PERSONAL DEVELOPMENT PLANNING.edited
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Research Report: The Need for Continuous Personal Development Planning During
Academic and Professional Career
By (Student’s Name)
Course Name and Code
Professor
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Research Report: The Need for Continuous Personal Development Planning During
Academic and Professional Career
1.0 Executive Summary
This study investigates the impact of personal development planning on the lives of full-
time students, exploring its role in shaping academic journeys and guiding successful career paths. Personal development planning, an intentional strategy for self-improvement, consists of academic achievements and life skills. The research, based on qualitative data from 60 students, deems that educational and professional success relies not only on traditional learning measures but also on strategic personal and career growth. Key findings reveal that 80% of participants recognize the importance of personal development planning in academic life and goal-setting. 40% have engaged in personal development planning, showing increased awareness of personal development planning. Time management emerged as a primary challenge to personal development, thus the importance of strategies to balance academic demands against other life processes. Aligned with Kolb's Experimental Learning Theory, the study shows that personal development planning fosters ongoing learning through experiences, reflection, and active experimentation. Challenges in time management align with Vygotsky's Social-Cultural Theory, highlighting the impact of social and cultural aspects on learners. Short and long-term career goals depict the Life Span Theory, emphasizing the need for decision-making in navigating career stages step by step as one improves. Gardner's Multiple Intelligences Theory appreciates diverse learning styles, supporting the importance of personalized approaches in promoting personal development planning among scholars. The study concludes that personal development planning is integral to students' self-awareness, aligning with educational theories. It advocates for educational interventions to incorporate diverse learning styles and student-centered approaches. Education should not solely focus on academic content but embrace personal development planning to empower students for successful professional endeavors.
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2.0 Table of content
Table of Contents
1.0 Executive Summary 2
2.0 Table of Content
3
3.0 Introduction
4
4.0 Findings
4
4.1 Analysis…………………………………………………………………………………………………………………………………….5
5.0 Conclusion…………………………………………………………………………………………………………………………………….7
5.1 Reflection
7
5.2 Recommendations…………………………………………………………………………………………………………….………7
6.0 Bibliography………………………………………………………………………………………………………………………………….9
7.0 Appendices
11
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3.0 Introduction
The world of education is constantly changing, and educational and career growth is thus inevitable. This study pays attention to the effects of personal development planning on the lives of full-time students. It investigates how personal planning shapes their academic journey and gives directions to attaining successful careers. Personal development planning can be defined as
the process of developing an organized, intentional strategy to better the self in different aspects of life (
Chlebikova et al., 2015
). Personal development is multifaceted and thus not only pays attention to one stage of life (Wilcock et al., 2017). This study incorporates academic achievements and essential life skills to give insight into the importance of decided continuous planning and how they impact future professional quests. The research leans towards the ideology that educational and professional achievement is not reliant on the traditional measures of learning but on the capability to strategize one's personal and career growth, which are significant determinants of how one maneuvers the challenges of contemporary education and professional life. Full-time students are obligated to full-time learning in pursuit of academics and careers. Thus, comprehension of the strategies, importance and challenges of personal development becomes crucial to their life. This research collected the perceptions of 60 students with different demographics using qualitative data to give a conclusive argument on the importance of personal development planning in education and career endeavors. 4.0 Findings
In the study conducted for this hypothesis on personal development planning among 60 full-time students, key findings depict that many participants appreciated the role of personal development planning. 80% of the participants embraced the importance of personal development planning in their academic life and its aid in goal setting and organized skills. Moreover, 40% of the participants confirmed to have engaged in personal development planning in the past, indicating awareness among participants. Furthermore, the study shows challenges in the personal development planning process, with varied learners stating the challenges they faced or anticipated to face. Time management was the main challenge that most participants faced, which is evidence that there is a need to
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strategize to manage their busy academic schedule, thus showing the importance of personal development planning. Most participants depicted their short-term goals as excellence in coursework, securing internships and gaining life skills. However, after their academic journey, most expressed their long-term goals to build successful careers. The participants expressed varied methods of learning as inquired by the questionnaire. 45% identified as visual learners, 30% as auditory learners, and 25% identified as kinesthetic learners. The different learning modes, however, did not impact the participant's perception of personal development planning, where all students, despite their style, gave random perceptions of it. These findings give an idea of student's perspectives, thus allowing an analysis using themes to support the thesis. Incorporating the study's outcomes with secondary data, a conclusive analysis of the importance of personal development is deduced and, in the process, gives learners insight into the most effective way to go about a personal development plan. 4.1 Analysis
The study's findings comprehensively analyze the importance of personal development planning among full-time students using the framework of academic theories and models and incorporating various past studies. Many participants embraced the importance of personal development planning aligning with Kolb's Experimental Learning Theory, which argues that learning is an ongoing process that engages experiences, reflection on the self, conceptualization and active experimentation (Bergsteiner and Avery, 2010, p.38). The self-reflective purpose expressed by Kolb proved in the 80% of the learners who acknowledged personal development planning to be of great assistance in academic and career journey. Travers et al. (2015, p.232) support this idea, arguing that reflection is crucial to effective learning and development and critical thinking. Students who engage in reflective practices are more self-aware and resilient than those who do not, as depicted by this study's qualitative information. According to Knowles et al. (2014), learners who engage in personal development planning display a high level of motivation and satisfaction, which acts as an assurance of a connection between engagement in reflective practices and a positive school experience. The challenges indicated by the participants relating to time management act as a source of pressure for the learners, thus considering solutions that relate to the social-cultural aspect of
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their lives as in line with Social and cultural theory by Vygotsky. The theory states that learning is guided by the cultural and social aspects of the learner and, thus, the environment they interact
with (Travers et al., 2015, p.36). Time constraints may result from various aspects outside the classroom, such as extra duties in society, which impact the learner's life at school. A different study by Jarvis (2012, p.24) supports this notion, explaining that a student's social and cultural life impacts a student's academic experience and perseverance. However, using a personal development plan, students from this study showed the capability to change and manage their time effectively to attain academic success. Learners' perceptions of personal development planning may also be affected by short- and long-term career goals. This study expressed the goals in a cycle from short to long-term, which aligns with the Life Span Theory that posits that people must navigate via stages in their careers and thus decision-making (Hartung, 2013, p.89). It further showcases the diverse career paths the participants envision concerning personalities and preferences, as depicted in the study. This study depicts a substantial connection between career aspiration and personal development, as the students with prior experience in personal development planning indicated a higher career aspiration than the rest. The study's consideration of different learning styles aligns with Gardner's Multiple Intelligences Theory, which argues that people have different methods of learning and processing information (Cavas and Cavas, 2020, p.409). Even though learning styles do not directly relate to personal development planning, most students who used visual learning, which is associated with reflectiveness, showed prior experience in personal development. The analysis of this study depicts an association between academic theories and the experience of full-time students in personal development planning. Reflection and socialization are crucial in the learning process as aspects of personal development (Bubnys, 2019, p.149). With the support of educational theories and the outcomes of this study, there is a need for educational interventions to appreciate diverse learning styles to motivate learners to engage in personal development planning to better their academic and career paths. The study depicts the importance of personal development planning. It defines the need for a student-centered approach to learning to empower students to self-direct their learning to attain successful professional endeavors.
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5.0 Conclusion
5.1 Reflection
The discussion on personal development planning gives insight into how it improves the students' lives. The study depicts personal development as a continuous process of self-
awareness, not just setting goals. The outcomes shed light on the different ways that learners gain
and process knowledge and the challenges they face in the self-discovery journey, which depicts the contemporary world. Infusing the theories into the study's insight gives a deeper meaning to personal development planning, thus a conclusive deduction for the topic in discussion. Using theories such as Kolb's experimental learning theory and Vygotsky's socio-cultural lens, it is clear
that incorporating planning with the way of thinking enables students to endure life processes and the social world they exist in. This study expounds to students that education is not only focused on books but also a personal journey that requires occasional personal development planning to achieve self-awareness. 5.2 Recommendations
1.
Considering the importance of personal development planning in a student's life in line with this study, one recommendation is to integrate it into every learner's education curriculum. Well-organized personal development sessions at essential stages of their academic journey in the institutions can equip learners with essential life and goal-setting
skills. Also, students will learn to effectively manage time, which is the most challenging aspect of personal development. Integrating the personal development planning sessions in the curriculum exposes the students and depicts the relevance of personal development
planning in the real world. Thus, incorporating personal development planning into the curriculum is a viable recommendation that needs the collaboration of all stakeholders in the field of education.
2.
In line with this study, personal development must be put into practical use to be successful among learners. Therefore, another recommendation is to establish personal development support centers. These centers can offer resources and workshops that involve face-to-face guidance for the student to practice personal development planning effectively. Trained mentors would be based in these centers to provide personalized aid
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for learners to set goals, manage time and plan their careers. Centralizing resources necessary for personal development planning promotes continued development and aids in navigating complex challenges associated with academic and professional journeys.
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6.0 Bibliography
Bergsteiner, H., Avery, G.C. and Neumann, R., 2010. Kolb's experiential learning model: critique
from a modeling perspective. Studies in Continuing Education
,
32
(1), pp.29-46. https://www.tandfonline.com/doi/abs/10.1080/01580370903534355
Bubnys, R., 2019. A journey of self-reflection in students’ perception of practice and roles in the profession.
Sustainability
,
11
(1), p.194. https://www.mdpi.com/2071-1050/11/1/194
Cavas, B. and Cavas, P., 2020. Multiple intelligences theory—Howard Gardner.
Science Education in Theory and Practice: An Introductory Guide to Learning Theory
, pp.405-
418. https://link.springer.com/chapter/10.1007/978-3-030-43620-9_27
Chlebikova, D., Misankova, M. and Kramarova, K., 2015. Planning of personal development and
succession.
Procedia Economics and Finance
,
26
, pp.249-253. https://www.sciencedirect.com/science/article/pii/S221256711500828X
Hartung, P.J., 2013. The life-span, life-space theory of careers.
Career development and counseling: Putting theory and research to work
,
2
, pp.83-113. https://books.google.com/books?
hl=en&lr=&id=6mOX6XBxrv0C&oi=fnd&pg=PA83&dq=Life+span+theory+of+career
&ots=oIziheDX-K&sig=VXgGp9fKQavA1RDXbyeTj1BH6fM
Jarvis, P., 2012.
Paradoxes of learning: On becoming an individual in society
. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9780203802700/paradoxes-learning-
peter-jarvis
Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014.
The adult learner: The definitive classic in adult education and human resource development
. Routledge. https://api.taylorfrancis.com/content/books/mono/download?
identifierName=doi&identifierValue=10.4324/9781315816951&type=googlepdf
Newman, S., 2018. Vygotsky, Wittgenstein, and sociocultural theory.
Journal for the Theory of Social Behaviour
,
48
(3), pp.350-368. https://onlinelibrary.wiley.com/doi/abs/10.1111/jtsb.12174
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Travers, C.J., Morisano, D. and Locke, E.A., 2015. Self‐reflection, growth goals, and academic outcomes: A qualitative study.
British Journal of Educational Psychology
,
85
(2), pp.224-
241. https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12059
Wilcock, P., Campion-Smith, C. and Elston, S., 2017.
Practice professional development planning: A guide for primary care
. CRC Press. https://www.taylorfrancis.com/books/mono/10.1201/9781315377377/practice-
professional-development-planning-charles-campion-smith-peter-wilcock-sue-elston
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7.0 Appendices
Methodology
This study used a mixed method approach using quantitative and qualitative data to give insight into the comprehension of personal development planning. The primary research involved 60 participants who were all full-time students of both genders at varied levels of education and age. The sample size used is logical enough to give correct data regarding the investigation. The sampling method used was a stratified random sampling method where full-
time students were divided into strata groups based on specific traits such as academic level and age. To complement the primary research, secondary research was incorporated, where a review of the past literature was used to explain what former researchers thought on the topic. Moreover,
they also gave information regarding relevant theories and learning styles, thus aiding in the study. Using both primary and secondary approaches ensured first-hand information was derived from primary research and further supported by the secondary data.
Tables
KEY
FINDING
RESULTS/PERCENTAGE
Importance of personal development planning
80% of the participants agreed Prior engagement in personal development planning
40% of the participants engaged
Anticipated challenge in personal planning development
60% of participants recorded time management
Short-term career aspiration
35% excelled in coursework
Long-term career aspiration
50% build fulfilling career
Learning style
Visual 45%; auditory 30%; kinesthetic 25%
Figure 1. Findings of the research
Questionnaire for Primary Research
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SECTION A: PERSONAL INFORMATION
1.
Age
Under 18 years
18-24 years
25-30 years
Above 30 years
2.
Gender
Male
Female
3.
Level of education
Undergraduate
Post-graduate
Masters
Ph.D.
4.
Area of Study
5. Preferred mode
of learning (open-
ended question)
SECTION B: PERCEPTION OF PERSONAL DEVELOPMENT
1. On a scale of 1-10, how important is personal development planning in your academic success (1 being Not important, and 10
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being Very important)
2. In your past experiences, have you engaged in personal development planning?
YES
No
If Yes, briefly describe your experiences:
Briefly describe some challenges you expect to face in implementing personal development planning.
SECTION C: CAREER ANTICIPATION
1.
Describe your short term career goals (1-5 years)
2.
Describe your long-term career goals (After 5 years)
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Project Plan
Project Timeline
Tasks to be completed
Phase 1 (1-2 weeks): Preparation 1. Definition of the research questions and objectives of the project
2. Reviewing of past literature on personal development planning
3. Developing the questionnaire to be used in the research
Phase 2 (3-4 weeks): Data Collection
1.
Distribution of the questionnaires to the 60 participants selected for the study.
2.
Collection and compilation of their response to have general data
Phase 3 (5-6 weeks): Data Analysis
1.
Analyzing the quantitative data using statistical tools 2.
Using thematic to analyze the qualitative response
Phase 4(7-8 weeks): Report and Recommendation
1.
Summarizing the findings in a conclusive report
2.
Developing recommendations in line with the outcomes.