zzzLearning Activities for Assignment 1: Learning and Development...

Question

zzzLearning Activities for Assignment 1: Learning and Development Plan

Aims

: This assignment seeks to help you:

(1) apply knowledge and skills of psychology in a manner that is

reflexive

, culturally appropriate,

and sensitive to the diversity of individuals,

(2) develop interpersonal skills and teamwork by providing and receiving feedback from peers,

(3) demonstrate self-directed pursuit of scholarly inquiry in psychology.

These are skills required by the Australian Psychology Accreditation Council (APAC) in

psychology graduates. We believe that the skills developed in completing this assignment will be

beneficial to your employability upon degree completion, as we teach you to self-assess skills you

can describe in a job application/interview, reflect on the skills you find difficult, and generate a

plan on how you can you upskill.

Overview

There are four steps to this assignment. You need to complete all the steps to be able to

complete the assignment (written component describing your learning and development plan).

Value:

20%

Group or individual:

Individual

Extensions:

Applications for extensions should be lodged via the

online extension request portal

.

Word limit and Format:



The total written component should be no more than 5 pages (Skill development plan= up to 4

pages; Reflection = 1 page)



An end-text reference list (APA 7

th

) is required if you have drawn your information from the

academic literature (not included in page count)



Please include an APA 7

th

formatted Title Page (not included in page count)



Do not include a table of contents.



Formatting for this assessment should be Times New Roman 12 point font.

Feedback:

Feedback will be available via Canvas Grades.

PSY2105 Psychology of Personality and Individual Differences

Learning Activities for Assignment 1: Learning and Development Plan

Aims

: This assignment seeks to help you:

(1) apply knowledge and skills of psychology in a manner that is

reflexive

, culturally appropriate,

and sensitive to the diversity of individuals,

(2) develop interpersonal skills and teamwork by providing and receiving feedback from peers,

(3) demonstrate self-directed pursuit of scholarly inquiry in psychology.

These are skills required by the Australian Psychology Accreditation Council (APAC) in

psychology graduates. We believe that the skills developed in completing this assignment will be

beneficial to your employability upon degree completion, as we teach you to self-assess skills you

can describe in a job application/interview, reflect on the skills you find difficult, and generate a

plan on how you can you upskill.

Overview

There are four steps to this assignment. You need to complete all the steps to be able to

complete the assignment (written component describing your learning and development plan).

Value:

20%

Group or individual:

Individual

Extensions:

Applications for extensions should be lodged via the

online extension request portal

.

Word limit and Format:



The total written component should be no more than 5 pages (Skill development plan= up to 4

pages; Reflection = 1 page)



An end-text reference list (APA 7

th

) is required if you have drawn your information from the

academic literature (not included in page count)



Please include an APA 7

th

formatted Title Page (not included in page count)



Do not include a table of contents.



Formatting for this assessment should be Times New Roman 12 point font.

Feedback:

Feedback will be available via Canvas Grades.

2

Step 1 Understanding who you are, your core values, and your goals, to identify skills you

wish to develop to achieve your goals. Allow a minimum of 1 hour.

1.

Who I am

1.1

Describe what are you passionate about, or what experiences bring you joy? Consider

what did you learn from each experience? Why is it important to you?

1.2

Identify the applicable knowledge and/or skill areas that are associated with each

experience. Examples of knowledge and skill areas are: advocacy; leadership; analytical

thinking; editing/formatting; fundraising; policy development; problem solving; mentoring;

written communication; verbal communication; social change; and, conflict resolution.

1.3

Consider whether there is an integrated theme (a commonality) across these

experiences and insights.

2.

My core values

2.1

What are your core values? Take the free test at

https://personalvalu.es/

2.2

Reflect on how your values affect your life and behaviours right now. Are you acting on

your values right now? Explain how and why.

2.3

Reflect on what you would need to change in your life to augment implementation of

these values. What specific behaviours would be different?

2.4

How are these values related to your long-term goals?

3.

My career interests

3.1

If you know what career you are seeking after completion of your degree, skip ahead to

item 4. If you are unsure of what your goal career is, please complete the interests

profiler at

https://www.mynextmove.org/explore/ip

(Development)

3.2

Reflect on the occupations listed as compatible with your interests.

4.

Knowledge and work skills

4.1

To assess the trends in the Australian job market for your chosen occupation, go to

https://labourmarketinsights.gov.au/

and click on the ‘Occupation’ tab. This interactive

website enables you to discover knowledge, skills and abilities associated with your

chosen occupation, as well as interests, job environment, and work values.

4.2

Considering the skills associated with your chosen occupation, reflect on what evidence

you might use to convince a prospective employer that you have mastered those skills.

5.

My employability skills

5.1

Complete the table below to assess skills you can describe in a job application/interview.

5.2

Reflect on the skills you find difficult and consider how you can you upskill?

Ability to Demonstrate Skills Self-Assessment

Skill

Easy

Hard

Oral communication

1

2

3

4

5

6

Written communication

1

2

3

4

5

6

Teamwork

1

2

3

4

5

6

Critical thinking

1

2

3

4

5

6

Using technology

1

2

3

4

5

6

Time

management

1

2

3

4

5

6

Self

-

discipline

1

2

3

4

5

6

Work ethic

1

2

3

4

5

6

Active listening

1

2

3

4

5

6

Respect for others

1

2

3

4

5

6

Taking responsibility

1

2

3

4

5

6

Flexibility

1

2

3

4

5

6

Mediation

1

2

3

4

5

6

Interpersonal skills

1

2

3

4

5

6

Negotiation

1

2

3

4

5

6

Patience

1

2

3

4

5

6

Presentation skills

1

2

3

4

5

6

Self

-

care

1

2

3

4

5

6

Self

-

confidence

1

2

3

4

5

6

Stress management

1

2

3

4

5

6

Public speaking

1

2

3

4

5

6

3

Step 2 (allow a minimum of 2 hours to make a first draft of your learning and development

plan).

First, read McAdams (2013), and listen to the lecture. Then, using McAdams theory, develop a

skill development plan focused on TWO skills you seek to develop, using the following scaffold to

detail your learning and development plan.

Use the below format to outline your goals /

strategies for each skill individually.

1.

Reflect as an

actor

in your life and/or work experiences.

Begin by reflecting on your life

and/or work experiences. Consider how your social roles in your particular phase of life has

influenced the skills you have developed and the skills that you need to develop. Prioritise the

skills you want/need to improve, and explain why they are important to your personal and/or

professional goals.



Possible skills include: time-management, negotiation, advocacy; leadership;

analytical thinking; writing, editing/formatting; fundraising; policy

development; problem solving; mentoring; written communication; verbal

communication; social change; and, conflict resolution.

2.

Goal setting and action planning as

agent

, by creating a SMART (Specific, Measurable,

Achievable, Relevant, Time-bound) skill development plan.

o

For example, to improve time management skills:



Specific: Improve my time management skills by reducing procrastination and

increasing productivity. I will achieve this by using a digital planner to

organize my tasks, setting specific time frames for each task, and taking

regular breaks to avoid burnout.



Measurable: I will measure my progress by the decrease in hours spent on

unproductive activities (like social media browsing) each week. My goal is to

reduce this time by 50% in the next two months. I will use a time tracking app

to measure this.



Achievable: This goal is achievable because I have all the necessary

resources at my disposal, including a digital planner and a time tracking app.

I also have control over how I spend my time, making it possible for me to

direct more of it towards productive activities.



Relevant: This goal is relevant to my personal and professional life. Better

time management will allow me to meet deadlines more effectively, reduce

stress, and have more time for leisure activities.



Time-bound: I aim to achieve this goal within the next two months. By setting

a specific timeframe, I have a clear deadline that will motivate me to take

action.

3.

Reflecting as an

author

of your life narrative

, assess how self-narratives shape your

capacity to execute your skill development plan. Plan strategies to ensure your narratives

support your capacity to execute your goals. For example,

o

Awareness: Identify your self-narratives: Start by recognizing the stories you tell

yourself that may be limiting your growth. These could be thoughts like “I’m not good

at time management” or “I always procrastinate”.

o

Reflect on the accuracy of your narratives: are they based on facts or assumptions?

Were they based on a few instances, which may not represent our true capabilities.

o

Helpful affirmations: Replace unhelpful self-narratives with helpful ones: For example,

instead of saying “I’m not good at time management”, you could say “I’m improving

my time management skills by taking concrete steps in my plan”. Engage in

deliberate practice to use helpful self-narratives to replace the unhelpful narratives.

o

Seek feedback to provide an external perspective and help you understand your true

capabilities, rather than relying solely on your self-narratives.

o

Recognize and celebrating progress helps reinforce helpful self-narratives.

4

Step 3: using feedback from others to improve your learning and development plan

You have been randomly assigned to a group in Canvas (under ‘People’) with up to four other

students. Discuss your plan up with at least one other student enrolled in your group (either email the

plan to your partner, or make a Microsoft teams/face-to-face meeting) and ask them to assess and

provide feedback (either written or verbal) on your plan. At the minimum, peers must provide

feedback on your plan in terms of whether your goals show the SMART attributes, as follows.

Attribute

3

2

1

Specific

Clear focus on desired

outcome

Partial focus on desired

outcome

No stated outcome

Measurable

Evidence to be provided

clearly indicates progress

Evidence provided will

not clearly indicate

progress

No measure

indicated

Achievable

Goal is feasible

Goal is likely to be

feasible

Goal is unfeasible

Relevant

Goal is strongly

connected to the

individual’s history,

current interests and/or

demonstrated abilities

Goal has some

connections to the

individual'

history, current

interests and/or

demonstrated abilities

Goal has no

connection

Timely

Target date provided for

what will be

accomplished

Target date indefinite for

what will be

accomplished

No target dates

and what will be

accomplished is

unclear

Step 4: Iterative reflection.

Now, reflect on the process of generating this learning and development plan, and use it to write your

final reflective section of your development plan (1 page). Your reflective account should:

1.

Identify new learning and self-awareness as a result of this process.

2.

Critically analyse any feelings or cognitions that arose during the process.

3.

Evaluate the relevance of the new learning/awareness and propose clear action in response

to the reflection.

4.

Show a willingness to revise your ideas (e.g., by noting the questions that arise from the

reflective process, and consider points for further reflection).

5

2

Step 1 Understanding who you are, your core values, and your goals, to identify skills you

wish to develop to achieve your goals. Allow a minimum of 1 hour.

1.

Who I am

1.1

Describe what are you passionate about, or what experiences bring you joy? Consider

what did you learn from each experience? Why is it important to you?

1.2

Identify the applicable knowledge and/or skill areas that are associated with each

experience. Examples of knowledge and skill areas are: advocacy; leadership; analytical

thinking; editing/formatting; fundraising; policy development; problem solving; mentoring;

written communication; verbal communication; social change; and, conflict resolution.

1.3

Consider whether there is an integrated theme (a commonality) across these

experiences and insights.

2.

My core values

2.1

What are your core values? Take the free test at

https://personalvalu.es/

2.2

Reflect on how your values aff

PSY2105 Psychology of Personality and Individual Differences

Learning Activities for Assignment 1: Learning and Development Plan

Aims

: This assignment seeks to help you:

(1) apply knowledge and skills of psychology in a manner that is

reflexive

, culturally appropriate,

and sensitive to the diversity of individuals,

(2) develop interpersonal skills and teamwork by providing and receiving feedback from peers,

(3) demonstrate self-directed pursuit of scholarly inquiry in psychology.

These are skills required by the Australian Psychology Accreditation Council (APAC) in

psychology graduates. We believe that the skills developed in completing this assignment will be

beneficial to your employability upon degree completion, as we teach you to self-assess skills you

can describe in a job application/interview, reflect on the skills you find difficult, and generate a

plan on how you can you upskill.

Overview

There are four steps to this assignment. You need to complete all the steps to be able to

complete the assignment (written component describing your learning and development plan).

Value:

20%

Group or individual:

Individual

Extensions:

Applications for extensions should be lodged via the

online extension request portal

.

Word limit and Format:



The total written component should be no more than 5 pages (Skill development plan= up to 4

pages; Reflection = 1 page)



An end-text reference list (APA 7

th

) is required if you have drawn your information from the

academic literature (not included in page count)



Please include an APA 7

th

formatted Title Page (not included in page count)



Do not include a table of contents.



Formatting for this assessment should be Times New Roman 12 point font.

Feedback:

Feedback will be available via Canvas Grades.

2

Step 1 Understanding who you are, your core values, and your goals, to identify skills you

wish to develop to achieve your goals. Allow a minimum of 1 hour.

1.

Who I am

1.1

Describe what are you passionate about, or what experiences bring you joy? Consider

what did you learn from each experience? Why is it important to you?

1.2

Identify the applicable knowledge and/or skill areas that are associated with each

experience. Examples of knowledge and skill areas are: advocacy; leadership; analytical

thinking; editing/formatting; fundraising; policy development; problem solving; mentoring;

written communication; verbal communication; social change; and, conflict resolution.

1.3

Consider whether there is an integrated theme (a commonality) across these

experiences and insights.

2.

My core values

2.1

What are your core values? Take the free test at

https://personalvalu.es/

2.2

Reflect on how your values affect your life and behaviours right now. Are you acting on

your values right now? Explain how and why.

2.3

Reflect on what you would need to change in your life to augment implementation of

these values. What specific behaviours would be different?

2.4

How are these values related to your long-term goals?

3.

My career interests

3.1

If you know what career you are seeking after completion of your degree, skip ahead to

item 4. If you are unsure of what your goal career is, please complete the interests

profiler at

https://www.mynextmove.org/explore/ip

(Development)

3.2

Reflect on the occupations listed as compatible with your interests.

4.

Knowledge and work skills

4.1

To assess the trends in the Australian job market for your chosen occupation, go to

https://labourmarketinsights.gov.au/

and click on the ‘Occupation’ tab. This interactive

website enables you to discover knowledge, skills and abilities associated with your

chosen occupation, as well as interests, job environment, and work values.

4.2

Considering the skills associated with your chosen occupation, reflect on what evidence

you might use to convince a prospective employer that you have mastered those skills.

5.

My employability skills

5.1

Complete the table below to assess skills you can describe in a job application/interview.

5.2

Reflect on the skills you find difficult and consider how you can you upskill?

Ability to Demonstrate Skills Self-Assessment

Skill

Easy

Hard

Oral communication

1

2

3

4

5

6

Written communication

1

2

3

4

5

6

Teamwork

1

2

3

4

5

6

Critical thinking

1

2

3

4

5

6

Using technology

1

2

3

4

5

6

Time

management

1

2

3

4

5

6

Self

-

discipline

1

2

3

4

5

6

Work ethic

1

2

3

4

5

6

Active listening

1

2

3

4

5

6

Respect for others

1

2

3

4

5

6

Taking responsibility

1

2

3

4

5

6

Flexibility

1

2

3

4

5

6

Mediation

1

2

3

4

5

6

Interpersonal skills

1

2

3

4

5

6

Negotiation

1

2

3

4

5

6

Patience

1

2

3

4

5

6

Presentation skills

1

2

3

4

5

6

Self

-

care

1

2

3

4

5

6

Self

-

confidence

1

2

3

4

5

6

Stress management

1

2

3

4

5

6

Public speaking

1

2

3

4

5

6

3

Step 2 (allow a minimum of 2 hours to make a first draft of your learning and development

plan).

First, read McAdams (2013), and listen to the lecture. Then, using McAdams theory, develop a

skill development plan focused on TWO skills you seek to develop, using the following scaffold to

detail your learning and development plan.

Use the below format to outline your goals /

strategies for each skill individually.

1.

Reflect as an

actor

in your life and/or work experiences.

Begin by reflecting on your life

and/or work experiences. Consider how your social roles in your particular phase of life has

influenced the skills you have developed and the skills that you need to develop. Prioritise the

skills you want/need to improve, and explain why they are important to your personal and/or

professional goals.



Possible skills include: time-management, negotiation, advocacy; leadership;

analytical thinking; writing, editing/formatting; fundraising; policy

development; problem solving; mentoring; written communication; verbal

communication; social change; and, conflict resolution.

2.

Goal setting and action planning as

agent

, by creating a SMART (Specific, Measurable,

Achievable, Relevant, Time-bound) skill development plan.

o

For example, to improve time management skills:



Specific: Improve my time management skills by reducing procrastination and

increasing productivity. I will achieve this by using a digital planner to

organize my tasks, setting specific time frames for each task, and taking

regular breaks to avoid burnout.



Measurable: I will measure my progress by the decrease in hours spent on

unproductive activities (like social media browsing) each week. My goal is to

reduce this time by 50% in the next two months. I will use a time tracking app

to measure this.



Achievable: This goal is achievable because I have all the necessary

resources at my disposal, including a digital planner and a time tracking app.

I also have control over how I spend my time, making it possible for me to

direct more of it towards productive activities.



Relevant: This goal is relevant to my personal and professional life. Better

time management will allow me to meet deadlines more effectively, reduce

stress, and have more time for leisure activities.



Time-bound: I aim to achieve this goal within the next two months. By setting

a specific timeframe, I have a clear deadline that will motivate me to take

action.

3.

Reflecting as an

author

of your life narrative

, assess how self-narratives shape your

capacity to execute your skill development plan. Plan strategies to ensure your narratives

support your capacity to execute your goals. For example,

o

Awareness: Identify your self-narratives: Start by recognizing the stories you tell

yourself that may be limiting your growth. These could be thoughts like “I’m not good

at time management” or “I always procrastinate”.

o

Reflect on the accuracy of your narratives: are they based on facts or assumptions?

Were they based on a few instances, which may not represent our true capabilities.

o

Helpful affirmations: Replace unhelpful self-narratives with helpful ones: For example,

instead of saying “I’m not good at time management”, you could say “I’m improving

my time management skills by taking concrete steps in my plan”. Engage in

deliberate practice to use helpful self-narratives to replace the unhelpful narratives.

o

Seek feedback to provide an external perspective and help you understand your true

capabilities, rather than relying solely on your self-narratives.

o

Recognize and celebrating progress helps reinforce helpful self-narratives.

4

Step 3: using feedback from others to improve your learning and development plan

You have been randomly assigned to a group in Canvas (under ‘People’) with up to four other

students. Discuss your plan up with at least one other student enrolled in your group (either email the

plan to your partner, or make a Microsoft teams/face-to-face meeting) and ask them to assess and

provide feedback (either written or verbal) on your plan. At the minimum, peers must provide

feedback on your plan in terms of whether your goals show the SMART attributes, as follows.

Attribute

3

2

1

Specific

Clear focus on desired

outcome

Partial focus on desired

outcome

No stated outcome

Measurable

Evidence to be provided

clearly indicates progress

Evidence provided will

not clearly indicate

progress

No measure

indicated

Achievable

Goal is feasible

Goal is likely to be

feasible

Goal is unfeasible

Relevant

Goal is strongly

connected to the

individual’s history,

current interests and/or

demonstrated abilities

Goal has some

connections to the

individual'

history, current

interests and/or

demonstrated abilities

Goal has no

connection

Timely

Target date provided for

what will be

accomplished

Target date indefinite for

what will be

accomplished

No target dates

and what will be

accomplished is

unclear

Step 4: Iterative reflection.

Now, reflect on the process of generating this learning and development plan, and use it to write your

final reflective section of your development plan (1 page). Your reflective account should:

1.

Identify new learning and self-awareness as a result of this process.

2.

Critically analyse any feelings or cognitions that arose during the process.

3.

Evaluate the relevance of the new learning/awareness and propose clear action in response

to the reflection.

4.

Show a willingness to revise your ideas (e.g., by noting the questions that arise from the

reflective process, and consider points for further reflection).

5

PSY2105 Psychology of Personality and Individual Differences

Learning Activities for Assignment 1: Learning and Development Plan

Aims

: This assignment seeks to help you:

(1) apply knowledge and skills of psychology in a manner that is

reflexive

, culturally appropriate,

and sensitive to the diversity of individuals,

(2) develop interpersonal skills and teamwork by providing and receiving feedback from peers,

(3) demonstrate self-directed pursuit of scholarly inquiry in psychology.

These are skills required by the Australian Psychology Accreditation Council (APAC) in

psychology graduates. We believe that the skills developed in completing this assignment will be

beneficial to your employability upon degree completion, as we teach you to self-assess skills you

can describe in a job application/interview, reflect on the skills you find difficult, and generate a

plan on how you can you upskill.

Overview

There are four steps to this assignment. You need to complete all the steps to be able to

complete the assignment (written component describing your learning and development plan).

Value:

20%

Group or individual:

Individual

Extensions:

Applications for extensions should be lodged via the

online extension request portal

.

Word limit and Format:



The total written component should be no more than 5 pages (Skill development plan= up to 4

pages; Reflection = 1 page)



An end-text reference list (APA 7

th

) is required if you have drawn your information from the

academic literature (not included in page count)



Please include an APA 7

th

formatted Title Page (not included in page count)



Do not include a table of contents.



Formatting for this assessment should be Times New Roman 12 point font.

Feedback:

Feedback will be available via Canvas Grades.

2

Step 1 Understanding who you are, your core values, and your goals, to identify skills you

wish to develop to achieve your goals. Allow a minimum of 1 hour.

1.

Who I am

1.1

Describe what are you passionate about, or what experiences bring you joy? Consider

what did you learn from each experience? Why is it important to you?

1.2

Identify the applicable knowledge and/or skill areas that are associated with each

experience. Examples of knowledge and skill areas are: advocacy; leadership; analytical

thinking; editing/formatting; fundraising; policy development; problem solving; mentoring;

written communication; verbal communication; social change; and, conflict resolution.

1.3

Consider whether there is an integrated theme (a commonality) across these

experiences and insights.

2.

My core values

2.1

What are your core values? Take the free test at

https://personalvalu.es/

2.2

Reflect on how your values affect your life and behaviours right now. Are you acting on

your values right now? Explain how and why.

2.3

Reflect on what you would need to change in your life to augment implementation of

these values. What specific behaviours would be different?

2.4

How are these values related to your long-term goals?

3.

My career interests

3.1

If you know what career you are seeking after completion of your degree, skip ahead to

item 4. If you are unsure of what your goal career is, please complete the interests

profiler at

https://www.mynextmove.org/explore/ip

(Development)

3.2

Reflect on the occupations listed as compatible with your interests.

4.

Knowledge and work skills

4.1

To assess the trends in the Australian job market for your chosen occupation, go to

https://labourmarketinsights.gov.au/

and click on the ‘Occupation’ tab. This interactive

website enables you to discover knowledge, skills and abilities associated with your

chosen occupation, as well as interests, job environment, and work values.

4.2

Considering the skills associated with your chosen occupation, reflect on what evidence

you might use to convince a prospective employer that you have mastered those skills.

5.

My employability skills

5.1

Complete the table below to assess skills you can describe in a job application/interview.

5.2

Reflect on the skills you find difficult and consider how you can you upskill?

Ability to Demonstrate Skills Self-Assessment

Skill

Easy

Hard

Oral communication

1

2

3

4

5

6

Written communication

1

2

3

4

5

6

Teamwork

1

2

3

4

5

6

Critical thinking

1

2

3

4

5

6

Using technology

1

2

3

4

5

6

Time

management

1

2

3

4

5

6

Self

-

discipline

1

2

3

4

5

6

Work ethic

1

2

3

4

5

6

Active listening

1

2

3

4

5

6

Respect for others

1

2

3

4

5

6

Taking responsibility

1

2

3

4

5

6

Flexibility

1

2

3

4

5

6

Mediation

1

2

3

4

5

6

Interpersonal skills

1

2

3

4

5

6

Negotiation

1

2

3

4

5

6

Patience

1

2

3

4

5

6

Presentation skills

1

2

3

4

5

6

Self

-

care

1

2

3

4

5

6

Self

-

confidence

1

2

3

4

5

6

Stress management

1

2

3

4

5

6

Public speaking

1

2

3

4

5

6

3

Step 2 (allow a minimum of 2 hours to make a first draft of your learning and development

plan).

First, read McAdams (2013), and listen to the lecture. Then, using McAdams theory, develop a

skill development plan focused on TWO skills you seek to develop, using the following scaffold to

detail your learning and development plan.

Use the below format to outline your goals /

strategies for each skill individually.

1.

Reflect as an

actor

in your life and/or work experiences.

Begin by reflecting on your life

and/or work experiences. Consider how your social roles in your particular phase of life has

influenced the skills you have developed and the skills that you need to develop. Prioritise the

skills you want/need to improve, and explain why they are important to your personal and/or

professional goals.



Possible skills include: time-management, negotiation, advocacy; leadership;

analytical thinking; writing, editing/formatting; fundraising; policy

development; problem solving; mentoring; written communication; verbal

communication; social change; and, conflict resolution.

2.

Goal setting and action planning as

agent

, by creating a SMART (Specific, Measurable,

Achievable, Relevant, Time-bound) skill development plan.

o

For example, to improve time management skills:



Specific: Improve my time management skills by reducing procrastination and

increasing productivity. I will achieve this by using a digital planner to

organize my tasks, setting specific time frames for each task, and taking

regular breaks to avoid burnout.



Measurable: I will measure my progress by the decrease in hours spent on

unproductive activities (like social media browsing) each week. My goal is to

reduce this time by 50% in the next two months. I will use a time tracking app

to measure this.



Achievable: This goal is achievable because I have all the necessary

resources at my disposal, including a digital planner and a time tracking app.

I also have control over how I spend my time, making it possible for me to

direct more of it towards productive activities.



Relevant: This goal is relevant to my personal and professional life. Better

time management will allow me to meet deadlines more effectively, reduce

stress, and have more time for leisure activities.



Time-bound: I aim to achieve this goal within the next two months. By setting

a specific timeframe, I have a clear deadline that will motivate me to take

action.

3.

Reflecting as an

author

of your life narrative

, assess how self-narratives shape your

capacity to execute your skill development plan. Plan strategies to ensure your narratives

support your capacity to execute your goals. For example,

o

Awareness: Identify your self-narratives: Start by recognizing the stories you tell

yourself that may be limiting your growth. These could be thoughts like “I’m not good

at time management” or “I always procrastinate”.

o

Reflect on the accuracy of your narratives: are they based on facts or assumptions?

Were they based on a few instances, which may not represent our true capabilities.

o

Helpful affirmations: Replace unhelpful self-narratives with helpful ones: For example,

instead of saying “I’m not good at time management”, you could say “I’m improving

my time management skills by taking concrete steps in my plan”. Engage in

deliberate practice to use helpful self-narratives to replace the unhelpful narratives.

o

Seek feedback to provide an external perspective and help you understand your true

capabilities, rather than relying solely on your self-narratives.

o

Recognize and celebrating progress helps reinforce helpful self-narratives.

4

Step 3: using feedback from others to improve your learning and development plan

You have been randomly assigned to a group in Canvas (under ‘People’) with up to four other

students. Discuss your plan up with at least one other student enrolled in your group (either email the

plan to your partner, or make a Microsoft teams/face-to-face meeting) and ask them to assess and

provide feedback (either written or verbal) on your plan. At the minimum, peers must provide

feedback on your plan in terms of whether your goals show the SMART attributes, as follows.

Attribute

3

2

1

Specific

Clear focus on desired

outcome

Partial focus on desired

outcome

No stated outcome

Measurable

Evidence to be provided

clearly indicates progress

Evidence provided will

not clearly indicate

progress

No measure

indicated

Achievable

Goal is feasible

Goal is likely to be

feasible

Goal is unfeasible

Relevant

Goal is strongly

connected to the

individual’s history,

current interests and/or

demonstrated abilities

Goal has some

connections to the

individual'

history, current

interests and/or

demonstrated abilities

Goal has no

connection

Timely

Target date provided for

what will be

accomplished

Target date indefinite for

what will be

accomplished

No target dates

and what will be

accomplished is

unclear

Step 4: Iterative reflection.

Now, reflect on the process of generating this learning and development plan, and use it to write your

final reflective section of your development plan (1 page). Your reflective account should:

1.

Identify new learning and self-awareness as a result of this process.

2.

Critically analyse any feelings or cognitions that arose during the process.

3.

Evaluate the relevance of the new learning/awareness and propose clear action in response

to the reflection.

4.

Show a willingness to revise your ideas (e.g., by noting the questions that arise from the

reflective process, and consider points for further reflection).

5

ect your life and behaviours right now. Are you acting on

your values right now? Explain how and why.

2.3

Reflect on what you would need to change in your life to augment implementation of

these values. What specific behaviours would be different?

2.4

How are these values related to your long-term goals?

3.

My career interests

3.1

If you know what career you are seeking after completion of your degree, skip ahead to

item 4. If you are unsure of what your goal career is, please complete the interests

profiler at

https://www.mynextmove.org/explore/ip

(Development)

3.2

Reflect on the occupations listed as compatible with your interests.

4.

Knowledge and work skills

4.1

To assess the trends in the Australian job market for your chosen occupation, go to

https://labourmarketinsights.gov.au/

and click on the ‘Occupation’ tab. This interactive

website enables you to discover knowledge, skills and abilities associated with your

chosen occupation, as well as interests, job environment, and work values.

4.2

Considering the skills associated with your chosen occupation, reflect on what evidence

you might use to convince a prospective employer that you have mastered those skills.

5.

My employability skills

5.1

Complete the table below to assess skills you can describe in a job application/interview.

5.2

Reflect on the skills you find difficult and consider how you can you upskill?

Ability to Demonstrate Skills Self-Assessment

Skill

Easy

Hard

Oral communication

1

2

3

4

5

6

Written communication

1

2

3

4

5

6

Teamwork

1

2

3

4

5

6

Critical thinking

1

2

3

4

5

6

Using technology

1

2

3

4

5

6

Time

management

1

2

3

4

5

6

Self

-

discipline

1

2

3

4

5

6

Work ethic

1

2

3

4

5

6

Active listening

1

2

3

4

5

6

Respect for others

1

2

3

4

5

6

Taking responsibility

1

2

3

4

5

6

Flexibility

1

2

3

4

5

6

Mediation

1

2

3

4

5

6

Interpersonal skills

1

2

3

4

5

6

Negotiation

1

2

3

4

5

6

Patience

1

2

3

4

5

6

Presentation skills

1

2

3

4

5

6

Self

-

care

1

2

3

4

5

6

Self

-

confidence

1

2

3

4

5

6

Stress management

1

2

3

4

5

6

Public speaking

1

2

3

4

5

6

3

Step 2 (allow a minimum of 2 hours to make a first draft of your learning and development

plan).

First, read McAdams (2013), and listen to the lecture. Then, using McAdams theory, develop a

skill development plan focused on TWO skills you seek to develop, using the following scaffold to

detail your learning and development plan.

Use the below format to outline your goals /

strategies for each skill individually.

1.

Reflect as an

actor

in your life and/or work experiences.

Begin by reflecting on your life

and/or work experiences. Consider how your social roles in your particular phase of life has

influenced the skills you have developed and the skills that you need to develop. Prioritise the

skills you want/need to improve, and explain why they are important to your personal and/or

professional goals.



Possible skills include: time-management, negotiation, advocacy; leadership;

analytical thinking; writing, editing/formatting; fundraising; policy

development; problem solving; mentoring; written communication; verbal

communication; social change; and, conflict resolution.

2.

Goal setting and action planning as

agent

, by creating a SMART (Specific, Measurable,

Achievable, Relevant, Time-bound) skill development plan.

o

For example, to improve time management skills:



Specific: Improve my time management skills by reducing procrastination and

increasing productivity. I will achieve this by using a digital planner to

organize my tasks, setting specific time frames for each task, and taking

regular breaks to avoid burnout.



Measurable: I will measure my progress by the decrease in hours spent on

unproductive activities (like social media browsing) each week. My goal is to

reduce this time by 50% in the next two months. I will use a time tracking app

to measure this.



Achievable: This goal is achievable because I have all the necessary

resources at my disposal, including a digital planner and a time tracking app.

I also have control over how I spend my time, making it possible for me to

direct more of it towards productive activities.



Relevant: This goal is relevant to my personal and professional life. Better

time management will allow me to meet deadlines more effectively, reduce

stress, and have more time for leisure activities.



Time-bound: I aim to achieve this goal within the next two months. By setting

a specific timeframe, I have a clear deadline that will motivate me to take

action.

3.

Reflecting as an

author

of your life narrative

, assess how self-narratives shape your

capacity to execute your skill development plan. Plan strategies to ensure your narratives

support your capacity to execute your goals. For example,

o

Awareness: Identify your self-narratives: Start by recognizing the stories you tell

yourself that may be limiting your growth. These could be thoughts like “I’m not good

at time management” or “I always procrastinate”.

o

Reflect on the accuracy of your narratives: are they based on facts or assumptions?

Were they based on a few instances, which may not represent our true capabilities.

o

Helpful affirmations: Replace unhelpful self-narratives with helpful ones: For example,

instead of saying “I’m not good at time management”, you could say “I’m improving

my time management skills by taking concrete steps in my plan”. Engage in

deliberate practice to use helpful self-narratives to replace the unhelpful narratives.

o

Seek feedback to provide an external perspective and help you understand your true

capabilities, rather than relying solely on your self-narratives.

o

Recognize and celebrating progress helps reinforce helpful self-narratives.

4

Step 3: using feedback from others to improve your learning and development plan

You have been randomly assigned to a group in Canvas (under ‘People’) with up to four other

students. Discuss your plan up with at least one other student enrolled in your group (either email the

plan to your partner, or make a Microsoft teams/face-to-face meeting) and ask them to assess and

provide feedback (either written or verbal) on your plan. At the minimum, peers must provide

feedback on your plan in terms of whether your goals show the SMART attributes, as follows.

Attribute

3

2

1

Specific

Clear focus on desired

outcome

Partial focus on desired

outcome

No stated outcome

Measurable

Evidence to be provided

clearly indicates progress

Evidence provided will

not clearly indicate

progress

No measure

indicated

Achievable

Goal is feasible

Goal is likely to be

feasible

Goal is unfeasible

Relevant

Goal is strongly

connected to the

individual’s history,

current interests and/or

demonstrated abilities

Goal has some

connections to the

individual'

history, current

interests and/or

demonstrated abilities

Goal has no

connection

Timely

Target date provided for

what will be

accomplished

Target date indefinite for

what will be

accomplished

No target dates

and what will be

accomplished is

unclear

Step 4: Iterative reflection.

Now, reflect on the process of generating this learning and development plan, and use it to write your

final reflective section of your development plan (1 page). Your reflective account should:

1.

Identify new learning and self-awareness as a result of this process.

2.

Critically analyse any feelings or cognitions that arose during the process.

3.

Evaluate the relevance o new learning/awareness and propose clear action in response

to the reflection.

4.

Show a willingness to revise your ideas (e.g., by noting the questions that arise from the

reflective process, and consider points for further ref

finalised-learning-and-development-plan-1-pswcdbun.pdf

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