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Personal Values and Principles in Public Service
The daily context of practice, as a public service professional, presents regular ethical dilemmas that compel the review of personal values and principles. Beliefs and interests, as well as priorities, tend to change over time depending on the encounters the individual has in their personal life and in practice (Lawton, et al., 2013). Negative encounters can compromise values while mid-spectrum behaviors influence the application of specific responses to challenging situations. At the same time, the conformance of personal principles to the overall principles of public service could determine the fit and eventual contribution of the individual in the society and at work.
Values emanate from the social environment and internal state of the individual. Components such as cultural influence, as in the case of family, education, and life events, have the possibility of influencing the type of values the individual exhibits (Doel & Shardlow, 2012). As a service provider, values such as empathy and honesty are the basis for the interactions with clients. The police man, for instance, has multiple opportunities in which they are required to make decisions at their discretion- the direction determined by their personal values (Stazyk & Frederickson, 2018). The value of empathy ensures the prioritization of the welfare of the citizen and deliberately pursue the provision of a professional and humane solution (Lawton, et al., 2013). The existence of a code of ethics could address this aspect (Stazyk & Frederickson, 2018). However, some contexts will often lack the express address of situational conundrums, requiring the professional to apply their personal principles towards seeking and implementing a solution.
Principles contextually associate with the overall environment of work and the requirements for professional engagement among individuals. Various principles guide the public service provider including the protection from harm, as well as equal rights and the protection of diversity components (Doel & Shardlow, 2012). While these principles may lack explicit statement in the police context, the professional should emphasize their relevance in their personal capacity. For instance, the police have a duty to protect vulnerable populations such as in cases of the victims of abuse or the minority in society (Lawton, et al., 2013). The perspective on the minority also highlights issues in diversity, with the public service provider required to offer equal and equitable services to all regardless of their demographic qualities. Adherence to these principles ensures the welfare of the citizen as the recipient of care and guides the actions of the professional.
The application of the principles inherently interacts with personal values. For instance, in practice, empathy requires the recognition of the implications of diversity for the service recipient. Service delivery to the aged, women, and racial minorities often requires moments of “walking in their shoes” to fully understand their needs relative to available services (Stazyk & Frederickson, 2018). At the same time, equality in handling people may require the application of personal values such as integrity and fairness. Integrity is often presented as difficult when dealing with situations demanding compliance (Lawton, et al., 2013), such as in the police force. There are some situations that pose dilemmas for the practitioner, especially where decisions could infringe on their personal or career growth. This is such as in cases where offering help is constrained by the limitations of jurisdiction. However, it remains in their control to offer as much help as possible within their capacity, towards achieving welfare improvements for each person regardless of their social status (Doel & Shardlow, 2012).
In addition, personal values and principles have an influence on the performance of work as part of a team. The context of public service provision maximizes on the coordination of teams to address the needs of diverse populations. The police, for instance, rely on shared communications to coordinate their responses to crime or emergencies. However, personal values could limit the degree to which one person fits within a collaborative team. This is particularly where personal experiences have diminished the degree of trust for others, making it difficult to delegate roles or even believe in the abilities of the professional partners (Lawton, et al., 2013). On the other hand, possessing values such as commitment and a respect for diversity can ensure the ability to coordinate with professionals from different contexts. Patience and justice also facilitate the deliberate pursuit of solutions beyond a singular social context (Lawton, et al., 2013). The recognition of the implications of these values on individual and team performance should act as the motivation for their portrayal.
Therefore, personal values and principles influence both the performance of work as well as the interactive outcomes with other service providers. While influenced by multiple factors including culture and personal experiences, personal values can influence service provision both positively and negatively. Developing values that address recipient needs is essential to the comprehensiveness of professional service provision. At the same time, the principles that are applicable to the care process ensure the proper fit of the professional within the environment of work. These principles align the approach by the police, as providers of public services, with the goals of ensuring the effectiveness of their practices.
Bibliography
Beausaert, S., Segers, M. & Gijselaers, W., 2011. Using a personal development plan for different purposes: its influence on undertaking learning activities and job performance. Vocations and Learning,, 4(3), pp. 231-252.
Burns, T. & Sinfield, S., 2008. Essential Study Skills: The Complete Guide to Success at University. New York: Sage.
Doel, M. & Shardlow, S. M., 2012. Modern Social Work Practice: Teaching and Learning in Practice Settings. London: Ashgate Publishing.
Honey, P. & Mumford, A., 1992. The Manual of Learning Styles. s.l.:Peter Honey.
Lawton, A., Rayner, J. & Lasthuizen, K., 2013. Ethics and Management in the Public Sector. New York: Routledge.
Stazyk, E. C. & Frederickson, H. G., 2018. Handbook of American Public Administration. Chicago: Edward Elgar Publishing.
Review of the Personal Development Plan
According to Honey and Mumford (1992), learning refers to the display of knowledge on an area that was previously unknown. This development plan perpetuates holistic development, articulating progress from the current state into the near and far future (Beausaert, et al., 2011). The most prominent areas of address include communication, self-management, and career growth (See PDP).
The focus on career growth is specifically relevant due to my intention to focus on police work. Professional career specializations require anticipating the challenges that will present as well as the resources necessary to address these challenges (Beausaert, et al., 2011). While financial resources are evident, considering the value of alternative developmental opportunities like volunteerism is also crucial. Experiential learning requires perspectives including having an experience, reviewing it, making conclusions, and pursuing consequent steps (Honey & Mumford, 1992). Therefore, towards the accomplishment of career development, an inherent focus on learning courses as well as experience and exposure to the social context is necessary.
Alternatively, the mid-term focus addresses issues in communication. As a need or development goal, communication is instrumental to the development of comprehensive interpersonal relationships. It is also essential to the process of job seeking and even the eventual delivery of services to the customer (Burns & Sinfield, 2008). Therefore, the focus on this aspect specifically addresses listening skills as well as formal communication in the form of writing. I believe that, in the journey to join the police, I will require multiple applications to schools and work contexts. Therefore, the effectiveness of my formal communication practices is crucial. At the same time, the social context of being a police officer will require effective listening capabilities towards the deployment of problem resolutions and decision-making.
In the short-term, the goal is to address my capabilities in self-management. I currently struggle with time-keeping and activity scheduling. Developing abilities in these areas reduces the potential losses from incomplete tasks as well as inconveniences imposed on others as a result of the failure to attend. The functionality of the police work relies heavily on teamwork. However, teams are dependent on the efficiency of members and their positive contributions to the overall task performance (Beausaert, et al., 2011). Therefore, in addressing these areas within the next three months will improve my place relative to my career intentions. It will also contribute to my designing the long and mid-term pursuits, such as in enabling my development of a clear schedule for career development.
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Bibliography
Beausaert, S., Segers, M. & Gijselaers, W., 2011. Using a personal development plan for different purposes: its influence on undertaking learning activities and job performance. Vocations and Learning,, 4(3), pp. 231-252.
Burns, T. & Sinfield, S., 2008. Essential Study Skills: The Complete Guide to Success at University. New York: Sage.
Honey, P. & Mumford, A., 1992. The Manual of Learning Styles. Peter Honey.
Chapter 1: Task 1. Produce a SWOT analysis in relation to your career aspirations. LO2.2
(Strengths, weakness, opportunities, threats (challenges))
SWOT analysis is a tool that can be applied to many situations. In effect it is an easy to remember outline to use when considering a new plan of action or for exploring your own reactions to a new situation.
Personal Goal: To join Police
| Strengths The ability to comply with the demands and instructions of organizational contexts- based on school and previous work experiences The capability to adapt fast to situations and respond to change positively- evidenced by my survival in rapidly changing work environments Ability to control emotions, characterized by being slow to anger or retaliate- based on daily encounters in my personal life The commitment to individual and team roles regardless of their perceived contribution to the overall tasks present- evidenced by my course developments My focus on establishing and pursuing constant growth in skills, abilities, and knowledge in all professional and personal areas of involvement | Weaknesses Lack of clarity on the future of my career in the police- uncertainty of the specific career steps to follow for success Limited capabilities in written and spoken communication to groups Limited knowledge of the legal demands and regulations surrounding the police in terms of their social engagement in work Uncertainties relating to my ability to offer comprehensive services as per existing social and professional obligations as part of a team- based on previous struggles with understanding the intricacies of the current course Limitation understanding my own abilities and issues as well as previous challenges managing time |
| Opportunities Training opportunities and academies for the police force Effective community relationship building- Social volunteering and community security and assistance opportunities in the vicinity Communication skills- Current opportunities for language/ communication skills acquisition to assist in the pursuit of these future courses Technological skills- Emerging challenges awareness and recognition of opportunities for use in law enforcement and social care provision | Threats Current shortage in cultural awareness- Continued emphasis on reviewing entire life events as a basis for determining the suitability of a person to their future careers Changes to the political and legal environment as it relates to qualifications for a position on the police force Emerging relationships among various social care providers and the potential for disruption of career progress due to collaborative mistakes |
Reflection on SWOT – how do you think this will help you be a more effective in the police selection process
This SWOT analysis demonstrates the areas of strength and weakness, as well as emerging opportunities and strengths. The strengths demonstrate the areas that I will need to maintain in pursuing my career goals. I believe that my temperament, commitment, and adaptation to situations will facilitate the fit I have with the police force. This is particularly where individual efforts could be more crucial to performance determination than the contribution to teamwork. However, I need to make efforts to overcome my weaknesses and the skill areas that I have yet to demonstrate. I believe that the police rely on teamwork to achieve their goals. The fact that I currently struggle with this aspect implies the need for improvement.
The opportunities that my technological and communication skills express are also significant. In tune with technology, I will be able to develop strategies towards service provision that increase efficiency. At the same time, my communication skills should facilitate the effective drafting of formal communication towards seeking admissions to training and employment opportunities. Nevertheless, I am compelled to acknowledge the threats to my career due to the potential of mistakes and the reduction of opportunities due to some limitations in skill levels.
Honey and Mumford Questionnaire Results
The questionnaire results (19) classify me as a pragmatist. This position suggests that my learning is most elaborate where there is an obvious link between the subject of learning and an actual job problem. It would invite the use of simulations and practical lessons as the basis for learning and pursuing any consequent developments of my skill areas. Therefore, as a pragmatist, I demonstrate tendencies towards the practical and realistic. I am likely to explore solutions that are the most expedient and present as early as possible. Even though my pursuit of learning may not always exhibit specific objectives, it is still important and relevant to my pursuits.
Skill Area Action Pan for Development
| Schedule | ||
| Communication | Pursue communication classes and opportunities for practice Take classes in formal and informal communication practices Practice expression in writing especially in the formal context | 3 months |
| Self-management | Reflection in career ambitions and aims Outline of core strengths and weaknesses that I possess Pursue opportunities to improve strengths and address weaknesses Develop a career plan | 6 months |
| Interpretation of numbers | Identify areas of weaknesses such as inferential statistics Engage specific mathematical courses that address these statistics Constantly practice the interpretation of numerical outcomes | 3 months |
Development Opportunities and Sources
| Development Opportunities | Sources |
| Communication skills acquisition through learning | Tutoring and attending lectures, counselling opportunities, note-taking during these encounters |
| Technology applications and actions | Computer courses specifically addressing database management; opportunities for use within police volunteer chances |
| Training opportunities within the police force | Volunteer opportunities and police station visits Accepting opportunities to learn from volunteer encounters with security and law enforcement |
PDP Rationale
The PDP comprises of goals for the long, middle, and short term. The first goal is the pursuit of a career in the police force, which addresses the SWOT weakness of an uncertain path to achieving this career. Achieving it will be on the basis of the selected career plan, pursuing relevant courses, and constantly reflecting on the progress on the relevant social and professional issues around it. These propositions are based on the fact that personal development has a deliberate focus on addressing weaknesses while building strengths (Beausaert, et al., 2011). The processes are integral to building my professional identity, as well as developing my personality to fit this career path.
At the same time, the medium-term goal entails the improvement of formal and written communication. This aspect also relates to the weaknesses in the SWOT analysis, whereby communication is a significant issue. It also maximizes on the opportunities that are present in the same tool, featuring progression in learning and the acquisition of these skills. Communication remains a critical skill for career development, and only practice and learning can facilitate its development (Burns & Sinfield, 2008). Therefore, the resulting plan features these aspects towards achieving the goal.
Personal Development Plan
| SMART OBJECTIVES | Success Basis | Actions | Strategies for Goals | Resources | Timescale |
| Develop a career in police work and the maintenance of social order (Long-term goals) | Exhibition of the capacity to understand social challenges relating to police work and skills in managing them | Writing of a career plan Pursuit of the necessary courses in this area Constant reflection on acquired skills and areas for further development | Commitment to current course and future courses Pursuit of volunteer opportunities | Financial- funding to support coursework Information- reports and background data informing of potential opportunities | 5 years |
| Improve communication capabilities in listening and written formal expression Mid-term Goals | Demonstrating the ability to listen and take notes more than speaking Successful achievement of objectives from written communications | Set priorities for communication skills Identify sources of these skills Schedule attendance of learning opportunities Attend learning opportunities Practice and review | Learning opportunities Opportunities for practice | Teachers of communication courses Seminars, lectures, feedback forums | 1-2 years |
| Address time-management practices towards better schedule maintenance and efficient time keeping (Short-term goals) | Exhibiting less or no late arrivals to events and scheduled activities Possession of a clear schedule for all personal and professional activities | Identifying main work practices to be accorded priority Attending scheduling classes Practicing the development of schedules for multiple activities Exposure to reviews on the schedules from professionals | Opportunities for practice Access to scheduling technology | Technological resources such as Ms Excel with which to develop schedules Note taking materials for reporting on missed or late schedules | 3-6 months |
Finally, the short-term focuses on the development of practices for time management. This is a weakness recognized in the SWOT and opportunities for development are available in the current learning and future context. I recognize that developments in technology are crucial features to practices of time management. With the awareness that current learning features these dimensions, I make a deliberate effort towards integrating the technological abilities into the practice of time and personal management for the future.
Learning Styles Questionnaire
Name: _______________________________________
This is an internationally proven tool designed by Peter Honey and Alan Mumford.
There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers.
If you agree more than you disagree with a statement put a tick by it.
If you disagree more than you agree put a cross by it.
Be sure to mark each item with either a tick or cross.
| oü | I have strong beliefs about what is right and wrong, good and bad. | ||
| ox | I often act without considering the possible consequences | ||
| oü | I tend to solve problems using a step-by-step approach | ||
| ox | I believe that formal procedures and policies restrict people | ||
| oü | I have a reputation for saying what I think, simply and directly | ||
| ox | I often find that actions based on feelings are as sound as those based on careful thought and analysis | ||
| ox | I like the sort of work where I have time for thorough preparation and implementation | ||
| oü | I regularly question people about their basic assumptions | ||
| oü | What matters most is whether something works in practice | ||
| oü | I actively seek out new experiences | ||
| oü | When I hear about a new idea or approach I immediately start working out how to apply it in practice | ||
| ox | I am keen on self discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc. | ||
| oü | I take pride in doing a thorough job | ||
| oü | I get on best with logical, analytical people and less well with spontaneous, “irrational” | ||
| ox | I take care over the interpretation of data available to me and avoid jumping to conclusions | ||
| oü | I like to reach a decision carefully after weighing up many alternatives | ||
| oü | I’m attracted more to novel, unusual ideas than to practical ones | ||
| oü | I don’t like disorganised things and prefer to fit things into a coherent pattern | ||
| oü | I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done | ||
| oü | I like to relate my actions to a general principle | ||
| oü | In discussions I like to get straight to the point | ||
| ox | 1 tend to have distant, rather formal relationships with people at work | ||
| oü | I thrive on the challenge of tackling something new and different | ||
| oü | I enjoy fun-loving, spontaneous people | ||
| oü | I pay meticulous attention to detail before coming to a conclusion | ||
| ox | I find it difficult to produce ideas on impulse | ||
| oü | I believe in coming to the point immediately | ||
| ox | I am careful not to jump to conclusions too quickly | ||
| oü | I prefer to have as many resources of information as possible – the more data to think over the better | ||
| oü | Flippant people who don’t take things seriously enough usually irritate me | ||
| oü | I listen to other people’s points of view before putting my own forward | ||
| oü | I tend to be open about how I’m feeling | ||
| oü | In discussions I enjoy watching the manoeuvrings of the other participants | ||
| ox | I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance | ||
| oü | I tend to be attracted to techniques such as network analysis, flow charts, branching programs, contingency planning, etc. | ||
| ox | It worries me if I have to rush out a piece of work to meet a tight deadline | ||
| oü | I tend to judge people’s ideas on their practical merits | ||
| ox | Quiet, thoughtful people tend to make me feel uneasy | ||
| oü | I often get irritated by people who want to rush things | ||
| ox | It is more important to enjoy the present moment than to think about the past or future | ||
| oü | I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition | ||
| oü | I tend to be a perfectionist | ||
| oü | In discussions I usually produce lots of spontaneous ideas | ||
| oü | In meetings I put forward practical realistic ideas | ||
| ox | More often than not, rules are there to be broken | ||
| ox | I prefer to stand back from a situation | ||
| oü | I can often see inconsistencies and weaknesses in other people’s arguments | ||
| oü | On balance I talk more than I listen | ||
| oü | I can often see better, more practical ways to get things done | ||
| oü | I think written reports should be short and to the point | ||
| oü | I believe that rational, logical thinking should win the day | ||
| oü | I tend to discuss specific things with people rather than engaging in social discussion |
| oü | I like people who approach things realistically rather than theoretically |
| oü | In discussions I get impatient with irrelevancies and digressions |
| ox | If I have a report to write I tend to produce lots of drafts before settling on the final version |
| oü | 1 am keen to try things out to see if they work in practice |
| oü | I am keen to reach answers via a logical approach |
| oü | I enjoy being the one that talks a lot |
| ox | In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations |
| oü | I like to ponder many alternatives before making up my mind |
| ox | In discussions with people I often find I am the most dispassionate and objective |
| ox | In discussions I’m more likely to adopt a “low profile” than to take the lead and do most of the talking |
| oü | I like to be able to relate current actions to a longer term bigger picture |
| ox | When things go wrong I am happy to shrug it off and “put it down to experience” |
| oü | I tend to reject wild, spontaneous ideas as being impractical |
| oü | It’s best to think carefully before taking action |
| ox | On balance I do the listening rather than the talking |
| oü | I tend to be tough on people who find it difficult to adopt a logical approach |
| oü | Most times I believe the end justifies the means |
| oü | 70. I don’t mind hurting people’s feelings so long as the job gets done |
| ox | 71. I find the formality of having specific objectives and plans stifling |
| oü | 72. I’m usually one of the people who puts life into a party |
| oü | 73. I do whatever is expedient to get the job done |
| ox | 74. I quickly get bored with methodical, detailed work |
| oü | 75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events |
| oü | 76. I’m always interested to find out what people think |
| oü | 77. I like meetings to be run on methodical lines, sticking to laid down agenda, etc. |
| ox | 78. I steer clear of subjective or ambiguous topics |
| oü | 79. I enjoy the drama and excitement of a crisis situation |
| oü | 80. People often find me insensitive to their feelings |
Scoring and Interpreting the Learning Styles Questionnaire
The Questionnaire is scored by awarding one point for each ticked item. There are no points for crossed items. Simply indicate on the lists below which items were ticked by circling the appropriate question number.
| 2 | 7 | 1 | 5 |
| 4 | 13 | 3 | 9 |
| 6 | 15 | 8 | 11 |
| 10 | 16 | 12 | 19 |
| 17 | 25 | 14 | 21 |
| 23 | 28 | 18 | 27 |
| 24 | 29 | 20 | 35 |
| 32 | 31 | 22 | 37 |
| 34 | 33 | 26 | 44 |
| 38 | 36 | 30 | 49 |
| 40 | 39 | 42 | 50 |
| 43 | 41 | 47 | 53 |
| 45 | 46 | 51 | 54 |
| 48 | 52 | 57 | 56 |
| 58 | 55 | 61 | 59 |
| 64 | 60 | 63 | 65 |
| 71 | 62 | 68 | 69 |
| 72 | 66 | 75 | 70 |
| 74 | 67 | 77 | 73 |
| 79 | 76 | 78 | 80 |
TOTALS 10 12 15 19
Activist Reflector Theorist Pragmatist