Executive Summary
The PDP explores the strategy and scope of the project and the ways and means of the learning as well as production outcomes. After discussing strategy, management of stakeholders as well as the preparation of competency assessment matrix, the communication plan, and project milestones are mentioned. The assessment matrix not only covers all the aspects discussed in the paper, without mentioning them individually but also indicates the activities to achieve professional development and production outcomes according to the goals of the firm as well.
Project Background and Context
Purpose of the Project
The background of the project of the professional development plan (PDP) for students arises from the necessity of ācompetence development and career advancement in the traditional as well as other professionsā (Pinnington AH (2011, 444). In this regard, Pinnington AH. (2011, 444) states that professional service firms (PSF)s have established institutional processes for the governance of employee resource flows, and to meet their standards, the students could resort to PDP so that they will be capable of applying the skills they have learned while they are in the study. The professional development plan is necessary to acquire professionalism while doing work. The PDP also enhances individual self-regulation and thus the person can increase the professional capabilities that are necessary while executing a project. The PDP in this paper includes a competency assessment matrix, in which an individual could assess his/her skills and deficiencies and can plan accordingly to acquire the necessary ones (Pinnington AH: 2011, 444).
Project Objective
The objective of the project is to acquire the necessary skills and capabilities necessary for an individual to be a leader or a team member while the person is working in an organization.
Project Benefits and Success Criteria
The benefits of the project are to enhance the skills necessary for the application of knowledge in practical situations.
Project Strategy and Scope
Project Strategy
The project strategy is to clearly state the desired change in the individual who is making a PDP. According to Wolf RM (1990, 36) explains that the term ā ādesireā indicates the particular behavior the learner is expected to developā (Richard M. Wolf; 1990, 36). The desired change is about the āset of educational experiencesā (Richard M. Wolf: 1990, 36). The educational experiences include change as well as behavior that is necessary for a person in specific work conditions. The change and behavior should consider the internal states of the individuals and awareness, involvement as well as expertise, and practice will be observed in the assessment, which is a part of PDP (Richard M. Wolf: 1990, 36).
Selection Criteria
Selection criteria depend on the change management the individual seeks. It is ābringing together the different functions, departments and levels into a single and often ongoing initiativeā (Conger JA (2001, 47). Hence, the assessment, as well as the selection criteria, is about multi-level dimensions that are complicated but are requirements for a work environment, because there will be numerous variations in the common training designs. The first stage in the professional development plan is change management and the important aspect in that is assessment or agenda-setting. This could be done by assessment matrix. The second phase in selection criteria is about education and application and the assessment matrix should consider them. This is because the educational change program includes the application of knowledge and its components. The third phase enters at the stage of reinforcement so that one can maintain the momentum of the change management during the study. The program content is pivotal to the success of PDP and structured experiences during the implementation of the professional development plan involve the rationale in the activities of the individual. Though the plan is about individual professional development, coordination skill is necessary to enhance leadership capabilities. So, even individual professional development needs the extent of the personās capability to coordinate and communicate views to others and make others accept them without any pressure (Conger JA: 2001, 50).
Assumptions and Constraints
Assumptions
The coordination and communication of an individual are possible in a professional development plan when project management is part of it. In this regard, Larson EW (2008, 3) explains that project management is more than just a set of tools. In the wake of upgrading information systems, project management helps not only in doing business but also in innovation as well as solving social problems. The skill of solving problems is a vital part of the job of an individual and though, a team will be involved in doing the job, the individualās capacity matters to deal with the team. If a leader has enough professional qualities and skills the team can benefit from his/her caliber. In this regard, assumptions are necessary for individual professional development and the first one in that list is about the utilization of human as well as non-human resources. The PDP helps to develop the skills that enable a person to reach āpredetermined objectivesā (Larson EW, 2008, 7) by using them. The skills are planning, scheduling, motivation, and control. During the planning, it is necessary for leaders as well as managers to āmarshal resources to complete a fixed-life project on timeā (Larson EW: 2008, 7). This depends on budget and within specifications. During an individual professional development plan also, the person has to plan and assess the activities according to the resources he has. In addition to that ācreation of deliverables and involvement as well as work breakdown structures should facilitate planning and monitoring the programs of the projectā (Larson EW: 2008, 14).
Constraints
Alongside assumptions, constraints also are a necessity for individual professional development as everything is not possible within a certain period and financial constraints. Hence, the time and financial resources available are the main constraints in this context.
Governance Structure
Project Control Committee
Regarding individual professional development plans, the most suitable post to select is āoperations managerā. They are the individuals āwho have a management role in a core business area, such as research and development, design, manufacturing, provisioning, testing, or maintenance. It depends on the type of project that decides the number of committee members, which forms the operations, management group. The selection of the group could be termed as individual capability as the group will be responsible for the activities regarding operations of the firm. In the assessment matrix, the idea, awareness, involvement as well as the extent of the practice of this group as well as the individual that manages this would be included (PMI (Sponsor): 2008, 57).
Resources Plan
Project Organization Structure
The structuring of the project decides the cohesiveness of the team. Hence, the individual capability regarding the development of cohesiveness is to arrange or develop a structure for the project organized by the leader or the manager (Frame JD: 2003, 80). The structure can be analyzed by SWOT analysis.
Stakeholder Analysis (SWOT)
The SWOT analysis involves Strengths, Weaknesses, Opportunities, and Threats with the aspects involved in the professional development plan. These aspects indicate the strengths, weaknesses, opportunities, and threats of individual, who structures the PDP.
Strengths
Regarding operations management and structure of the organization, one important strength is the optimal usage of information technology to deal with the team.
Weaknesses
The usage of information technology is a strength as well as a weakness, in the absence of cohesiveness in the team. This could be achieved by the coordinating skill of the individual who is at the helm of the affairs. The usage of IT may turn into a weakness in the absence of centralized operations, whenever necessary.
Opportunities
The opportunity is to use information technology to enhance professional skills as well as cohesiveness in the subordinates.
Threats
The threats emanate from the inability of an individual in expressing enough skills and develop much-needed organizational behavior in the team (Bielski L: 2006).
Managing Stakeholders
After doing a SWOT analysis of a professional development plan, it is necessary for the individual involved to have an idea about the management of stakeholders. This is because the stakeholders range from promoters to potential customers as well as the employees and managers in the company and the team. Hence, introducing stakeholdersā management in the assessment matrix is a necessity (Kuratko DF., Goldsby MG & Hornsby JS: 2004).
Competency Assessment Matrix
Communications Plan
After dealing with scientific realities in production and information technology, an art known as communication is necessary for an individual to make the best use of them. A good communication plan considers the perceptions of all the team members and the leader or manager should convince them to act according to the activities planned. This depends on interactions between the team members as well as between the leader and the team. The regular interactions not only enable the leader to know about the ways and means adopted by the team, but also to correct them.
Project Milestones
The project milestones should be identified by the students as well as the manager or the leader. In the case of study, the milestones will be in the form of theoretical and practical understanding of the student and confirmation of it by the professor or the university. In the practical context, the output that has been made in a particular time frame and according to the accepted budget will decide the project milestones. Hence, it is necessary to use information technology to record milestones and make them part of a communication plan, so that one can take corrective actions in the context of non-achievement.
Reference List
Bielski L. (2006). The SWOT for Retail IT Reveals the Interconnections of Technology; If You Want to Know-And Serve-Your Customers Better, Think in Terms of “STP” from the Infrastructure to the Application Layer. In ABA Banking Journal. 98(11). Web.
Conger JA. (2001). Chapter Five Change Management. In What Smart Trainers Know: The Secrets of Success from the World’s Foremost Experts, ed. Lorraine L. Ukens. San Francisco: Jossey-Bass/Pfeiffer. Pp. 47.
Frame JD. (2003). Managing Projects in Organizations: How to Make the Best Use of Time, Techniques, and People, 3rd ed. San Francisco: Jossey-Bass. Pp.80.
Kuratko DF., Goldsby MG & Hornsby JS. (2004). The Ethical Perspectives of Entrepreneurs: an Examination of Stakeholder Salience. In Journal of Applied Management and Entrepreneurship. 9(4). Web.
Larson EW. (2008). Project Management: The Managerial Process. New York. The McGraw-Hill Companies Inc. Pp. 3-21.
Pinnington AH. (2011). Competence Development and Career Advancement in Professional Service Firms. In Personnel Review. 40(4). Pp. 443-465.
PMI (Sponsor). (2008). A Guide to the Project Management Body of Knowledge (PMBOKĀ® Guide). Newtown Square, PA. Project Management Institute. 4th ed. Pp. 57.
Wolf RM. (1990). Evaluation in Education: Foundations of Competency Assessment and Program Review, 3rd ed. New York: Praeger Publishers. Pp.36.