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Learning Outcome
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Learning outcome
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Assessment Criteria
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In this assessment you will have the opportunity to present evidence that shows you are able to:
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Task no.
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Evidence
(Page no)
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LO1
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Be able to assess personal and professional skills required to achieve strategic goals.
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1.1
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manage time effectively, analyzing time spent to improve productivity, setting SMART (specific, measurable, achievable, realistic, time-based) objectives, prioritizing work tasks, dealing with time wasters, effective delegation; stress management; problem solving; decision making; effective communication eg active listening, questioning, handling conflict.
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1
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1.2.
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provide counseling and mentoring to support staff with their own learning and development requirements; coaching skills, leadership skills; multi-tasking; using occupational standards to identify competencies; continuing self-development to meet requirements for professional bodies eg learning new skills and knowledge, developing in current and future job roles; leading and chairing meetings; delivering effective presentations
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1
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1.3.
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ensure that staff under your supervision can perform their job effectively, to provide opportunities to meet individual learning needs, to improve flexibility and adaptability when responding to change, to ensure business success, to create a learning culture; methods eg using conceptual tools to identify own strengths and limitations, developing personal networks, management development and Continuing Professional Development (CPD) programmes.
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1
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LO2
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Be able to conduct a skills audit to identify learning style.
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2.1
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to assess skills and competencies against organizational and personal objectives; personal profile using appropriate self-assessment tools, psychometric testing, personal SWOT (strengths, weaknesses, opportunities for improvement or career progression, identifying threats to progress; assessment against relevant National Occupational Standards (NOS) and NVQ competence standards; importance of feedback from others eg appraisal, supervision, performance review, mentoring, defining the gap, identifying learning and development needs to meet strategic objectives.
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2
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2.2
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identify preferred learning styleusing methods such as learning style inventories and questionnaires, psychometric testing eg Kolb (converger, diverger, assimilator, accommodator), Honey and Mumford (activist, reflector, theorist, pragmatist), Fleming’s VAK/VARK model (visual, auditory, reading/writing, kinesthetic), Myers-Briggs Type Indicator (MBTI); criticisms of learning style theories.
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2
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LO3
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Be able to Implement a personal development plan
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3.1
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understand the importance of having a plan – to provide a systematic or structured approach to decisions about what is needed to learn and how to plan to learn it; setting objectives for life and career planning, identifying resources and support needed and available to meet objectives, identifying obstacles to achieving objectives and how to overcome them, reviewing and monitoring plan; the importance of self-review, providing a reflective record of management experience; gaining support from others to achieve goals and work objectives.
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3
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3.2
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understand the importance of keeping a working document; to help manage learning; to evaluate progress of achievement towards goals; to become a critical, self-directed learner; to develop a clear understanding of strengths and areas for development of leadership skills; review on regular basis; compare achievements against original objectives, reflect on learning, record results, agree whether objectives were achieved or not, set date for next review; set new objectives when others have been achieved.
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3
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