StudyHub

Unit 38: Personal Professional Development
Week 4- Setting goals, learning plans
LO2: Plan and manage own personal learning
journey, through consultation with employer and
tutor/instructor
(Working through P4, P5 and P6, M2 and D1)
Dr Asal Pournaghshband (FHEA, CEng)
Spring 2022
1
2
What we have done:
 Identify learning style
 Creating Skill Audit
 SWOT analysis
Overview:
 Setting goals: SMART
 SMART examples
 Learning plan: Goals, Actions, Resources
 Student in-class practice: Task 2 (P4, P5 and P5, M2 and part of D1)
3
LO2: Plan and manage own personal learning journey, through consultation with
employer and tutor/instructor
4
LO2: Plan and manage own personal learning journey, through consultation with
employer and tutor/instructor
This Learning Outcome (LO2) in total will cover:
1. Setting goals:
 SMART goals (specific, measurable, attainable, relevant, time-bound)
 Learning goals vs employment goals.
2. Learning plan:
 Goals
 Actions
 Resources
5
1. Setting Goals
SMART goal (specific, measurable, attainable, realistic, time-bound)
6
1. Setting Goals
SMART goal (specific)
 Saying that you want to “be in civil engineering profession” is a nonspecific goal.
 On the other hand, saying that you want to “land the position of an Building
Surveyor in a Construction company” — now, that’s a well-defined, specific goal
you can strive for.
7
1. Setting Goals
SMART goal (measurable)
 Saying that you’re going to study for your Math exam that’s scheduled this
Monday is not a measurable goal.
 It’s something you tell your parents to get them off your back — it suggests no
actionable plan, and no distinguishable milestones to help keep you on track.
 But, saying that you’re going to study for your Math exam for 5 hours each day,
leading up to the next to last day before the exam when you’ll revise everything
— that’s a measurable goal with clear milestones and a plan you can follow (and,
more importantly, a plan you can stick to).
8
1. Setting Goals
SMART goal (attainable)
 Saying that you’ll learn all Mathematics in one week is usually not attainable.
 There are two outcomes that can come from such an overachieving goal. And
neither is favourable:
 You go on a very very strict study plan. You stick to your study very hard every
day. But, ultimately, you fail because it’s simply near-impossible to learn that
much in such a short time. As a result, you feel demoralized, despite the problem
being striving too high, and not your own lack of skills and determination.
 You feel discouraged by such an unfeasible goal from the start. So much that you
give up without even trying.
 On the other hand, saying that you’ll learn one learning outcome every week for
a month is attainable. With such a reasonable goal, you’ll have the best chance to
maintain motivation throughout it.
9
1. Setting Goals
SMART goal (realistic/ relevant)
 Say you want to major in Economics. That sounds relevant and worthwhile, right?
 However, you’re not the least bit interested in Economics, and you don’t plan on
pursuing a career in Economics in the future. That right there makes it an
irrelevant goal, as it’s not clear what you’ll gain in life by working toward it (apart
from gaining a college degree, which you can also manage by studying something
you like).
 As concluded earlier, it’s always best to pursue a college education in a topic that
interests you. A college education goal may also be relevant if you pick a
potentially profitable subject you’re not 100% passionate about, but want to
pursue, and know you’ll be able to land a prospective job with.
10
1. Setting Goals: SMART goal (time-bound)
 Saying that you “want to finish your assignment that’s due next month” is
admirable. But, phrasing it like that means it’s not a time-bound goal. In this case,
the assignment submission has a deadline — say it’s Sunday, April 2nd. But, you
yourself don’t have a deadline for your work defined.
 When will you write?
 How will you write?
 Will you submit your finished work on Tuesday? Or Wednesday? Or 5 hours
before the deadline, giving you enough time?
 What is your time-bound battle plan?
 Now, say that you plan to submit your assignment by some date:
a) Writing a first draft of your assignment on Monday, March 26th
b) Revising everything on Tuesday, March 27th
c) Finalizing and submitting final assignment on Wednesday, March 29th
 That’s a time-bound goal you can work with.
11
1. Setting Goals:
SMART goal (Example 1)
12
1. Setting Goals: SMART goal (Example 2)
13
1. Setting Goals: SMART goal (Example 3)
14
1. Setting Goals: SMART goal (Example 4)
15
2. Learning plan: Goals, Actions, Resources
16
Student task before break:
Complete your SMART goal and objectives to present briefly.
17
18
 Student In-Class Practice:
Task 2: Evaluating your own skills and competence.
https://www.123test.com/competency-test/
or
Competency-based interviews | Prospects.ac.uk
1. Undertake the competency test given above (Part of P4)
2. What do you already know and what evidence do you have to show that you have
this knowledge. Here you should show your qualifications and just as important
your work history to show what skills and experience you have. The skills may
include “soft skills” like good communicator, good team worker even quick learner
so that you can readily adapt as new skills are needed. (Part of P4)
3. What would like to know and how can you get this information? Look particularly at
your current employer and any training that they would encourage you to take. For
example, health and safety, first aid, BIM training, use of CAD etc. (Part of P4)
19
 Student In-Class Practice:
Task 2: Evaluating your own skills and competence.
4. From this you can develop a personal development plan for the next 3 years. This is
your first attempt to do this. (P4) and (Complete your SMART goal and objectives to
present for P5)
5. Compare this (4) with the additional skills and knowledge your employer (or
potential employer) needs at present and might need in the near future? Is there a
way that you could acquire such skills? This should now be added to your personal
development plan, however you may also consider that other potential employers
may need additional skills beyond your present level and that might also be part of
your further personal development plan (M2)
6. Once you have developed your Personal Development Plan in full. This will form the
main part of your report for assignment 2 and should be discussed with your tutor
and the training supervisor at work and justify your choice of career path. (P6)
20
 Student In-Class Practice:
Task 2: Evaluating your own skills and competence.
Suggested length not more than 2000 words excluding references and appendices. This
will form the main basis for the final part of the assignment. This will also form the basis
of a discussion with your tutor on future plans and how the college may be able to help
 https://www.cipd.co.uk/learn/cpd
Training vs development.
Personal need vs employer need. Identifying personal needs:
 Skills audit. https://careersmart.org.uk/tools/career-test-skills-audit
Or
 https://reachvolunteering.org.uk/guide/how-complete-skills-audit
21
Thank you.

AssignmentTutorOnline