student, focusing on assessing personal knowledge and skills against professional competency standards. The student conducted a job analysis by reviewing business journals, previous job descriptions, and company advertisements to identify required qualifications, experiences, and skills. Feedback was sought from supervisors, colleagues, clients, and team members through structured feedback forms and direct questions. The plan identifies gaps in communication and time management skills, proposing orientations, coaching, and targeted tasks to enhance these areas. Networking strategies include attending meetings and engaging in social media conversations. The report outlines the process of identifying developmental opportunities, establishing objectives, and analyzing opportunities for professional growth, including setting deadlines and targets. The student also includes a bibliography of relevant resources used to inform the development of the plan.

RUNNING HEAD: PROFESSIONAL DEVELOPMENT PLAN
Personal Development Plan
Name of Student:
Name of University:
Authors Note:

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Question 1
Different organisations have different set of competency standard for the employees. in order to
understand whether an individual requires more developments in his competencies, it is required
to analyse the personal knowledge against the set competencies that the profession requires. The
measurement of the personal skills against the competency standards will determine the future
developmental plan. In order to measure the competencies, I chose first to make a job analysis if
my profile. Taking reviews from various business journals, previous employees who worked in
the same position and looking after the various advertisements of job posted by various
companies in their websites, I gathered knowledge about qualifications, experiences and skills
that are required for the post. The analysis further helped ne in identifying any gaps which I
require to address in my developmental plan. However, the assessment revealed that there are
some skills and competencies that are required immediately in order to have a strong hold over
my job and for some I felt that will be required in future. After analysing the set skills and the
time period, I planned to look through the daily responsibilities I do in general and analysed
which one is taking more time and are difficult for me. The other sources from where I gained
professional competency ideas are the analysis of the business’s organisational and strategic
plans, annual reports and analysing the changes in the policies of the organisation.
Question 2
In order to have a more detailed analysis of my competencies, I sought review from my
supervisors and colleagues, clients and my team members. In order to rule out any kind of
biasness or misjudgement, my supervisor asked me to do the following things:

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1, I was asked to acknowledge those from whom I am seeking feedback so that they can prepare
time for giving the same.
2. I prepared a feedback form based on the job analysis, about the competencies and skills and
asked them to rate me on a scale of 1 to 5.
3. I also explained them my purpose of seeking the feedback so that they can fill up the feedback
form accordingly.
4. in some cases like while seeking feedback from my team mates and colleagues I used some
direct questions verbally rather than the form in knowing I could I better support them or what
am I doing or not doing that are helping them in the job.
Question 4:
The process of planning refers to the process to decide in advance what actions as well as
resources are required in order to attain the goal. The process that I applied in identifying the
opportunities of developmental plan are:
1. being aware of the opportunities- the analysis of the present stage of competencies and skills
possessed and looking into a bigger picture of the opportunities that the individual can have by
examining the strengths and weaknesses of the individual are helpful to a great extent.
2. The next step taken by me was to establish the objectives for the professional developments.
Analysing the period and the programs needed to be undertaken, the establishment of the
objective would help in identifying which opportunity to grab and how to proceed.
3. The next sep included the analysis of the opportunities. It is always not enough to know that
there are certain opportunities behind a plan. The analysis of the opportunities would help me in

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understanding which one to take for greater benefit. The proper selection of the opportunities
made me easy to analyse the priorities of the tasks.
Analysing the job competencies and the feedback report, I understood that I lack largely
in the communication skill and to some extent in time management. Though majority of the
feedback givers acknowledged the quality of service I deliver, however, the time management
problem for the same still remains an issue. In order to overcome these issues I plan to acquire
the communication skills and management skills for saving time and increasing productivity.
In order to enhance the communication skill, I plan to undertake the orientations and
coaching given by the supervisors. Moreover, I intend to take tasks that require more
communications and verbal skills. the better understanding of the communication will lead to
greater productivity and the key performance indicator towards productivity would be my own
analysis towards the outcome. In overcoming the time management issue, I will prefer to set my
own deadlines and targets to be met within a fixed span of time. the target will increase in the
same time span gradually.
The networking plans that I intend to undertake are the skill development through
attending meetings and getting mentored by the seniors. In developing the communication plan I
will use social media and undertake business related conversations with other clients.

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Bibliography:
Das, A.K., Gichuru, M. and Singh, A., 2013. Implementing inclusive education in Delhi, India:
Regular school teachers’ preferences for professional development delivery modes. Professional
Development in Education, 39(5), pp.698-711.
Lewis, T.J., Barrett, S., Sugai, G., Horner, R.H., Mitchell, B.S. and Starkey, D., 2016. Training
and professional development blueprint for positive behavioral interventions and supports.
National Technical Assistance Center on Positive Behavioral Interventions and Supports, 3,
pp.1-53