REFLECTION

Name

Student ID

Assignment Title

Initial PDP

Module title

BSc Level 4 - Study Skills

Assignment Title

Initial PDP

Module leader

Mr Keith Brockbank

Submission date

08/12/2013

Personal Development Planning (PDP) Reflection

This study is concern the general framework of my professional and personal leadership development of strategic management. I chose GSOM as my place of study because I want a high quality on my academics. Although GSOM is far away from my home.Before deciding to study at GSOM my inquiries came back positive and encouraging that they maintain ahigh standard for research. I will be presenting the details about what I consider to be in my current or future role in relation to GSOM. It is followed by the narratives of what I look like at my best with the understanding of my previous experiences, and the projects I did so far. This report will reflect how I perform in current role with others and also the skills and strengths I have developed and discovered. This strategic management position is designed for people who aim to:

Improve the competitiveness of my organization

Optimize the strategic utilization of resources

Communicate effectively inside and outside the organization

Develop the management of my team into a coherent, mutually supportive and motivated group of people.

The reflective nature of personal development planning (PDP) is of increasing importance in higher education, and is recognized by employers as an indicator of an individual who is capable of learning from experiences. Reporting on feedback from employers of graduates, said that engaging in the process of reflection is just as important as the resulting portfolio of evidence, so an ability to reflect on the experience of the learning activity is just as important as achievement of the actual product of the learning (Prichard et al. 2006).

Lifelong learning is a continuous process that requires adults to engage themselves to acquire knowledge in various disciplines. The notion of lifelong learning is characteristically different from the practice of early childhood education. When it comes to lifelong learning, adults are encouraged to plan their activities in such a way that they should not coincide with the professional obligations but rather the experience helps the individuals to augment their professional skills to reap out the maximum benefits.

The acquisition of key competencies is necessary for teachers and professionals, who are engaged in lifelong learning. The provisions of lifelong learning that play a vital role in an individual's professional development, are particularly relevant to disadvantaged groups, whose potential for learning support in particular. These are mostly people with low basic skills, or who leave early studies, long-term unemployed, people with disabilities, immigrants, etc.

However, teachers should make an attempt to use underdone data and main origins, in an increase to manipulative, physical materials and interactive. When allotting projects to the students, use cognize terminology such as "classify," "examine," "create" and "predict". Construct off and apply student reactions when arriving at "immediately" conclusions about teacher demeanors, instruction strategies, content to be taught and activities. Explore out students' agreement and prior understandings about a conception before instructing it to them. Promote communication ...