1. BSBWOR301 Organise personal work priorities and development

2. Access, complete and record professional development opportunities
Source:

3. Access, complete and record professional development opportunities
Once you have completed the learning needs and strategies, along with the who, how and when columns in the schedule, it is ready to be implemented.
The critical challenge is to keep to the schedule – obstacles should be addressed in a timely
Try to keep to the schedule (make sure it is easily accessible!) – monitor progress and make changes if necessary
Monitor your schedule
Refer to the Case Study in section 3.3, which is continued from previous sections

4. Identify and overcome obstacles
As discussed in the case study, implementing the schedule can be harder than it first appears.
As with planning, you may find obstacles in your way that make it difficult to progress or alternatively, you could identify things that will assist you to achieve your goals.
Refer to the Barrier Help Matrix in section 3.3 and identify some of the issues

5. Case Study
Now read the case study about Lee starting a new role and then answer the questions in the case study

6. Common challenges that you may face
The table below lists some common challenges you may face – try to complete the column entitled “Strategies”, so that you can come up with Strategies to face these problems. Once you have done this, complete the activity that asks you “What obstacles can you anticipate in your own PD schedule and how you can overcome these
Challenge
Strategies
My PD lacks detail and is not SMART ?
Stakeholders are too busy to spend time with employee
I have no time within work hours to complete development activities
I do not know the legislative requirements for my role
Organisation has no budget for external courses

7. Incorporate formal & informal feedback into review of further learning needs
The regular review and updating of a Professional Development schedule (PDS) is essential. This ensures that activities are always relevant and modified to target the best outcomes – i.e. goals and objectives are achieved
You should consider a number of stakeholders who could assist with this
Sponsor
You should have a sponsor for the whole PDS
A sponsor is someone who carries status and authority, so when problems arise, they are able to use their networks and experience to assist
Sponsors are usually only interested in overall outcomes
If you get a sponsor you need to formalize the arrangement by putting together a proposal that clarifies the roles and expectations for each of you

8. Incorporate formal & informal feedback into review of further learning needs
Colleagues
Colleagues are an excellent source of informal feedback on a PDS
They can be used to review the draft plan in its development phase – being on the frontline they will have experienced a number of development initiatives themselves, therefore their input on the appropriateness and benefit they bring will be useful.
Colleagues can also assist you with measuring your KPI’s. In the case study that you have been doing, note how colleagues are the stakeholder to provide feedback on the extent of the person’s listening skill.
In addition, they have probably experienced schedules that are falling behind on due dates.
Colleagues are very useful in giving advice and support, as well as useful suggestions for you to either achieve or adjust your targets, or consider alternative initiatives to achieve overall objectives.

9. Incorporate formal & informal feedback into review of further learning needs
Mentor
A mentor is an informal colleague who has some experience in the tasks at hand.
To get the best out of a mentor, it is important to formalise the relationship by documenting some structure to the mentoring.
What is particularly useful here is an agreement to meet often and with focus.
Refer to the example in section 3.4 of the text book on how you could do this

10. Incorporate formal & informal feedback into review of further learning needs
Trainer and assessor
As with mentors, your trainer or assessor are valuable sources of feedback
They can be given on an informal basis, as these individuals may not have the time to commit to a structured format.
Trainers and assessors are particularly useful in that, as with sponsors, they have contacts and understand an array of professional development initiatives
They can therefore, advise the most appropriate course of action.
They can also give good objective feedback, both qualitative and quantitative,

11. Incorporate formal & informal feedback into review of further learning needs
Manager
Managers, like trainers and assessors, can also be skilled in providing feedback on one’s progress with PDS.
This is a result of them knowing your performance first-hand.
However, some managers have not yet acquired the skills of constructive feedback and therefore could be a bit blunt
Alternatively, other managers could be too forgiving and reluctant to be honest with you about your current skill formation

12. Incorporate formal & informal feedback into review of further learning needs
Activity
Think about the last time you or a friend sought feedback on your development. Who did you or they consult? Was there a structure to these interactions? How effective were they?
Did you/they achieve their PD objectives?

13. Incorporate formal & informal feedback into review of further learning needs
Review Questions
Now answer the review questions at the end of Section 3.4