Continuing Professional Development Plan - Essay Example

?Continuing Professional Development Plan of ANDRY SAMNICK Continuing professional development comprises four stages ly self-assessment, planning/prioritizing, doing and reviewing. This assignment covers half of that process and concentrates on my own self-assessment and planning of my professional career growth. As part of my self-assessment, I undertook some tests and the following are the results of those tests. Test Results My Learning Style Inventory Results   100   x x x 90   x x 80             70   x x x 60   x 50   40   30   20   10   0   Sec 1 Naturalist strength   Sec 2 Musical strength   Sec 3 Logical strength   Sec 4 Existential strength   Sec 5 inter-personal strength   Sec 6 kinesthetic strength   Sec 7 verbal strength   Sec 8 intra- personal strength   Sec 9 visual strength       The learning style inventory I completed from surfaquarium.com designed by McKenzie (1999) asked respondents to put a score of 1 in the items they find are applicable to their personal styles. My own results from taking the inventory report that my strengths lie mostly in musical, existential and intrapersonal intelligences, as I got a perfect score on these sections. Next to these, I scored 90 in Kinesthetic and Verbal intelligences, followed by a score of 70 in naturalist, interpersonal and visual intelligences. I scored lowest in logical intelligence, garnering a score of 60. VARK Test VARK stands for Visual, Aural, Read/Write and Kinesthetic learning styles. It is an online questionnaire that asks 16 questions to measure which reflects the learning style of the test-taker. VISUAL- learners who would like to see it on the whiteboard, flip charts, walls, graphics, pictures, colour. AUDITORY-learners who would like to sit back and listen. They don’t make a lot of notes READ/WRITE- learners who need to read the information for themselves and they take a lot of notes KINESTHETIC-learners who can not sit still for long, like to fiddle with things. They like to be actively involved in their learning. My VARK Results are: Visual: 6 Aural: 9 Read/Write: 2 Kinesthetic: 7 The VARK test results suggest that I have Aural learning preferences. My Humanmetrics Results: ISFP Strength of the preferences % Introverted 11 Sensing 38 Feeling 25 Perceiving 22 Belbin Team Role Theory This test gives an idea of the team role preference of the test-taker. Team roles improve self-knowledge and understanding among individuals and teams. They also depict a current behavioral pattern at a certain point in a person’s life. Preferences are not fixed, since many factors can influence behavior, whether a new job, promotion or circumstances outside work. My Belbin Test Results Preferred Roles: Teamworker Manageable Roles: Resource Investigator/ Plant Least Preferred Roles: Shaper MBTI (Myers-Briggs test) This theory measures psychological preferences in how people perceive the world and make decisions. The preferences indicate the differences in people based on the following: How they focus their attention or get their energy (Extraversion or Introversion) How they perceive or take in information (Sensing or Intuition) How they prefer to make decisions (Thinking or Feeling) How they orient themselves to the external world (Judgment or Perception) Myer-Briggs Test Result: ESFJ & ENFJ Self-Assessments Self-assessments are effective ways for individuals to evaluate themselves to see how far they have come in terms of progress in one area or another and to know their strengths and weaknesses. Self-assessments can come in various forms. Some are simple reflective practices while others entail taking some tests. Self-assessments, including those done by practitioners in clinical environments are truly helpful in one’s learning and professional development as individuals who assess themselves either through reflective practice or test-taking, find ways to be better learners. This begins with the realization that they need to improve on the weaknesses reflected in the assessment as well as honing the strengths that likewise come out. Self-assessments make one aware if he or she is in the right field of work, as reflected by the results of the tests or if he or she needs to select another area of expertise better suited for him. From the test results of my self-assessments, there were a lot of surprising revelations, agreements and disagreements as well in relation to how I know my self. The following are the interpretations of the results of the tests. Interpretation of Test Results Learning Style Inventory Results The results truly surprised me, viewed from a macro perspective and just focusing on the general intelligence categories. I know like music, and my thoughts can run deep on philosophical issues, and can dwell on introspection, but I did not expect I would get perfect scores in those areas of intelligence. What I expected was to score perfectly in verbal, interpersonal and kinesthetic intelligences as I know myself to be gregarious and people-loving and in a constant state of motion, however, I got less than perfect scores in those areas. I also expected to score moderately in naturalist, visual and logical intelligence since I do not excel in the items listed under them. If I focus more on the items in each section, I would understand that the profile that resulted from the inventory made sense. For my own learning style, the learning style inventory suggests that I learn best thinking musically rather than verbally since I have a heightened listening ability. I also am proficient in identifying patterns not just in sound. I also have a strong tendency to see how something relates to the bigger picture, so it is important to summarize details into a larger understanding. Since introspection is one of my dominant intelligence, I know how to sense other’s feelings, attitudes and outlook and am highly conscious of my own emotional states and thought processes. This information is culled from my strengths in the musical, existential and intrapersonal dimensions only (Multiple Intelligence Profiles, 2010). Being proficient in rhythm and music, seeing the bigger picture and being sensitive to my own feelings and thoughts as well as of others, as reflected in my learning style inventory, makes up for my supposed lack in logical intelligence. The VARK Test The VARK test seem to agree with the Learning Style Inventory Test that I have preference of Aural learning methods. It means I thrive more on listening than looking. The VARK results imply that I learn best when I attend classes, participate in discussions and engage in tutorials. I understand concepts better when notes are discussed with others rather than when I plainly read and recall them. When I explain topics to others, the more I understand. Being an aural learner, using a tape recorder to record lessons instead of taking down notes would work better for me. I am not too good in taking down notes, rather, I recall better when I focus my concentration on what I listen to. In case I need to recall a part of the lesson, listening to tapes would do it for me. Closely following in the VARK test reveals that I am likewise a kinesthetic learner, meaning I learn better when I experience things. I need to move around and use a multimodal approach to learning. The Humanmetrics Test The Humanmetrics Test I took yielded an ISFP profile for me. People who belong to this personality type are described to be quiet, friendly, sensitive, and kind. We enjoy the present moment and what’s going on around us. We also like to have our own space and to work within our own time frame. We are also characterized to be loyal and committed to our values and to people who are important to us. We dislike disagreements and conflicts, do not force our opinions or values on others. The Belbin Test The Belbin Test results suggest that I thrive on social interaction. It says I work best in a busy office or a similar environment where pressures arise from the amount of liaison work that needs to be conducted. My capacity for being able to deal effectively with a wide range of people, including some who are apt to be difficult, provides a pointer to the sort of boss to whom I might be able to relate. For example, a very clever and successful, though perhaps shy and unpredictable, boss, who lacks the ability or inclination to communicate effectively with staff, could offer me the ideal opportunity to display my natural accomplishments. In terms of subordinates, I should look for practical individuals with well established skills. I am unlikely to make a very directive boss, so I might as well choose staff who know what they are supposed to do and can be relied on to get on with it. I do not appear to have the characteristics of the hard-driving executive who obtains results by power and pressure. If I can work in harmony with someone who has these complementary qualities, my own performance is likely to improve. The Belbin test results reveal my strengths. It implies I prefer to support others rather than lead. I have a pleasant and accommodating attitude, keen to get on well with colleagues. a good listener and have a very supportive nature. I fit well into a team. My possible weakness is that I may be uncomfortable when having to deal with pressure. The Myer-Briggs Test The Myer-Briggs Test Results say I have strong tendencies toward the ESFJ and ENFJ personality types. Both types share the dominant functions of the letters E and F or Extraverted Feeling. This means my dominant function is feeling oriented towards the outer world. I focus on building harmony in the world around me, creating positive atmosphere and good rapport with people. I look after their welfare and go out of my way in overcoming differences of opinion and finding ways for people to agree. I invest much on building positive relationships, motivating others to be happy in each situation. . The ESFJ and ENFJ differ in Sensing/ Intuition. This means I can respond differently to information I receive depending on my preference. If it is clear facts I want to know or accuracy in description of details, then my preference is for Sensing. However, if I prefer to deal with ideas, and venture into unknown territories so I can generate new possibilities, then my preference is for Intuition. My profile also prefers dealing equally with ideas/information and people/things. I prefer dealing equally with facts/tangible things and possibilities/intuitions. I prefer to base my decisions on values rather than logic. My preference is to be organized and structured, more so than being flexible and going with the flow. ESFJs direct their energy towards the outer world of actions and spoken words. They seek to build harmony in personal relationships, engendering team spirit and being an encouragement to others. They like dealing with people, and organize life on a personal basis. Similarly, ENFJs direct their energy towards the outer world of actions and spoken words. They try to build harmony in important personal relationships. Their lives are organized on a personal basis, seeking to develop and promote personal growth in people they value. Engaging in this self-assessment exercise as part of the CPD cycle of self-assessment, plan and prioritize, do, review has been a fulfilling learning experience that prods me to be more aware of such learning in each CPD process. As I would plan out my career path and prioritize the things I would want for myself in the future, I would be open to all opportunities that may be suitable for me in relation to my own learning profile. Knowing my strengths and weaknesses, I would be more discerning on the action I intend to do both for the short and long terms. Such self-assessment exercise may be done again intermittently in the future as I review my progress in the career path I have chosen. What I Have Learned About Myself From the Self-Assessments Apart from how I know myself, the tests revealed several things about me. I learn best through experience and being active rather than just being passive and receiving information. When I listen well, I am ably guided on what to do and willingly implement my plans accordingly. I am very exuberant, but can be quiet at times when I want to ponder on things. I do love people who are like me – loyal and committed to the values we keep. I am truly peace loving, so I do not get into a lot of arguments with others. Usually, I relent when there are disagreements just to keep the harmony. I thrive best in a social environment. I cannot imagine working on my own. If I do, I know I will be able to survive, but I do need the stimulation I get from other people. In saying that I can relate with all types of people, it means that put in any social environment, I will be bound to work my best because I would know how to deal with all kinds of problems dealing with different personalities. I am a better follower than a leader, since I can give the ultimate support to any leader. I am a very good listener, and as a sounding board, I can give back very good ideas. I know any team that would have me would be fortunate because I am indeed a great team player. On the other hand, I can buckle under pressure. To avert this, I can use my good organizational skills I have learned from my student life and plan ahead wisely so I do not get into any cramming or blame shifting when results are unexpectedly bad. Being a people-person, there is a tendency to put others’ needs before mine. I am happiest when I make others feel good about themselves, and get disappointed when I feel I am not liked back as much or experience unkindness or indifference from them. My desire to be liked by others is a human need all people share and does not to mean that my sense of security relies heavily on their approval because I am a very secure person. I believe people are basically good and expect that kindness comes naturally from them too. I am very adaptable and have the ability to adjust to whoever I’m with in order to maintain harmony. I know I have a good sense of judging people and can be influential to them but I do not control them to acquiesce to my way of thinking and relating References Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13, (1), 3-22. Gardner, H.,(1983) Frames of Mind: the theory of multiple intelligences London: Heinemann McKenzie, W. (1999) Multiple Intelligence Inventory. Retrieved on December 26, 2010 from http://surfaquarium.com/MI/inventory.htm. Multiple Intelligence Profiles (2010) Retrieved on December 29, 2010 from http://surfaquarium.com/MI/profiles/index.htm Read More