Personal development


Personal development covers activities that improve awareness and identity, develop talents and potential, build human capital and facilitate employability, enhance the quality of life and contribute to the realization of dreams and aspirations. Personal development takes place over the course of a person's entire life. Not limited to self-help, the concept involves formal and informal activities for developing others in roles such as teacher, guide, counselor, manager, life coach or mentor. When personal development takes place in the context of institutions, it refers to the methods, programs, tools, techniques, and assessment systems that support human development at the individual level in organizations.

Overview

Among other things, personal development may include the following activities:
Personal development can also include developing other people's skills and personality. This may take place through roles such as those of a teacher or mentor, either through a personal competency or through a professional service.
Beyond improving oneself and developing others, "personal development" labels a field of practice and research:
Any sort of development — whether economic, political, biological, organisational or personal—requires a framework if one wishes to know whether a change has actually occurred. In the case of personal development, an individual often functions as the primary judge of improvement or of regression, but validation of objective improvement requires assessment using standard criteria.
Personal-development frameworks may include:
Personal development as an industry
has several business-relationship formats of operating. The main ways are business-to-consumer and business-to-business. However, two newer ways have emerged: consumer-to-business and consumer-to-consumer.

Business-to-consumer market

The business-to-consumer market involves selling books, courses and techniques to individuals, such as:
Some programs deliver their content online. Many include tools sold with a program, such as motivational books for self-help, recipes for weight-loss or technical manuals for yoga and martial-arts programs.
A partial list of personal development offerings on the business-to-individual market might include:
Some consulting firms specialize in personal development
but generalist firms operating in the fields of human resources, recruitment and organizational strategy have entered what they perceive as a growing market,
not to mention smaller firms and self-employed professionals who provide consulting, training and coaching.

Origins

Major religions – such as the Abrahamic and Indian religions – as well as New Age philosophies have used practices such as prayer, music, dance, singing, chanting, poetry, writing, sports and martial arts. These practices have various functions, such as health or aesthetic satisfaction, but they may also link to "final goals" of personal development such as discovering the meaning of life or living the good life.
Michel Foucault describes in Care of the Self the techniques of epimelia used in ancient Greece and Rome, which included dieting, exercise, sexual abstinence, contemplation, prayer and confession—some of which also became important practices within different branches of Christianity.
"Yi"Wushu and T'ai chi ch'uan utilise traditional Chinese techniques, including breathing and energy exercises, meditation, martial arts, as well as practices linked to traditional Chinese medicine, such as dieting, massage and acupuncture.
Two individual ancient philosophers: Aristotle and the Western Tradition and Confucius and the Eastern Tradition stand out as major sources of what has become personal development in the 21st century, representing a Western tradition and an East Asian tradition. Elsewhere anonymous founders of schools of self-development appear endemic – note the traditions of the Indian sub-continent in this regard.

South Asian traditions

Some ancient Indians aspired to "beingness, wisdom and happiness".

Aristotle and the Western tradition

The Greek philosopher Aristotle wrote Nicomachean Ethics, in which he defined personal development as a category of phronesis or practical wisdom, where the practice of virtues leads to eudaimonia,
commonly translated as "happiness" but more accurately understood as "human flourishing" or "living well".
Aristotle continues to influence the Western concept of personal development, particularly in the economics of human development
and in positive psychology.

Confucius and the East Asian tradition

In Chinese tradition, Confucius founded an ongoing philosophy. His ideas continue to influence family values, education and management in China and East Asia. In his Great Learning Confucius wrote:

The ancients who wished to illustrate illustrious virtue throughout the kingdom first ordered well their own states. Wishing to order well their states, they first regulated their families. Wishing to regulate their families, they first cultivated their persons. Wishing to cultivate their persons, they first rectified their hearts. Wishing to rectify their hearts, they first sought to be sincere in their thoughts. Wishing to be sincere in their thoughts, they first extended to the utmost their knowledge. Such extension of knowledge lay in the investigation of things.

Contexts

Psychology

became linked to personal development in the early 20th century starting with Alfred Adler and Carl Jung.
Adler refused to limit psychology to analysis, making the important point that aspirations look forward and do not limit themselves to unconscious drives or to childhood experiences.
He also originated the concepts of lifestyle and of self image, a concept that influenced management under the heading of work-life balance.
Carl Gustav Jung made contributions to personal development with his concept of individuation, which he saw as the drive of the individual to achieve the wholeness and balance of the Self.
Daniel Levinson developed Jung's early concept of "life stages" and included a sociological perspective. Levinson proposed that personal development comes under the influence—throughout life—of aspirations, which he called "the Dream":

Whatever the nature of his Dream, a young man has the developmental task of giving it greater definition and finding ways to live it out. It makes a great difference in his growth whether his initial life structure is consonant with and infused by the Dream, or opposed to it. If the Dream remains unconnected to his life it may simply die, and with it his sense of aliveness and purpose.

Research on success in reaching goals, as undertaken by Albert Bandura, suggested that self-efficacy best explains why people with the same level of knowledge and skills get very different results. According to Bandura self-confidence functions as a powerful predictor of success because:
  1. It makes you expect to succeed
  2. It allows you take risks and set challenging goals
  3. It helps you keep trying if at first you don't succeed
  4. It helps you control emotions and fears when the going gets rough
In 1998 Martin Seligman won election to a one-year term as President of the American Psychological Association and proposed a new focus: on healthy individuals rather than on pathology

We have discovered that there is a set of human strengths that are the most likely buffers against mental illness: courage, optimism, interpersonal skill, work ethic, hope, honesty and perseverance. Much of the task of prevention will be to create a science of human strength whose mission will be to foster these virtues in young people.

Higher education

During the 1960s a large increase in the number of students on American campuses
led to research on the personal development needs of undergraduate students. Arthur Chickering defined seven vectors of personal development for young adults during their undergraduate years:
  1. Developing competence
  2. Managing emotions
  3. Achieving autonomy and interdependence
  4. Developing mature interpersonal relationships
  5. Establishing personal identity
  6. Developing purpose
  7. Developing integrity
In the UK, personal development took a central place in university policy in 1997 when the Dearing Report
declared that universities should go beyond academic teaching to provide students with personal development. In 2001 a Quality Assessment Agency for UK universities produced guidelines
for universities to enhance personal development as:
In the 1990s, business schools began to set up specific personal-development programs for leadership and career orientation and in 1998 the European Foundation for Management Development set up the EQUIS accreditation system which specified that personal development must form part of the learning process through internships, working on team projects and going abroad for work or exchange programs.
The first personal development certification required for business school graduation originated in 2002 as a partnership between Metizo,
a personal-development consulting firm, and the Euromed Management School
in Marseilles: students must not only complete assignments but also demonstrate self-awareness and achievement of personal-development competencies.
As an academic department, personal development as a specific discipline is usually associated with business schools. As an area of research, personal development draws on links to other academic disciplines:
, proposed a hierarchy of needs with self actualization at the top, defined as:
… the desire to become more and more what one is, to become everything that one is capable of becoming.
Since Maslow himself believed that only a small minority of people self-actualize—he estimated one percent—his hierarchy of needs had the consequence that organizations came to regard self-actualization or personal development as occurring at the top of the organizational pyramid, while job security and good working conditions would fulfill the needs of the mass of employees.
As organizations and labor markets became more global, responsibility for development shifted from the company to the individual. In 1999 management thinker Peter Drucker wrote in the Harvard Business Review:

We live in an age of unprecedented opportunity: if you've got ambition and smarts, you can rise to the top of your chosen profession, regardless of where you started out. But with opportunity comes responsibility. Companies today aren't managing their employees' careers; knowledge workers must, effectively, be their own chief executive officers. It's up to you to carve out your place, to know when to change course, and to keep yourself engaged and productive during a work life that may span some 50 years.

Management professors Sumantra Ghoshal of the London Business School and Christopher Bartlett of the Harvard Business School wrote in 1997 that companies must manage people individually and establish a new work contract.
On the one hand, the company must allegedly recognize that personal development creates economic value: "market performance flows not from the omnipotent wisdom of top managers but from the initiative, creativity and skills of all employees".
On the other hand, employees should recognize that their work includes personal development and
"... embrace the invigorating force of continuous learning and personal development".
The 1997 publication of Ghoshal's and Bartlett's Individualized Corporation corresponded to a change in career development from a system of predefined paths defined by companies, to a strategy defined by the individual and matched to the needs of organizations in an open landscape of possibilities. Another contribution to the study of career development came with the recognition that women's careers show specific personal needs and different development paths from men. The 2007 study of women's careers by Sylvia Ann Hewlett Off-Ramps and On-Ramps
had a major impact on the way companies view careers.
Further work on the career as a personal development process came from study by Herminia Ibarra in her Working Identity'' on the relationship with career change and identity change,
indicating that priorities of work and lifestyle continually develop through life.
Personal development programs in companies fall into two categories: the provision of employee benefits and the fostering of development strategies.
Employee surveys may help organizations find out personal-development needs, preferences and problems, and they use the results to design benefits programs. Typical programs in this category include:
As an investment, personal development programs have the goal of increasing human capital or improving productivity, innovation or quality. Proponents actually see such programs not as a cost but as an investment with results linked to an organization's strategic development goals. Employees gain access to these investment-oriented programs by selection according to the value and future potential of the employee, usually defined in a talent management architecture including populations such as new hires, perceived high-potential employees, perceived key employees, sales staff, research staff and perceived future leaders. Organizations may also offer other programs to many or even all employees. Personal development also forms an element in management tools such as personal development planning, assessing one's level of ability using a competency grid, or getting feedback from a 360 questionnaire filled in by colleagues at different levels in the organization.
A common criticism surrounding personal development programs is that they are often treated as an arbitrary performance management tool to pay lip service to, but ultimately ignored. As such, many companies have decided to replace personal development programs with SMART Personal Development Objectives, which are regularly reviewed and updated. Personal Development Objectives help employees achieve career goals and improve overall performance.

Criticism

Scholars have targeted self-help claims as misleading and incorrect. In 2005, Steve Salerno portrayed the American self-help movement—he uses the acronym SHAM: The Self-Help and Actualization Movement—not only as ineffective in achieving its goals but also as socially harmful. 'Salerno says that 80 percent of self-help and motivational customers are repeat customers and they keep coming back whether the program worked for them or not'. Others similarly point out that with self-help books 'supply increases the demand...The more people read them, the more they think they need them...more like an addiction than an alliance'.
Self-help writers have been described as working 'in the area of the ideological, the imagined, the narrativized....although a veneer of scientism permeates the work, there is also an underlying armature of moralizing'.