Introduction
With the foundations covered in Topic 1, this topic focuses on the practical application of personal and professional improvement. This includes:
- Identifying areas for improvement
- Legal and ethical requirements in your role
- Work methods and practices
- A range of opportunities for development
- The importance of self-care and wellbeing
- Personal and professional development plans
- SMART goal setting
- Measuring performance and progress
You will also review samples of performance development plans so you can see this process in action.
Identifying improvements
The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is a choice.Brian Herbert
Once you have conducted a self-evaluation and collected feedback, ideally from clients, peers and management, you must reflect on this information in order to identify your areas for improvement. Determining improvements addressing the following questions.
Review your self-reflection
- What have you identified as an area you are not as comfortable with or knowledgeable in?
- What areas are you interested in growing your knowledge or skills in for your current role/ clients?
- What areas are you interested in growing your knowledge or skills in for your planned future role/ clients?
Review your feedback
- What did your clients identify as areas that they needed more or different support?
- What did your peers identify as areas that you did not follow protocol or processes?
- What did your manager identify as areas that you could improve your skill or knowledge?
Example:
Here is an example of a self-reflection note:
"I recognise that my communication skills can be further enhanced. While I am able to establish rapport with clients, I need to improve my active listening and non-verbal communication skills to ensure a deeper understanding of their needs and concerns."
- Attend a workshop or training on active listening techniques to enhance my ability to empathetically engage with clients.
- Seek mentorship or supervision to receive feedback and guidance on improving my non-verbal communication skills.
- Read literature or research articles on effective communication strategies in social work to stay updated with best practices and implement them in my practice.
Here is another example of a self-reflection note:
"As a social worker, I understand the importance of cultural competence, but I realise there is room for improvement. I need to enhance my knowledge and understanding of diverse cultural backgrounds to provide more inclusive and culturally sensitive support to clients from diverse communities."
Based on this self-reflection, here are some improvements you may identify:
- Engage in cultural competency training programs or workshops to deepen my understanding of various cultural practices, beliefs, and values.
- Collaborate with colleagues from different cultural backgrounds to gain insights and learn from their experiences.
- Actively seek opportunities to work with clients from diverse communities to broaden my exposure and understanding of their unique needs and challenges.
Here is an example of client feedback:
"The social worker was instrumental in helping me set realistic goals and provided some guidance throughout my progress. Their commitment to monitoring my progress was wonderful however some flexibility in adjusting interventions may have helped."
Based on this feedback, here are some improvements you may identify:
- Seek professional development opportunities focused on goal setting and progress monitoring in social work practice.
- Engage in supervision or consultation to receive guidance on effective goal-setting techniques and strategies for tracking client progress.
- Stay updated with evidence-based practices and research in goal-oriented social work interventions through regular reading and attending relevant conferences or workshops.
Here is an example of internal stakeholder (peer/manager) feedback:
"The social worker demonstrates a willingness to participate in collaboration activities across the teams. They actively engage with colleagues on a 1-1 basis however are less confident when working in a group environment."
Based on this feedback, here are some improvements you may identify:
- Participate in training or workshops on effective collaboration and teamwork to further enhance interpersonal skills and collaboration techniques.
- Actively seek opportunities to engage in interprofessional collaboration, such as joint projects or case conferences, to develop a deeper understanding of working in multidisciplinary teams.
Legal and ethical improvements
Ethics is knowing the difference between what you have a right to do and what is right to do.Potter Stewart
There are a range of legal and ethical requirements that must be adhered to in the workplace. These include:
- Code of practice
- Duty of care
- Workers rights and responsibilities
- Employers rights and responsibilities
- Work role responsibilities
- Work role limitations and boundaries
Due to the changing nature and importance of these requirements, they must form part of your regular review of the industry to ensure you are up to date on the latest and your personal practice to ensure you are compliant.
Code of practice
A code of practice is a set of guidelines or principles that outline expected standards of conduct and professional behaviour in a specific industry or profession. It provides guidance on ethical considerations, professional responsibilities, and legal obligations.
Examples of development activities that can support understanding and application in the workplace include:
- Review the code by re-reading it to become more familiar with the content and language used.
- Attend workshops or seminars specific to the industry.
- Join professional associations that provide resources and updates on codes of practice in industry.
- Participate in online forums where discussions about ethical practice and the code take place.
Duty of care
Duty of care refers to the legal obligation of professionals to act in a manner that avoids causing harm or injury to others. In community services and mental health, professionals must provide services with reasonable skill, care, and diligence to prevent harm.
Examples of development activities that can support understanding and application in the workplace include:
- Attending training sessions or workshops that focus on risk assessment and management, staying updated with relevant legislation and regulations pertaining to duty of care.
- Participating in case conferences or peer discussions where professionals can learn from each other's experiences in providing a duty of care to clients.
Workers rights and responsibilities
Worker rights and responsibilities refer to the entitlements and obligations of employees within the workplace such as rights to fair wages, leave entitlements, and a safe working environment. Workers also have responsibilities to carry out their duties professionally, abide by workplace policies and procedures, and maintain confidentiality.
Examples of development activities that can support understanding and application in the workplace include:
- Regularly review employment contracts, workplace policies, and industrial awards to ensure they are aware of their rights and obligations.
- Attend workplace training sessions or workshops conducted by human resources departments that focus on workers' rights, responsibilities, and relevant legislation.
- Seek clarification or guidance from human resources personnel when needed.
Employers rights and responsibilities
Employer rights and responsibilities refer to legal obligations of employers in providing a safe and fair working environment for their employees. These responsibilities include providing appropriate resources, ensuring a safe physical and emotional environment, addressing workplace grievances, and complying with relevant employment laws and regulations.
Examples of development activities that can support understanding and application in the workplace include:
- Attending workplace training programs that cover topics such as occupational health and safety, workplace policies, and conflict resolution.
- Participate in staff meetings or consultations where employer responsibilities are discussed.
- Seek clarification or guidance from human resources personnel when needed.
Work role responsibilities
Work role responsibilities are the specific tasks and duties assigned to professionals within their designated role. These responsibilities may vary depending on the job position and industry requirements. Professionals must understand and fulfill their work role responsibilities to ensure effective service delivery.
Examples of development activities that can support understanding and application in the workplace include:
- Review their job description and performance plan or expectations.
- Participate in feedback or performance appraisal sessions with their managers or supervisors to receive feedback and clarification on their work role responsibilities.
- Seek additional training or professional development opportunities specific to their job role.
Work role limitations and boundaries
Work role limitations or boundaries refer to the scope and extent of what professionals are authorised and qualified to do within their designated role. These limitations ensure professionals operate within their area of expertise and avoid exceeding their competencies, which could potentially harm clients or service users.
Examples of development activities that can support understanding and application in the workplace include:
- Regularly review professional qualifications and licensing requirements.
- Engage in reflective practice or supervision to identify situations that fall outside their expertise and seek appropriate consultation or referral.
- Participate in continuing education or professional development activities specific to their field.
More information on work role boundaries is captured later in the module.
Work methods and practices
There are many work methods and practices aimed at improving performance across the Community Services and Mental Health industry. These include:
- Client-Centred Approach: Adopting a client-centred approach puts the needs and preferences of clients at the forefront. This involves active listening, empathy, and tailoring services to meet individual client needs. Providing person-centred care improves client satisfaction and outcomes.
- Evidence-Based Practice: Applying evidence-based practice involves using research, best available evidence, and professional expertise to inform decision-making and service delivery. It ensures that interventions and practices are based on sound evidence, leading to improved client outcomes.
- Collaboration and Teamwork: Promoting collaboration and teamwork fosters a supportive and effective work environment. Encouraging open communication, sharing of ideas, and working together towards common goals enhances performance and outcomes.
- Cultural Competence and Diversity: Recognising and valuing diversity and cultural competence is crucial in the community services and mental health industry. Practitioners should strive to understand and respect diverse cultural backgrounds, beliefs, and practices, which leads to improved service provision and client satisfaction.
- Ethical Practice: Adhering to ethical standards and codes of conduct is essential for maintaining professional integrity. Upholding ethical principles, such as confidentiality, informed consent, and respecting client autonomy, builds trust and improves the quality of care provided.
- Self-Care and Well-being: Prioritising self-care and well-being is vital for professionals working in the community services and mental health industry. Practitioners need to maintain their own physical and mental health to ensure they can provide effective support to others. This includes practicing self-care strategies, seeking support when needed, and setting boundaries.
- Reflective Practice: Engaging in reflective practice involves regularly reflecting on one's professional experiences and learning from them. Reflecting on practice allows individuals to critically evaluate their own performance, identify areas for improvement, and implement changes to enhance their practice.
- Continual Professional Development: Engaging in continual professional development allows individuals to expand their knowledge, skills, and competencies. Attending relevant training, workshops, conferences, and seeking opportunities for learning and growth enhances performance and keeps practitioners up-to-date with best practices.
- Effective Documentation and Record-Keeping: Maintaining accurate and comprehensive documentation and record-keeping is crucial in the community services and mental health industry. Clear and detailed documentation ensures effective communication, continuity of care, and compliance with legal and professional requirements.
- Quality Improvement and Evaluation: Promoting a culture of quality improvement and evaluation allows for ongoing assessment and enhancement of service delivery. Regularly evaluating outcomes, soliciting feedback, and implementing improvements based on data and client input leads to better performance and service provision.
KNOWLEDGE CHECK: Activity 1: Work practices
Formal and informal development
The beautiful thing about learning is that no one can take it away from you.B.B. King
Formal and informal learning and development in a professional context refer to different approaches and sources of acquiring knowledge, skills, and competencies for professional growth.
Formal learning and development
Formal learning refers to structured and planned learning activities that follow a predetermined curriculum or program. It typically involves organised courses, workshops, training programs, or educational events facilitated by qualified instructors or trainers. Formal learning often leads to recognised certifications, degrees, or qualifications.
Key characteristics of formal learning and development:
- Structured curriculum or syllabus
- Clear learning objectives and outcomes
- Instruction provided by experts or qualified trainers
- Planned delivery methods, such as classroom-based training, online courses, or workshops
- Assessments or evaluations to measure learning progress or achievement
- Formal recognition, such as certificates or degrees, upon successful completion
Examples of formal learning include attending university programs, completing professional certifications, or participating in workplace training programs.
Informal learning and development
Informal learning refers to learning that occurs spontaneously, often unintentionally, through daily work experiences, interactions, and observations. It is driven by individual curiosity, interest, and self-directed exploration of relevant topics or skills. Informal learning is typically learner-driven, where individuals actively seek knowledge and learn from their experiences, colleagues, mentors, or resources available in their work environment.
Key characteristics of informal learning and development:
- Self-directed and self-initiated
- Learning through experience, observation, and reflection
- Learning from peers, mentors, or experts informally
- Unstructured and flexible learning process
- Accessing resources, such as articles, books, videos, or online platforms, for self-study
- Learning through trial and error, feedback, and continuous improvement
Examples of informal learning include self-study, reading industry publications, engaging in online forums or communities, and seeking guidance from experienced colleagues.
Both formal and informal learning and development are important for professional growth. Formal learning provides structured knowledge and foundational skills through recognised programs, while informal learning allows for continuous learning, adaptability, and skill enhancement through real-world experiences and self-directed exploration. A well-rounded professional development plan often includes a combination of formal and informal learning activities to maximise learning opportunities and career advancement.
Specialist advice and training
Often, people begin work in community services with a general skill set and knowledge base that can be applied to a wide range of situations and needs. Over time, this knowledge and these skills tend to become more specialised as people begin to work in particular areas or become interested in specific fields within community services work. This can happen because:
- the requirements of the organisation change in line with new funding models, programs or government directions
- the worker’s requirements change in line with their own changing interests
- the needs of the client group change in line with a changing demographic or funding model or in response to more complex needs arising.
Seeking specialist advice or training can help you to ensure that you have the necessary knowledge and skills for the work that you are currently doing or for work that is likely to arise in the future. This can help you to plan your own professional self-development as well as contribute to team planning decisions and project management in your workplace.
Before you can access appropriate specialist advice or training, you need to identify what your needs are. Here are some ways in which you might identify specialist advice or training needs:
- Identify areas for training by participating in a training needs analysis of your team.
- Read your full position description and locate tasks that require specialist knowledge or skills that you do not currently have.
- Read funding descriptions and client target group eligibility and consider the knowledge and skills required to work with this group.
- Reflect on sector trends and innovative practices described in journals, on websites or at conferences and consider whether these could be applied to your own work practice.
- Identify long-term goals for your organisation and team and then consider which knowledge bases and skill sets will meet these goals.
It is only once you have identified the specialist knowledge and skills that are required that you can begin to plan how you will seek these out.
Specialist knowledge and skills can be accessed by:
- engaging a specialist to work with your team on building skills and knowledge in relation to a particular project or set of learning goals
- participating in webinars or conferences on a specialist topic
- arranging for your team to visit another worksite or an organisation that currently utilises a different set of skills and/or approach from your own
- building a professional learning network for your team that promotes regular dialogue and sharing of ideas, concepts, approaches and feedback
- observing a specialist practitioner at work, either directly or through video link.
You should ensure that the approach that you use to access specialist knowledge and skills is appropriate for your work type and situation. Consider how the cost, time commitment and location of a particular activity or provider might affect your ability to access the approach. Some activities are quite expensive or may not be located close to where you live and work, or they may not be available at a suitable time.
You may be able to use technology to help you to access specialist information and training, such as by watching a TED Talk, accessing a webinar, using videoconferencing software or participating in an online forum.
Formal training
Formal education and training is necessary to work in the community services and mental health industry. This may include obtaining relevant qualifications, certifications, or licenses. Training options available may include university degrees, vocational courses, and specific skill-building programs.
Staying up-to-date with training requirements helps professionals acquire the necessary knowledge and skills to excel in their role. Undertaking training may include:
- Pursuing a Certificate IV in Mental Health through a registered training organisation (RTO), which provides essential knowledge and skills for supporting individuals with mental health conditions.
- Undertaking a Mental Health First Aid training program, which equips professionals with the skills to provide initial support to individuals experiencing mental health crises or challenges.
- Enrolling in a Diploma of Community Services program, which offers comprehensive training in various aspects of community services, including mental health support.
Industry networking
If you want to go fast, go alone. If you want to go far, go together.African Proverb
Industry networking involves actively connecting and building relationships with internal or external professionals in the community services and mental health industry. It provides opportunities to exchange knowledge, share experiences, and stay updated on industry trends and best practices. Networking can occur through conferences, seminars, workshops, online forums, and professional events.
Using social media for information networking can provide you with access to other practitioners and organisations in your field, as well as the opportunity to share information and knowledge about all manner of topics related to professional practice.
Internal networking may involve:
- Establishing a professional development or peer support group within the organisation.
- Working groups designed to support the development of industry specific roles or skills.
- Participating in delivery of a project outside of your normal scope of work in order to expand on your skills or knowledge.
External networking may involve:
- Attending a mental health conference where professionals from various sectors of the industry come together to share their expertise, discuss current issues, and network with peers.
- Participating in local community events or forums focused on mental health and community services, where professionals can connect with colleagues, organisations, and community members.
- Joining online communities or professional networking platforms specific to the community services and mental health field, where professionals can engage in discussions, share resources, and connect with like-minded individuals.
Professional associations
One great opportunity to engage in informal learning and professional development is to engage in networking via professional associations. Professional associations are organisations that bring together individuals working in the same field or industry.
They offer a range of benefits, including access to resources, professional development opportunities, networking events, and forums for sharing expertise which can enhance professional growth and provide a platform for collaboration and advocacy.
Some opportunities to engage with professional associations include:
- Becoming a member of the Australian Association of Social Workers (AASW) as a mental health practitioner, which offers access to resources, professional development opportunities, workshops, and conferences specific to the field of social work.
- Joining the Australian Psychological Society (APS), a professional association for psychologists that provides resources, training opportunities, and a network of professionals in the mental health field.
- Becoming a member of the Mental Health Coordinating Council (MHCC), a peak body that represents community-managed mental health organisations, providing access to industry news, policy updates, and professional development events.
Coaching and mentoring
In many organisations, a formal relationship exists between less experienced workers and mentors or supervisors. These relationships (or internal networks) are designed to provide support and guidance so that early-career workers can build their skills and competencies with direction from a person who has highly developed skills and extensive experience.
Such relationships require ongoing commitment in terms of both time and focus, and it is important that there is management-level support for mentoring and supervision arrangements so that appropriate time and resources can be provided.
Some people find that mentoring is a model of support that works well for them, while others find that it takes time to become familiar and comfortable with this approach. The quality of the relationship between the mentor and the worker has a significant influence on the outcome of this approach.
KNOWLEDGE CHECK: Activity 2: Development opportunities
Vicarious trauma
Vicarious trauma is the trauma that is sometimes experienced by people providing care and support to others who have experienced trauma.
It occurs when elements of the trauma experienced by survivors is, in a sense, re-experienced by the worker (in this case, the counsellor). It often occurs through regular and long-term exposure to stories of violence and trauma, such as those that community service workers often hear.
Vicarious trauma can manifest in numerous ways, including:
- flashbacks
- nightmares
- anxiety
- re-experiencing
- depression
- grief
- despair
- feelings of shame and guilt
- lack of motivation
- feeling numb or disengaged
- feeling angry or irritable
- increased sensitivity to violence (e.g. in movies and television shows)
- trouble sleeping
- feelings of loss of safety
- feeling disempowered
- using coping strategies (self-harm, drugs and/or alcohol)
- risk-taking behaviours
- relationship difficulties
- trouble sleeping.
Prioritise your wellbeing
Working in the community services sector can put a great deal of strain and pressure on your emotional, mental and physical wellbeing. As a result, many people in the field experience the signs and symptoms of stress.
Therefore, your reflective practice routine should, when appropriate, include goals that relate to self-care, stress management and other strategies that will assist you.
Example:
Headaches are well recognised as one of the signs of stress (although they can certainly occur for various other reasons, too), and you may find yourself experiencing them frequently.
If this is the case, reducing headaches would be an appropriate and useful goal to include in your self-care plan. The strategies that you select to help to achieve this goal might include things like finishing work on time each day, taking time out for a walk at lunchtime, avoiding travelling too much at night or spending time debriefing with a colleague at the end of a shift
Self-care
Self-care is not selfish. You cannot serve from an empty vessel.Eleanor Brown
Self-care is anything you do that contributes to your emotional, spiritual, physical and/or social wellbeing. An important part of the self-care strategies that you develop, and use is creating a balance between work and your personal life.
One part of your self-care routine should be to ‘check in with yourself’ on a regular basis. Our lives are so busy, and when working in caregiving professions, we can tend to forget about our own needs.
So, pay attention to your body and mind and what they are trying to tell you. Ask yourself the following questions:
- Am I sleeping okay?
- Am I eating enough good and nourishing food regularly?
- Do I even have an appetite?
- Am I short-tempered, cranky or anxious?
- Am I spending enough time with the people I love or am I shying away from social contact and/or family time?
- Am I getting enough exercise?
- Do I have the enthusiasm and energy to do my favourite things?
If your answers to any of these questions are frequently or consistently negative, it might be time to take a break or to be brave and ask for additional support, should you feel that you are not able to cope.
When considering what is essential to your personal self-care needs, ask yourself a few questions about what makes you feel good. These questions might include the following:
- What makes you happy?
- What helps you to relax?
- How do you nourish yourself physically, socially, culturally and spiritually?
- What energises you?
- Who supports you?
- mindfulness practices
- maintaining strong work role/professional boundaries
- maintaining a healthy diet
- taking time off for your favourite activities or hobbies
- focusing on personal relationships
- debriefing regularly with your supervisor or colleagues
- setting goals relating to the prevention of vicarious trauma and burnout
- planning for a healthy working life.
Reading
Additional reading:
Find out more about burnout, vicarious trauma and self-care at the following webpages:
- Safe + Equal: Vicarious trauma and burnout
- Life in Mind: A guide to self care
Professional boundaries
Compassion and empathy are two key soft skills that you require to be an effective practitioner in community services. Unfortunately, having these attributes can leave you open to exploitation, depression and burnout.
It is essential that you turn your compassion and empathy towards yourself sometimes and that you ensure that you are doing what you can to protect your own wellbeing while protecting the rights, responsibilities and role of your client in their journey.
One key thing that you can do to maintain your health and wellbeing is to set, respect and uphold your professional work role boundaries.
When you first meet with your clients, it is important that you outline to them your role and responsibilities in assisting them to achieve their goals. This involves ensuring that they understand what you can and will do for them as well as what you cannot and will not do. Your clients should also understand what they can and cannot do as part of the professional relationship that they have with you.
What is a professional boundary?
A professional boundary is the rules and limits that prevents the lines between you and your client from becoming blurred. Professional boundaries are set by legal, ethical and organisational frameworks but can sometimes be difficult to difficult for clients to know where the line is.
Some examples of professional boundaries are:
- Not discussing private client details with other clients
- Not discussing internal organisational politics with your clients
- Not performing favours for your clients that are outside the scope of your role.
You may need to reinforce your clients’ awareness of your boundaries, your role, and responsibilities throughout the course of your relationship with the client. To do so, focus on the policies and procedures that your workplace has in place for:
- privacy and confidentiality
- duty of care
- receiving gifts
- relationships outside of work
- communication with clients, especially social media policies.
Reading
Additional reading:
Further information regarding professional work role boundaries can be found at the following webpages:
- Relationships Australia: Maintaining personal and professional boundaries
- Mable: How to maintain professional boundaries with your client
- Acquired Brain Injury Outreach Service (ABIOS): Building good boundaries in support work
KNOWLEDGE CHECK: Activity 3: Self-care and wellbeing
Personal and professional development
Professional development includes many diverse activities, ranging from professional reading to the use of development plans and goal setting. It involves various approaches and ideas, all of which are designed to help you to improve and optimise your work performance.
A series of approaches to professional development will be outlined in this section, allowing you to consider which of these best align with your needs and learning style, and those of your team and organisation.
Personal development is often considered alongside professional development, in recognition of the fact that workers who are able to develop personally and achieve their own goals are more motivated and engaged at work, have a better work–life balance and are more likely to sustain a long-term career in community services and in their organisation.
Professional development plans
Professional development plans are written documents that are widely used in many organisations to guide and record the ongoing growth and development of workers. They vary widely in content, timelines and approach, but most incorporate the following key features:
- They provide an overview of the competencies that the worker has recently focused on and of intended competencies for the future.
- They are written by the worker (although they are often completed in a template format).
- They are used as a basis for, or to structure, the worker’s conversations with a supervisor or coach who provides feedback and prompts self-reflection.
- They guide decision-making and forward planning.
Professional development plans generally help to answer the following questions:
- What are you able to do already?
- What do you want to learn next?
- How can you achieve this learning?
- What will success look like for you?
- What indicators will show that your skills and knowledge are improving over time?
Professional self-development plans are usually completed on a regular cycle in conjunction with other workers and, typically, the worker’s direct supervisor. There may also be involvement from human resources staff, mentors, and learning and development coaches.
Professional self-development plans are often set over a 12-month period, which allows extensive time to be devoted to the development of skills and the attainment of goals. These plans can link closely with the broader goals of a team and the organisation, allowing for training needs across a whole organisation to be met effectively through carefully structured plans. While over a 12 month period, these plans should be regularly reviewed and updated – monthly, quarterly or at least bi-annually.
When done well, professional development plans clearly identify learning goals that are relevant, appropriate and achievable. Such plans can prove to be a valuable asset to any organisation.
Professional Development Plan process
In order to identify the focus of your personal development plan, you must follow the process outlined below:
- Reflect on Self-Evaluation: Analyse your own performance objectively and identify areas where you feel you could have performed better. Consider the goals you set and evaluate your progress towards them. Assess your strengths and weaknesses and areas where you believe improvement is needed.
- Seek Feedback: Actively seek feedback from others, such as supervisors, colleagues, or mentors, who can provide valuable insights and perspectives on your performance. Listen to their observations, suggestions, and areas for improvement. Be open to constructive criticism and use it as an opportunity for growth.
- Identify Common Themes: Look for common themes or recurring feedback across different sources. Pay attention to areas where multiple individuals have identified similar improvement opportunities. This helps validate the areas that need attention and ensures a well-rounded perspective.
- Prioritise Improvement Areas: Prioritise the improvement areas based on their significance and relevance to your professional growth. Consider the impact these improvements will have on your performance and the alignment with your goals and objectives.
- Set Specific Goals: Develop specific and measurable goals that target the identified improvement areas. Ensure your goals are realistic and attainable. Break down the goals into actionable steps to make them more manageable and track progress effectively. More information on goal setting is captured below.
- Seek Support and Resources: Identify the support and resources needed to facilitate your improvement efforts. This can include seeking advice from experts, attending relevant training or workshops, or accessing educational materials or resources. Utilise available resources to enhance your knowledge and skills in the areas of improvement.
- Implement and Monitor Progress: Take action towards achieving your improvement goals. Regularly assess your progress, monitor the changes you are making, and evaluate their effectiveness. Adjust your approach if necessary and seek further feedback to ensure continuous improvement.
- Reflect and Adjust: Continuously reflect on your progress and the impact of your improvements. Regularly review and adjust your goals and strategies based on new insights and feedback. Embrace a growth mindset and view self-evaluation and feedback as ongoing processes for personal and professional development.
Goals setting for professional development
Setting goals is the first step in turning the invisible into the visible.Tony Robbins
Writing effective goals is one of the keys to successful professional self-development. You need to consider:
- writing goals that use the SMART goal framework
- having goals that are right for you
- having goals that align with and support the requirements of your team and organisation.
SMART Goal Framework
Most organisations use the SMART goal writing framework to ensure effective setting and achievement of goals.
| Element | Description | |
|---|---|---|
| S | Specific | A specific goal clearly defines what you want to achieve. It answers the questions of who, what, where, when, and why. It is focused and precise, leaving no room for ambiguity. A specific goal provides a clear direction and sets a clear expectation of what needs to be accomplished. |
| M | Measurable | A measurable goal is one that can be quantified or assessed objectively. It includes specific criteria or indicators that allow you to track and evaluate progress. Measurable goals provide a means to determine if you have achieved the desired outcome or if you are making progress toward it. It helps in assessing the success or effectiveness of your efforts. |
| A | Achievable | An achievable goal is realistic and attainable. It considers the available resources, skills, and capabilities needed to accomplish the goal. It is important to set goals that are challenging yet within reach. An achievable goal inspires motivation and provides a sense of accomplishment when achieved. |
| R | Relevant | A relevant goal aligns with your broader objectives, values, and priorities. It is meaningful and significant in the context of your personal or professional aspirations. It is essential to ensure that your goals contribute to your overall growth, success, or fulfillment. A relevant goal connects to your larger purpose and enhances your sense of purpose and satisfaction. |
| T | Time bound | A time-bound goal has a specific timeframe or deadline for completion. It sets a sense of urgency and helps you stay focused and disciplined. By establishing a timeline, you create a sense of accountability and prioritise your actions. It also allows you to track progress and make adjustments along the way. |
The SMART goal framework provides a structured approach to goal setting, ensuring that goals are specific, measurable, achievable, relevant, and time-bound. By utilising this framework, you increase the likelihood of success and have a clear roadmap for action.
Example:
Here is an example of a professional development goal written by a community services worker:
“Over the next four months, I will develop my motivational interviewing techniques with the help of a mentor and be able to use these techniques in my work with clients.”
You can see that this worker would be able to confidently identify the outcome of their goal and know that it is a realistic goal to achieve within the timeframe they have set.
People who like clarity and have a learning style that suits clear thinking, structure and timelines tend to appreciate written goals as an effective professional development approach.
Measuring performance and progress
What gets measured gets improved.Peter Drucker
Goals are ineffective if you cannot recognise the point at which you achieve them. This is where the concept of performance and progress measurement comes into play.
Consider the goal in the previous Example box. This worker has given themselves a goal of four months to be able to employ motivational interviewing in their daily practice. To know if they have been successful, they will need to keep some data on their performance throughout the process. There needs to be a clear, documented link between the goal and the outcome. This could be done by:
- documenting changes to their work performance in a self-reflection journal
- meeting with their mentor to discuss how the technique is affecting their work with clients
- completing an evaluation report regarding their new approach and its outcomes
- noting the use of the technique in client files and notes (while ensuring that confidentiality is maintained).
The worker will need to be aware of how they are progressing towards their goal and recognise the point at which they have achieved it in full. Progress can be recorded using a simple diary entry system to assist you in reflecting on your work and your progress towards a particular goal.
Example:
Following on from our previous example, this worker could measure their progress by recording in a diary information such as the following:
24/4
“I practised motivational interviewing techniques with my mentor and found the techniques easy to use and appropriate for my current client load.”
30/4
“I used motivational interviewing with a client this morning and found the technique effective. I need to work on keeping interviews and discussion on track, and I will continue to improve this.”
Personal Development Plan (PDP) Sample
All of this information is usually captured in a formal document. These are tailored to the organisation, type of work carried out and other factors.
Example:
Personal and professional development plans come in many different formats and capture a range of information. A sample of 2 completed personal and professional development plans can be seen below.
Professional Development Plan 1
| Professional Development Plan | ||
|---|---|---|
| Name | Ana Fisicaro | |
| Position | Community Services Worker | |
| Date | 1/7/2023 | |
| GOALS AND ASPIRATIONS | ||
| Improving Cultural Competence - enhance my knowledge and understanding of diverse cultural backgrounds to provide more inclusive and culturally sensitive support to clients from diverse communities. | ||
| STRENGTHS AND TALENTS | ||
| Personable and at ease with clients. | ||
| Italian background in line with core client demographic. | ||
| Development opportunities | SMART Goal/Action plan | Outcome |
| Engage in cultural competency training program to deepen my understanding of various cultural practices, beliefs, and values. |
Attend a cultural competency training program or workshop within the next three months to deepen my understanding of various cultural practices, beliefs, and values. Specific: Attend a cultural competency training program or workshop focused on diverse cultural practices, beliefs, and values. Measurable: Successfully complete the cultural competency training program or workshop. Relevant: Enhancing cultural competency will improve my ability to provide inclusive and culturally sensitive support to clients. Time-bound: Complete the cultural competency training program or workshop within three months. |
Sourced and completed reputable cultural competency training program with ABC Training Group. This program provided me with increased awareness of the realities and challenges experienced by some minority groups in our area. They also provided insight into how to better communicate with and support these client groups and individuals. |
| MID YEAR COMMENTS | ||
| Self-evaluation | I have sourced a Cultural Competency program with ABC Training Group. This has been booked in and is scheduled to run in February. | |
| Manager comments | The program identified has a great reputation with previous attendees feeling that this has greatly improved their understanding and ability to support particular groups. I am looking forward to hearing and seeing how helpful this program is. | |
| Date | 6/1/24 | |
| END OF YEAR COMMENTS | ||
| Self-evaluation |
I have attended the Cultural Competency program with ABC Training Group as planned. I found the program to be very informative, helping me to increase my awareness of the history of and challenges experienced by some minority groups in our area. It provided me with great insight into how to better communicate with and support these client groups and individuals. In order to share this knowledge, I have also put together some notes in a factsheet and presented this to the team so that others may benefits from what I was able to learn. I hosted a team meeting in order to present this to them and have worked with my peers in applying some of this in a practical sense as the opportunities arose. I feel this course has addressed my gap and benefited me in being able to better support my clients and my team and I am grateful for this development opportunity. |
|
| Manager comments |
This course has had a positive impact across the team with Ana applying her knowledge in some challenging client interactions and sharing what she has learnt academically and in practice across the team. Ana’s grasp of cultural competence is outstanding, her ability to simplify this learning into application across our department has ensured that not only her clients, but all our clients will benefit from this. |
|
| Date | 4/7/24 | |
Performance Development Plan 2
| Performance Development Plan | ||||
|---|---|---|---|---|
| Name | Cho Lee | |||
| Position | Social Services Worker | Department | Step Up Support Services | |
| AREA FOR IMPROVEMENT | ||||
| IMPROVEMENT IDENTIFIED | Improve goal-setting abilities to effectively support clients in setting and achieving their goals. | |||
| RESOURCES NEEDED |
Attend internal formal goal setting training program. Work with supervisor to apply goal setting skills to client support programs. |
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| SMART GOAL S = Specific M = Measurable A = Achievable R = Relevant T = Timeframe |
Specific: Improve goal-setting abilities to effectively support clients in setting and achieving their goals. Measurable: Complete online internal goal-setting course and successfully facilitate goal-setting sessions with at least three clients. Achievable: Acquire goal-setting techniques through training, practice facilitating goal-setting sessions, and seek feedback from direct manager for continuous improvement. Relevant: Goal setting is essential in empowering clients and promoting positive outcomes in community services work. Time-bound: Complete online internal goal-setting course within two months and conduct goal-setting sessions with clients over the next six months. |
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| MID YEAR REVIEW | ||||
| PERSONAL REVIEW | EXCEEDED ☐ | MET ☐ | NOT MET ☒ | |
|
I completed the online internal goal setting course successfully within 1 month of setting this goal. I have also completed 1/3 client based goal setting sessions with the input and support of Jorge (Manager). I am on track to complete the remaining 2/3 client based goal setting sessions within the 6 month timeframe set. |
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| MANAGER REVIEW | EXCEEDED ☐ | MET ☐ | NOT MET ☒ | |
|
Cho successfully completed the SUSS online course on goals setting. This has improved his confidence in goal setting and tracking for clients significantly. I have reviewed the goals Cho set for his client following the session and found them to be of a high quality. I am confident that Cho will be able to achieve and even exceed this goal. |
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| END OF YEAR REVIEW | ||||
| PERSONAL REVIEW | EXCEEDED ☐ | MET ☐ | NOT MET ☒ | |
|
I have not completed this target following the implementation of goal setting for 2 additional clients. With the support of Jorge I feel this was achieved comfortably. Following completion of this goal I have been able to go on and successfully complete this process for several other clients since receiving positive feedback, both internally and externally. I feel that I have achieved the goal of developing this skill as set out. |
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| MANAGER REVIEW | EXCEEDED ☐ | MET ☐ | NOT MET ☒ | |
|
Cho has done a wonderful job identifying, developing and applying the skill of goal setting for clients. He has received positive feedback from all his clients on the relevance and value added from the goals identified. Cho has also ensured that these goals were achieved through sound measurement and tracking to ensure clients get the most out of it. |
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| OVERALL DEVELOPMENT REVIEW | ||||
| MID YEAR COMMENTS | ||||
| PERSONAL COMMENTS | I feel I am on track and I am grateful for the support of my manager during my development. | |||
| Sign: | Cho Lee | Date: | 20/1/24 | |
| MANAGER COMMENTS | Cho has identified his goals and has diligently maintained his focus on achieving it within the timeframe set out. I feel he will achieve this goal and is on the right track. | |||
| Sign: | Cho Lee | Date: | 21/1/24 | |
| END OF YEAR COMMENTS | ||||
| PERSONAL COMMENTS | With the support of my manager I was able to achieve my goals as set out. | |||
| Sign: | Cho Lee | Date: | 1/7/24 | |
| MANAGER COMMENTS | Cho’s focus is commendable. He not only achieved his goal but has become a goal setting expert the team have come to rely on for advice. Well done Cho! | |||
| Sign: | Jorge Hilbrink | Date: | 7/7/24 | |
Summary
In this topic, the focus was on the practical application of personal and professional improvement. This followed the process from identifying areas for improvement, identifying opportunities for improvement and initiating the performance development process complete with SMART goal setting and measuring progress.
Additional attention was given to outlining the importance of legal and ethical requirements, industry specific work practices and the importance of self-care for people in this industry.
When you are comfortable with this content, you should attempt the activity below. If you are unsure of any of the questions in this activity, revise the content in the topic until you feel you have it mastered.
KNOWLEDGE CHECK: Activity 4: Principles and techniques
KNOWLEDGE CHECK: Activity 5: Development Opportunities
Building on your previous reflection tasks, conduct a reflection focused on identifying personal and/or professional development opportunities by answering the following questions. Once completed, print a copy so that you may keep and refer back to it.
You may also choose to use this as a base for future personal and/or professional development planning or to compare to future reflection activities to see how you have changed, or not changed.
| DEVELOPMENT OPPORTUNITIES | |
|---|---|
| NAME | |
| DATE | |
| WHAT SKILLS and/or KNOWLEDGE GAP/S COULD I ADDRESS? Identify skill or knowledge gaps that you can work on from your self-evaluation. |
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| HOW COULD I ADDRESS THIS SKILL and/or KNOWLEDGE GAP? Identify formal or informal development opportunities to work on the gap identified. |
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DEVELOP A SMART GOAL TO PUT THIS OPPORTUNITY INTO ACTION
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