4.2.

3 Personal Development Methodology

by

Cy Leise (Psychology & Human Services, Bellevue University)

Faculty Development Series

The Personal Development Methodology is a framework for people who are committed to their own growth. It allows
them to address their limitations in practical ways, and it increases their ability to handle the challenges of reintegration
as they move to higher levels of personal development. The methodology presents a logical pattern of actions related
to metacognitive skills that guides the individual through the self-growth process in ways that can result in significant
change, especially if an effective mentor provides guidance over an extended period of time. Individuals who learn to use
this methodology can expect to gain a greater sense of self-confidence, increased self-esteem, and enhanced appreciation of
themselves as persons with unique identities and talents. This module provides information about the processes and tools
involved in the steps of the methodology. An example illustrates how the methodology might work for an individual with
a particular area of focus.
Personal Development Methodology

1.

Recognize the need for Current limitations or constraints

change and growth
require some action or decision

2.

Explore contextual
issues

Assess the current situation,

resources, priorities, and barriers

3.

Prioritize based on
values

Decide what is important for you

4.

State clear outcomes

Set goals with outcome criteria

5.

Develop a plan

Create an operational plan that

includes defined activities and
time allocation

6.

Perform to the plan

as set

Execute the planned steps or

actions

7.

Assess performance

Monitor progress towards the

objectives

8.

Adjust the plan

Assess, during activities, on

the basis of criteria, measuring
progress, and making adjustments
accordingly

9.

Appreciate gains

Acknowledge growth and

progress

10. Reward achievement

Motivate yourself for future

successes; celebrate your
successes with family and
friends

Description of the Personal Development Methodology

The Personal Development Methodology is a systems
framework or guide that is focused on the whole person,
emphasizes integrating skills with values, and focuses
on achieving life goals. Sometimes these goals may be
blocked by some barrier, whether internal or external
Faculty Guidebook

(4.2.2 Becoming a Self-Grower). Performance skills in

the affective domain, especially commitment to self, are
central if one is to succeed in ones personal development
goals. In other methodologies, such as reading, teamwork,
etc., which have a focus on more discrete performance
skills, affective skills are secondary. In all methodologies,
however, repeated looping among the steps and intense
personal commitment to performance improvement are
essential for successful results. The personal development
process is complex, and can be derailed in many ways;
so it is imperative that one be aware of the significant
processes in each step.
Selecting a Mentor
Individuals without experience with the first four steps in
the methodology usually need to select a mentor before they
begin using the methodology. The selection of a mentor
(Johnson, 2002) is a highly significant personal decision that
must be approached with discernment, focusing especially
on the ability of the prospective mentor to establish rapport
and trust quickly. Kitchener (1992) explores the ethical
dimensions of the mentoring role in the context of higher
education, especially the issue of differences in power
and status. Individuals who offer to be mentors must have
strong affective skills in the area of valuing others, and they
must be able to facilitate self-management and emotional
management skills in those whom they mentor. Having
clear ethical and policy guidelines is a wise preventive
strategy for mentoring programs, and individual mentors
should carefully discuss the nature and expectations of
the relationship with those mentored.
Analysis of Steps in the Methodology
Each of the ten steps in the methodology involves a
specific action. These action steps will be reviewed to
identify the main intent, processes, tools, and outcomes
for each.
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Section 4

Table 1

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4.2 Self Development: Mentoring for Self-Growth

Step 1Recognize the need for change and growth.

Step 4State clear outcomes.

It is difficult to accurately assess ones own growth

issues and to clearly state priorities for change. Often a
mentors most important contribution is helping a person
become aware of a need for change and for a commitment
to growth (Prochaska, DiClemente, & Norcross, 1992).
Initially, individuals may seek assistance about a crisis or
problem that is creating negative emotions and cognitive
distortions (Piattelli-Palmarini, 1994) that disrupt
their ability to cope. The initial steps in the Personal
Development Methodology may take some time because
it usually takes repeated efforts before the direction of
change in personal priorities becomes clear. Individuals
often seek an immediate fix instead of engaging in a truly
life-changing process that incorporates a longer-term,
developmental approach. Cauce et al. (2002) found that
many individuals, especially those from ethnic minority
groups, need help from counselors, family members, or
mentors if they are to become aware of ways to pursue
a positive mental health and personal development path
despite negative influences from their life contexts.

Outcomes must be carefully distinguished from the

behaviors and processes used to meet or achieve them.
The performance criteria for the outcomes in a personal
development plan must be clear, measurable, realistic,
and relevant to the persons intent and priorities. In most
cases a personal development plan will involve learning
skills contained in the social and affective domains. The
contexts in which a person plans to carry out the plan
must be carefully considered to assure that the wording of
expected outcomes is specific and concrete.

Step 2Explore contextual issues.

Complementary to recognizing the need for change and
growth (Step 1) is the exploration of the current situation,
resources, and barriers. Step 2 puts emphasis on the
environments, social situations, and contextual aspects of
the persons life that are likely to create variations in his or
her successful self-growth. It is challenging, but essential,
to accurately assess contextual issues such as family
support, peer behaviors, experiences with authorities,
and sufficiency of resources in order to support goals or
overcome barriers. A strong way for a person to address
Steps 1 and 2 is to complete a life vision portfolio with
guidance and assessment from a trusted mentor.
Step 3Prioritize based on values.
It is often difficult to be fully conscious of ones own
values. However, when an individual is in a transition
phase which forces him or her to make life changes or
to engage life in a more challenging way, it is necessary
that he or she make them conscious. By articulating value
statements, individuals, organizations, or societies express
the essence of lifes most meaningful aspects. Academic
disciplines are based upon values, organizations are
anchored to a set of values, societies coalesce around
collective values, and the quality of a persons life is
based upon living consistently with positive values. The
better one analyzes and clarifies his or her own values at
any level or in any context, the more likely it is that ones
behavior will be consistent with ones values. As noted,
the life vision portfolio is a significant tool for analyzing
and clarifying individual values.

Step 5Develop a plan.

Achieving outcomes requires attention to deadlines,
availability of resources, and opportunities. The Planners
Report form in the Learning Assessment Journal (Apple,
2000) is designed with teamwork in mind, but it can be
adapted for describing the practical steps and logistics
needed in personal development tasks. Chapter 10 of
Foundations of Learning (Krumsieg & Baehr, 2000)
provides general resources for personal development.
A complete personal development plan should include
behaviorally defined steps, record keeping requirements,
definite timelines, identification of resources, specification
of contexts for tasks, and assessment criteria for each
outcome.
Step 6Perform to the plan as set.
Individuals vary in how well they monitor their
achievement of the steps that lead toward outcomes in
their personal development plans. Mentors must support
growth and refuse to accommodate lack of responsibility
or task avoidance on the part of the mentee. Procrastination
is a common problem that can be addressed by shortening
timelines and breaking processes into smaller steps. If an
individual views a goal as essentially one large step, he
or she will avoid approaching any aspect of the goal and,
therefore, make no progress. Cook (2000) found that it is
less important to identify why procrastination occurs than
to directly address it as a behavior needing improvement.
The most important safeguard is a carefully written,
detailed, and mutually agreed upon personal development
plan that includes clear methods of assessment.
Step 7Assess performance.
To determine how well the outcomes are being achieved,
personal growth objectives must be assessed (4.1.1
Overview of Assessment) at intervals established in the
plan. Mutually agreed upon assessment methods during the
planning stage will facilitate resolution of difficulties that
occur because of ambiguities or missing elements in the

plan. The SII technique (4.1.9 SII Method for Assessment

Reporting) is the recommended assessment method
because it is readily adjustable to the qualitative changes
involved in the Personal Development Methodology.
Step 8Adjust the plan.
Assessing performances related to the outcomes in the
plan is likely to result in new insights related to changes
in challenges and opportunities impacting the persons
life, growth in values, and increased self-regulation (e.g.,
Patrick & Middleton, 2002) indicated by independent
use of the Personal Development Methodology. If it
appears necessary to set new or different standards of
performance, a mentor can apply the Accelerator Model
(4.3.4 The Accelerator Model) to help a mentee continue
to move past his or her comfort zone.
Step 9Appreciate gains.
Mentors can help mentees recognize improvements in their
attitudes about learning, risk, and life vision that result from
taking on increasing challenges. Even small life changes
are highly significant because they predict an increased
ability to actualize potential in the future. Reflection
on growth experiences, e.g., by using the Learning
Assessment Journal, involves ongoing exploration with
the goal of capturing creative insights that will directly
influence decisions. The module Performance Levels
for Learners and Self-Growers (1.4.5) provides a set
of behavioral standards to guide assessment of progress
toward personal development outcomes.
Step 10Reward achievements.
Important accomplishments need to be recognized and
celebrated with family and friends. Making personal
development goals public in this way helps individuals
feel positive while also adding powerful social motivation
for continuing to set challenging personal development
goals. How achievements will be rewarded should be
built into the personal development plan to help individuals
stay motivated to achieve outcomes.
Application of the Personal Development
Methodology
Kardash (2000) reported on an Undergraduate Research
Experience (URE) that involved mentoring science
students with the goal of improving their ability to
do science. The instructional theory included the
assumption that this level of learning requires a cognitive
apprenticeship in situated cognition (i.e., a specific type
of learning environment in which learning occurs) so the

485

students will learn to think of the tasks in the same ways

that expert mentors do. Despite careful guidance by URE
faculty regarding the central learning goals or priorities,
such as students ability to ask new scientific questions,
the data suggested that these goals were less well achieved
than were secondary ones, such as the ability to give
effective oral presentations.
A strong focus on the first three steps of the Personal
Development Methodology (recognizing the need for
change and growth, exploring contextual issues, and
prioritizing based on values) is essential for helping
students focus on central growth issues, such as the
improved ability of the URE students to ask questions that
resemble those asked by professional scientists. Students
need to be consciously aware not only of personal learning
and growth potential but also of their ability to overcome
barriers within themselves. Without this awareness,
learners will not be able to reach the new levels of growth
that result from deepening reflection on attitudes, values,
and skills related to a life goal.
In this simulated example, Amy, an imaginary highachieving science student in a URE, uses the Personal
Development Methodology with support from her faculty
mentor in order to enhance the value of the experience.
Amy already knows that she intensely enjoys the
laboratory procedures and detail involved in biology and
chemistry courses, but she has spent little time consciously
reflecting on how her personality and learning style will
fit with her career aspirations. Initial discussions about
her conceptualization of a science career lead her mentor
to suggest that she focus on the bigger picture and learn
more about the responsibilities and challenges that go
with such a career by joining him in the upcoming URE.
Amy knows that she deeply admires the persistence and
creativity of many scientists, especially those who have
made historically significant contributions, but she begins
to wonder how well her values will fit with those common
in many science jobs outside the university. She reflects
on questions like Will it bother me if seeking truth turns
out to be a smaller part of my career than grantsmanship?
Can I generate enough original ideas?
Amy can easily state clear outcomes for her science project
but she struggles with how to state outcomes for her goals
of clarifying the fit between her personal life priorities and
a career in scientific research. She accepts her mentors
challenge that she demonstrate her increasing awareness
of the practical nature of doing science by stating ten
substantive insights about the fit between herself and
a science career by the end of the URE. Standards for
insight statements include the following characteristics:

Section 4

4.2.3 Personal Development Methodology

486

they must be related to processes needed in science

work, they must be at Level 3 quality (2.2.2 Elevating
Knowledge from Level 1 to Level 3), and they must be
elaborated in ten, one-page write-ups that differentiate
the insights and include supporting observations and
reasoning.
From her learning journal, Amy notices that she is starting
to think of herself as an active and independent scientist
and that it is becoming easier to write her insights at the
generalized level modeled by her mentor during their
discussions. Amys mentor arranges for special URE
awards for her and several of her peers who also have
taken on the personal development challenge.
Concluding Thoughts
Learning how to stay on an accelerating path of personal
growth is a high priority for anyone who wants to create
a more meaningful life by overcoming barriers and
increasing positive changes. This module provides an
overview of the Personal Development Methodology,
including supporting tools, resources, and research for its
ten steps. The purpose of the methodology is to guide those
individuals who seek to learn the skills for achieving selfregulated personal growth, the basis for a well-lived life.
Those who learn to flexibly use the methodology to guide
their planning, actions, and assessment will gain greater
personal confidence, increase their ability to respond to
mentoring, become more aware of the role of values, and
seek continuous self-growth in all life contexts.
References
Apple, D. K. (2000). Learning assessment journal. Lisle,
IL: Pacific Crest.
Cauce, A. M., Domenech-Rodriguez, M., Paradise, M.,
Cochran, B. N., Munyi Shea, J., Srebnik, D., & Baydar,
N. (2002). Cultural and contextual factors in mental
health-help seeking: A focus on ethnic minority youth.
Journal of Consulting and Clinical Psychology, 70, 4455.
Cook, P. F. (2000). Effects of counselors etiology on
college students procrastination. Journal of Counseling
Psychology, 47, 352-361.
Johnson, W. B. (2002). The intentional mentor: Strategies
and guidelines for the practice of mentoring.
Professional Psychology: Research and Practice, 33,
88-96.

4.2 Self Development: Mentoring for Self-Growth

Kardash, C. M. (2000). Evaluation of an undergraduate

research experience: Perceptions of undergraduate
interns and their faculty mentors. Journal of Educational
Psychology, 92, 191-201.
Kitchener, K. S. (1992). Psychologist as teacher and
mentor affirming ethical values throughout the
curriculum. Professional Psychology: Research and
Practice, 23, 190-195.
Krumsieg, K., & Baehr, M. (2000). Foundations of
learning (Chapter 10: Personal Development). Lisle,
IL: Pacific Crest.
Patrick, H., & Middleton, M. J. (2002). Turning the
kaleidoscope: What we see when self-regulated
learning is viewed with a qualitative lens. Educational
Psychologist, 37, 27-39.
Piattelli-Palmarini, M. (1994). Inevitable illusions: How
mistakes of reason rule our minds. New York: Wiley.
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C.
(1992). In search of how people change: Applications
to addictive behaviors. American Psychologist, 47,
1102-1114.