Professional Development Plan

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Professional Professional Development Development Plan RUNNING HEAD: Professional Development Plan

Professional Development Plan Houman Kargar  Professor Foley LDR/531 August 11, 2014

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Professional Development Plan Introduction

A learning team as more res!onsi"ilities tan oter management or !rofessional teams# For $e%elo!ment an$ su&&ess, te team manager as te greatest res!onsi"ilities to'ar$s is team# All mem"ers of te team, eiter $eli"erately or not, are "oun$ to sare teir i$eas an$ $eli%er te &reati%ity to'ar$s te entire team# For te $e%elo!ment of te entire team, a sare$ &ommitment is re(uire$# )ome of te "asi& foun$ations of su&&ess for a learning team are effe&ti%e &ommuni&ation, !un&tuality, manage$ routine, a!!ro!riate monitoring, saring i$eas, an$ &oo!eration *)mit, +nline# Kee!ing te a"o%e mentione$ an$ se%eral oter as!e&ts, "eing te manager of my learning team, - &arrie$ out a Di). e!eriment tat assiste$ in un$erstan$ing te strengts, 'eanesses, an$ sill areas of my team mem"ers# e Di). Plan is use$ to $etermine te nee$s of te learning team an$ is a tool for mem"ers to assess teir sills, strengts, areas nee$ing im!ro%ement, an$ te resour&es nee$e$ to el! tem rea& teir &areer goals# it el! of tis e!eriment, 'e 'ill $is&uss te &ara&teristi&s of my team in tis !a!er an$ 'at is my a"ility to lea$ tem in te most suita"le 'ay#

Team Members

y team &onsists of four mem"ers, in&lu$ing Dul&e Figeroa, ail s!inosa6ora, 7osna 8asant an$ myself# ree of us a%e te Dominan&e )tyle *D )tyle# -n fa&t, 'at is %ery interesting is tat te same tree *Dul&e, ail an$ myself a%e more s!e&ifi&ally te Ds style 'i& is referre$ to as The Producer. eanile, 7osna ei"its te .autious )tyle *. )tyle, an$ more s!e&ifi&ally te Cd style, oter'ise no'n as The Master-Minder.

Professional Development Plan

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Di! Plan " Particulars

Figeroa, s!inosa6ora an$ Kargar a%e te D style " ea%ior# ey struggle for &ontrol an$ te nee$ to a&ie%e# ey are oriente$ to'ar$s teir mission or &om!any9s mission an$ lie to an$le situations an$ !eo!le a&&or$ing to teir o'n 'is$om# -t $oes not in$i&ate tat tey fail, it is :ust tat tey ten$ to $eal 'it tese tings on teir o'n an$ $istin&t 'ay# ey stay a'ay from irrele%ant tings or targets an$ are inno%ati%e, su& tat tey sometimes go "eyon$ te rules as 'ell# ey lie taing riss, $o 'ell in &risis management, sol%e ! ro"lems easily an$ (ui&ly, an$ a$a!t to &anges easily# ore s!e&ifi&ally, Figeroa, s!inosa6ora an$ Kargar ei"it te "ea%ior of a Ds )tyle (The Producer). is means tat tey !refer to "e in%ol%e$ in teir &osen a&ti%ities from start to finis, an$ tey resist !eo!le 'o a re o"sta&les to teir a&ie%ement# ey a%e an a"ility to !ro$u&e, 'i& means tey are igly %alue$ in situations re(uiring effi&ien&y, $e!en$a"ility an$ a &onstantly im!ro%ing rate of !ro$u&tion# ;ltimately, teir goal is to a&&om!lis "igger an$ "etter tass a&&or$ing to an internal timeta"le# 8asant is te ty!e of !erson tat e!resses erself more "y 'at se $oes tan 'at se says# As a result, se as a strong nee$ to 'or in$e!en$ently an$ to &oose er o'n goals# )e lies to generate an$ $e%elo! i$eas, terefore not a%ing mu& interesting in im!lementation of $etails# Her ultimate goal as a Master-Minder is to in&rease er o!!ortunities for uni(ue an$ im!ortant !ersonal a&&om!lisments#

!#aracteristics of M$ Team

8ase$ on te results of te Di). assessment, - learne$ se%eral tings a"out my team, its sills, &ara&teristi&s, an$ o%erall !erforman&e# A&&or$ing to a re!ort, D y!es migt o%erste! te !o'ers tey are !ro%i$e$ 'it sin&e tey generally !refer to tae &arge of situations# 8e&ause of tis, it is !ossi"le tat tey $e%elo! &onfli&ts 'it teir &olleagues# -n a$$ition, tey

Professional Development Plan

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often $on9t follo' te routine * DiSC Insights, +nline# ese tings are e%i$ent in my team as te ma:ority of te teammates a%e D y!e Personality# e fre(uently $e%elo! &onfli&ts as 'e try to tae &arge# Also, my !eers are al'ays in nee$ of <&ange9# e ma:or 'eanesses of .autious y!e are tat tey are tat tey are !erfe&tionisti&, &riti&al an$ unres!onsi%e# ey o!erate at a slo'er !a&e an$ tey fear 'or &riti&ism an$ sur!rises# ey also "e&ome 'it$ra'n un$er stress# * DiSC Insights, +nline# A!art from tese 'eanesses, my team as more strengts# Figeroa, s!inosa6ora an$ myself *Kargar a%ing te D style, are $e$i&ate$ to'ar$s our 'or %ery mu&# e tae &allenges an$ "elie%e in a&ie%ing instea$ of only 'oring# e "est ting a"o ut my team is tat 'e are all &onfi$ent to'ar$s te out&omes an$ $o not &are a"out 'at is going on 'it our &om!etitors or oter teams# e fo&us on our 'or solely# 8asant, te .autious ty!e mem"er, is o"%iously te most &autious an$ !refers an o":e&ti%e, tas6oriente$ an$ intelle&tual 'or en%ironment# e ma:ority of our team &onsists of D Personality y!e, an$ tese team mem"ers &onsi$er te "igger !ros!e&ts for teir tass# ey are also %ery inno%ati%e# -n &ase of &risis, our D y!es rise imme$iately an$ a&t as te instant an$ natural lea$ers# ey are a "ig asset 'en an im!ortant $e&ision is to "e taen#

%ar&ar as t#e 'eader

8eing te lea$er of my learning team, - a%e $istin&t res!onsi"ilities an$ must re(uire a set of sills more enan&e$ tan my mem"ers# For tis !ur!ose, - am a&tually trying to im!ro%e my lea$ersi! sills "y firstly no'ing 'at my goals are an$ 'ere my team is ea$e$# )e&on$ly, - try to &onsi$er te <&orre&tness9 of my $e&isions an$ in or$er to !ro%e tem, - tae el! from all mem"ers of te team# - ee! a regular &e& on te resour&es a%aila"le# - listen to all mem"ers an$ sin&e - a%e te D y!e Personality, - moti%ate oters# -n &ase &onfli&ts arise

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Professional Development Plan  "et'een us, as - a%e mentione$ "efore, - ste! u! an$ use my autority of te anager to $eal

'it oters# - am a firm "elie%er tat a !erson9s "ea%ior as a ma:or im!a&t on oters, as sai$ "y  !o!ular Ameri&an Autor an$ anagement !ert Ken 8lan&ar$, =e ey to su&&essful lea$ersi! to$ay is influen&e, not autority> * Brainy Quote, +nline#

!onclusion

eam management is &ertainly a $iffi&ult tas# is situation gets more $iffi&ult 'en te manager as to $eal 'it a learning team# For tis !ur!ose, te use of te Di). Assessment is one of te most effe&ti%e 'ays troug 'i& in$i%i$ual &a!a"ilities of team mem"ers &an "e analy?e$# e &arrie$ out te same !lan an$ our results 'ere (uite satisfa&tory "ut e%i$ent#  "elie%e tat te !erforman&e, $e%elo!ment, an$ su&&ess of te entire team is "ase$ on all mem"ers 'i& a&ts as te most signifi&ant &om!onent in tis &ase#

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Professional Development Plan References

)mit, # *n#$## at Are te .ara&teristi&s of oo$ eam'or Ha"its@# Small Business# Retrie%e$ August 10, 2014, from tt!//small"usiness#&ron#&om/&ara&teristi&s6goo$6 team'or6a"its620B4B#tml Personality y!es of D-). D Personality y!e *Dominant# *n#$## DISC Insights# Retrie%e$ August 10, 2014, from tt!s//'''#$is&insigts#&om/!ersonality6style6$C#;1l;%L8"&s Personality y!es of D-). - Personality y!e *-nfluential# *n#$## DISC Insights# Retrie%e$ August 10, 2014, from tt!s//'''#$is&insigts#&om/!ersonality6style6i Ken 8lan&ar$ (uote# *n#$## Brainy Quote# Retrie%e$ August 10, 2014, from tt!//'''#"rainy(uote#&om/(uotes/(uotes//en"lan&a30EB0#tml