Professional Development Plan Essay

While not everyone has the ability to have the education they desire, this organization tries to appeal to the motivated worker who may be looking for the chance to advance their education and/or professional development. Some of the opportunities include, but are not limited to, “tuition reimbursement, individual professional development, and access to Goodwill’s University, ‘The Helm’” (Careers at Goodwill. Goodwill Industries International, Inc.,

I would work to enable staff to define their priority issues, set clear goals and identify actions. They will do this by using techniques such as careful listening and skilful questioning. An example of this would be how I would coach/mentor a new member of staff who has never worked in the care sector before. I am always conscious of ‘asking’ and not ‘telling’. Although I am competent in my role, I am not there to prove this. There will always be things for me to learn too. I think creatively not systematically. I will ask questions effectively in order for me to feel I am fulfilling my role as a mentor/coach. I feel I am not there to give them advice but I will challenge their thinking, asking questions that deepen their own perceptions and create the space them to ‘advise themselves’. I have undertaken this role on numerous occasions with new staff members and am confident that they are becoming competent in their roles.

Within my role, it is important to continually improve knowledge and practice so I am aware of how to give the best diverse and equal care to children, stay fully up to date with all standards and legislations.

3. Explain how to fulfil own responsibilities to colleagues through responsible, constructive and co-operative team working

This unit seeks to enable you to develop essential skills and knowledge to support your future work either as

a) Decide on a program/initiative that you think would be worthy of the team creating. Describe the program/initiative.

This worldwide phenomenon has been brought into focus by various health care reforms and other system-level developments (Farrar, Ryan, Ross, and Ludbrook, 2000). Meaning there are more claims on resources than there are resources available, some form of priority setting must occur. This making resources are scarce and there is a need, regardless of how many resources are available in total, to make choices about what to fund and what not to fund.

The field of family therapy, particularly the approach of systemic family therapy, is popular not only in the United States but also all across Europe. While this course was designed for future family therapists in the U.S., this paper tries to identify characteristics and differences of the profession’s European counterpart. Several noteworthy differences in degree and educational requirements were identified as well as the professional associations which are responsible for practitioners in Germany and Europe in general. However, it is important to state that the main principles of both the American and European family therapy profession are similar, if not identical, which illustrates the interconnectedness of professionals across the world. Consequently, the purpose of this paper is to identify ways of developing a professional identity and promoting professional development throughout and beyond graduate studies in the field of family therapy.

The training topics are designed in collaboration with Human Resources and the learning and development professions following Georgetown University’s Mission to support its employees by helping them to do their very best work and fully realize their individual potentials (Georgetown UTD, 2015). The overall GTU mission is to support its employees by helping them do their very best work while fully realizing their potential (Georgetown UTD, 2015). This is evident in the opportunities for learning, which encourages staff to acquire new skills through comprehensive distance and the provisions to ensure access and available of learning

This component seeks to ensure that new employees have a clear understanding of their job description as well as the performance/behavioral standards of that position (Bauer, n.d., p. 2). New employees could easily access a complete job description utilizing the organization’s intranet (Noe, 2012, p. 324); the organization could develop an internal website that listed this, along with any other valuable information, that is accessible to its workforce. This would give the employee a basic understanding of the content and requirements of their positions. Mentoring (Noe, 2012, p. 394) would compliment the technology element. Through a mentoring relationship with the employee’s manager, he/she could come to understand the intricacies of their position and what would be required of them directly from the individual charged with their development and

During the first quarter, Stephen Hand met with members of the executive team to outline the process of communicating with participant selections with identified employees. Each functional executive in turn met with participants from their areas to inform them of their selection into the program and provide them with a brief summary of expectations. Stephen Hand in turn met with each of the twenty-eight (28) participants to provide a detail summary of the program and to craft employee development schedule drafts for courses identified during year one of the program. These drafts were communicated and approved by members of the executive team and will serve as the curriculum timeline for each employee. Courses identified for the first year include, Situational Leadership II (SLX), The Voice of Leadership, Developing Executive Leadership, and Critical Thinking. Courses will be completed during a twelve month period.

The University is responsible for providing opportunities, resources and tools so that staff can become competent in their roles and achieve their career aspirations.

Staff Development and Organizational Culture composed of the evaluation and team building and need assessment.

seminars (Van, et al, p.358). Properly training and developing development empowers employees and as a result increases the level of competency to perform a new responsibility. In addition, it is important for management to know the employee’s existing skills and strengths in order to address and develop skills where needed. The tools employees need to succeed and obtain knowledge should be readily available and easily accessible. For example, if an employee wants to view updates on the project progress, it should be readily available on the company’s intranet.

The course is separated into three days of lectures, hands on workshops, listening tests, networking, fun, sound jokes, and free lunches!