Penn State University Libraries - Detailed Guide for Completing the Development Action Plan

The Development Action Plan provides you with an outline of a systematic approach for improving your performance during the next year. It is comprised of 6 sections which will each be outlined in detail below: Performance Expectations, Knowledge, Skills, and Behaviors Needed to Achieve Expectations, Professional Development Activities, Resources and Support Needed from Work Unit and Supervisor, and Target Dates for Expectations. After completing these sections and reviewing them with your supervisor, the final step is implementing your Development Action Plan.


Performance Expectations

Performance expectations are one-sentence statements that describe a specific capability that you would like to improve or acquire. This statement begins with the phrase: “I will be able to…”. In order to identify performance expectations you may ask yourself, “What do I want to be able to do?”

It is recommended that you identify and explain how the achievement of each expectation will be measured. The actual completion, or demonstration of the capability described in the expectation are often common ways of measuring the general achievement of that expectation.

Examples of performance expectations:

• I will be able to develop budgets for federal research proposals. 
• I will be able to develop a training program for a one-day course. 
• I will be able to lead project team meetings. 
• I will be able to install a local area network. 
• I will be able to use PageMaker to produce the college's newsletter. 
• I will be able to provide computer support to other staff in my unit.

Guidelines for establishing performance expectations:

• Extend strength to achieve “expert” status. 
• Address areas that have been identified as needing improvement. 
• Capitalize on opportunities for growth and development. 
• Prioritize: focus on critical aspects of performance. 
• Target a maximum of five new performance expectations at a time.

Criteria for performance expectations:

• Clear and specific. 
• Measurable and observable. 
• Consistent with organizational goals. 
• Cost effective. 
• Consistent with resources and opportunities.

Knowledge, Skills, and Behaviors Needed to Achieve Expectations

The second column of the Development Action Plan asks you to list the knowledge, skills, and behaviors that you need to acquire in order to meet each performance expectation in the first column.

To identify these requirements, you may ask yourself:

• To achieve this performance expectation, what do I need to know? 
• What skills do I need to master?
  

Professional Development Activities

In the third column of the Development Action Plan, identify the developmental activities that you will complete to acquire the knowledge and skills you have already identified. These activities are specific things you will do in order to learn what you need to know. To identify these activities ask yourself: How will I acquire the necessary knowledge, skills, and behaviors?

As you try to identify appropriate developmental activities in your Development Action Plan, you may find it useful to refer to the following lists of different types of activities.

Types of professional development activities:

• Formal development activities:
  • University undergraduate and graduate courses
  • Seminars offered by the Human Resources Development Center (HRDC)
  • Workshops, symposia, and conferences
  • Teleconferences
  • Independent Learning or Correspondence courses
  • Self-study courses on video or audiotape
  • Tutorials on computer software
  • Self-directed programmed learning texts
• Informal development activities:
  • Increase your expertise in a particular area by requesting a particular task assignment.
  • Assume different responsibilities in your position.
  • Launch initiatives that exceed the minimum requirements of your job.
  • Complete special one-person projects.
  • Adopt innovative approaches to routine tasks and show cost-effectiveness.
  • Seek diverse tasks both within and outside of your work unit.
  • Pursue committee and task force assignments.
  • Assume responsibility for completing action items and resolving issues.
  • Assume responsibilities on a CQI team or become a CQI facilitator.
  • Seek temporary fill-in assignments or job rotation/exchange assignments.
  • Complete cross training for other positions.
  • Provide support to other workers during “peak times”.
  • Seek observation and feedback from colleagues.
  • Provide on-the-job coaching to other employees.
  • Teach a course or tutor a colleague.
  • Elicit coaching and feedback from your immediate supervisor
  • Be a mentor and/or find a mentor.
  • Observe others and interview an effective performer; then identify and adopt techniques that lead to achievement.
  • Discuss technical or operational issues with specialists.
  • Arrange an informal internship with a specialist.
  • Learn the functions of other organizational units and the key people in the institution.
  • Build working relationships and networks with key people.
  • Commit to a program of self-directed reading.
  • Listen to speakers or special presentations and/or deliver a presentation of your own.
  • Attend diversity programs.
  • Gather, organize, and summarize information about a topic.
  • Join or start a special interest group (e.g. MAC user's group).
  • Participate in civic and community activities and assume leadership roles in these organizations.
  • Attend meetings of local, regional, and/or national professional organizations and assume leadership roles in these organizations.
  • Keep informed on current technology (journals, magazines, etc.). 
  • Create opportunities to apply knowledge.
  • Practice new skills.

Criteria for professional development activities:

• Are the activities specific?
• Do the activities directly address the performance expectations?
• Does the sequence of activities systematically lead to each expectation?
• Are the activities practical/realistic in terms of time and resource requirements?
• Is assistance that is needed from others readily available?
• Is there a balance of formal and informal activities?

Resources and Support Needed from Work Unit Supervisor

The fourth column of the Development Action Plan asks you to identify the resources and support needed from your work unit of supervisor to complete the professional development activities listed in the third column. To identify these requirements, ask yourself: What resources and support do I need to complete the professional development activities?

Types of resource requirements:

• Information
• Release time 
• Financial support 
• Facilities 
• Equipment 
• Tools 
• Materials 
• Opportunities to observe 
• Guidance 
• Mentoring 
• Coaching

When specifying your resource requirements, be sure they are realistic and consistent with available opportunities.


Target Dates for Expectations

In the last column of your Development Action Plan, indicate your target date for meeting each performance expectation listed. To identify the target date, ask yourself: When will I be able to complete all of the development activities and demonstrate the capabilities?

As with resource requirements, be sure that the target dates for meeting performance expectations are realistic and consistent with available opportunities.


Implementing the Plan

After you and your supervisor have agreed on and signed the Development Action Plan, you are responsible for implementing it and meeting the designated performance expectations. Periodically refer to the plan throughout the next review period to monitor your progress toward the designated expectations. Your progress toward these expectations will be assessed at the end of the next review period. Of course, unforeseen circumstances, such as changes in workload or available resources, may require future adjustments of expectations, activities, and dates specified on your plan.


*NOTE: The above information is taken from the Office of Human Resources' Guide to Completing the Staff Review and Development Plan.