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Assignment 01 - Personal Strategic Development Plan
Strategic Management - Dr. Khaled Bekhit (ESLSCA Business School Paris (Egypt))
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Personal Strategic Development Plan
Individual Project
Strategic planning isn’t just for organizations. A personal strategic plan
will help ensure that your career-related and other goals and actions are
aligned with what matters most in your life.
Personal Strategic/Development Plan is based on the Strategic
Management Model in Doc/PDF Sharing. It includes a SWOT analysis for
YOU as well as your personal core values, operating guidelines, mission,
vision, goals, strategies, critical success factors, distinctive
competencies, action plan, measurements and other items that are
strategically and tactically important to you. (This is NOT a plan for this
class. It is for YOU.)
Here are some Guidelines:
Step 1: Find time to draw your dream about what you want to
accomplish.
Step 2: Clarify your values. What do you value most in your life?
Step 3: Create your mission statement. This is a brief written
statement, just a sentence or two, based on the values you want to
honor. It is not intended to redefine who you are. Rather, it serves as a
reminder of your life’s purpose.
Step 4: Do a SWOT analysis on yourself. What are your personal
strengths, weaknesses, opportunities, and threats? Who could provide
you with honest feedback regarding your strengths and weaknesses?
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What is the economic forecast, both the good and the bad, as it relates
to your life and your work?
This is a useful starting point for PDP because it acts
as a ‘stocktaking’ exercise to systematically analyze your strengths and
weaknesses.
Strengths Opportunities
Weaknesses Threats
Assess your skills (academic, work and personal). Consider your
achievements and review them, identifying the transferable skills you
have developed. Look for areas you wish to develop further or gaps in
your experience.
Once you become aware of where you are now, you can think about
where you want to be and how you will get there through action
planning.
Step 5: Create your goals. As a last step, identify goals that align with
the core values you identified earlier. For example, if you identified
professional growth or leadership opportunities as values, you could
include a career-related goal on your list. Under each goal,
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Step 6: Write an Action Plan
How are you going to pursue and achieve those goals in practical sense,
include specific action steps and a time frame.
Action Planning helps you to identify and set targets, documenting a
thought out strategy. A well written action plan will be clear in its
intentions, unambiguous and focused. A useful rule of thumb is to ask
yourself if it is SMART, i.e.
Specific: e.g. ‘I will identify and practice good time management
techniques to reach my project deadline steadily and without panic’,
rather than ‘I will learn how to manage my time’
Measurable: e.g. I will set myself a weekly schedule of things to do
Achievable: e.g. I know there are workshops and books on time
management and I will use these to identify good practice
Realistic: e.g. I know I have some free time every Thursday
morning and I will use this time to work on my techniques
Time-Bound: e.g. I will work towards the project deadline, setting
weekly targets
You are recommended to set yourself a few clear goals, ranking them
by preference, and then set clear sub-goals. These sub-goals will help
you to measure your progress in route and help you to consider the
various steps ahead so that you won’t be tempted to set unattainable
targets.
It is often useful to talk through goal setting with another person, who
may help you to think things through and maybe pick up on something
you may have missed. Your personal tutor is a good person to ask.
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Step 7: Determine what support you need to stay accountable to your
plan. Identifying an accountability partner, perhaps a colleague or good
friend, can help you stick to your plan.
Step 8: Evaluate and review
Evaluation is the key stage in the self-development cycle. There are two
issues you should reflect upon: whether the development activity you
have undertaken was appropriate and worthwhile; and whether and
how your skills or working behavior have improved as a result.
Evaluating development activities also involves asking the following
questions:
a) What am I able to do better as a result?
b) Has this experience thrown up further development needs?
c) How well did this development method work?
d) Could I have gained more from this activity?
e) Would I follow this approach again?
What you should avoid:
repeatedly putting off planning your personal development
trying to tackle everything at once – select one area to work on
and then move on to the next
being too ambitious – development normally takes place in
incremental steps
being afraid to ask for help from your line manager, colleagues or
HR department
forgetting to reflect on and evaluate your learning experiences.
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PERSONAL DEVELOPMENT VALUE RUBRIC
Explanation Capstone Milestones Benchmark
4 3 2 1
Personal Wellness Student interprets personal wellness Student demonstrates ability to interpret Student demonstrates an understanding Student begins to demonstrate an
Demonstrates an ability information in terms of one’s own personal personal wellness information in terms of of personal wellness information and understanding of components of
to interpret personal wellness and identifies the modification(s) one’s own personal wellness and articulates begins to interpret personal wellness personal wellness, but may be unable
wellness information, make needed to pursue personal wellness goals. one or more modification(s) that are information in terms of one’s own personal to interpret it in terms of one’s own
modification(s), develop personal Student describes making modification(s) needed to pursue personal wellness goal(s). wellness. Student begins to articulate personal wellness. Student does not
wellness goal(s), and create a for personal wellness and articulates a Student describes personal wellness goal(s) personal wellness goal(s) and at least one describe personal wellness goal(s).
strategy for achieving personal strategy for achieving personal wellness and implements at least one modification, modification that may be needed for
wellness goal(s). goal(s). but does not identify a strategy for pursuing goal(s).
reaching personal wellness goal(s).
Decision-Making Student describes social, personal, and Student describes social, personal, and Student demonstrates social, personal, and Student describes social, personal, and
Demonstrates logical, well- interpersonal decision(s) that are logical interpersonal decision(s) that are not interpersonal decision-making that is not interpersonal decisions that are reactive
balanced ability to make social, and demonstrates balanced thinking reactionary or emotional but demonstrates entirely reactionary or emotional. Decisions to situations or entirely emotional
personal, and interpersonal of critical thinking and reflective some balanced, logical thinking with are given some critical thinking and/or and are decided upon without critical
decisions. thought. Student considers multiple critical thinking and reflective thought. reflective thought. Student gives little or no thinking and/or reflective thought.
options and consequences and gives Student considers more than one consideration for consequence(s).
thorough consideration for using the best option and gives some consideration for
option, given alternative option(s) and consequence(s) of choice.
consequence(s).
Academic and Professional Student describes thoughtful, Student describes personal, academic, or Student describes personal, academic, or Student describes consideration for
Goal-Setting comprehensive personal, academic, professional goal(s) with depth. Plan for professional goal(s), but goal(s) may lack personal, academic, and/or professional
Describes personal, academic, and/or professional goal(s) that has a achieving goal(s) is clearly described but clarity and/or complexity. Plan to achieve goal(s). No demonstrated plan for
and/or professional goal(s) corresponding reasonable, thorough plan may be inconsistent, unreasonable, or goal(s) is established. achieving goal(s) present.
and has developed a plan for for achieving the goal(s). incomplete.
achieving goal(s).
Social and Interpersonal Student describes the complexity, Student demonstrates an understanding Student describes the needs, values, Student is able to express the needs,
Development and validity of the needs, values, and of the complexity of others’ needs, values, and perspectives of others with some values, and perspectives of others but
Demonstrates the ability to perspectives of others in relation to self. and perspectives. Student describes validity consideration for the complexity of them. demonstrates little to no understanding
appreciate and empathize with Student demonstrates deeper appreciation of others’ needs, values, and perspectives Student shows some understanding of of the complexity or validity of them.
the needs, values, and perspectives and empathy for others’ needs, values, and with some relation to self. Student validity of others’ needs, and values, and Student shows little to no understanding
of others in relation to self. perspectives in relation to self. Student expresses some appreciation and empathy perspectives. Student shows little to no of others’ needs, values, and perspectives
respects the opinions of others, even when for others’ needs, values, and perspectives appreciation or empathy for these needs, in relation to self. Student may respond
they differ. in relation self. Student gives consideration values, and perspectives of others in relation negatively or critically to differing
to the differing opinions of others. to self. Student begins to demonstrate opinions of others.
acceptance of differing opinions of others.
Personal Identity Student demonstrates understanding Student demonstrates understanding Student begins to describe personal identity Student expresses an understanding
Describes one’s self in terms of of self with multiple personal identity of self in two or more intersections of and its aspects, as well intersections of of self with limited understanding of
personal identity, aspects and intersections and the complexities of personal identity and demonstrates at least two aspects of personal identity. personal identity and its aspects, and
intersections, and as a part of a one’s self with connections to personal complex understanding of the connection Student demonstrates some understanding shows little to no understanding of the
larger community. identity and aspects, as well as to larger of self to a larger community in more that of how self is connected to a larger intersections of personal identity or the
communities. one aspect of personal identity. community in at least one aspect of connection of self to a larger community.
personal identity.
