Individual Development Plan

I have  taken a 360 degree assessment and the Myers-Briggs Type Indicator Assessment and scored accordingly in the skills needed for each of the following areas. I have the capability and existing knowledge to carry out any of these associated tasks though still want to improve both strengths and weaknesses.

My Strengths • Planning • Monitoring • Information • Problem Solving • Evaluating • Consulting • Reviewing • Thinking Strategically • Presenting Information

My Weaknesses Leadership Motivating Analyzing Delegating Reporting Additional Weakness (not measured) Performance Based interviewing

Target Position and Series:       

Program Manager, GS-level 9-13

My current position is classified at the as a Program Support Assistant  a GS 6-7.  I am eligible for a non-competitive promotion to the Program Management position which is a GS-9-13 as of  April 24, 2009, twelve months from the date that she began with the organization.  Upon successful completion of master degree  I will have all the educational requirements needed for the promotion.

During the course of completing my Masters I have volunteered on several occasions for duties that were the equivalent to a GS 11-13, allowing me to continue to prepare for promotional opportunity. I was recently selected as the only project support person to write outcomes for training  for a senate review committee. The other twenty nine individuals selected were all program managers or program managers in training. This demonstrates my supervisor’s belief that I am more than qualified to perform the duties of a program manager.

The requirements for the  position include:

•   Demonstrate professional knowledge of the performance consulting processes; needs assessment, evaluation and measurement principles (including return on investment); and methodologies and practices related to the measurement and evaluation of the learning and human performance field.
• Performance reviews will be conducted on a six-month cycle.  Success will be measured based upon the level of completion of job tasks, training, developmental assignments, and the cumulative advancement towards the defined learning objectives outlined in this plan.
• Develop a strong working knowledge of  current programs, the legislation and mandates that drive programs, the competitive process to select projects, and the budgetary  process which funds these projects.
• Conduct management reviews, perform trend analyses, research best practices, develop sound policies and procedures, write reports, and prepare and make presentations to senior management on a wide variety of business and programmatic matters.  
•  Demonstrate an ability to solve problems and issues using analyitical and evaluation techniques and will communicate recommendations to upper level management both orally and in writing.  
• Develop a robust understanding of the needs of the clients and demonstrate an ability to meet these demands.
•   Expand engagement in the organizational and business systems of EES, including those related to program management, contract management, human capital management, and financial management.
•  Demonstrate ability  to function as a  program/project manager by developing and carrying out discreet aspects of project plans or complex assignments; and/or taking a lead role on projects.
•  Demonstrate capability of providing client support and teamwork by developing networks and building alliances; collaborating across boundaries to build strategic relationships and achieve common goals.
•   Independently conduct management reviews, perform trend analyses, research best practices, develop sound policies and procedures, write reports, and prepare and make presentations to senior management on a wide variety of business and programmatic matters.  
•  Demonstrate adeptness at independently solving problems and issues using analytical and evaluation techniques and to communicate recommendations to upper level management both orally and in writing. 
•  Demonstrate skills at planning and performing assignments with minimal oversight and supervision, yet knowing when to alert supervisor of potentially controversial issues/problems.
•  Demonstrate that contributions to  program office, VACO, SES Leadership,  and the Department of Veterans Affairs on projects, priorities and business activities beyond the scope of routine assignments.
•  Meet monthly with mentor, as well as the 180 day and 360 degree developmental assessments, completed 70 hours of formal classroom training.

Learning Objectives  

General Management Areas:

• ·       Communicate ideas succinctly and effectively through oral and written communication to and with coworkers, supervisors, partners, other Federal agencies and customers.
• ·       Develop a strong understanding of the Federal budget cycle including formulation and  execution.
• ·       Learn the fundamentals of supervisory and management responsibilities, techniques, approaches, and objectives.
• ·       Monitor and track progress of short and long term goals and/or objectives and prepare reports on status of planned milestones.
• ·      Organize and lead a team of peers in a project by recognizing and capitalizing on the participants’ individual and collective strengths.  Describe goals and objectives, assign tasks, evaluate progress and assess the outcome.
• ·       Understand the ways in which EES and the Department of Veterans Affairs conducts business, as well as their organizational structure, decision making process, and budget process.

Technical Skill:

• ·                       Develop cohesive presentations using Microsoft power point for my office.
• ·                       Utilize Microsoft Project, Excel and Word with proficiency

Details and Timeline:  How Learning Objectives Will Be Accomplished 

Formal Training 

Managerial and technical training will supplement learning objectives that may not be fully met by on the job experience. 

Course Title and Vendor	Brief Course Description	Course  Dates & # of Formal Training Hours	Targeted Learning Objectives	Status         (Completed or Planned)
OPM PMF Orientation and Training (OPM)	This 3-day OPM sponsored program focuses on contemporary leadership, communication, and teamwork skills as well as career development planning.  Working mealtime sessions, evening activities, plenary and concurrent breakout sessions are scheduled to permit Fellows to interact with each other.	10/14/08 – 11/16/08 24 hours	Contemporary leadership, communication, and teamwork skills as well as career development planning.	Completed
Department Orientation (EES)	This 3-day program is designed to enhance EES’s organizational structure, to familiarize PMs with training and development initiatives such as the Learning Center, and to encourage networking among EES PMs.	11/20/1208-11/23/12 22 hours	Learn organizational structure, become familiarized with training and development initiatives	Planned
Walden University MS ID	Master’s degree in Education or relate subject that prepares student for requirements of the position		MS Degree for accredited school	Completion in August 2012
MAISEY Leadership Seminar	This 3-day program is designed for EES employees to gain knowledge and insight of current DVA initiatives and drivers.  Participants have the opportunity to network with senior leaders and other participants, as well as learn and enhance effective leadership skills.	TBD,            Summer 2012 24 hours	Learn the fundamentals of supervisory and management responsibilities, techniques, approaches, and objectives.	Planned

Rational for Selected Development Ideas

Formal Education: Given my current position in my organization and the lack of  substantial employee development offered by my organization, I will continue to pursue formal education on my own time. I anticipate that completing my Masters in Instructional Design and then taking a  Project Management certification program, as well as a course in performance based interviewing would benefit me in developing the knowledge and skills needed  to effectively earn the promotion.

Promotion: I need to continue to expand my skills in program management. My current organization has experienced exponential growth in the last six months. A promotion program manager would provide me new experiences and new levels of accountability and allow me to hone skills that I am currently unable to use.

Continue to work with Mentor: I have a mentor who has been successful in management who has been beneficial to my ongoing development. Noe, states “mentors provide career and psychosocial support to their protégés. My intentions are to stay with this organization and work toward a promotion. As I expand my skills and pursue my ultimate goals this mentor has thus far helped me to see my fullest potential and has promoted my skills at every opportunity that has made them known.

Assessment Tools: There are a number of assessment tools that can be utilized to assess an individual’s strengths and weaknesses. In addition there are assessment tools which measure skills, personality types, motivation, work styles, oral communication skills, written communication skills, organizational ability, and leadership ability. I  have utilized a number of these assessment tools in the past and as I gain more knowledge and skills I will revisit some of these . I believe the benefit to me would be  to see the changes in my strengths and weaknesses from previous assessments and which skills I still need to further development and to what extent.

Resources

•         Stolovitch, H., Stolovitch, H., & Keeps, E. (2011). Telling Ain't Training. Danvers, MA: ASTD.

•         Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

High Tech Training

Assignment: Blog Post: High-Tech Training

There is little question that technology use in training is on the rise and is here to stay; however, few would argue that throwing technological components into training programs just to appear "up to date" is wise. Strategically and thoughtfully applying technological components to enhance the impact and/or measurability of training solutions is what any good trainer strives for.

For this assignment, begin by thinking about the various training technologies outlined in Chapter 8 of the Noe text and in the required article. Consider what impact these technologies are having and will continue to have in training and development environments.

Next, complete the following:

Choose FOUR technologies or technological advancements used in training, as described in Chapter 8 of the Noe text and in the required article.

Conduct online research (in the Walden library or other reputable site) to find ONE additional article or resource that highlights the use of technology for teaching or training purposes.

High-Tech Training

Training methods must move along at the same rate as technology. It is the duty of educators and trainers to apply technological components to enhance the impact and measurability of trainings. In this blog I will select four technologies used in training and evaluate the impact of them on future training.

Webcasting

According to Noe, webcasting is described as “classroom instruction that is provided through live broadcasts” (Noe, 2010) A webcast is a media file distributed over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers. A webcast may either be distributed live or on demand. Essentially, webcasting is “broadcasting” over the Internet. (Wikipedia, 2012) Webcasting is not interactive. If copyright material is presented there are licenses that can be obtained for these. Webcasting can utilize cheap accessible technology, for this reason it has allowed independent media to flourish. You Tube is a repository of many of these webcasts.

Course Management/ Learning Management Systems (LMS/CMS)

LMS/CMS systems are used to deliver and create courses, link learning resources, engage employees and create, edit, distribute and deliver assessments. (Noe, 2010) They allow training to be most cost efficient as training can be done from any location, accessible to more trainees, and allows for tracking of trainees progress.

Simulations

According to Noe, simulation provides students with instant feedback regarding areas of strength and weakness in order to make corrections to improve their performance of the task. (Noe, R., 2010) Simulation is the imitation of a real world process or system. A model is developed and represents the main characteristics or behaviors and the participants using hands on activities solve the problem or activity. The model represents the system itself, whereas the simulation represents the operation of the system over time.

Smart Phones

Smart phones allow individuals to communicate with others by phone, internet, text messaging allowing owners to stay on top of recent events, data, accessing information in real time. The Army is using smart phones as a training tool. According to Lt. Gen. Mark Hertling the Army is developing applications for phones and readers instead of manuals to help train troop worldwide.

Articles that highlights the use of technology for teaching and training purposes:

The Enormous Technological Challenges Facing Education

www.openeducation.net/.../the-enormous-technological-challenges-fa...Cached

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Infusing Technology into Preservice Teacher Education. ERIC Digest.

www.ericdigests.org/1996-3/infusing.htmCached - Similar

References:       

Noe, R. A. (2010). Employee Training and Development. New York: McGraw-Hill/Irwin

Wikipedia, (2012) retrieved from http://en.wikipedia.org/wiki/Webcast

Blottenberger, D. (2010). Army to test smart phone apps to train soldiers. Stars and Stripes. http://www.stripes.com/news/europe/army-to-test-smart-phone-apps-to-train-soldiers-1.110693

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Needs Assessment Southwest Airlines

We were asked to select a company and to explore it online. The purpose was to try to get a sense of the organization’s products and/or services, consumers, management philosophy and strategic objectives.

                      

 Based on this, how might you approach the needs assessment? Specifically:

What stakeholders would you want to make sure to get buy-in from?

What questions would you ask (and to whom would you address them) during the organizational, person, and task analysis phases?

What documents or records might you ask to see?

What techniques would you employ (see Table 3.2 on page 108 of the Noe text), and why?

I selected to do my needs assessment on Southwest airlines. Southwest is a commercial airline. Southwest Airlines was founded by Rollin King and Herb Kelleher and began in 1971, servicing Dallas, Houston and San Antonio. “In the mid 1980's Southwest Airlines was the first to offer the frequent miles program. By 1998 Southwest Airlines was the 5th largest US air carrier, caring over 50 million passengers a year servicing the Northeast, Southwest and other key locations throughout the United States. In 1987, Southwest Airlines took over TranStar Airlines and in 1994, Southwest took over Morris Air. This gave Southwest a stronger edge in the market Southwest Airlines was originally incorporated to serve three cities in Texas as Air Southwest on March 15, 1967, by Rollin King and Herb Kelleher. According to frequently-cited story, King described the concept to Kelleher over dinner by drawing on a paper napkin a triangle symbolizing the routes (Dallas, Houston, San Antonio).

Southwest Airlines was originally incorporated to serve three cities in Texas as Air Southwest on March 15, 1967, by Rollin King and Herb Kelleher. According to frequently-cited story, King described the concept to Kelleher over dinner by drawing on a paper napkin a triangle symbolizing the routes (Dallas, Houston, San Antonio)”. (History) “The mission of Southwest Airlines is dedication to the highest quality of Customer Service delivered with a sense of warmth, friendliness, individual pride, and Company Spirit” (“The Mission”, 1988).

Stakeholders Who Must Buy-In to Needs Assessment

·                     Southwest upper Management ·                     Customers/Passengers	·                     Community
·                     Employees	·                     Airports
·                     Supplies	·                     Government

                                                 

Questions Asked During Organizational Analysis Phase

·         How can training help us achieve our mission of providing the highest quality customer service? (Management)

·         What organizational resources can be dedicated to training? (Management)

·         Will training help us achieve our strategic goals? (Management)

·         What elements in the work environment may be barriers to transfer of training? (Employees & Trainers)

·         Whose support do we need? (Trainers & Management)

·         How will we get management to support the training? (Trainers)  (Noe, 2010)

Questions Asked During Person Analysis Phase

·         Who needs training? (Management)

·         How can we convey to the trainees why they are being trained? (Management)

·         Do the trainees have the ability, attitude, beliefs, and motivation necessary to learn? (Trainers)

·         Can we offer a choice of training programs? (Management & Trainers) (Noe, 2010)

Questions Asked During Task Analysis Phase

·         What work activities are suffering from a performance gap? (Management)

·         Are these activities performed frequently? (Management)

·         How hard are the tasks to perform? (Management)

·         Do these tasks help us to achieve our strategic goals and objectives?(Management)

·         Do the trainees need training under special conditions, such as long delays or in-flight emergencies? (trainers & employees)

·         What tasks must be successfully performed to be certified in the job? (Management)

·         How can we develop competencies that will help us be a leader in the airline industry? (Management) (Noe, 2010)        

Documents/Records Required for Needs Assessment

·         Government Regulations	·           Performance Standards/Records
·         Flight records ·         Customer complaints	·         Customer Service Commitment Training manuals

Needs Assessment Techniques

• Observation of employees
• Evaluation of documentation and historical data
• Employee Survey
• Questionnaires to suppliers and charitable funds recipients
• Focus groups of passengers/ passenger survey (Noe, 2010)

References

Noe, R. A. (2010). Employee training and development (5^th ed.). New York, NY: McGraw Hill.

Our commitment. (n.d.). Retrieved from http://www.southwest.com/html/about-southwest/index.html?int=GFOOTER-ABOUT-ABOUT.

The mission of Southwest Airlines. (1988). Retrieved from http://www.southwest.com/html/about-southwest/index.html?int=GFOOTER-ABOUT-ABOUT.

The History of Southwest Airlines retrieved on 5/5/12 from http://avstop.com/history/historyofairlines/southwest.html