Thought Self-leadership - Case Study Example

Report (Name) (University) Table of Contents 1.0 Introduction 2 1.1.Importance of Self Motivation and Behaviour Change in Self -Leadership 2 1.2My Career Goal 3 1.3Behaviour Change Theories 4 2.0 Personal Profile 5 360 Degrees Feedback 12 3.0 Area for Development 13 4.0 How to Develop 14 6.0 Learning Theory Used 17 7.0 Action Plan 19 8.0 Conclusion 21 9.0 Reference List 22 1.0 Introduction 1.1. Importance of Self Motivation and Behaviour Change in Self -Leadership Self motivation is defined as internal self-initiated processes that are aimed at bringing out the best out of a person (Stewart., et al, 2011). Self-motivation provides determination that gives people impetus towards achieving self-set goals in life. Through self motivation, human are able to formulate and focus on strategies that are useful in achieving life objectives and self fulfillment. On the other hand, behaviour change refers to a set of processes that involve changing behaviour traits or patterns, mostly with the aim of adapting more positive or productive behaviour(Boyatzis, Richard & Akrivou, 2006). Most behaviour change arises from the need of altering behaviour in order to orient individuals towards realization of their goals. Self motivation provides the required boost for behaviour change (Bandura, 2001). Together, these aspects promote self leadership by encouraging development of both admirable and desirable traits required in attainment of life and career goals. 1.2 My Career Goal In Civil Engineering providing the best quality services is imperative in winning over customers’ trusts and gaining competitive advantage over other practicing engineers(Carr, De La Graza & Vorster, 2002). In order to reach these standards of customer preference, it is essential to have a set of traits, skills and expertise required to be considered a successful civil engineers. My main goal in civil engineering is to use my personality traits to achieve sustainable customer loyalty. Several personality traits are tantamount for successful civil engineering practice. Since civil engineers deal with construction of structure which may expose humans to risks if poorly down, high patience levels are required (Johnson & Singh, 1998) . Additionally, civil engineers are expected to be good managers and leaders since the duties entail dealing with other workers whenever one is managing a project (Carr, De La Graza & Vorster, 2002). Furthemore, high competitiveness is necessary in ensuring that a civil engineer’s works stand out from other competitors (Pocock., et al, 1996). The profession entails lots of consultations and feedback seeking, hence requiring the engineers to be more positive and responsive to feedback (Johnson & Singh, 1998). New technological developments and innovations require civil engineers to be keen and positive learners in order to be more competitive in the market (Pocock., et al, 1996). Traits to Change In order to achieve my career goals, I need to possess these traits as well as make various relevant changes to some of my traits in order to have the traits required in the profession. Being self aware, I realize that I have a tendency of assuming small details which due to patience problems. This trait, in civil engineering has the potential of being dangerous and ruining to my career as it may result to exposing clients and team members to risks of poorly made infrastructure. As such, there is need to strategize on a strict behaviour change process in order to improve this trait and avert any future career risks. This retrospect report, analyses my personality traits in relation to my career with the aims of identifying careers requiring change, setting goals for the change and examining the overall behaviour change processes. 1.3 Behaviour Change Theories Behavioural change theories tend to explain how and why behaviours change (Bandura, 2001). Changing personality traits is more attributed to persona and environment concerns. Over the years, interests in these theories have increased with the aims of improving various services operational outcome (Fredrickson, 2005). Self-efficacy, for instance, though not a theory per se, has underlying principles applied by most behavioural change theories (Bandura, 1977). Hazucha, Hezlett & Schneider (1993) explains that self-efficacy influences people’s personal impression regarding their capabilities to perform complicated works. This impression is more likely to be influenced by previous success in the tasks as well as other people views and personal observations (Watson, 2005). As such, self-efficacy can directly control self-motivation which is necessary in facilitating behavioural change and self leadership (Neck, Nouri & Godwin, 2003). Additionally, according to Skinner’s learning theory, modification of behaviour through various reinforcement patterns can lead to desired behavioural change (Harderman., et al, 2002). Environmental and other personal elements, in social cognitive theory can be motivators to behavior change with the aims of acquiring traits that suit environmental and personal expectations in various fields (Grol & Wesning, 2004). Finally, the theory of reasoned action explains that individuals consider the implications of their behaviour before doing or changing them (Prochaska, 2013). Using any of the theories, the needs for personality traits and behavioural changes in order to achieve career goals can be explained (Johnson, 2007). These theories provide insights into explaining some of the changes recommended in this report. 2.0 Personal Profile In order to identify the personality or behaviour that requires change, it is important to have high levels of self awareness. Through a thirteen criteria self assessment tool table 1 explains my personality traits. Table 1: Thirteen Criteria of Self Assessment Instruments Findings INTERPRETATION STRENGTHS WEAKNESS 1- Is management for you? 86 Scores 80-100 mean I have high management potential, which is the case with this finding. Scores 40-90 indicate moderate management potential. Scores below 40 indicate low management potential. I am open minded and good at working with people and getting things done. I do not always understand the most appropriate work environment for memory reactions to arguments and crises. 2- Leadership or Management Yes to even numbers -6 Yes to odd numbers – 4 If the numbers of yes to even number items is higher than the number yes to odd numbers, I have potential leadership qualities. If the yes to odd number items is more, I have more management qualities. I have the ability to get things done my way. I am slightly rigid in controlling changes. 3- Emotional Intelligence at work Self-awareness - 21 Managing, Emotions -23 Motivating Self - 21 Empathy - 25 Social skills -21 Total: 111 High levels of emotional intelligence at work I can effectively manage my emotions in work situations henceI am effective in creating a positive work environment. I have good social skills, however, at times I tend to be choosy about the people I relate to at work. 4- Cognitive style self-assessment E-20, I-15..........E S-18, N-22........N T-16, F-23.........F J-23, P- 12.........J ENFJ MBTI Preferences in management I am effective in strategic decision making. My preference for personal relationships and interactions sometimes override my efforts at goal attainment. 5-Leadership assumption questionnaire Theory X score-40 Theory Y score-60 Higher theory X score means that I believe that workers need to be controlled, coerced and monitored while working for effectiveness. On the other hand, a higher theory y score, like the one in my findings means that I trust people’s initiative and effort work effectively I motivate people use personal effort to work I sometimes tolerate under performance. 6- Theory X or Y leadership style. X score-40 Y score-60 High tendency to trust employees to fulfil their responsibilities without using threats or punishment. The tendency to trust others with their responsibilities positively motivates them. Due to the trust I have, I pay little attention to underperformance. 7- Soliciting feedback from others Open Area preference Openly self-discloses and solicits feedback from others. Soliciting feedback increases my levels of self-awareness hence improves my work efficiency. Access to negative feedback is sometimes emotionally discouraging/disturbing. 8- Kolb’s learning style inventory Converging (AC/AE) Prefer applying theory in practice. Mostly prefer dealing with technical issues. I have a tendency to apply all knowledge learnt in dealing with various problems, henceI am an effective problem solver I tend to prefer complex technical challenges, thus ignoring smaller problems 9-Realistic Optimism Internality = 3 Less than 3.5 Stability = 2 Less than 3.5 Globality = 2.25 Less than 3.5 Internality is less than 3.5 meaning I tend to explain things as being caused by other people or circumstances. Stability less than 3.5 means that I believe the causes of bad events are temporary, and Globality less than 3.5 implies that I consider the causes of bad events as being specifically circumscribed. These attributes accord me with high levels of accountability for situational outcomes. I have a tendency to explain bad events rather than preventing them. 10- Personal style inventory I-11, E-29..........E N-13, S-27........S T-29, F-17........T P-16, J-23..........J ESTJ personality signature I am an extrovert and rely on thinking, sensing and judging in making management decisions. I am open minded and logical and an effective decision maker. I havesignificant distrust of intuition. 11- Self-efficacy Results – 5.25 A score above 3.5, as in the case here, means that I can use my abilities and skills to influence and produce desirable outcomes. A score below 3.5 is on the lower end of the scale implying that my self-efficacy is low. I have varied skills, abilities and talents that through training and experience are applied in producing good outcomes. I prefer using myskills and abilities to accomplish tasks rather than allowing others do it. 12- Locus of control Result : 6 Scores below 8.29 imply that I have my locus of control is increasingly internal. On the other hand, scores above 8.29 imply my locus of controlis increasingly external. My commitment to my duties brings about desirable outcomes. I tend to get impatient most of the time to speed up the outcomes. 13-Type A personality Indicator Competitiveness: 12, Life imbalance:12, Hostility and anger:9, Urgency/Impatience:11 This means that I am highly competitive and highly productive in my work involvement. I can manage my anger and impatience tendencies and control my urgency,which is also significantly high. Being competitive and productive enhances my ability to produce positive outcomes. I am rather impatient and always desiring quick outcomes. Using this self analysis, it is possible to compare my career trait with the survey results hence clearly showing the need for trait improvement. Table 2: Comparison of Career Trait and Survey Results Career Traits Survey Results Management (Carr, De La Graza & Vorster, 2002) According to Survey 1, I have high management potential. Leadership (Carr, De La Graza & Vorster, 2002) According to Survey 2, I have potential leadership qualities. Competitive (Pocock., et al, 1996) According to Survey 13, on competitiveness, I am highly competitive Keen learners (Pocock., et al, 1996) According to Survey 8, I have a converging learning still, where I prefer applying theoretical knowledge in practice and mostly on technical issues. Positive to feedback (Johnson & Singh, 1998) According to Survey 7, I openly disclose and solicit feedback from others. Patience (Johnson & Singh, 1998) According to Survey 13 on Urgency/Impatience, I am highly impatient but I have the ability to manage it. Trait to be developed Chosen Trait How to Develop Type A personality Indicator on Urgency/Impatience Developing the trait requires that I lower my impatience and urgency results to below 7. According to the self evaluation criteria, the Type A personality Indicator on Urgency and Patience, results beyond 7 mean that one has high urgency and impatience. On the other hand, a result below 7 would imply that an individual has lesser urgency and is more patients. As such, if I change my trait such that in my next self evaluation aiming at monitoring the trend reveals a result below 7 would mean that the change process has been effective. The main aim of developing the trait would be to become more patient and less urgent in my career operations, which is a requirement for achieving my career goals. Developing the trait would entail using high self motivation, eliminating negative cues, identifying positive cues and putting the new trait in practice in order to enhance permanence of the desirable behaviour. 360 Degrees Feedback 360 degree feedback is a concept that has been currently popularized that organizations use in identifying strengths and weaknesses of management and different departments(Tornow & London, 1998; Ward, 1997). Through this feedback which is obtained from people one closely relates with at work (colleagues) and family and friends, one gain insights into their personality as viewed by other people they interact with(Chappelow, 1998; Education & Programmes). A 360 degree feedback is useful in eliminating any personal biases that may arise from personal views in self-assessment (Kutcher, Donovan & Lorenzet, 2009 & London & Beatty, 1993). My findings in the 360 feedback revealed that my friends thought that I had very strong leadership skills when at my best. My friends explained that I tend to be quick in identifying problems and finding solutions for the problems. They further indicated that I have a great team spirit, since I value both opinion and feedback from others and use them in finding solutions or working on various issues. On the other hand, my family’s feedback agreed with these findings. My family members revealed that I have strong leadership skills and mostly trust people in accomplishing their tasks rather than using force and pressure to have work done. Additionally, my family indicated that I tend to consult more and frequently ask questions in order to get other people opinions and feedback which I later use in finding solutions to problems. However, agreeing with my findings in the self assessment, most of my friends, family members and colleagues considered me to be highly competitive. As a result of my high competitiveness, my friends pointed out, I have a tendency of preferring to accomplish tasks very fast in order to get quick outcome. As such, I have high levels of urgency and impatience when dealing with certain issues which has further reflected in my career practice. My family observed that most of the time I have been impatient while performing my tasks, I ended up achieving more negative results rather than the positive desirable results. By agreeing with my self evaluation findings, this results would go a long way in identifying my trait that requires to be developed. 3.0 Area for Development According to my self assessment, I discovered that there is need to change my Type A indicator, specifically, on urgency and impatience. This Type A indicator trait describes how I tend to react to work related issues. Urgency and impatience mean that I have a tendency to prefer quick outcome which in most cases compromises quality. Civil engineering requires more patience and less urgency in order to effectively concentrate on every detail and minimize any risks that may occur as a result of speeding up processes. Patience problems in career and life result into quick unreasoned actions which in most cases bring about negative results. Being patient is useful in increasing work efficiency by reducing chances of errors. Therefore, I intend to change this trait to be patience instead of urgency or impatience. Using the STAR model analysis that examines and explains behaviour using the situation, task, action, result, learning and planning framework, I can identify a time when my urgency was a problem. I once worked in a civil engineering firm, where I received clients with different needs. My main task entailed designing and drawing two-dimensional diagrams following product description. Having high urgency and impatient tendencies, I once rushed in designing and drawing a client’s structure plan. I made several critical errors that were only notable on keen analysis of the plan. My supervisor noticed the errors and asked me to redo the plan. I learnt that being impatient is harmful for my career and not only exposes me to risks of losing my job and clients but also exposes people to dangers of poorly constructed structures. As such, my plan is to change this trait and be more patient and keen in order to minimize any work related risks. 4.0 How to Develop Introspection involves self analysis and soul searching with the aim of understanding ones personality (Lyness & Judiesch, 2008). Additionally, self perception plays a role in understanding yourself and your reactions. Through these aspects, I discovered that I need to change my impatient tendency to more positive traits which are patience and keenness. As such, I would have keen reactions to professional issues and perform at the same level or higher level of efficiency with other civil engineers. I intend to develop high levels of responsibility towards the change that shall be characterized by explaining my reactions and feelings. Additionally, I will make a point of comparing myself with other people either civil engineers or other professionals with the aims of monitoring my trait change developments. Interacting with a variety of civil engineers and other professionals would further facilitate learning how they handle their patience problems, hence essential in building upon my change process. Finally, I will constantly seek feedback from other colleagues, family and clients including conducting frequent self evaluation to monitor whether the behaviour change process was effective in making me more patient. Achieving behavioural change is not an easy process. Behavioural psychologists point out that unlearning a behaviour is more difficult than learning a behaviour. As such, it is expected that turning around my behaviour from high urgency and impatience to being patient would be challenging. Effecting any behaviour change, Ryan & Deci (2000) argue, require high levels of self motivation in order to achieve the desirable results. Some traits, Locke (2005) point out have a tendency of being stronger than others, hence more difficult to change. These traits therefore first demand that the individuals show the willingness to change the behaviour before positive outcome is achieved. Additionally, for traits like patience; which tend to occur more naturally, rather than being controlled by the individual, it is important to identify the triggers to any reactions resulting from the trait. Identifying the trait and what make an individual behave in undesirable manner is key in making strategic goals and choices in attaining behaviour change. Understanding that changing trait is a process requiring commitment and self motivation, developing the change will entail setting goal and dedication towards the behaviour change processes (Quinn, 2010; Robbins & Hunsaker, 1996). Furthermore, developing the change will draw from various learning theories that aim at enhancing the positive outcome of the change (Shwartz & McCarthy, 2010). Finally, strategic evaluation tools will be tantamount in assessing the levels and effectiveness of change from impatient to more patient trait. 5.0 Development Goals Hunsaker (2005) points out that setting goals is one of the most crucial self-leadership strategies. Goals are essential in focusing on priorities and providing behaviour direction. This clarity is essential in sustaining motivation and gauging progress. Various studies indicate that setting goals is the most effective strategy in improving satisfaction, performance and developing tasks interests. Ryan & Deci (2000) explain that goals should meet five conditions, commonly abbreviated as SMART. SMART goals are supposed to be Specific on the intended purpose, Measurable in order to facilitate evaluation, Achievable to provide intrinsic motivation, Relevant in order to be important and with purpose and finally Time bound in order to clearly mark milestones when achieved (Locke, 2005; Maddux, 2005; Roberts., et al, 2005). Goals can either have long time spans or be short term (Robbins & Hunsaker, 1996). My long term goal is to develop high patience levels that will result in producing timely but error-free outcomes in order to attract client preference. Notably, with high sense of urgency and impatience, there is high likelihood that my career, Civil Engineering, would suffer by having more errors due to lack of more keenness. As such, in the long run, for career benefits and maintaining high professional standards, there is need to ensure that my new trait eliminates any forms of professional blunders that may result to loss of clients. Improving my urgency and patience, would go a long way into improving my Type A personality indicator, necessary in improving my career practice. My short terms goals will mainly be geared towards attaining my long term goals for the trait change. My short term goals would play a role in marking various milestones that I will set in order to monitor the progress of my behaviour change progress. I will have different short term goals that will be organized in a sequential order in order to effectively track the attainment of each individual short term goal. To begin with, I will eliminate any negative cues contributing to my high impatience/urgency traits. Secondly, I will organize random reminders around my workspace that would constantly remind me to be patient. Thirdly, I will identify three close colleagues with the Type A personality indicator that I desire on urgency and patience. These colleagues will play a significant role, as positive cues, in helping shape my trait through social and professional interaction. Fourthly, I will constantly evaluate my action steps towards developing the trait using evaluation criteria that I will design. Finally, I will infuse the new behaviour in my daily routine working, which I will constantly evaluate through self evaluation and soliciting feedback. 6.0 Learning Theory Used The best way to understand and interpret the intended change would be through considering the action cause and the consequences of the action. As such, operant conditioning learning theory would be the most appropriate theory to use in this case. Operant conditioning, Turner, Barling and Zacharatos (2005) explain, involves operants which are intentional actions which have effects on work environments. Several processes or things influence the rates at which particular operant behaviour are less or more likely to occur. Operant conditioning theory is strongly based on Thorndike’s ‘Law of Effect’ (Schneider, 2001). However, to this theory, skinner adds the aspects of reinforcement as strengtheners or discouragers of behaviour (Hepner, Lee & Hewitt, 2005). Reinforced behaviour is more likely to be repeated, hence strengthened (Wood & Bandura, 1989). On the other hand, when behaviour is not reinforced, it tends to get weakened or die out. In Civil engineering practice, patience is key in avoiding any errors especially in designing processes which may be both risky and costly. As a result using operant conditioning improvement in this behaviour would be positively reinforced while impatient behaviour in performing tasks would either receive no reinforcement or negative reinforcement. In reinforcing the behaviour, I will use two dimensions which are physical and emotional. The physical dimension would entail the use of physical rewards such as buying myself pleasant gifts whenever I achieve any of my milestone goals through improvement of my Type A indicator on patience and urgency. On the other hand, I would use emotional intelligence through positive self talk in order to focus appreciate and encourage myself into being more patient to continue improving outcome. It is imperative to motivate myself through self-determination. Self-determination is usually seen through efforts to encourage the cues promoting positive outcomes while eliminating cues that produce undesirable outcome (Neck & Manz, 1996). In this case I will put constant reminders on the need for patience through setting frequent reminders on my phones, working computer and any working spaces. Additionally, I will increase positive cues by aligning myself with colleagues who have the patient trait I desire to develop. The reason towards by being impatient is the desire to achieve quick outcome and continue working on other projects. It would therefore be necessary to remove the negative cues by avoiding taking other tasks until one is fully completed and confirmed to be perfect. 7.0 Action Plan Designing steps towards achieving the change goals are essential in guiding my actions and decisions. As such, there is need to create an action plan with clearly outlined steps. Creating this action plan was based on my short term goals, which when strictly adhered to would bring me closer or exactly to my long term goal. Table 3 below is my action plan. Table 3: Action Plan Action Step Duration Resources Start End Eliminating negative cues causing impatience/urgency 1 day N/A 1/10/2015 1/10/2015 Organizing my reminders to encourage patience 2 days Work table Computer Mobile Phone 2/10/2015 3/10/2015 Identifying positive cues that encourage patience 3 days Colleagues 4/10/2015 6/10/2015 Evaluation of my action steps 1 day Work table Computer Mobile Phones Evaluation criteria list 7/10/2015 7/10/2015 Using new behaviour changes in performing tasks Continuous Process Work tasks 10/10/2015 Continuous process. Achieving trait change requires significant amount of self control and initiative that results from self motivation (Grol & Wensing, 2004). Designing an action plan usually only solves a smaller but significant percentage of the behaviour change process. However, what eventually counts in seeing total change to the behaviour is the amount of personal effort that individuals input to strictly follow the action plan in order achieve their behaviour change goal. Self motivation plays a major role in reinforcing positive behaviour. In this case, self motivation would play a major role in orienting me towards following my action plan in order to achieve my behaviour change goals. To ensure that I adhere to my action plan, I will treat each step of my action plan as a milestone, such that accomplishing each of the steps would be an indicator of successful progress towards my main goal of changing my impatience trait to a more patient trait. As a result, at the end of each successfully completed milestone, I will treat myself to two main forms of rewards: physical and emotional rewards. The physical rewards will involve giving myself tangible gifts of things that I like or value, such as going out with my friends as a reward for achieving to use my new behaviour change in performing my tasks. On the other hand, emotional motivation would be derived from self talk which I will use to encourage myself, for instance by silently telling myself that I can do it, whenever I am performing each of the steps in my action plan. 8.0 Conclusion Conclusively, in this report, I chose to develop my Type A indicator on urgency and patience. The reason for selecting this trait for development was due to my impatient and high urgency trait that may lead to costly and risky errors in Civil Engineering practice. I recognize that changing this trait would enhance my efficiency and effectiveness. To write this report I used self-analysis and self assessment strategies which are useful self leadership skills. Using these skills I was able to identify my trait weaknesses that may impact negatively on my career and professional development. As such, I was able to formulate goals and make strategies to changing this trait in order to improve my career practices. I learnt that, using strategic goals, theoretical frameworks and self motivation, I can change my patience problem, something I first never considered possible. Furthermore, I learnt that interacting with other people with more appropriate traits to my career is essential in helping me learn and acquire desirable traits. This report will help improve in patience hence increasing my work efficiency and reliability. Additionally, it will help me improve my career by using my trait to produce quality results. Finally, this will help me focus on change development and guide my future trait change requirements. 9.0 Reference List Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. 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You need to highlight the marking sheet according to the work, if the work does not match with High distinction , so the work has to match with this grade CRITERION High Distinction Distinction Credit Pass Fail Review of competency literature for the competency identified and justifies the choice of one for focus (AoL 2.1) Mark out of 10 Critically reviews and analyses appropriate competency literature. High quality research evidence used in an integrated and synthesised manner. A thorough, elegant and comprehensive explanation of personal links with the competency identified for development and comprehensive explanation and justification of final chosen development area related to career goals. Highly related to career goals. Analyses appropriate competency literature. Reliable research evidence used systematically drawing an insightful argument about the importance of the area for development. A clear and revealing demonstration of personal links with the competency identified for development. Explains and justifies with research evidence the choice of development area. Consistently related to career goals. Good attempts to analyse appropriate competency literature. Research evidence used in a structured format providing a useful overview of the development area. An in-depth and personalised explanation of links with the competency identified for development. Obvious attempts to use research and personal reflection to justify chosen development area. Well related to career goals. Competency literature is described rather than analysed. Research evidence is used to describe the findings for the development area. Explanation of personal links with the competency identified for development may be implicit or unclear at times. Some literature and a description of a personal experience is missing or not analysed to aid justification of chosen development area. Sometimes related to career goals. Competency literature is briefly described with little or no analysis. Insufficient research evidence to understand the area for development. Explanation of personal links with the competency identified for development is implicit. Limited links to the research. Limited description of personal experience and no analysis undertaken. Not related to career goals Identification and analysis of competency area for development. (AoL 1.1) Mark out of 10 Critically reviews and analyses appropriate literature on the competency chosen for development. High quality research evidence used in an integrated manner provides detailed information about what to do differently Analyses appropriate competency literature. Reliable research evidence used to discuss what to do differently for competency development. Attempts analysis of appropriate competency literature for chosen area. Research evidence is used to present an outline of what to do differently for competency development. Competency literature is described but not analysed. Some research evidence used to outline changes necessary for development. Competency literature is briefly described with no analysis. Limited research evidence to outline changes needed. Goal setting (GS) (AoL 1.1) Mark out of 10 Comprehensively analyses high quality GS research and uses the research to write the developmental goals. The goals developed are well integrated with the GS research and the competency for development. Analyses quality GS research and uses the research to help write the developmental goals. The goals developed link to the GS research and the competency for development. Attempts analyses of GS research and displays use of the research to help inform the developmental goals. The goals developed link to the GS research and the competency for development. GS literature is described but not analysed. Some evidence of linkage between developmental goals, the GS research and the competency for development. GS literature is briefly described with no analysis. Limited evidence of linkage between developmental goals, the GS research and the competency for development. Action plan (AP) development (AoL 2.1) Mark out of 10 Relevant and innovative implementation and action solutions are devised to ensure the effective development of the competency. The action solutions link directly to the developmental research explored. The AP is very thorough detailing all necessary steps for development. The AP demonstrates exactly how & when the goals & relevant steps will be achieved and is realistic and achievable. Offers relevant implementation and action solutions to successfully develop the competency. The action solutions link clearly to the research for developing the skill area. The AP demonstrates how the goals will be achieved, the necessary steps to take, and is realistic and achievable. Details implementation and action solutions to develop the competency. Good links between the action solutions and the research used previously for development of the competency. The AP provides the guidelines for competency development. The AP is realistic and achievable. Details implementation and action solutions to develop most of the competency. Some implicit links between the action solutions and the research used for development of the competency. The AP provides an outline for competency development. Presents an achievable plan. Implementation and action solutions attempted, but do not ensure competency development. Limited evidence of links between action solutions and the competency research. Plan presents mostly achievable solutions. Measurement and monitoring (AoL 2.1) Mark out of 10 High level consideration for tracking of competency development. Reflexive techniques used extremely well to track development and monitor progress. Relevant consideration for tracking of competency development. Reflexive techniques used well to track development and monitor progress. Offers consideration for tracking of competency development. Reflexive techniques used competently to track development and monitor progress. Attempts to outline how the competency will be measured, but not necessarily appropriate to competency. Reflexive techniques used to track development and monitor progress. Limited consideration of how the competency will be measured, or if present, not appropriate. Reflexive techniques not used or not used well to track development and monitor progress. Written presentation & academic skills (AoL 3.1) Mark out of 10 Professionally presented with substantial attention to detail. Material is thoroughly, consistently and accurately referenced. The argument is logically developed, coherent and structured. Contains outstanding use of grammar, syntax and spelling. Carefully and logically organised. Material is referenced accurately. The argument is clear, coherent and structured. Contains a very high standard of grammar, syntax and spelling. Shows organisation and coherence. Material is generally referenced accurately, although some errors and omissions are evident. The argument is clear at times, although the structure can be disjointed. Contains a high standard of grammar, syntax and spelling. Shows some attempt to organise the paper. Most material is referenced, although a number of errors and omissions are evident. The argument is clear at times, although the structure can be disjointed. Contains an average standard of grammar, syntax and spelling. Lacks coherence and organisation. Not all material referenced. Some reference errors or omissions. Argument is not presented clearly. Contains some misunderstanding. Contains poor grammar, syntax and spelling. Read More