Research on Employability and Professional Development - example essay
EssayChat / Dec 29, 2016
Contents
Task I: The Personal Development Plan
Task 2: Modeling, Mentoring and Coaching
Task 3: Team Dynamics
Task 4: Problem Solving
Conclusion
References
Each person has areas of professional practice that he or she feels comfortable with. However, it is almost inevitable that time will come when an individual lacks the adequate knowledge and skills required to appropriately address certain situations as a person continually learns through experience. Over the past 20 years, organizations have increasingly realized that continuous learning of employees drives organizational success as strengths could only be discovered or developed through time. In light of this, employers seek to stimulate employees lifelong learning to ascertain that they are able deal with and properly respond to new situations. Life-long learning is not only enhanced through trainings, seminars, courses or workshops but increasingly, through stimulation of formal and informal learning activities in the workplace that would test not only learnings but also the perspectives and visions of the employees. Examples of such activities are learning-by-going, coaching and team learning. On the other hand, Personal Development Plans (PDPs), typically discussed during performance reviews, is now recognized as an effective tool in structuring and organizing the employees learning. This paper discuses a PDP in the context of the Case Study on Great Lakes Food Ltd. (GLF).
A PDP has four general characteristics. First, it provides an overview of the competencies that an employee has worked on in the past or the competencies the employee wishes to work on in the future and how this may be achieved. Usually, the period considered here is within a year as companies often conduct evaluations in this time frame. Others may be longer, such as in the case of employees who may want to pursue advance education as a means of developing themselves.
The second characteristic of the PDP is that it is composed by the employee himself or herself usually in consultation with a supervisor or manager. For instance, the employee and supervisor have discussed the results of the most recent evaluation. This would include the weaknesses that the employee needs to improve on. The PDP then will be based on those areas where the employee needs help. Or, it can be based on what goals the employee has in terms of career growth within the context of the organization.
Third, it is used as a foundation for conversations with the supervisor or coach who, in turn, provides feedback to the employee and stimulates the latters reflection. Reflecting upon the result of the conservation will help the employee know how he or she can attain personal development goals.
Fourth, the PDP serves as a decision-making tool from planning an individual training program to assessing the suitability of a promotion for a given candidate.
The discussion of this section is from the perspective the GFL Director of Research and Development. To provide direction for my self-assessment, I will start with the three competencies that Alexa (creative and insightful), Kelsey (oral and written communication skills) and Thomas (analytical skills).
I choose to believe that creativity is a decision. Being creative is not something that people are born with. Instead, it can be cultivated as long as the individual continues to seek ways to improve or innovate. It is the decision to connect ideas, see similarities and differences, take an aesthetic approach, be inquisitive and be innovative. A person can develop his or her creativity through constant and deliberate practice. A theoretical perspective on creativity states that it is the confluence of intrinsic motivation, domain-relevant knowledge and abilities and creativity-relevant skills. In relation to these, the skills that are relevant to creativity include (i) a cognitive style that involves coping with complexities and breaking ones mental set during problem-solving; (ii) knowledge of heuristics for generating novel ideas, such as in trying out counterintuitive approach; and (iii) a work style characterized by concentrated effort, an ability to set aside problems and high energy. Now that the definition of creativity has been made, I can assess my own skills relative to the construct. I am skilled in using counterintuitive approaches and tend to analyze things from different perspectives. Moreover, I am also a focused worker so I tend to set aside problems while working. I also have a high level of energy especially when working on projects. In this regard, I need to develop a cognitive style that will enable me to cope with complexities when solving problems. Meanwhile, just like Alexa, I am also particularly insightful, having been taught by a mentor the practice of reflection. By reflecting on events, situations and experiences that have taken place, I am able to connect these with relevant theories so that I can determine what I should continue, or stop myself from, doing in the future.
Kelsey has excellent written and communication skills. Admittedly, I have outstanding writing skills but I have issues with communication. Upon reflection, I realize now that I have the skills and abilities to be an excellent verbal communicator but I simply lack the self-confidence to be able to express myself well. This is a very important realization because studies attest that poor self-confidence is rooted in a low self-esteem (Ulutas & Aksoy). To note, self-esteem involves judgments and evaluations about ones own value and worth. Communication may be adversely impacted when a person thinks of oneself as deficient and limited somehow. However, a healthy self-esteem is positively associated with effective communication behavior and a self-confident person can clearly engage with others minus any hesitations.
Lastly, Thomas strengths revolve around his analytical skills. In a way, analytical skills are related to problem-solving skills that I wish to develop. Moreover, Thomas has good analytical skills because he is able to critically think. Critical thinking is a process involving a search for knowledge through reasoning skills, problem-solving and decision-making that will allow us to achieve the desired results more efficiently. Usually, people think in order to solve problems or to attain goals. A problem may be solved by reasoning but also by planning a course of action or selecting the most appropriate strategy for the matter at hand. Saiz & Rivas explains that thinking is reflection and action; and, thinking is reasoning and deciding in order to solve problems. This makes perfect sense, and I am certain that through a systematic framework or tool, I will be able to enhance both my problem-solving and critical thinking skills. The following is the PDP I have prepared to address these crucial skills I want to develop. I intentionally limited them to three skills only because I do not want to overload myself or my PDP with too many issues. Thus, at this point, I am making my PDP simple:
I definitely do not want to adopt the authoritative communication style, unless absolutely necessary such as when meting out disciplinary actions or dealing with recalcitrant employees. Instead, I want to adopt a communication style that is not directive. Communication will not be a one-sided conversation led by the mentor but instead, a mutual process of communication at eye level. This approach is called the dialogic mentoring model, and defines successful mentoring as a dialogue. Therefore, this framework entails a joint, constructive, critical-reflective, engaged an full-valued discussion between mentor and mentee. It embodies equality, cultural sensitivity, empathy, real interest, reflectivity and mutual engagement. Mentor and mentee will strive to construct together reality through joint inquiry. The bases of communication are critical questions and reflections and ready answers are not necessarily present.
Meanwhile, I will practice time management in a simple manner that does not require many tools. The important things to remember as a mentor are respect, an open mind and flexible attitude, patience and being aware of ones own developmental needs. I will inculcate the value of being systematic and organized, so that large projects will be divided into manageable parts with specific deadlines and tasks already outlined. I will also demonstrate how important it is to maintain a lifestyle that will allow for maximum strategy. Most of all, I will set only a few priorities but will, by all means, stick to them. Subordinates will also be empowered with autonomy to make decisions and take part in problem solving. Ultimately, delegation becomes a strategy to manage time.
Extant literature attests that team dynamics enable the attainment of organizational goals in an efficient and effective manner. As the Research Director at GLF, my roles as team leader are to coach team members, help develop their capabilities, foster interactions and learning with the team as well as champion the activities of the team to others in the organization. It must be noted that team work can only be effective if there is a sense of shared goal among the members as well as clearly-defined roles. I prefer to take the action-oriented roles approach in which there is (i) a shaper who brings dynamism to the group and who thrives upon pressure and challenges; (ii) and implementer who brings discipline and reliability to the group and who is at the same time efficient and conservative; and (iii) completer or finisher, who brings conscientiousness to the team. In order to achieve goals and tasks, I will promote the participation and consideration leadership style. Through this approach, team members take part in decision making so that the each have the opportunity to provide inputs. They are also involved in the decision-making process to enhance commitment to the team. Power is dispersed equally throughout the team to prevent. This way, power equity limits the ability of team members or subgroups to unduly dominate any conflict resolution process in the team at the expense of others. Participative teams facilitate learning, promotes accountability and enhances commitment to the attainment of goals and objectives.
The issues associated with problem solving have been discussed in the Task 1 section of this paper. It cannot be emphasized enough that determination to solve a problem seldom generates positive, long-lasting results. Hence, it is necessary that an individual has the appropriate tools at disposal in order to guide problem solving. We will no longer touch upon the ARDESOS which is already contained in the PDP at Task 1.
Current Reality Tree (CRT), which is a sufficiency-based logic model for problem solving. The purpose of the CRT is to understand how the different issues and problems a team faces are related to one another, organizational policies, measurements and practices, and to the the generic/root/core conflict. This understanding serves as guide for developing solution as well as for identifying c causal relations that serve as barriers to the attainment of goals. Therefore, every angle of a problem is analyzed and solved by using an ifthenifthen system.
Theory of Constraints Thinking Process tool (TOC), which is a very basic problem tool that may be very simple but a necessary stepping point to other complex processes and instruments should the issues persist. The TOC consists to three objectives. The first is what to change and this is answered through situation assessment, description of current reality and identification of the core conflict or problem (Patrick 2013). The next objective is to determine what to change and this is done by verbalization of visions or solutions as well as descriptions of strategies so that desired outcomes are attained. The third objective is to identify how to make change happen which entails the development of detailed plans and tactics that will clearly state the things that have to happen, as well as synchronize team members actions.
Meanwhile, a strategy that may be taken in the selection between Alexa, Kessley and Thomas would be to assess their leadership qualities. Knowledge, skills and abilities are essential considerations but leadership is equally important because leaders are among the most prominent drivers of the organizations growth. Without good leaders, the Research department of GFL will not be dynamic. Leaders influence and guide in terms of direction, action or option. The good leader is more concerned with communication, coordination and mentoring people. Strategic leaders anticipate, envision and maintain flexibility as well as empowers others. They create opportunity for employees and seek a viable future for organizations. Strategic leadership is closely aligned with the ideologies of the company, as well as its identities, missions and views that empower employees to and organizational departments and teams to attain their core competencies. When the three candidates are analyzed based on the qualities of leadership, it is evident that it is Thomas that has the qualities of a strategic leader and combined with his critical thinking skills, is the best candidate for promotion. By having a Research head such as Thomas, GFL is assured that the company will be forward looking but equipped with the necessary response mechanisms to any market uncertainties.
Conclusion
All of us have our own fortes in specific areas of professional practice. Young people would not normally know this yet until such time that they have already tried many types of jobs. Meanwhile, it is unavoidable that individuals become confronted with challenges in which they feel they are not at their element. This can happen, for instance, when there are changes in the organization that requires skills that employees do not have yet. A very common example is the use of more advanced information systems. To remedy, this employees should engage in trainings or seminars so that their learnings continue. Organizations have known for many years that continuous learning is important for employees. More importantly, continuous learning may be attained through formal and informal channels and tools that enable and empower people to deal with and respond to challenging situations. PDPs are important tools that employees can use so that they continually learn. The most interesting aspect about the PDP is that it comes from self-assessment and therefore generates a higher level of commitment from an individual. The PDP in this paper discusses three essential skills that need to be learned, and how these may be achieved. These skills are related to critical thinking, problem solving and self-confidence and self-esteem that enable effective verbal communication skills.
References
Beausaert, S, Segers, M, & Gijselaers, W 'The Personal Development Plan Practice Questionnaire: the development and validation of an instrument to assess the employee's perception of personal development plan practice', International Journal of Training & Development, 15, 4, pp. 249-270.
Charlton, R, 'Writing personal development plans', International Journal of Learning, 16, 11, pp. 337-348.
Clutterbuck, D & Lain, G, The situational mentor: an international review of competences and capabilities in mentoring. New York: Gower Publishers.
Darling, J, & Leffel, A, Developing the leadership team in an entrepreneurial venture: a case focusing on the importance of styles. Journal of Small Business & Entrepreneurship, 23, 3, pp. 355-371.
Grit, R & der Sijde, Managing your competencies: personal development plan. New York: Taylor & Francis Group.
Ireland, B, Cure, R, & Hopkins, L, 'Perfecting your personal development plan', Vital, 6, 2, pp. 40-41.
Lang, M & Simmie, GM, What's worth aiming for in educational innovation and change? Democratic mentoring as a deliberative border crossing discourse for teacher education in Austria, Czech Republic, Poland, Denmark, Germany, Ireland and Spain. Berlin: Waxmann Verlag.
Phapruke, U. Effects of organizational learning and strategic leadership on competitive advantage of electronics businesses in Thailand via competitive environment as a moderator. Journal of International Business & Economics, 1-10.
Patrick, FS, The TOC thinking processes . . .tools for problem solving.
Saiz, C, & Rivas, S, 'Evaluation of the ARDESOS program: an initiative to improve critical thinking skills', Journal of the Scholarship of Teaching and Learning, 11, 2, pp. 34-51.
Sarin, S, & O'Connor, G, 'First among equals: the effect of team leader characteristics on the internal dynamics of cross-functional product development teams', Journal of Product Innovation Management, 26, 2, pp. 188-205.
Sawyer, RK, Creativity and development. Oxford: Oxford University Press.
Tripathi. Principles of management, 4E. Delhi: Tata McGraw-Hill.
Ulutas, I, & Aksoy, A. 'Communication skills and self-esteem level of preschool teacher trainees', International Journal of Learning, 17, 6, pp. 1-10.
Task I: The Personal Development Plan
Task 2: Modeling, Mentoring and Coaching
Task 3: Team Dynamics
Task 4: Problem Solving
Conclusion
References
Each person has areas of professional practice that he or she feels comfortable with. However, it is almost inevitable that time will come when an individual lacks the adequate knowledge and skills required to appropriately address certain situations as a person continually learns through experience. Over the past 20 years, organizations have increasingly realized that continuous learning of employees drives organizational success as strengths could only be discovered or developed through time. In light of this, employers seek to stimulate employees lifelong learning to ascertain that they are able deal with and properly respond to new situations. Life-long learning is not only enhanced through trainings, seminars, courses or workshops but increasingly, through stimulation of formal and informal learning activities in the workplace that would test not only learnings but also the perspectives and visions of the employees. Examples of such activities are learning-by-going, coaching and team learning. On the other hand, Personal Development Plans (PDPs), typically discussed during performance reviews, is now recognized as an effective tool in structuring and organizing the employees learning. This paper discuses a PDP in the context of the Case Study on Great Lakes Food Ltd. (GLF).
Task I: The Personal Development Plan
A PDP has four general characteristics. First, it provides an overview of the competencies that an employee has worked on in the past or the competencies the employee wishes to work on in the future and how this may be achieved. Usually, the period considered here is within a year as companies often conduct evaluations in this time frame. Others may be longer, such as in the case of employees who may want to pursue advance education as a means of developing themselves. The second characteristic of the PDP is that it is composed by the employee himself or herself usually in consultation with a supervisor or manager. For instance, the employee and supervisor have discussed the results of the most recent evaluation. This would include the weaknesses that the employee needs to improve on. The PDP then will be based on those areas where the employee needs help. Or, it can be based on what goals the employee has in terms of career growth within the context of the organization.
Third, it is used as a foundation for conversations with the supervisor or coach who, in turn, provides feedback to the employee and stimulates the latters reflection. Reflecting upon the result of the conservation will help the employee know how he or she can attain personal development goals.
Fourth, the PDP serves as a decision-making tool from planning an individual training program to assessing the suitability of a promotion for a given candidate.
The discussion of this section is from the perspective the GFL Director of Research and Development. To provide direction for my self-assessment, I will start with the three competencies that Alexa (creative and insightful), Kelsey (oral and written communication skills) and Thomas (analytical skills).
I choose to believe that creativity is a decision. Being creative is not something that people are born with. Instead, it can be cultivated as long as the individual continues to seek ways to improve or innovate. It is the decision to connect ideas, see similarities and differences, take an aesthetic approach, be inquisitive and be innovative. A person can develop his or her creativity through constant and deliberate practice. A theoretical perspective on creativity states that it is the confluence of intrinsic motivation, domain-relevant knowledge and abilities and creativity-relevant skills. In relation to these, the skills that are relevant to creativity include (i) a cognitive style that involves coping with complexities and breaking ones mental set during problem-solving; (ii) knowledge of heuristics for generating novel ideas, such as in trying out counterintuitive approach; and (iii) a work style characterized by concentrated effort, an ability to set aside problems and high energy. Now that the definition of creativity has been made, I can assess my own skills relative to the construct. I am skilled in using counterintuitive approaches and tend to analyze things from different perspectives. Moreover, I am also a focused worker so I tend to set aside problems while working. I also have a high level of energy especially when working on projects. In this regard, I need to develop a cognitive style that will enable me to cope with complexities when solving problems. Meanwhile, just like Alexa, I am also particularly insightful, having been taught by a mentor the practice of reflection. By reflecting on events, situations and experiences that have taken place, I am able to connect these with relevant theories so that I can determine what I should continue, or stop myself from, doing in the future.
Kelsey has excellent written and communication skills. Admittedly, I have outstanding writing skills but I have issues with communication. Upon reflection, I realize now that I have the skills and abilities to be an excellent verbal communicator but I simply lack the self-confidence to be able to express myself well. This is a very important realization because studies attest that poor self-confidence is rooted in a low self-esteem (Ulutas & Aksoy). To note, self-esteem involves judgments and evaluations about ones own value and worth. Communication may be adversely impacted when a person thinks of oneself as deficient and limited somehow. However, a healthy self-esteem is positively associated with effective communication behavior and a self-confident person can clearly engage with others minus any hesitations.
Lastly, Thomas strengths revolve around his analytical skills. In a way, analytical skills are related to problem-solving skills that I wish to develop. Moreover, Thomas has good analytical skills because he is able to critically think. Critical thinking is a process involving a search for knowledge through reasoning skills, problem-solving and decision-making that will allow us to achieve the desired results more efficiently. Usually, people think in order to solve problems or to attain goals. A problem may be solved by reasoning but also by planning a course of action or selecting the most appropriate strategy for the matter at hand. Saiz & Rivas explains that thinking is reflection and action; and, thinking is reasoning and deciding in order to solve problems. This makes perfect sense, and I am certain that through a systematic framework or tool, I will be able to enhance both my problem-solving and critical thinking skills. The following is the PDP I have prepared to address these crucial skills I want to develop. I intentionally limited them to three skills only because I do not want to overload myself or my PDP with too many issues. Thus, at this point, I am making my PDP simple:
Task 2: Modeling, Mentoring and Coaching
I definitely do not want to adopt the authoritative communication style, unless absolutely necessary such as when meting out disciplinary actions or dealing with recalcitrant employees. Instead, I want to adopt a communication style that is not directive. Communication will not be a one-sided conversation led by the mentor but instead, a mutual process of communication at eye level. This approach is called the dialogic mentoring model, and defines successful mentoring as a dialogue. Therefore, this framework entails a joint, constructive, critical-reflective, engaged an full-valued discussion between mentor and mentee. It embodies equality, cultural sensitivity, empathy, real interest, reflectivity and mutual engagement. Mentor and mentee will strive to construct together reality through joint inquiry. The bases of communication are critical questions and reflections and ready answers are not necessarily present.
Meanwhile, I will practice time management in a simple manner that does not require many tools. The important things to remember as a mentor are respect, an open mind and flexible attitude, patience and being aware of ones own developmental needs. I will inculcate the value of being systematic and organized, so that large projects will be divided into manageable parts with specific deadlines and tasks already outlined. I will also demonstrate how important it is to maintain a lifestyle that will allow for maximum strategy. Most of all, I will set only a few priorities but will, by all means, stick to them. Subordinates will also be empowered with autonomy to make decisions and take part in problem solving. Ultimately, delegation becomes a strategy to manage time.
Task 3: Team Dynamics
Extant literature attests that team dynamics enable the attainment of organizational goals in an efficient and effective manner. As the Research Director at GLF, my roles as team leader are to coach team members, help develop their capabilities, foster interactions and learning with the team as well as champion the activities of the team to others in the organization. It must be noted that team work can only be effective if there is a sense of shared goal among the members as well as clearly-defined roles. I prefer to take the action-oriented roles approach in which there is (i) a shaper who brings dynamism to the group and who thrives upon pressure and challenges; (ii) and implementer who brings discipline and reliability to the group and who is at the same time efficient and conservative; and (iii) completer or finisher, who brings conscientiousness to the team. In order to achieve goals and tasks, I will promote the participation and consideration leadership style. Through this approach, team members take part in decision making so that the each have the opportunity to provide inputs. They are also involved in the decision-making process to enhance commitment to the team. Power is dispersed equally throughout the team to prevent. This way, power equity limits the ability of team members or subgroups to unduly dominate any conflict resolution process in the team at the expense of others. Participative teams facilitate learning, promotes accountability and enhances commitment to the attainment of goals and objectives.
Task 4: Problem Solving
The issues associated with problem solving have been discussed in the Task 1 section of this paper. It cannot be emphasized enough that determination to solve a problem seldom generates positive, long-lasting results. Hence, it is necessary that an individual has the appropriate tools at disposal in order to guide problem solving. We will no longer touch upon the ARDESOS which is already contained in the PDP at Task 1.
Current Reality Tree (CRT), which is a sufficiency-based logic model for problem solving. The purpose of the CRT is to understand how the different issues and problems a team faces are related to one another, organizational policies, measurements and practices, and to the the generic/root/core conflict. This understanding serves as guide for developing solution as well as for identifying c causal relations that serve as barriers to the attainment of goals. Therefore, every angle of a problem is analyzed and solved by using an ifthenifthen system.
Theory of Constraints Thinking Process tool (TOC), which is a very basic problem tool that may be very simple but a necessary stepping point to other complex processes and instruments should the issues persist. The TOC consists to three objectives. The first is what to change and this is answered through situation assessment, description of current reality and identification of the core conflict or problem (Patrick 2013). The next objective is to determine what to change and this is done by verbalization of visions or solutions as well as descriptions of strategies so that desired outcomes are attained. The third objective is to identify how to make change happen which entails the development of detailed plans and tactics that will clearly state the things that have to happen, as well as synchronize team members actions.
Meanwhile, a strategy that may be taken in the selection between Alexa, Kessley and Thomas would be to assess their leadership qualities. Knowledge, skills and abilities are essential considerations but leadership is equally important because leaders are among the most prominent drivers of the organizations growth. Without good leaders, the Research department of GFL will not be dynamic. Leaders influence and guide in terms of direction, action or option. The good leader is more concerned with communication, coordination and mentoring people. Strategic leaders anticipate, envision and maintain flexibility as well as empowers others. They create opportunity for employees and seek a viable future for organizations. Strategic leadership is closely aligned with the ideologies of the company, as well as its identities, missions and views that empower employees to and organizational departments and teams to attain their core competencies. When the three candidates are analyzed based on the qualities of leadership, it is evident that it is Thomas that has the qualities of a strategic leader and combined with his critical thinking skills, is the best candidate for promotion. By having a Research head such as Thomas, GFL is assured that the company will be forward looking but equipped with the necessary response mechanisms to any market uncertainties.
Conclusion
All of us have our own fortes in specific areas of professional practice. Young people would not normally know this yet until such time that they have already tried many types of jobs. Meanwhile, it is unavoidable that individuals become confronted with challenges in which they feel they are not at their element. This can happen, for instance, when there are changes in the organization that requires skills that employees do not have yet. A very common example is the use of more advanced information systems. To remedy, this employees should engage in trainings or seminars so that their learnings continue. Organizations have known for many years that continuous learning is important for employees. More importantly, continuous learning may be attained through formal and informal channels and tools that enable and empower people to deal with and respond to challenging situations. PDPs are important tools that employees can use so that they continually learn. The most interesting aspect about the PDP is that it comes from self-assessment and therefore generates a higher level of commitment from an individual. The PDP in this paper discusses three essential skills that need to be learned, and how these may be achieved. These skills are related to critical thinking, problem solving and self-confidence and self-esteem that enable effective verbal communication skills.
References
Beausaert, S, Segers, M, & Gijselaers, W 'The Personal Development Plan Practice Questionnaire: the development and validation of an instrument to assess the employee's perception of personal development plan practice', International Journal of Training & Development, 15, 4, pp. 249-270.
Charlton, R, 'Writing personal development plans', International Journal of Learning, 16, 11, pp. 337-348.
Clutterbuck, D & Lain, G, The situational mentor: an international review of competences and capabilities in mentoring. New York: Gower Publishers.
Darling, J, & Leffel, A, Developing the leadership team in an entrepreneurial venture: a case focusing on the importance of styles. Journal of Small Business & Entrepreneurship, 23, 3, pp. 355-371.
Grit, R & der Sijde, Managing your competencies: personal development plan. New York: Taylor & Francis Group.
Ireland, B, Cure, R, & Hopkins, L, 'Perfecting your personal development plan', Vital, 6, 2, pp. 40-41.
Lang, M & Simmie, GM, What's worth aiming for in educational innovation and change? Democratic mentoring as a deliberative border crossing discourse for teacher education in Austria, Czech Republic, Poland, Denmark, Germany, Ireland and Spain. Berlin: Waxmann Verlag.
Phapruke, U. Effects of organizational learning and strategic leadership on competitive advantage of electronics businesses in Thailand via competitive environment as a moderator. Journal of International Business & Economics, 1-10.
Patrick, FS, The TOC thinking processes . . .tools for problem solving.
Saiz, C, & Rivas, S, 'Evaluation of the ARDESOS program: an initiative to improve critical thinking skills', Journal of the Scholarship of Teaching and Learning, 11, 2, pp. 34-51.
Sarin, S, & O'Connor, G, 'First among equals: the effect of team leader characteristics on the internal dynamics of cross-functional product development teams', Journal of Product Innovation Management, 26, 2, pp. 188-205.
Sawyer, RK, Creativity and development. Oxford: Oxford University Press.
Tripathi. Principles of management, 4E. Delhi: Tata McGraw-Hill.
Ulutas, I, & Aksoy, A. 'Communication skills and self-esteem level of preschool teacher trainees', International Journal of Learning, 17, 6, pp. 1-10.