PPD Report: Assessing Self-Managed Learning and Development Needs

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PERSONAL AND PROFESSIONAL DEVELOPMENT

Table of Contents
INTRODUCTION............................................................................................................................. 4
COMPANY REVIEW........................................................................................................................ 5
TASK 1............................................................................................................................................ 6
1.1 ASSESSING SELF-MANAGED LEARNING APPROACHES....................................................6
1.2 WAYS THROUGH WHICH LIFELONG LEARNING IN PERSONAL AND PROFESSIONAL
CONTEXTS CAN BE ENCOURAGED.............................................................................................9
1.3 EVALUATE THE BENEFITS OF SELF-MANAGED LEARNING TO THE INDIVIDUAL AND
ORGANISATION........................................................................................................................11
LO2............................................................................................................................................... 12
2.1 EVALUATE OWN CURRENT SKILLS AND COMPETENCIES AGAINST PROFESSIONAL
STANDARDS AND ORGANISATIONAL OBJECTIVES...................................................................12
2.2 IDENTIFY OWN DEVELOPMENT NEEDS AND THE ACTIVITIES REQUIRED TO MEET THEM. 14
2.3 IDENTIFY DEVELOPMENT OPPORTUNITIES TO MEET CURRENT AND FUTURE DEFINED
NEEDS...................................................................................................................................... 15
2.4 DEVISE A PPD PLAN BASED ON IDENTIFIED NEEDS............................................................16
LO3............................................................................................................................................... 17
3.1 DISCUSS THE PROCESSES AND ACTIVITIES REQUIRED TO IMPLEMENT THE DEVELOPMENT
PLAN........................................................................................................................................ 17
3.2 UNDERTAKE AND DOCUMENT DEVELOPMENT ACTIVITIES AS PLANNED..........................19
3.3 REFLECT CRITICALLY ON OWN LEARNING AGAINST ORIGINAL AIMS AND OBJECTIVES SET
IN THE DEVELOPMENT PLAN................................................................................................... 20
3.4 UPDATE THE DEVELOPMENT PLAN BASED ON FEEDBACK AND EVALUATION...................21
LO4............................................................................................................................................... 23
4.1 SELECT SOLUTIONS TO WORK-BASED PROBLEMS.............................................................23
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4.2 COMMUNICATE IN A VARIETY OF STYLES AND APPROPRIATE MANNER AT VARIOUS
LEVELS...................................................................................................................................... 24
4.3 EVALUATE AND USE EFFECTIVE TIME-MANAGEMENT STRATEGIES...................................25
CONCLUSION............................................................................................................................... 26
REFERENCES.................................................................................................................................27
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List of Figures
Figure 1: PPD..................................................................................................................................4
Figure 2: Organization Logo...........................................................................................................5
Figure 3: Kolb’s Learning Cycle.......................................................................................................6
Figure 4: Honey & Mumford learning styles..................................................................................7
Figure 2: Gibbs reflective cycle.....................................................................................................20
List of Tables
Table 2: Comparison of current skills, professional standards and organizational objective.......12
Table 3: Opportunities to meet current and future needs............................................................15
Table 4: PPD plan......................................................................................................................... 16
Table 5: Documentation of the planned activities........................................................................19
Table 6: Up gradation of the development plan..........................................................................21
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INTRODUCTION
For the purpose of triumph in the personal as well as professional context, an individual must
keep learning new process and attributes. The process of learning throughout life is termed as
the continuous learning process. The learning process is helpful in self-development either it is
in a personal context or in a professional context (Hildebrand, 2018). In this report, the PPD of
an individual is studied in the context of an organization named Travelodge Ilford Hotel which is
situated in London. This report will enable the learner to gather knowledge of the techniques
and the approaches for self-development in a personal and professional context. Different
aspects of PPD are studied in this report. The study of this report will be carried out by me as an
assistant manager of the Travelodge Ilford Hotel, London. The organization is famous for its
location and its geography due to which a large number of tourists get attracted to the
organization
Figure 1: PPD
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COMPANY REVIEW
Travelodge Ilford London is the hotel which has been made for the provision of the
accommodation services mainly to the customers who are nature lover and visits to the region
where the hotel is established. In this organization, the role of assistant manager is to fulfill the
needs of the employee’s development for the purpose of make the employees able to fill the
needs of the customers.
Figure 2: Organization Logo
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TASK 1
1.1 ASSESSING SELF-MANAGED LEARNING APPROACHES
The phenomenon in which an individual
conduct an analysis of self-behaviour, skills
and features for the purpose of find out the
possibilities of change in the process of
learning is termed as the self-learning. The
process of self-managed learning is carried
out for the purpose of prevent the
consumption of time which gets consumed
by learning from the external source
(Cunningham, 2017). There are various
kinds of approaches of self-managed
learning. It is general that a person follows
unknown approaches of self-learning for
the purpose of gain the necessary
knowledge and skills. Self-managed learning
is carried out for the purpose of attaining
the ultimate goal through the application of
various useful methods. This goal can be
personal as well as a professional goal
which can be obtained by the application of
various methods. As self-managed learning
is to be carried out by an individual itself
and it is an effective method, but still there
are some approaches or models which are
used for the purpose of self-managed
learning. The models are stated and
explained below:
KOLB’S LEARNING CYCLE
David Kolb gave a theory of learning
according to which an individual can learn
from self by following various steps which
are stated and explained below:
Figure 3: Kolb’s Learning Cycle
Source: [Simply Psychology, 2019]
1. Concrete Experience – In this stage a
new scenario is faced by the individual or
the understanding of the existing
experience is carried out
2. Reflective Observation of the New
Experience – In this stage, the person
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observes the new experience and findings
are obtained.
3. Abstract Conceptualization – This
process is carried out after the reflective
observation and the person develops an
idea based on the reflective experience.
4. Active Experimentation – Once the idea
is generated the person applies the idea in
the real-time and observes the results from
which again a new understanding takes
place.
This model is termed as a reflective cycle,
here the word cycle refers to the
continuous process in which after the
completion of the process, the process
starts again from the beginning till the
desired result is obtained.
HONEY AND MUMFORD LEARNING STYLE
The model of Honey and Mumford is also
divided into four different kinds of aspects
according to the types of learners:
Figure 4: Honey & Mumford learning styles
Source: [ELN, 2015]
Activists – These are the kind of learners
who learn from the concrete experience
and active experimentation. These learners
believe in learning from performing the
activities and their outcomes.
Reflectors – These are the learners who
learn from the self-experience and then
assess and observe which is why they are
termed as the reflectors (Weinstein et al.,
2011). These learners believe in learning
from the self-mistakes and the past
experience.
Pragmatists – These are the kind of learners
who generates their own theory and then
implement the changes and according to
the outcomes learns the required matter.
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Theorists – These are the learners who
learn according to the theories. The sources
of learning for this kind of learners are
books, journal and articles. This learning is
proved to be most ineffective among the
four since there is no surety of the positive
result due to the lake of the real-time
experiment.
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1.2 WAYS THROUGH WHICH LIFELONG LEARNING IN PERSONAL AND
PROFESSIONAL CONTEXTS CAN BE ENCOURAGED
Lifelong learning can be termed as the process in which the learning practices are to be carried
out a lifetime in each and every aspect of life. This process of lifelong learning is carried out by
the mindset of constructivism and of being cognitive (Von Haenisch, 2011). Constructivism is
the process for the method in which the information and the knowledge are gathered from the
various and different sources and the required learning is carried out while in cognitive learning
the learning is carried out by the self mistakes and past experience. Also in cognitive learning,
the past experience and the present findings are compared.
On professional grounds
 The encouragement of the employees can be done on personal and professional
grounds by the provision of the awards and rewards; this motivates the employees to
work by pushing their limits.
 Also, the employees can be encouraged by the increment in their salary as the static
salary generates a feeling of insecurity among the employees (Kiliç-Çakmak, 2010).
 It is also important that the employees get enough time and space to spend some
quality time with their friends and family, so the provision of enough time to the
employees can encourage the learning process of the employees.
 To encourage the employees the reimbursement of the professional opportunities of
the employees is also to be carried out.
 The learning goals of the employees can be linked with the overall goals which will
encourage the employees.
On personal grounds
 As far as lifelong learning is to be discussed in the context of personal grounds the
process of self-analysis is the best way to learn and develop the self-qualities. The self-
analysis can be carried out with the help of the SWOT analysis in which the strengths,
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weaknesses, opportunities and threats of the person can be identified and according to
that the personal development process is directed and aligned (Kiliç-Çakmak, 2010).
 Also, the process of self-reflection can be carried out throughout life for the purpose of
learn from self mistakes and past experience. This process encourages the person to
develop himself/herself by getting inspired by the self.
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1.3 EVALUATE THE BENEFITS OF SELF-MANAGED LEARNING TO THE
INDIVIDUAL AND ORGANISATION
Benefits of the self-managed learning to the individual/employee
Strengthening of the confidence– The self-managed learning increases the knowledge of the
person and generates a feeling of self-ability thereby increases the confidence of the individual.
Increases the range of learning– Through the self-managed learning the employees can explore
new possibilities within himself/herself which enhances the range of the learning methods and
the employee can learn using different learning techniques.
Benefits of self-managed learning to the organization
Reduction in the dependency – Once the employees get used to learning by the self they are
not dependent on the managers and the leaders of the organization. Also, the dignitaries of the
organization get relieved from the burden of teaching the employees and focus on the main
functions of the organization.
Innovative and initiation – Self-managed learning also enhances the innovative capacity of the
employees which benefits the organization in terms of inventions. Also, the employees initiate
on their own.
Enhanced decision-making abilities – Since the confidence and the learning of the employees
gets new direction the employees start to make a decision on their own thereby helping the
organization in decision making in a crucial and difficult situation.
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