A development plan organises a goal, practice, support and a review date. Completing a course is an activity, not evidence that a skill has been learned. Agree how you will recognise its use at work.
Copy and adapt the template
Employee: … · Manager: … · Period: … · Review date: …
| Element | Illustrative example |
|---|---|
| Goal | Delegate project tasks more clearly |
| Starting point | Responsibility needed clarification in two recent tasks |
| Behaviour to try | Agree outcome, responsibility and deadline before handing over work |
| Practice | Use the approach in the next three tasks |
| Support | Preparation with a mentor and time for review |
| Evidence of use | Examples of agreements and discussion with recipients about clarity |
| Owner and deadline | Employee, supported by manager; a jointly agreed date |
| Review | What helped, what got in the way and what should change? |
Choose a priority
Combine role needs, strengths and the person’s aspirations. Do not automatically select every low rating. A few feasible actions are usually more useful than a long list without time or support.
Separate activity from outcomes
“Three mentoring sessions” records activity. “Responsibility is jointly confirmed in new tasks” describes practice. Choose evidence relevant to the goal rather than reducing development to a single indicator.
A later rating can add information, but changes in raters or questions limit comparability. See interpreting 360 reviews.
Revisit the plan
Agree a review date after opportunities to practise. Use a one-on-one to discuss obstacles and support. Adjust the plan if the role or priority changes.
Create an account and organise development actions. The platform tracks agreements; discuss progress using examples from work.
Sources and scope
These sources support the principles discussed here. Examples and schedules are starting points to adapt, not standards or evidence that our templates have been validated.
