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Introduction to Academic and Professional Development Studies
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Introduction to Academic and Professional Development Studies Summative Assessment
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Academic and ProfessionalDevelopment Portfolio
Contents Page: Page No:
Part A- Personal and Professional Development
1
, - SWOT 3-5
- Personal Development Plan 6-8
Part B- Academic Development
- The Essay: The Wellbeing of an Employee in a Workplace 8-10
Part C- Research Skills
- Design of a Research Project 11-12
Part D- Reflection on Learning
- Reflective Statement 12
Reference List 13-17
SWOT
Strategic analysis matrix known as SWOT critically assesses organisations strengths and opportunities, as well as identifies threats and minimises
weaknesses as stated by Sandybayev and Derkan (2015 [online]). Strengths and weaknesses are internal factors, existing within a company,
whereas opportunities and threats external factors, facing company from outside. All-important, weaknesses can turn into strengths, as well as
threats into opportunities over time and vice versa (Marydee, 2017 [online]).
2
, To self-evaluate internal factors reflection on past assessments and projects is needed, therefore selecting areas which require improvement and
which are already skilful. Personal strengths are core values which serve as a competitive advantage, such as abilities, talents and attributes. The
lack of expertise and skills develop weaknesses, however to manage in a long-term will enhance potential for personal growth (Thum, 2013
[online]). The external factors develop awareness of potential challenges and plan of action towards overcoming them. According to Stallings and
Tascoine (1996 [online]) self-assessment is vital in enhancing self-confidence by acknowledging and tackling the obstacles as well as reinforcing
opportunities for future academic development.
Strengths Weaknesses
- Team-working has been a challenge from an early age, however - Presentation skills are one of my biggest
following the intense work in collaboration with variety of individuals, it disadvantages in terms of inability to cope with big
evolved rapidly, as an example the college research project, in which I audiences and deliver a clear and engaging talk. Often
taken the role of an implementer by setting objectives followed by action I feel very disconnected with the audience and fear
related to low emission impact on Tesco supermarket (Belbin, n.d. for the rejection. Abreast, the lack of adequate
[online]). Team cohesion benefited my ability to tackle tasks accordingly research and preparation makes the delivery of
by splitting workload between members of a group and helping peers to presentation incoherent and forgettable. Moreover,
the best of my ability. Furthermore, trust played an important role having no connection with the audience by ignoring
towards enhancing this skill as a team performance indicator in terms of questions asked and feedback given may lead to poor
satisfaction levels, commitment to work and task completion (Costa, representation of professional development skills
2003 [online]). (Doyle, 2017 [online]). According to Bearne (2017
- Leadership skills advanced by leading a group with own initiative and [online]) breathing techniques and other relaxation
presenting persuasive ideas and logic based reasoning. Most importantly, methodology are potent factors when coping with
leadership qualities do not arise impromptu, there must be continuous public speaking stress. Preparing plan of action for a
stimulus and everyday interaction with diversity of people. A research speech and framing correct presentation message will
conducted by Ericsson and Charness (1994 [online]) asserts that make it memorable and internalised, as well as calm
leadership skills evolve through experience and coaching rather than in- tone of voice and positive body language.
born talent, which was a case throughout my educational development. - Referencing is a new acquaintance, therefore has not
Moreover, stated by Tony (2017 [online]) to become an empowering been well-established yet. Compiled by the University
leader is not as attainable without being trustable, task-orientated, of Winchester (2017 [online]) Harvard Referencing
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