my own personal development essay

Essays About Development: Top 5 Examples and 10 Prompts

Would you like to develop your writing skills? Our essays about development plus enriching prompts can help with this goal. 

Mahatma Gandhi once said, “constant development is the law of life.” Hence, the best way to succeed in life is to conform to this law. Once we do, we embrace the vast opportunities and surprises in the never-ending development cycle. Development, whether within ourselves, in a certain field, or the greater world we live in, requires allocating various resources in the form of time, action, and even financial capital. 

5 Essay Examples

1. why intersectional feminism matters for development by aviva stein, 2. how video games are made: the game development process by nadia stefyn, 3. why industrial development matters now more than ever before by li yong, 4. bangladesh really is a climate success story by joyashree roy, 5. what role does culture play in development by augusto lopez-claros, 1. my personal development goals, 2. importance of socialization in childhood development, 3. effects of the digital age on intellectual development, 4. economic growth vs. economic development, 5. united nations’ sustainable development goals, 6. urban development, 7. keeping pace with technological development, 8. winning strategies for career development, 9. challenges and perks of a business development manager, 10. education in development.

“Using an intersectional feminist lens to dig deeper into the factors that affect and hinder efforts for equality also allows us as development professionals to design programs, interventions, and support systems that aim to dismantle systems of inequality.”

This essay looks into intersectional feminism and the importance of inclusion. “Intersectional” means recognizing how different people live different experiences. Integrating an intersectional lens in feminist development work enables experts to design and implement programs that address inequality effectively. You might also be interested in these essays about bad habits .

“Much like a production line, the game development pipeline helps organize the flow of work so that everyone knows what they need to deliver and when. The pipeline also helps manage the game development timeline and budget, reducing inefficiencies and bottlenecks.”

This essay walks readers through the video game development process while also introducing the different critical players of the ecosystem. Overall, the piece provides budding game developers with a comprehensive resource on the basics of the industry. 

“Economists of the 20th century noted that a thriving industrial sector was crucial to the development of a modern economy, and in 2010, Cambridge economist Ha-Joon Chang observed that development without industrialization is like Shakespeare’s Hamlet without the Prince of Denmark.”

Creating a narrative out of data, this essay underscores the need to push for industrialization to further economies’ development. It sheds light on the myriad benefits of manufacturing on social development but also confronts the environmental challenges of the sector. 

Looking for more? Check out these essays about empathy and essays about gratitude .

“In the 50 years since the Bhola cyclone, the nation has carved out a path to development thanks to natural gas. Turning away from that path precipitously would strand the nation’s fossil-fuel assets and undermine its hard-won sovereignty and development gains.”

The essay demonstrates the determination of Bangladesh to bounce back from one of the deadliest cyclones in history. Now the fastest-growing economy in South Asia, Bangladesh marks a unique development journey that runs against the popular belief of patterning development strategies after those of more developed countries in the West. You might also like these essays about your mom .

“Development is not only about reducing poverty and expanding opportunities against the background of rising incomes. It is also in a very fundamental way about adopting a set of values that are compatible with humanity’s moral development.”

Integrating culture in discussions about development has been a longstanding challenge. But this essay points out that we might have been misled to categorize some development factors as cultural and, as a result, missed out on the proper way to resolve problems at their roots.

10 Unique Writing Prompts On Essays About Development

Whether it be acquiring a second language or graduating college with flying colors, use this essay to discuss your personal development goals and proudly share your progress in putting them into action. And then, write a commitment to keep sight of your personal development goals and what you think you should do more to achieve them in the most efficient way you can.

Socialization helps kids learn how to take turns and manage conflicts that arise from their play and interactions with other kids. Look for the latest research studies that show how the development of social skills relates to a child’s overall physical, intellectual, and emotional development.

Then, list the challenges in helping kids socialize more, given how gadgets are becoming a kid’s best friend for entertainment. Finally, include solutions and consider how society can encourage kids to have positive socialization experiences.

Digital technologies have certainly enabled wide-scale access to information and data that can expand our horizons. However, they also discourage the exercise of cognitive and analytical skills because the information is served on a silver platter. 

For this writing prompt, list the pros and cons of digital technologies in improving thinking skills and take the time to assess how each affects our intellectual development, including relevant studies to support your arguments. 

In this essay, aim to find out whether economic growth and economic development are independent or inextricably linked, such that economic development is not possible without economic growth and vice versa. 

For this, you can turn to the innovative insights of economists Simon Kuznets and Joseph Schumpeter. The creation of the Human Development Index is also worth delving into as it is one of the most ambitious metrics that emerged to measure the economy beyond the national income accounting framework . 

The United Nations has 17 Sustainable Development Goals (SDGs) adopted in September 2015 and targeted to be attained by 2030 to end global poverty while addressing issues such as inequality and climate change. 

In your essay, explain these goals, their origins, and their relevance to today’s challenges. Then find out whether it is on track through the latest SDG report . You can also pick just one SDG close to your personal and get updates on the world’s progress in realizing this goal. Dive into politics in this essay and determine if the UN is on track and adhering to its promises.

True urban development can happen only if security, sanitation, and climate resilience are part of the equation. In this essay, outline the challenges of balancing rapid urbanization with the need to provide people with a decent environment for living. 

Expound on the importance of urban development in reducing poverty. Finally, underscores the enormous role city governments have in steering urban development through a human-centric approach. 

We hear about incredible technological advancements every day, but there has been little development in the regulatory sphere. Elaborate on policy and lawmakers’ challenges in coping with nimble tech companies. 

Some primary challenges include the extraordinary complexity of technologies and the long period it takes to pass a law. In your writing, offer insights into how the government and private sector can join hands and balance strict regulations and self-regulation. 

Career development is the journey of finding your place in the professional world. Flesh out the importance of having a career development game plan and how to implement them. Then take a glimpse at the sea shift in career development amid our present VUCA world. Specifically, analyze how younger professionals are carving out their careers and how companies design professional development plans within a VUCA environment. 

With the fierce competition in today’s markets, how should business development managers think and act to drive their company’s sales growth? Strive to answer this by researching business journals and news articles to discover today’s most pressing challenges business development managers face. But also look on the bright side to flesh out the job’s pros, such as gaining new experiences and expanding your connections. 

This writing prompt highlights the critical role of schools in a child’s overall development and what teaching techniques are proven to be most effective in training a child. To expand your essay, add COVID-19’s long-term debilitating impact on human capital development and how this translates to economic losses. Then, write about the lessons teachers and parents can learn from the pandemic to arrest future global disruptions from affecting the accessibility, delivery, and quality of education.

Tip: When editing for grammar, we also recommend improving the readability score of a piece before publishing or submitting it. If you’d like more help with your essays, check out our round-up of the best essay checkers .

Yna Lim is a communications specialist currently focused on policy advocacy. In her eight years of writing, she has been exposed to a variety of topics, including cryptocurrency, web hosting, agriculture, marketing, intellectual property, data privacy and international trade. A former journalist in one of the top business papers in the Philippines, Yna is currently pursuing her master's degree in economics and business.

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• Knowledge Base
• Applying to graduate school
• How to Write Your Personal Statement | Strategies & Examples

How to Write Your Personal Statement | Strategies & Examples

Published on February 12, 2019 by Shona McCombes . Revised on July 3, 2023.

A personal statement is a short essay of around 500–1,000 words, in which you tell a compelling story about who you are, what drives you, and why you’re applying.

To write a successful personal statement for a graduate school application , don’t just summarize your experience; instead, craft a focused narrative in your own voice. Aim to demonstrate three things:

• Your personality: what are your interests, values, and motivations?
• Your talents: what can you bring to the program?
• Your goals: what do you hope the program will do for you?

This article guides you through some winning strategies to build a strong, well-structured personal statement for a master’s or PhD application. You can download the full examples below.

Urban Planning Psychology History

Table of contents

Getting started with your personal statement, the introduction: start with an attention-grabbing opening, the main body: craft your narrative, the conclusion: look ahead, revising, editing, and proofreading your personal statement, frequently asked questions, other interesting articles.

Before you start writing, the first step is to understand exactly what’s expected of you. If the application gives you a question or prompt for your personal statement, the most important thing is to respond to it directly.

For example, you might be asked to focus on the development of your personal identity; challenges you have faced in your life; or your career motivations. This will shape your focus and emphasis—but you still need to find your own unique approach to answering it.

There’s no universal template for a personal statement; it’s your chance to be creative and let your own voice shine through. But there are strategies you can use to build a compelling, well-structured story.

The first paragraph of your personal statement should set the tone and lead smoothly into the story you want to tell.

Strategy 1: Open with a concrete scene

An effective way to catch the reader’s attention is to set up a scene that illustrates something about your character and interests. If you’re stuck, try thinking about:

• A personal experience that changed your perspective
• A story from your family’s history
• A memorable teacher or learning experience
• An unusual or unexpected encounter

To write an effective scene, try to go beyond straightforward description; start with an intriguing sentence that pulls the reader in, and give concrete details to create a convincing atmosphere.

Strategy 2: Open with your motivations

To emphasize your enthusiasm and commitment, you can start by explaining your interest in the subject you want to study or the career path you want to follow.

Just stating that it interests you isn’t enough: first, you need to figure out why you’re interested in this field:

• Is it a longstanding passion or a recent discovery?
• Does it come naturally or have you had to work hard at it?
• How does it fit into the rest of your life?
• What do you think it contributes to society?

Tips for the introduction

• Don’t start on a cliche: avoid phrases like “Ever since I was a child…” or “For as long as I can remember…”
• Do save the introduction for last. If you’re struggling to come up with a strong opening, leave it aside, and note down any interesting ideas that occur to you as you write the rest of the personal statement.

Once you’ve set up the main themes of your personal statement, you’ll delve into more detail about your experiences and motivations.

To structure the body of your personal statement, there are various strategies you can use.

Strategy 1: Describe your development over time

One of the simplest strategies is to give a chronological overview of key experiences that have led you to apply for graduate school.

• What first sparked your interest in the field?
• Which classes, assignments, classmates, internships, or other activities helped you develop your knowledge and skills?
• Where do you want to go next? How does this program fit into your future plans?

Don’t try to include absolutely everything you’ve done—pick out highlights that are relevant to your application. Aim to craft a compelling narrative that shows how you’ve changed and actively developed yourself.

My interest in psychology was first sparked early in my high school career. Though somewhat scientifically inclined, I found that what interested me most was not the equations we learned about in physics and chemistry, but the motivations and perceptions of my fellow students, and the subtle social dynamics that I observed inside and outside the classroom. I wanted to learn how our identities, beliefs, and behaviours are shaped through our interactions with others, so I decided to major in Social Psychology. My undergraduate studies deepened my understanding of, and fascination with, the interplay between an individual mind and its social context.During my studies, I acquired a solid foundation of knowledge about concepts like social influence and group dynamics, but I also took classes on various topics not strictly related to my major. I was particularly interested in how other fields intersect with psychology—the classes I took on media studies, biology, and literature all enhanced my understanding of psychological concepts by providing different lenses through which to look at the issues involved.

Strategy 2: Own your challenges and obstacles

If your path to graduate school hasn’t been easy or straightforward, you can turn this into a strength, and structure your personal statement as a story of overcoming obstacles.

• Is your social, cultural or economic background underrepresented in the field? Show how your experiences will contribute a unique perspective.
• Do you have gaps in your resume or lower-than-ideal grades? Explain the challenges you faced and how you dealt with them.

Don’t focus too heavily on negatives, but use them to highlight your positive qualities. Resilience, resourcefulness and perseverance make you a promising graduate school candidate.

Growing up working class, urban decay becomes depressingly familiar. The sight of a row of abandoned houses does not surprise me, but it continues to bother me. Since high school, I have been determined to pursue a career in urban planning. While people of my background experience the consequences of urban planning decisions first-hand, we are underrepresented in the field itself. Ironically, given my motivation, my economic background has made my studies challenging. I was fortunate enough to be awarded a scholarship for my undergraduate studies, but after graduation I took jobs in unrelated fields to help support my parents. In the three years since, I have not lost my ambition. Now I am keen to resume my studies, and I believe I can bring an invaluable perspective to the table: that of the people most impacted by the decisions of urban planners.

Strategy 3: Demonstrate your knowledge of the field

Especially if you’re applying for a PhD or another research-focused program, it’s a good idea to show your familiarity with the subject and the department. Your personal statement can focus on the area you want to specialize in and reflect on why it matters to you.

• Reflect on the topics or themes that you’ve focused on in your studies. What draws you to them?
• Discuss any academic achievements, influential teachers, or other highlights of your education.
• Talk about the questions you’d like to explore in your research and why you think they’re important.

The personal statement isn’t a research proposal , so don’t go overboard on detail—but it’s a great opportunity to show your enthusiasm for the field and your capacity for original thinking.

In applying for this research program, my intention is to build on the multidisciplinary approach I have taken in my studies so far, combining knowledge from disparate fields of study to better understand psychological concepts and issues. The Media Psychology program stands out to me as the perfect environment for this kind of research, given its researchers’ openness to collaboration across diverse fields. I am impressed by the department’s innovative interdisciplinary projects that focus on the shifting landscape of media and technology, and I hope that my own work can follow a similarly trailblazing approach. More specifically, I want to develop my understanding of the intersection of psychology and media studies, and explore how media psychology theories and methods might be applied to neurodivergent minds. I am interested not only in media psychology but also in psychological disorders, and how the two interact. This is something I touched on during my undergraduate studies and that I’m excited to delve into further.

Strategy 4: Discuss your professional ambitions

Especially if you’re applying for a more professionally-oriented program (such as an MBA), it’s a good idea to focus on concrete goals and how the program will help you achieve them.

• If your career is just getting started, show how your character is suited to the field, and explain how graduate school will help you develop your talents.
• If you have already worked in the profession, show what you’ve achieved so far, and explain how the program will allow you to take the next step.
• If you are planning a career change, explain what has driven this decision and how your existing experience will help you succeed.

Don’t just state the position you want to achieve. You should demonstrate that you’ve put plenty of thought into your career plans and show why you’re well-suited to this profession.

One thing that fascinated me about the field during my undergraduate studies was the sheer number of different elements whose interactions constitute a person’s experience of an urban environment. Any number of factors could transform the scene I described at the beginning: What if there were no bus route? Better community outreach in the neighborhood? Worse law enforcement? More or fewer jobs available in the area? Some of these factors are out of the hands of an urban planner, but without taking them all into consideration, the planner has an incomplete picture of their task. Through further study I hope to develop my understanding of how these disparate elements combine and interact to create the urban environment. I am interested in the social, psychological and political effects our surroundings have on our lives. My studies will allow me to work on projects directly affecting the kinds of working-class urban communities I know well. I believe I can bring my own experiences, as well as my education, to bear upon the problem of improving infrastructure and quality of life in these communities.

Tips for the main body

• Don’t rehash your resume by trying to summarize everything you’ve done so far; the personal statement isn’t about listing your academic or professional experience, but about reflecting, evaluating, and relating it to broader themes.
• Do make your statements into stories: Instead of saying you’re hard-working and self-motivated, write about your internship where you took the initiative to start a new project. Instead of saying you’ve always loved reading, reflect on a novel or poem that changed your perspective.

Your conclusion should bring the focus back to the program and what you hope to get out of it, whether that’s developing practical skills, exploring intellectual questions, or both.

Emphasize the fit with your specific interests, showing why this program would be the best way to achieve your aims.

Strategy 1: What do you want to know?

If you’re applying for a more academic or research-focused program, end on a note of curiosity: what do you hope to learn, and why do you think this is the best place to learn it?

If there are specific classes or faculty members that you’re excited to learn from, this is the place to express your enthusiasm.

Strategy 2: What do you want to do?

If you’re applying for a program that focuses more on professional training, your conclusion can look to your career aspirations: what role do you want to play in society, and why is this program the best choice to help you get there?

Tips for the conclusion

• Don’t summarize what you’ve already said. You have limited space in a personal statement, so use it wisely!
• Do think bigger than yourself: try to express how your individual aspirations relate to your local community, your academic field, or society more broadly. It’s not just about what you’ll get out of graduate school, but about what you’ll be able to give back.

You’ll be expected to do a lot of writing in graduate school, so make a good first impression: leave yourself plenty of time to revise and polish the text.

Your style doesn’t have to be as formal as other kinds of academic writing, but it should be clear, direct and coherent. Make sure that each paragraph flows smoothly from the last, using topic sentences and transitions to create clear connections between each part.

Don’t be afraid to rewrite and restructure as much as necessary. Since you have a lot of freedom in the structure of a personal statement, you can experiment and move information around to see what works best.

Finally, it’s essential to carefully proofread your personal statement and fix any language errors. Before you submit your application, consider investing in professional personal statement editing . For $150, you have the peace of mind that your personal statement is grammatically correct, strong in term of your arguments, and free of awkward mistakes.

A statement of purpose is usually more formal, focusing on your academic or professional goals. It shouldn’t include anything that isn’t directly relevant to the application.

A personal statement can often be more creative. It might tell a story that isn’t directly related to the application, but that shows something about your personality, values, and motivations.

However, both types of document have the same overall goal: to demonstrate your potential as a graduate student and s how why you’re a great match for the program.

The typical length of a personal statement for graduate school applications is between 500 and 1,000 words.

Different programs have different requirements, so always check if there’s a minimum or maximum length and stick to the guidelines. If there is no recommended word count, aim for no more than 1-2 pages.

If you’re applying to multiple graduate school programs, you should tailor your personal statement to each application.

Some applications provide a prompt or question. In this case, you might have to write a new personal statement from scratch: the most important task is to respond to what you have been asked.

If there’s no prompt or guidelines, you can re-use the same idea for your personal statement – but change the details wherever relevant, making sure to emphasize why you’re applying to this specific program.

If the application also includes other essays, such as a statement of purpose , you might have to revise your personal statement to avoid repeating the same information.

If you want to know more about college essays , academic writing , and AI tools , make sure to check out some of our other language articles with explanations, examples, and quizzes.

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Essay on My Personal Development

Students are often asked to write an essay on My Personal Development in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Personal Development

Introduction to personal growth.

Personal development is about getting better and learning new things. It’s like growing taller but for your mind and skills. Just like a plant needs water to grow, our minds need new knowledge and practice.

Learning New Things

I try to learn something new every day. It can be a new word, a math problem, or a fact about the world. This makes my brain stronger and more ready for school quizzes and life.

Overcoming Challenges

When things get tough, I don’t give up. I keep trying, even if I fail at first. Each time I try, I get a little better. This is how I grow.

Being nice to people is also part of personal development. When I help friends and share, it makes me feel good and builds my character.

Staying Healthy

Eating right and playing sports keep my body healthy. A healthy body helps me think better and stay focused on my goals.

Every day, I work on being a better me. It’s not always easy, but it’s worth it. I’m excited to keep growing and learning.

250 Words Essay on My Personal Development

Personal development is like a journey where I learn new things and become a better version of myself. It’s about improving skills, gaining knowledge, and setting goals for a brighter future. Think of it as planting a seed that slowly grows into a strong tree.

One big part of personal growth is learning. This can be at school, from books, or through talking with others. Every new fact or skill is like a tool in my toolbox, helping me solve problems and do things better. Just like a video game character that levels up, I feel stronger and more confident with each new thing I learn.

Setting Goals

Setting goals is another important step. These are like checkpoints in a race that guide me where to go. When I set a goal, I have something to aim for, like getting better at math or learning to play a musical instrument. Reaching these goals makes me proud and pushes me to set even bigger ones.

Life can throw challenges my way, but facing them is key to personal development. Each time I overcome a problem, I learn and get tougher. It’s like a puzzle that seems hard at first, but once I solve it, I feel great and ready for the next one.

My personal development is an exciting adventure. It’s about learning, setting goals, and facing challenges. With each step, I grow just like that seed into a strong tree, ready to reach for the sky.

500 Words Essay on My Personal Development

When we talk about personal development, we mean the way a person grows or gets better over time. It’s like when you learn to ride a bike. At first, you might fall and have trouble, but with practice, you can ride smoothly. Personal development is similar. It’s about learning new things and becoming a better version of yourself.

One big part of personal growth is learning. This doesn’t just mean school subjects, but also things like playing a sport, cooking, or even how to be a good friend. Every time you learn something new, your brain grows stronger. Think of your brain as a muscle. The more you use it, the stronger it gets.

Setting goals is like having a map for a treasure hunt. Your goals are the treasure, and the map is the plan you make to reach them. When you have a goal, like getting better grades or saving money for a new toy, it gives you something to work towards. It’s important to make sure your goals are clear and possible to reach.

Sometimes, things get tough. Maybe you’re trying to learn how to spell difficult words, or you’re not getting along with a friend. These tough times are challenges. Overcoming them is a big part of personal development. When you face a challenge and work through it, you get stronger and more confident.

Being Healthy

Your body and mind are connected. If you want to grow as a person, taking care of your body is important. Eating good food, getting enough sleep, and playing or exercising keep you healthy. When you’re healthy, your mind is ready to learn and grow.

Building Relationships

No one grows all by themselves. We all need friends and family to help us. Building strong relationships means learning to listen, share, and care for others. When you have good relationships, you have people to help you when you’re having a hard time and to cheer for you when you do well.

Being Positive

Having a positive attitude can make a huge difference in personal development. It’s like when the sun comes out after a rainy day. Everything feels better. When you think positively, you’re more likely to try new things and keep going, even when it’s hard.

Personal development is all about growing and getting better, step by step. It’s learning new things, setting goals, and overcoming challenges. It’s staying healthy, building relationships, and keeping a positive attitude. Just like a plant needs water and sunlight to grow, you need challenges, learning, and support to grow. So keep trying new things, and remember, every day is a chance to grow a little more.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on My Passion For Technology
• Essay on My Passion For Sports
• Essay on My Passion For Cooking

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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How to Create a Personal Development Plan: 3 Examples

For successful change, it is vital that the client remains engaged, recognizing and identifying with the goals captured inside and outside sessions. A personal development plan (PDP) creates a focus for development while offering a guide for life and future success (Starr, 2021).

This article introduces and explores the value of personal development plans, offering tools, worksheets, and approaches to boost self-reflection and self-improvement.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

This Article Contains

What is personal development 7 theories, coaching in personal development and growth, how to create a personal development plan, 3 examples of personal development plans, defining goals and objectives: 10 tips and tools, fostering personal development skills, 3 inspiring books to read on the topic, resources from positivepsychology.com, a take-home message, frequently asked questions.

Personal development is a fundamental concept in psychology and encompasses the lifelong process of self-improvement, self-awareness, and personal growth. Crucial to coaching and counseling, it aims to enhance various aspects of clients’ lives, including their emotional wellbeing, relationships, careers, and overall happiness (Cox, 2018; Starr, 2021).

Several psychological models underpin and support transformation. Together, they help us understand personal development in our clients and the mechanisms and approaches available to make positive life changes (Cox, 2018; Passmore, 2021).

The following psychological theories and frameworks underpin and influence the approach a mental health professional adopts.

1. Maslow’s hierarchy of needs

As a proponent of the humanistic or person-centered approach to helping people, Abraham Maslow (1970) suggested that individuals have a hierarchy of needs. Simply put, they begin with basic physiological and safety needs and progress through psychological and self-fulfillment needs.

Personal development is often found in or recognized by the pursuit of higher-level needs, such as self-esteem and self-actualization (Cox, 2018).

2. Erikson’s psychosocial development

Erik Erikson (1963) mapped out a series of eight psychosocial development stages that individuals go through across their lifespan.

Each one involves challenges and crises that once successfully navigated, contribute to personal growth and identity development.

3. Piaget’s cognitive development

The biologist and epistemologist Jean Piaget (1959) focused on cognitive development in children and how they construct their understanding of the world.

We can draw on insights from Piaget’s stages of cognitive development, including intellectual growth and adaptability, to inform our own and others’ personal development (Illeris, 2018).

4. Bandura’s social cognitive theory

Albert Bandura’s (1977) theory highlights the role of social learning and self-efficacy in personal development. It emphasizes that individuals can learn and grow through observation, imitation, and belief in their ability to effect change.

5. Self-determination theory

Ryan and Deci’s (2018) motivational self-determination theory recognizes the importance of autonomy, competence, and relatedness in personal development.

Their approach suggests that individuals are more likely to experience growth and wellbeing when such basic psychological needs are met.

6. Positive psychology

Positive psychology , developed by Martin Seligman (2011) and others, focuses on strengths, wellbeing, and the pursuit of happiness.

Seligman’s PERMA model offers a framework for personal development that emphasizes identifying and using our strengths while cultivating positive emotions and experiences (Lomas et al., 2014).

7. Cognitive-Behavioral Theory (CBT)

Developed by Aaron Beck (Beck & Haigh, 2014) and Albert Ellis (2000), CBT explores the relationship between thoughts, emotions, and behavior.

As such, the theory provides practical techniques for personal development, helping individuals identify and challenge negative thought patterns and behaviors (Beck, 2011).

Theories like the seven mentioned above offer valuable insights into many of the psychological processes underlying personal development. They provide a sound foundation for coaches and counselors to support their clients and help them better understand themselves, their motivations, and the paths they can take to foster positive change in their lives (Cox, 2018).

The client–coach relationship is significant to successful growth and goal achievement.

Typically, the coach will focus on the following (Cox, 2018):

• Actualizing tendency This supports a “universal human motivation resulting in growth, development and autonomy of the individual” (Cox, 2018, p. 53).
• Building a relationship facilitating change Trust clients to find their own way while displaying empathy, congruence, and unconditional positive regard . The coach’s “outward responses consistently match their inner feelings towards a client,” and they display a warm acceptance that they are being how they need to be (Passmore, 2021, p. 162).
• Adopting a positive psychological stance Recognize that the client has the potential and wish to become fully functioning (Cox, 2018).

Effective coaching for personal growth involves adopting and committing to a series of beliefs that remind the coach that the “coachee is responsible for the results they create” (Starr, 2021, p. 18) and help them recognize when they may be avoiding this idea.

The following principles are, therefore, helpful for coaching personal development and growth (Starr, 2021).

• Stay committed to supporting the client. While initially strong, you may experience factors that reduce your sense of support for the individual’s challenges.
• Coach nonjudgmentally. Our job is not to adopt a stance based on personal beliefs or judgment of others, but to help our clients form connections between behavior and results.
• Maintain integrity, openness, and trust. The client must feel safe in your company and freely able to express themselves.
• Responsibility does not equal blame. Clients who take on blame rather than responsibility will likely feel worse about something without acknowledging their influence on the situation.
• The client can achieve better results. The client is always capable of doing and achieving more, especially in relation to their goals.
• Focus on clients’ thoughts and experiences. Collaborative coaching is about supporting the growth and development of the client, getting them to where they want to go.
• Clients can arrive at perfect solutions. “As a coach, you win when someone else does” (Starr, 2021, p. 34). The solution needs to be the client’s, not yours.
• Coach as an equal partnership. Explore the way forward together collaboratively rather than from a parental or advisory perspective.

Creating a supportive and nonjudgmental environment helps clients explore their thoughts, feelings, and goals, creating an environment for personal development and flourishing (Passmore, 2021).

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A personal development plan is a powerful document “to create mutual clarity of the aims and focus of a coaching assignment” (Starr, 2021, p. 291). While it is valuable during coaching, it can also capture a client’s way forward once sessions have ended.

Crucially, it should have the following characteristics (Starr, 2021):

• Short and succinct
• Providing a quick reference or point of discussion
• Current and fresh, regularly revised and updated

Key elements of a personal development plan include the following (Starr, 2021):

• Area of development This is the general skill or competence to be worked on.
• Development objectives or goals What does the client want to do? Examples might include reducing stress levels, improving diet, or managing work–life balance .
• Behaviors to develop These comprise what the client will probably do more of when meeting their objectives, for example, practicing better coping mechanisms, eating more healthily, and better managing their day.
• Actions to create progress What must the client do to action their objectives? For example, arrange a date to meet with their manager, sign up for a fitness class, or meet with a nutritionist.
• Date to complete or review the objective Capture the dates for completing actions, meeting objectives, and checking progress.

Check out Lindsey Cooper’s excellent video for helpful guidance on action planning within personal development.

We can write and complete personal development plans in many ways. Ultimately, they should meet the needs of the client and leave them with a sense of connection to and ownership of their journey ahead (Starr, 2021).

• Personal Development Plan – Areas of Development In this PDP , we draw on guidance from Starr (2021) to capture development opportunities and the behaviors and actions needed to achieve them.
• Personal Development Plan – Opportunities for Development This template combines short- and long-term goal setting with a self-assessment of strengths, weaknesses, and development opportunities.
• Personal Development Plan – Ideal Self In this PDP template , we focus on our vision of how our ideal self looks and setting goals to get there.

“The setting of a goal becomes the catalyst that drives the remainder of the coaching conversation.”

Passmore, 2021, p. 80

Defining goals and objectives is crucial to many coaching conversations and is usually seen as essential for personal development.

Check out this video on how you can design your life with your personal goals in mind.

The following coaching templates are helpful, containing a series of questions to complete Whitmore’s (2009) GROW model :

• G stands for Goal : Where do you want to be?
• R stands for Reality : Where are you right now with this goal?
• O stands for Options : What are some options for reaching your goal?
• W stands for Way forward : What is your first step forward?

Goal setting creates both direction and motivation for clients to work toward achieving something and meeting their objectives (Passmore, 2021).

The SMART goal-setting framework is another popular tool inside coaching and elsewhere.

S = Specific M = Measurable A = Attainable/ or Agreed upon R = Realistic T = Timely – allowing enough time for achievement

The SMART+ Goals Worksheet contains a series of prompts and spaces for answers to define goals and capture the steps toward achieving them.

We can summarize the five principles of goal setting (Passmore, 2021) as follows:

• Goals must be clear and not open to interpretation.
• Goals should be stretching yet achievable.
• Clients must buy in to the goal from the outset.
• Feedback is essential to keep the client on track.
• Goals should be relatively straightforward. We can break down complex ones into manageable subgoals.

The following insightful articles are also helpful for setting and working toward goals.

• What Is Goal Setting and How to Do it Well
• The Science & Psychology of Goal-Setting 101

1. People skills

Improving how we work with others benefits confidence, and with other’s support, we are more likely to achieve our objectives and goals. The following people skills can all be improved upon:

• Developing rapport
• Assertiveness and negotiation
• Giving and receiving constructive criticism

2. Managing tasks and problem-solving

Inevitably, we encounter challenges on our path to development and growth. Managing our activities and time and solving issues as they surface are paramount.

Here are a few guidelines to help you manage:

• Organize time and tasks effectively.
• Learn fundamental problem-solving strategies.
• Select and apply problem-solving strategies to tackle more complex tasks and challenges.
• Develop planning skills, including identifying priorities, setting achievable targets, and finding practical solutions.
• Acquire skills relevant to project management.
• Familiarize yourself with concepts such as performance indicators and benchmarking.
• Conduct self-audits to assess and enhance your personal competitiveness.

3. Cultivate confidence in your creative abilities

Confidence energizes our performance. Knowing we can perform creatively encourages us to develop novel solutions and be motivated to transform.

Consider the following:

• Understand the fundamentals of how the mind works to enhance your thinking skills.
• Explore a variety of activities to sharpen your creative thinking.
• Embrace the belief that creativity is not limited to artists and performers but is crucial for problem-solving and task completion.
• Learn to ignite the spark of creativity that helps generate innovative ideas when needed.
• Apply creative thinking techniques to enhance your problem-solving and task completion abilities.
• Recognize the role of creative thinking in finding the right ideas at the right time.

To aid you in building your confidence, we have a whole category of articles focused on Optimism and Mindset . Be sure to browse it for confidence-building inspiration.

With new techniques and technology, our understanding of the human brain continues to evolve. Identifying the vital elements involved in learning and connecting with others offers deep insights into how we function and develop as social beings. We handpicked a small but unique selection of books we believe you will enjoy.

1. The Coaching Manual: The Definitive Guide to the Process, Principles and Skills of Personal Coaching – Julie Starr

This insightful book explores and explains the coaching journey from start to finish.

Starr’s book offers a range of free resources and gives clear guidance to support new and existing coaches in providing practical help to their clients.

Find the book on Amazon .

2. The Big Leap: Conquer Your Hidden Fear and Take Life to the Next Level – Gay Hendricks

Delving into the “zone of genius” and the “zone of excellence,” Hendricks examines personal growth and our path to personal success.

This valuable book explores how we eliminate the barriers to reaching our goals that arise from false beliefs and fears.

3. The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are – Brené Brown

Brown, a leading expert on shame, vulnerability, and authenticity, examines how we can engage with the world from a place of worthiness.

Use this book to learn how to build courage and compassion and realize the behaviors, skills, and mindset that lead to personal development.

We have many resources available for fostering personal development and supporting client transformation and growth.

Our free resources include:

• Goal Planning and Achievement Tracker This is a valuable worksheet for capturing and reflecting on weekly goals while tracking emotions that surface.
• Adopt a Growth Mindset Successful change is often accompanied by replacing a fixed mindset with a growth one .
• FIRST Framework Questions Understanding a client’s developmental stage can help offer the most appropriate support for a career change.

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

• Backward Goal Planning

Setting goals can build confidence and the skills for ongoing personal development.

Backward goal planning helps focus on the end goal, prevent procrastination, and decrease stress by ensuring we have enough time to complete each task.

Try out the following four simple steps:

• Step one – Identify and visualize your end goal.
• Step two – Reflect on and capture the steps required to reach the goal.
• Step three – Focus on each step one by one.
• Step four – Take action and record progress.
• Boosting Motivation by Celebrating Micro Successes

Celebrating the small successes on our journey toward our goals is motivating and confidence building.

Practice the following:

• Step one – Reflect momentarily on the goal you are working toward.
• Step two – Consider each action being taken to reach that goal.
• Step three – Record the completion of each action as a success.
• Step four – Choose how to celebrate each success.

If you’re looking for more science-based ways to help others reach their goals, check out this collection of 17 validated motivation & goal achievement tools for practitioners. Use them to help others turn their dreams into reality by applying the latest science-based behavioral change techniques.

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

Created by Experts. 100% Science-based.

Personal development has a rich and long history. It is underpinned by various psychological theories and remains a vital aspect of creating fulfilling lives inside and outside coaching and counseling.

For many of us, self-improvement, self-awareness, and personal growth are vital aspects of who we are. Coaching can provide a vehicle to help clients along their journey, supporting their sense of autonomy and confidence and highlighting their potential (Cox, 2018).

Working with clients, therefore, requires an open, honest, and supportive relationship. The coach or counselor must believe the client can achieve better results and view them nonjudgmentally as equal partners.

Personal development plans become essential to that relationship and the overall coaching process. They capture areas for development, skills and behaviors required, and goals and objectives to work toward.

Use this article to recognize theoretical elements from psychology that underpin the process and use the skills, guidance, and worksheets to support personal development in clients, helping them remove obstacles along the way.

Ultimately, personal development is a lifelong process that boosts wellbeing and flourishing and creates a richer, more engaging environment for the individual and those around them.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

Personal development is vital, as it enables individuals to enhance various aspects of their lives, including emotional wellbeing, relationships, careers, and overall happiness.

It promotes self-awareness, self-improvement, and personal growth, helping individuals reach their full potential and lead fulfilling lives (Passmore, 2021; Starr, 2021).

Personal development is the journey we take to improve ourselves through conscious habits and activities and focusing on the goals that are important to us.

Personal development goals are specific objectives individuals set to improve themselves and their lives. Goals can encompass various areas, such as emotional intelligence, skill development, health, and career advancement, providing direction and motivation for personal growth (Cox, 2018; Starr, 2021).

A personal development plan typically comprises defining the area of development, setting development objectives, identifying behaviors to develop, planning actions for progress, and establishing completion dates. These five stages help individuals clarify their goals and track their progress (Starr, 2021).

• Bandura, A. (1977). Social learning theory . Prentice-Hall.
• Beck, A. T., & Haigh, E. P. (2014). Advances in cognitive therapy and therapy: The generic cognitive model. Annual Review of Clinical Psychology , 10 , 1–24.
• Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond . Guilford Press.
• Cottrell, S. (2015). Skills for success: Personal development and employability . Bloomsbury Academic.
• Cox, E. (2018). The complete handbook of coaching . SAGE.
• Ellis, A. (2000). Can rational emotive behavior therapy (REBT) be effectively used with people who have devout beliefs in God and religion? Professional Psychology-Research and Practice , 31 (1), 29–33.
• Erikson, E. H. (1963). Youth: Change and challenge . Basic Books.
• Illeris, K. (2018). An overview of the history of learning theory. European Journal of Education , 53 (1), 86–101.
• Lomas, T., Hefferon, K., & Ivtzan, I. (2014). Applied positive psychology: Integrated positive practice . SAGE.
• Maslow, A. H. (1970). Motivation and personalit y (2nd ed.). Harper & Row.
• Passmore, J. (Ed.). (2021). The coaches’ handbook: The complete practitioner guide for professional coaches . Routledge.
• Piaget, J. (1959): The Psychology of intelligence . Routledge.
• Rose, C. (2018). The personal development group: The students’ guide . Routledge.
• Ryan, R. M., & Deci, E. L. (2018). Self-determination theory: Basic psychological needs in motivation, development, and wellness . Guilford Press.
• Seligman, M. E. (2011). Authentic happiness using the new positive psychology to realize your potential for lasting fulfillment . Nicholas Brealey.
• Starr, J. (2021). The coaching manual: The definitive guide to the process, principles and skills of personal coaching . Harlow: Pearson Education.
• Whitmore, J. (2009). Coaching for performance . Nicholas Brealey.

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Personal Development: 9 Skills, Tips, and Examples

Why personal development is so important and how to improve yourself..

Posted June 7, 2020 | Reviewed by Gary Drevitch

I am obsessed with personal development because it's helped me completely change my life. Only 10 years ago, I had no connections, no money, and worked a minimum wage retail job. Now, I have a Ph.D. from Berkeley, am the author of a book on how to generate happiness in the technology age , and have created a variety of well-being-boosting programs . And it's all because I worked on developing myself. So how do you make personal development work for you?

Personal development can include any skill that you build to improve yourself—your emotions, thoughts, or behaviors. It doesn't really matter which skills you want to improve; the key to personal development is taking the right steps—steps that help ensure that you reach whatever goal you are pursuing.

Learn more from the video below:

What are the most important personal development skills? It really depends on what you're trying to achieve. But here are 9 that I have found to be important to successful personal development.

1. Start by figuring out which personal development skills you need to build. The first step in any personal development strategy is to figure out how to best use your time. It makes little sense to learn how to code if you don't plan to be a coder or to bench press 400 pounds if you don't plan to be a weight lifter. These can be hobbies, but personal development is more about building skills to reach your personal goals . So it's good to take some time to self-reflect. (If well-being is a goal of yours, take this well-being quiz to see which skills you need to build.)

2. Develop entrepreneurial thinking. Everyone can benefit from learning how to think like an entrepreneur, regardless of whether or not you are one. Why? Because entrepreneurs are innovative, good at planning for all possible outcomes, and skilled at getting others to buy into their vision or dream. And perhaps more importantly for personal development, they tend to be adaptable to all sorts of situations.

By developing entrepreneurial thinking, you better adapt to whatever your circumstances are so you can more easily achieve your goals, whether those goals are to start a business that makes a positive impact in the world , to set yourself up for an early retirement , or climb Mount Everest.

3. Develop a growth mindset . If we have a “fixed mindset,” we may shy away from challenges that could help us grow. But this can be problematic because our fear of making mistakes can lead us to avoid challenges and new experiences—experiences which would help us grow, improve ourselves in important ways, and create the life we desire.

If we have a “ growth mindset ” we seek out challenges because we value learning and growth more than we value feeling smart or knowing what we’re doing. That's why those with a growth mindset often build new skills more easily: They believe they can and so they really work at it.

4. Develop your self-soothing mechanism. High levels of stress are not only bad for our health and well-being, they can prevent us from effectively pursuing and achieving our self-development goals. By learning effective, long-lasting relaxation techniques , your body and mind will be more equipped to handle the inevitable challenges that arise when you're trying to develop yourself.

5. Develop resilience . Resilience is that super-important skill that helps you bounce back quickly after being knocked down. This is one of the most important skills for success because none of us will achieve anything if we don't keep trying when we fail. We can build resilience by improving skills like emotion-regulation , mindfulness , and positivity.

6. Develop your value compass. It's not always easy to live by our core values . But when we go through life without following our personal values, we can easily get lost. We may suddenly "wake up" and realize that we are not who we want to be or where we want to be. This is why it's so important to stay in alignment with our personal values.

What are your values? Perhaps: kindness, curiosity, creativity , hard work, or personal relationships. Define your personal values so you know which actions are in alignment with those values.

7. Create a personal development plan. A good personal development plan takes all these factors into consideration—the WHAT, the HOW, the WHY, and the WHEN. And it focuses on long-term goals . So ask yourself:

• What skills will you build?
• How will you build them?
• Why will you build them?
• And when will you build them?

It can be helpful to create a 10-year plan to map out how you'll reach these goals.

8. Record your progress towards personal development. Keeping track of our progress as we move toward our personal development goals is key to making sure we're on the right track. Then we can pause and take a different direction if we've gone off course. By maintaining self-awareness and frequently checking in with ourselves, we can identify things that we need to devote more attention to. As a result, we can make better progress toward our personal development.

9. Keep developing yourself in new ways. The science is clear: The more ways we develop ourselves, the broader our skillset, and the more success we tend to have. So try learning some new emotional skills or do some activities to build new skills. You just might learn something that changes your life.

Facebook /LinkedIn images: GaudiLab/Shutterstock

Tchiki Davis, Ph.D. , is a consultant, writer, and expert on well-being technology.

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Are you reaching your full potential? A guide to personal development

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What is personal development?

5 areas of personal development, the benefits of personal development, 6 steps to developing a personal development plan, how personalized development can help.

I’m no stranger to feeling stuck. There are days I wake up and just go through the daily motions. I make coffee then sit down at my computer for a day of work. I’ll usually work out, walk the dogs, make dinner. Then, read, watch a show, go to bed. The next day? Wake up and do it all over again. 

Especially at the height of the pandemic, it started to feel like vicious monotony. Our lives seemingly stalled in bumper-to-bumper traffic. It feels like dreams, goals, and ambitions are buried in thick molasses or honey at the back of our brains. And even as we navigate this new normal , that “stuck” feeling might be stuck with us. 

The good news? You’re not alone — and personal development is here to help. 

I embarked on an intentional personal development journey well before I knew what it meant. I knew I wanted to see personal growth — and had reached a point in my life where I needed real change .

At BetterUp, personal development comes to life in what we call an Inner Work® practice . Inner Work® is deep work, a practice that isn’t always visible to the outside eye. But with the right personal development toolkit, you can build a lifelong practice of Inner Work® . 

My own personal growth journey has seen its series of ups and downs, failures and successes. Any personal development journey is a lifelong commitment, not a sprint or achievable task. It will weather bumps and roadblocks but it can also thrive in other areas of your life. 

If you’re looking for ways to up your personal development game, we’re here to help. 

It’s certainly not as easy as it sounds. Every person is unique. So, it only makes sense that personal development will look different for everyone. But what does it actually mean? 

Personal development is looking inward and focusing on ways to better yourself. Personal development increases your self-awareness, your self-esteem, increases your skills, and fulfills your aspirations.  

At BetterUp, we’re big believers in the practice of Inner Work®. In many ways, personal development is a form of Inner Work® . It is the act of looking inward to achieve a purpose or result, especially in the pursuit of clarity, purpose, and passion in life. 

Personal development is much larger than just career development or self-development. It encompasses all aspects of your life where you’d like to see personal growth — and it doesn’t discriminate on where it shows up for you. 

When it comes to personal development, it’s hard to not reference Maslow’s hierarchy of needs. According to Maslow, your basic needs need to be fulfilled in order to reach your fullest potential. In other words. To reach self-actualization means we’re reaching the highest levels of self-awareness , self-confidence , personal growth, and self-realization. 

Much like Maslow’s hierarchy of needs, we see five different areas of personal development. Different personal development goals can fall into different categories. 

Mental 

Exercising your brain and staying mentally fit is critical to personal development. At BetterUp, this comes to life in a few ways: coaching, learning opportunities , and career growth. For example, right now, I’m taking a creative writing course to help keep my mental creative muscles going strong. (And BetterUp foots the bill as part of our learning stipend.) 

Mental development can be anything from workshops, training sessions , or even just rest. Rest is just as (if not more) important than mental exercise. And as your mental fitness improves , so does your resiliency, innovation, and self-awareness. 

Social 

Social connections and relationships are also a must-have for any personal development. After all, self-improvement is not a solitary pursuit. Humans are social creatures — we need that connection to learn and grow. And from social connections, we gain important skills. Like communication skills , problem-solving, relationship-building, and the ability to receive (and give) feedback. We also learn from those around us and their experiences. 

Spiritual 

Personal growth and development — whether you’re religious or not — can come through in spirituality. It’s important to recognize that religion and spirituality are not synonymous. In fact, far from it. 

Spirituality means you’re investing in a deeper understanding of your own self in the world around you. It helps you get to know yourself and uncover your values. And in the context of Inner Work®, the spiritual personal development tool can bring greater awareness to self and change. 

Emotional 

Emotional personal development often goes hand-in-hand with emotional intelligence . At its simplest, emotional intelligence is the ability to understand feelings. Beyond feelings, it’s understanding how those feelings shape our thoughts and actions. 

Any number of experiences lends itself to emotional personal development. And those experiences can help you in your pursuit of self-improvement. Take your own Inner Work® journey so far. What experiences have shaped you into who you are today? When you reflect on your journey, what have you learned? 

If you’re looking back at your journey and identifying the growth, it’s likely you’ve fostered a sense of emotional development along the way. This requires emotional intelligence to understand what role your feelings and thoughts played. 

Physical 

A healthy body nourishes a healthy mind. There’s an intrinsic link between your physical, mental, and emotional well-being. 

This aspect of personal development is focused on physical health — like nutrition, sleep, exercise, and movement. When your physical self is nourished, it’s likely your mind is also reaping those benefits. Consider ways you can build this area of personal development and take note of how your body and your mind feel. 

There are plenty of benefits to personal development. Personal growth isn’t easy but the benefits will make the journey worthwhile. 

My friend at Google has worked with a BetterUp coach for the last year. In her own personal development journey, she's shared why working with a coach has transformed her personal growth journey. 

"My experience with BetterUp has transcended the professional workplace. My coach knows me on a personal level, which allows for her to help me set boundaries, manage expectations, and receive feedback. Ultimately, it's helped me reach my biggest goal of having a work-life balance."   A Google employee, BetterUp Member 

• Increased self-awareness and self-esteem. Personal growth requires looking inward at your own thoughts, feelings, habits, and reactions. It requires attentiveness — and awareness — to who you are as a person in a present state. But it also challenges you to look to the future to where you want to go. By investing in yourself, you’re increasing your self-awareness and by default, self-esteem . 
• Increased mental fitness. Becoming mentally fit requires work. And many aspects of personal development aid in building strong mental fitness. With increased mental fitness, you’ll see a ripple effect of positive benefits. We’ve gathered data around the impact of mental fitness . People with strong mental fitness are more productive, are less likely to experience mental illness, and are more creative and innovative. 
• Greater resilience. With personal development, you gain greater resilience . This is another positive symptom of strong mental fitness, too. Investing in your personal growth means investing in your ability to bounce back after rough patches. 
• More knowledge and learned skills. Oftentimes, personal development comes with more knowledge and learned skills. This can come to life in different ways. For example, you may take courses in digital marketing that help you gain the skills you need to further your career development. Or, you may sign up for art or pottery classes, which help you gain skills in entirely different areas of your life. 
• Improved personal and professional relationships. Another personal development benefit is improved personal and professional relationships . This is an area that flourishes when you invest in your personal growth, especially in emotional and social aspects. 

11 personal development skills to work on

If you’re not sure where to start, consider working with a coach . Personalized coaching can help serve as your guide while you’re building your roadmap to self-actualization. 

Your coach will work one-on-one with you to help identify key skills to work on catered to your own experience. You can start by taking the Whole Person Assessment  to help assess where your strengths and areas of opportunity lie. 

We’ve identified some common areas of self-improvement and personal development you may consider investing in: 

• Communication and interpersonal skills 
• Problem-solving 
• Cognitive agility and adaptability 
• Self-compassion, self-care , and self-reflection 
• Conflict and conflict resolution  
• Navigating change and uncertainty 
• Future-mindedness  
• Organizational skills 
• Growth mindset 
• Teamwork and collaboration  
• Self-awareness 

Like any other goal, it’s important to put together a plan. By assembling your personal development plan with some structure, you’re more likely to achieve your goals. 

1. Identify areas where you’d like to improve 

This first step will likely require some Inner Work®. Take a minute to reflect on where you are right now. What are your strengths? In what areas do you want to focus? What growth and development do you want to see in yourself? 

If you’ve taken the Whole Person Assessment, this can help as a useful tool. Once you’ve reflected on your personal goals , identify the areas where you’d like to improve . 

2. Work with a coach or mentor to assemble a plan 

Even if it's your own personal development plan, you don’t have to do it alone. Lean on support systems — like life coaches or mentors — to help frame a plan. With the right structure in place (and feedback along the way), you’ll be better equipped to put the plan into action. 

3. Structure your personal development goals  

Stick to a routine — and build consistency. Start to examine your day-to-day and try to find ways to either build habits or stack new habits onto existing ones. 

In this last year, I wanted to build strength training into my fitness routine. The kicker? I never use weights. I decided to put a yoga mat with weights next to my running shoes. Every time I go for a run, I have to think about those weights sitting next to my shoes. It helps to remind myself to do a quick 5-minute exercise with some dumbbells.  

4. Find an accountability buddy 

Sometimes, having someone holding you accountable makes all the difference. If you and a friend are both setting intentions and goals, consider ways you can support one another. 

Every new hire at BetterUp gets a stack of great books during the onboarding process. My teammate reached out today to see if we could create an accountability plan . We’re each holding each other to 100 pages of reading a week. 

5. Be honest and aware of your progress 

Your personal development plan requires integrity. Be honest with yourself about your growth and progress. This also requires a level of self-awareness. You can also gather feedback from friends, family, and colleagues to help gather insight on how you’re progressing in your goals, too. 

6. Factor personal development into your mental fitness plan 

How does personal development factor into your mental fitness plan? Consider ways you can work with your coach on building aspects of personal development into your overall mental fitness. 

Personal development is just that: it’s personal. 

Every human is different. If our society cracked the nut on personal development, every self-help book would help everyone. Or every learning process would benefit every student. 

But we know from our life experiences that there’s no “one-size-fits-all” solution to anything when it comes to human nature. 

It’s important to lean on personalized support like coaching to help craft a catered plan that works for you. You won’t have the same needs, strengths, opportunities, and skills as your neighbor. So why would your personal development plan be the same? 

Push yourself outside of your comfort zone. By doing so, you'll be on the path to reaching your full potential .

While self-actualization and Inner Work® is a lifelong process, your personal development goals shouldn't be daunting. Start small — like building a new skill or even investing in work-life balance . By doing so, you'll set yourself up for success in all areas of your life.

If you're ready to make a change to improve the quality of your life, consider how personal and professional development coaching can help. With help from BetterUp, you can awaken your full potential .

Transform your life

Make meaningful changes and become the best version of yourself. BetterUp's professional Coaches are here to support your personal growth journey.

Madeline Miles

Madeline is a writer, communicator, and storyteller who is passionate about using words to help drive positive change. She holds a bachelor's in English Creative Writing and Communication Studies and lives in Denver, Colorado. In her spare time, she's usually somewhere outside (preferably in the mountains) — and enjoys poetry and fiction.

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Home Essay Samples Psychology Adolescence

My Adolescent Experience and Development: A Reflection

Table of contents

Adolescent experience in my life, physical development, emotional development.

“Perhaps you looked in the mirror on a daily, or sometimes even hourly, basis as a young teenager to see whether you could detect anything different about your changing body. Preoccupation with one’s body image is strong through adolescence, it is especially acute during puberty, a time when adolescents are more dissatisfied with their bodies than in late adolescence.” (Santrock)

Social changes

• Arnett, J. J. (2015). Adolescence and emerging adulthood : A cultural approach. Pearson Education.
• Erikson, E. H. (1968). Identity: Youth and crisis. WW Norton & Company.
• Gullotta, T. P., & Adams, G. R. (Eds.). (2016). Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment. Springer.
• Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.
• Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual review of psychology, 52(1), 83-110.
• Suler, J. R. (2018). Adolescent development. In Psychology of Adolescence (pp. 11-38). Springer.
• Rutter, M., & Smith, DJ (1995). Psychosocial disorders in young people: Time trends and their causes. John Wiley & Sons.
• American Psychological Association. (2019). APA handbook of the psychology of adolescence.
• Offer, D., & Schonert-Reichl, K. A. (1992). Debunking the myths of adolescence: Findings from recent research. Journal of the American Academy of Child & Adolescent Psychiatry, 31(6), 1003-1014.

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• Abnormal Psychology
• Conflict Resolution Theory
• Personal Development Planning
• Milgram Experiment
• Operant Conditioning
• Cognitive Behavioral Therapy

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Psychology Discussion

Essay on personality development.

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After reading this essay you will learn about Personality Development:- 1. Definition of Personality Development 2. Characteristics of Personality Development 3. Three Cases 4. Freudian Analysis 5. Swami Vivekananda’s Concept.

• Swami Vivekananda’s Concept of Personality Development

Essay # 1. Definition of Personality Development:

Personality is concerned with the psychological pattern of an individual— the thoughts, emotions and feelings—that are unique to a person. In fact, the totality of character, attributes and traits of a person are responsible for molding his personality.

These inherent personality traits and the different soft skills interact with each other and make a person what he or she is. It helps bring out a number of intrinsic qualities of a person, which are a must in any responsible position.

In simple words, personality is a set of qualities that make a person distinct from another. The word ‘personality’ originates from the Latin word ‘persona’, which means a mask. In the theatre of the ancient Latin-speaking world, the mask was just a conventional device to represent or typify a particular character.

It is the sum of the characteristics that constitute the mental and physical being of a person including appearance, manners, habits, taste and even moral character. The personality of a person is how he presents himself to the world; it is how others see him.

It has been aptly said:

Reputation is what people think you are.

Personality is what you seem to be.

Character is what you really are.

When we do something again and again, we form a habit. Ultimately these habits form a particular behaviour. If they recur frequently, they become a part of our psyche. They are reflected in all our activities—what we say, what we do, how we behave in certain circumstances and even in how we think. They become the core of our personality.

Personality analysis is thus a methodology for categorizing the character and behaviour of a person. Personality is made up of some characteristic pattern of thoughts, feelings and behaviour that make one person different from others.

Each of these individual attributes has its own individual characteristics, as indicated in Table 1.1.

Table 1.1 Personality Attributes and their Characteristics:

According to a theory expostulated by Carl Jung (1875-1961), a contemporary of Freud, all personal characteristics are a by-product of two fundamental attitude types: introversion and extroversion. Extroverts are optimistic, outgoing and confident, while introverts are averse to going out and facing the world outside.

Besides introversion and extroversion, different temperaments of indi­viduals play an important role in determining their personality. Long ago, Greek physician Hippocrates put forward the theory that the temperament of a person is dependent on certain fluids (which he calls ‘humor’) present in the human body.

Disproportionate mixtures and increase of any of the humors causes a change in the human temperament.

According to this categorization, human temperaments have been classified into four categories:

Sanguine temperament — caused by excess of blood

Melancholic temperament — caused by excess of spleen

Phlegmatic temperament — caused by excess of phlegm

Choleric temperament — caused by excess of bile

Individual attributes of these temperaments are given in Table 1.2.

Table 1.2 Attributes and temperaments:

This ancient theory of Hippocrates has undergone many modifications but the main principle still holds good. However, these individual attributes are not the only factors that mould the personality: heredity and environment also play a major part in influencing one’s personality. Here are a few comprehensive case studies illustrating the points discussed.

Through the following three case studies, it will become clear that personality is a multi-dimensional issue with the following key characteristics:

1. One’s personality sends out a signal that others read.

2. Consciously different personalities can be powerful.

3. There is no ‘one right personality’ ; it differs by role.

Essay # 2. Characteristics of Personality Development:

Case i: one’s personality sends out a signal that others read :.

Nelson Mandela had a towering personality. The world respects him, and knows many aspects of his personality. Yet, as you read through the different anecdotes of this great leader, what strikes you as a refreshing revelation is that Mandela very effectively ‘worked on’ his personality. He was conscious that his personality reflected the confidence he exuded in others, and his demeanor was a signal to his people.

As stated in a TIME magazine article (2008), during a presidential election campaign. Nelson Mandela’s propeller plane developed a snag a few minutes before landing. Mandela, however, continued to be calm, reading a newspaper. The plane had an emergency landing and Mandela came out safe.

Later Mandela said, ‘Man, I was terrified up there!.. Of course I was afraid!… But as a leader, you cannot let people know. You must put up a front.’ Richard Stengel wrote in this TIME magazine article about Mandela as he reflected on this episode:

‘And that’s precisely what he learned to do: pretend and, through the act of appearing fearless, inspire others. It was a pantomime Mandela perfected on Robben island, where there was much to fear.

Prisoners who were with him said watching Mandela walk across the courtyard, upright and proud, was enough to keep them going for days. He knew that he was a model for others, and that gave him the strength to triumph over his own fear.’

Similarly, while Mandela was always bitter about his long imprisonment, he always put up a positive demeanour about it.

India’s cricket captain, Mahendra Singh Dhoni too sends a cool and composed signal to his team at all times. Even in the most stressful situations, he appears completely in control and unruffled.

Yet, internally he churns his thoughts at all times, with a deft combination of planning his moves and being outright street-smart. He is aware that his unflustered exterior is a signal that keeps his team composed and focused, without losing their nerve in crunch situations.

Personality, unlike what many people believe, is not in-born and static. It can be consciously developed and changed. With conscious effort, one can project the desired personality.

For example, in preparation for an interview session, or in one’s professional career, a person may have to work on his personality. Every role comes with certain personality expectations.

By consciously working on the desired traits over time and projecting the desired ones, one can make a very tangible change to his original self to meet the expectations.

One’s personality is a signal that others read at all times. This includes every gesture and every articulation of the person. This signal is read by the interviewer or by superiors in a professional world. In turn, opinion gets formed and selection choices are made based on such impressions.

In one’s career, it is therefore important to recognize at all times that there is a direct correlation between the personality signal one sends out and one’s career growth. Those who do not align these expectations may get stunted in their careers.

Case II: Same Person: Consciously Different Personalities can be Powerful :

Mandela’s powerful personality always reached his people. Waving hands with a smiling face and wearing bright coloured print shirts showed him as a fulfilled patriarch of modem Africa. His tight fists during his run for the Presidency showed his determined resolve.

Wearing fatigues and sporting a beard while he was the leader of the African National Congress’s (ANC’s) underground wing showed his aggression (TIME 2008). Thus, it is possible, and even desirable, to not have the same personality under all conditions. Consciously working on, and demonstrating different personalities under different conditions can be very powerful.

In a corporate-setting, appearance and body language matter. One’s attire, demeanour and style reflect one’s personality. Hence, it is important to consciously work on one’s appearance so that it creates the desired impression during an interview or subsequently in one’s career.

Case III: There isn’t One Right Personality; It Differs by Role :

In an interview for a global team leader position, an experienced candidate, Seema, was pitted against a well-qualified and outspoken John. Seema had worked in several companies, and led small teams. John, on the other hand, was a brilliant researcher and had primarily worked in individual contributor roles.

During the interview for the team leader position, the interviewer presented a case where the work to be done is split across two teams—one in India, the other in the US. The team in India looked at their counterpart in the US as a threat, and vice versa. Each team wanted to get a bigger share of the pie and own more of the quality work than the other.

When John was asked how he would handle the leadership of the India team, he said he would outmaneuver the US team by demonstrating clear innovation excellence and superiority of his team over its counterpart.

He confidently articulated the many methods he would use to showcase to his management how the work he did will clearly be of higher value and impact. This would ensure increased ownership of the work by the India team, and hence a larger share of the pie.

Seema, however took a completely different view. She said she would first call for a joint face-to-face interaction session between the US and the India teams. The intent would be to break any mental barriers and misgivings between the teams and the respective leaders.

She said it is critical that the teams on both sides of the globe think of themselves as one team—since they both represented the same company, working to win against the competition. Subsequent to that session, the teams will work cohesively, supporting each other at all times, to win more customer business.

This way, she explained, the total work pie can be grown, benefiting both the teams. It would give both the India team and the US team more responsibilities.

The interview team liked John’s aggression and confidence, but felt that these personality traits, while valuable in many cases, were not appropriate for this role. The current role required a strong ethic of teamwork and global collaboration.

John’s focus would lead to more internal strife and competition. He would dissipate more energy on winning internal battles. Seema’s strategy was to build a strong global team and to focus her energy externally to win against competitors.

Essay # 3. Personality Development from the Three Cases:

The three case studies clearly bring out an important learning:

Personality is our identity, as perceived by others. A particular personality can be groomed.

This is well-stated in a video on personality development by Economic Times (2009), which states:

‘Personality development is a continuous process and the evolution of an individual’s personality is linked to his personal and professional growth. It is often multi-faceted, and individuals display different personalities at different places and in different phases of their life.’

‘The need to develop your personality in line with people, place, time etc., underlines the importance of personality development. The process of personality development requires a set of skills that need to be learned and at times unlearned.’

The three case studies bring out the following:

There is no one right or wrong personality. It varies by the role and situation at hand. An aggressive personality that is critical to achieve success in some situations may be counterproductive in another situation. Similarly, an introverted personality may be better-suited for some roles than an extroverted personality.

It is also important to be conscious that one’s personality constantly emits a signal for others to read. Thus, it is important for one to have a deep realization of the role one intends to pursue and its expectations—and work on grooming the desired personality traits.

Essay # 4. Freudian Analysis of Personality Development:

According to Sigmund Freud (1856-1939), personality consists of three structures (Fig. 1.1):

3. Superego

Of these three, the id is absolutely unconscious; it has nothing to do with reality. It acts per the pleasure principle that demands immediate gratification irrespective of the environment. However, such instant satisfaction of the needs is not always realistic or socially acceptable.

Examples of id would be the instinct to grab a beautiful piece of artistry from a museum to satisfy our own craving. Another example could be to want to hit a person in public as a reaction to an abuse.

Next is the ego, which is actively concerned with the reality principle. It intends to realistically meet the demands of the id in accordance with the outside word. Freud considered the ego to be very sensitive and prompt to react to anything it considers unsavory in the outside world that it confronts.

However, having a strong ego has the positive advantage of reacting positively to criticisms and problems. It urges one to proceed forward with determination to achieve the desired goal.

For example, the ego would make the person realize that there is armed security in the museum and there is no way to grab the piece of artistry from the museum. The ego, in the other example, would also tell the person that there is no way to smack the other person who is much stronger physically than him.

Finally, the superego, according to Freud, is the moral branch of personality, which goes beyond being the realistic. It reflects the values arid judgment, including the ones developed during one’s childhood upbringing that forces the demands of the id to be met not only realistically but morally.

Freud believed that one’s personality is based on the dynamic interactions amongst these three components. The super ego would reflect, and realize that the consequence of grabbing the piece of artistry from the museum or smacking a person in public would not only be construed as a criminal offence, but will be morally improper.

The person may instead choose to look at other options to procure at low cost a replica of the same piece of art. Similarly, instead of hitting, stating a counter-point that communicates strong displeasure may be more appropriate. It is interesting to note that all-round development of the personality is also the main theme of the philosophy of Swami Vivekananda.

Essay # 5. Swami Vivekananda’s Concept of Personality Development:

According to the Vedantic concept advocated by Swami Vivekananda, all-round harmonious development of personality is possible if proper attention is given to the five dimensions that are involved in forming and developing the human personality.

Good leadership qualities are the outcome of different types of personality traits.

Psychologists have categorized personality types as follows, based on the Enneagram, which dates back at least two thousand five hundred years.

1. Perfectionists

3. Achievers

4. Romantics

5. Observers

6. Questioners

7. Enthusiasts or adventurers

8. Bosses or asserters

9. Mediators or peacemakers

It is critical to note that an individual’s personality should not be made to force-fit into one of these categories. Inherent in individuals is a mix of personalities, which shows itself in different circumstances and contrasting environments.

In one’s career too, one needs to demonstrate a combination of these personalities that best suits the situation. Each of these personality attributes also bring out different classes of leadership. Working with leaders that exhibit these characteristics at different stages of one’s career can be a great learning opportunity for professionals.

The different personality types can be described as follows:

a. Perfectionists:

Leaders who are perfectionists set a very high bar of expectation for themselves.

They are principled leaders with the following personality traits:

1. Strive for excellence in everything they do—however large or small :

Perfection in content and look-and-feel are both important to them. These leaders are very dedicated, and have an extremely intense work ethic. As a natural consequence, such leaders often expect the same from their people. Their motto for their team is to do every aspect of the job in a way that cannot be improved upon.

2. Foundation built on a strong focus of quality :

To such leaders, a flaw in execution is an absolute no-no. Hence, to ensure flawless execution, they develop and pursue systematic processes with intense rigor. These processes include multiple checks-and-balances at each step to ensure that errors surface in the early stages and get rectified.

3. Lofty standards :

Another characteristic of such leaders is setting lofty standards. They benchmark themselves with the highest global standards, and strive for themselves and their teams to achieve the same. They have internal metrics to constantly compare themselves and their teams against the benchmark. Their high standards make them respected by their people for the quality of what they produce.

However, perfectionist leaders could potentially get slowed down by the weight of their own expectations. It is not uncommon to see programmes led by such leaders getting delayed over and over again. This happens due to the perfectionists’ constant desire to improve, without making a judgment call on the right time to stop, and move on to the next programme.

Individuals wanting to pursue a career in a design can learn from perfectionists. Companies which look at design as their core competency value the skills of perfectionists.

b. Helpers:

These leaders seek out opportunities to assist others. They are often good coaches and sounding boards for their people. Their personality is built on sincere skills to listen to, and to understand the needs of others. These leaders thrive on building and nurturing relationships.

Three key attributes of these leaders that are based on strong interpersonal skills are:

1. Smiling demeanor:

They have a pleasant personality, are optimistic, and have a cheerful attitude not only about work, but also about life.

2. Generously appreciative:

To get the best out of their teams and peers, they are always generously appreciative of the work they do. They do not lose an opportunity to encourage their people and give a pat on their back to increase their team’s enthusiasm to encourage further contributions. They show that they care.

3. Empathy:

This implies understanding the position of someone from one’s own position. In other words, these leaders put themselves in the other’s shoes and try to understand how they would feel if they were in the same position.

Helpers, however, often get trapped in their over-zealousness to please and support many people. Their weakness is their inability to say ‘no’ . They cannot turn down requests from others. Thus, they bring unto themselves huge mental stress as more and more people get to depend on them.

Strong leaders who exhibit this personality trait find a way to overcome this handicap, by coming up with a scalable model with others sharing the load of supporting the people who are dependent on them. Individuals looking for roles in human Resources or coaches/mentors in organizations can build the ‘helper’ personality.

c. Achievers:

These are leaders who excel in a single-minded pursuit of their goals. What characterizes these leaders is their focus and relentless pursuit of moving ahead while removing obstacles that come their way.

These leaders have the following personality traits:

1. Goal setting:

These leaders set aggressive, but realistic goals. They begin with a clear vision of what they set out to do for their work groups and for themselves. They break it up into near-term milestones for the teams—and ensure that the team remains focused on them at all times.

2. Execution:

Achievers are highly execution-oriented and this is their biggest strength. They overcome barriers that come their way. They plan well, monitor risks at all times, and provide for contingencies. They are also known for building a culture of efficiency in their organization.

Lack of efficiency and competence in their teams that slows execution frustrates them. Speed means a lot to achievers—and they do everything to inculcate these traits amongst their team members. Learning from achievers can give a jump-start to a young professional’s career.

By observing such leaders, one can understand the art and science of goal-setting and instill in themselves the spirit of maniacal execution. People with highly ambitious career goals develop the personality traits of achievers and learn from those who practice it effectively.

d. Romantics:

Romantics are idealistic leaders. They crave for Utopia—in terms of where they want to see themselves, and their groups and organization. They set goals that may not be realistic—but ones that ‘looks and feels glamorous’. They are expressive and often excel in artistic pursuits as part of, or in addition to their chosen profession.

Some personality traits of romantics are:

1. Set lofty vision that may not be grounded in reality:

These leaders lack realism. They dream and set goals that are impossible to meet—but create a (short-lived) feel-good ambience.

2. Lack focus and are poor in taking decisions:

Romantics are unable to focus on a goal and take hard decisions that are needed to move forward in pursuit of the vision.

3. Kind and people-friendly:

They are kind-hearted, humorous, love to interact with people, can spend long hours discussing how things should be (and are not today).

e. Observers:

These leaders have a strong sixth sense. They are highly intuitive in gauging situations.

1. Intuitive:

Observers are highly perceptive. They have a keen power to process the events around them, do a causal analysis, and come to their own conclusion. They are more curious than others, and often get deeply entangled in analyzing seemingly minor events around them for a long time.

2. Critical:

The observations made by these leaders lead to critical and sharp conclusions, sometimes bordering on pessimism.

Observers are loners. In fact, they appreciate being left alone and be given the time to analyse situations in depth.

Observers like to be respected for their well thought through views and in-depth analysis. They do not take to criticism very lightly and tend to get argumentative if doubted.

In one’s career, having some aspect of the traits of the observer can help an individual be perceptive of the situation around them, and take the right career decisions.

f. Questioners:

These are leaders who keep an organization honest and move in the right direction without getting into complacency.

Key attributes of questioners are:

1. Analytical skills:

Questioners possess the gifted ability to think on their feet. They have a sharp analytical bent of mind which helps them in finding flaws in arguments and in the rationale.

2. Lateral thinking:

These leaders possess the skills for lateral thinking. When most others in a team are naturally drifting towards a conclusion, questioners bring in fresh perspective and lateral thinking.

3. Articulate:

These leaders communicate crisply and forcefully. They are usually respected for their views. Having questioners in a team can be an asset to ensure an organization does not drift in the wrong direction. They may come across sometimes as negative or ones who slow down the standard process, but they may be ignored at the organization’s peril.

These leaders allow one to think through the non-obvious and thereby avoid risky pitfalls. They also ensure that teams do not get into the trap of group-think in the wrong direction.

g. Enthusiasts or Adventurers:

Enthusiasts lend an air of optimism around them.

They have the following attributes:

1. Variety:

They thrive on variety. Enthusiasts tend to move from one role to another, and even change professions completely over the course of their career.

2. Story teller:

Enthusiasts love to dream a future, and tend to get their teams-excited about it. These dreams may not be grounded in reality, but that does not bother the enthusiasts. They tell stories to their teams about how the world will be in their desired future state.

3. Spontaneous:

They are spontaneous, have high energy and eternally optimistic. Often they have an infectious personality that rallies people around them. Enthusiasts or adventurers, however, fail to sometimes carry through on their commitments. Their execution and attention to detail are sloppy, and need strong people to balance them.

People interested in following a career in public speaking need to have some traits of Adventurers, as they go from one situation to the other, telling stories of successes and new models for growth.

h. Bosses or Asserters:

People with the ‘Boss’ personality are those with high determination and are possessed with a sense of direction. They have a clear idea of the direction to be taken, and are dismissive of other’s views.

Some of the traits bosses or asserters exhibit are:

1. Courageous:

Asserters have strong conviction of thought. They have an independent mindset, and are confident of their approach. They are not afraid to take unpopular decisions.

2. Power orientation:

They love to have the power and even demonstrate the power to their subordinates and peers. They come across as dominating in meetings and sometimes are poor listeners.

3. Supportive of team:

Strange as it may seem to some, asserters fight for their people and protect them in discussions where their worth is challenged. Asserters are strong personalities who may be dismissive of good suggestions from their team members, if these are contrary to their opinion.

Extremely assertive leaders sometimes lead to a high-stress situation in organizations, and often cause bum-out. One who needs to turnaround an organization from a crisis by taking hard decisions can learn from the skills of asserters.

i. Mediators or Peacemakers:

An organization cannot do without peacemakers. Conflicts are common in any organization, and peacemakers ensure these do not go out of hand. While peacemakers play an important, sometimes invisible role in an organization, they sometimes feel frustrated at the lack of due recognition for the thankless role they play.

Peacemakers are characterized-by the following:

1. Good at arbitration and trustworthy :

These leaders observe situations and carefully listen to positions of all concerned. They then deftly look for possible middle-ground. They are trusted by all, because they do not play games and are genuinely interested in a solution. This helps them to be effective in volatile situations.

2. Hate conflict :

Peacemakers try to take the steam out of confrontational situations. They tell the warring parties why ‘winning’ is inconsequential and take both sides to a compromise. They thrive in harmony.

3. Like to be respected :

They have an inherent desire to be respected for the critical role they play in an organization to keep the harmony. But whatever might be the types of personality of a leader, leadership in general means the ability to influence others and convert them to their own opinion. A leader is capable of changing the scenario from you versus me, to you and me.

It has been said that a leader is a person who knows the road, who can keep ahead and who pulls others with him. A leader gains the confidence of others because he has confidence in himself whatever might be the adversities he faces.

He knows that even if he can’t direct the winds, he can at least adjust the sails. He understands how to win the heart of others and win his objective. Leadership qualities can be ascertained with the help of different kinds of personality tests.

Related Articles:

• Personality Development: Definition and Characteristics
• Top 9 Types of Personality Traits
• Personality: Short Essay on Personality
• Role of Will and Character in Personality Development

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Ms. Bernstein is a playwright, a writing coach and an essayist in Brooklyn.

“I just can’t think of anything,” my student said.

After 10 years of teaching college essay writing, I was familiar with this reply. For some reason, when you’re asked to recount an important experience from your life, it is common to forget everything that has ever happened to you. It’s a long-form version of the anxiety that takes hold at a corporate retreat when you’re invited to say “one interesting thing about yourself,” and you suddenly believe that you are the most boring person in the entire world. Once during a version of this icebreaker, a man volunteered that he had only one kidney, and I remember feeling incredibly jealous of him.

I tried to jog this student’s memory. What about his love of music? Or his experience learning English? Or that time on a summer camping trip when he and his friends had nearly drowned? “I don’t know,” he said with a sigh. “That all seems kind of cliché.”

Applying to college has always been about standing out. When I teach college essay workshops and coach applicants one on one, I see my role as helping students to capture their voice and their way of processing the world, things that are, by definition, unique to each individual. Still, many of my students (and their parents) worry that as getting into college becomes increasingly competitive, this won’t be enough to set them apart.

Their anxiety is understandable. On Thursday, in a tradition known as “Ivy Day,” all eight Ivy League schools released their regular admission decisions. Top colleges often issue statements about how impressive (and competitive) their applicant pools were this cycle. The intention is to flatter accepted students and assuage rejected ones, but for those who have not yet applied to college, these statements reinforce the fear that there is an ever-expanding cohort of applicants with straight A’s and perfect SATs and harrowing camping trip stories all competing with one another for a vanishingly small number of spots.

This scarcity has led to a boom in the college consulting industry, now estimated to be a $2.9 billion business. In recent years, many of these advisers and companies have begun to promote the idea of personal branding — a way for teenagers to distinguish themselves by becoming as clear and memorable as a good tagline.

While this approach often leads to a strong application, students who brand themselves too early or too definitively risk missing out on the kind of exploration that will prepare them for adult life.

Like a corporate brand, the personal brand is meant to distill everything you stand for (honesty, integrity, high quality, low prices) into a cohesive identity that can be grasped at a glance. On its website, a college prep and advising company called Dallas Admissions explains the benefits of branding this way: “Each person is complex, yet admissions officers only have a small amount of time to spend learning about each prospective student. The smart student boils down key aspects of himself or herself into their personal ‘brand’ and sells that to the college admissions officer.”

Identifying the key aspects of yourself may seem like a lifelong project, but unfortunately, college applicants don’t have that kind of time. Online, there are dozens of lesson plans and seminars promising to walk students through the process of branding themselves in five to 10 easy steps. The majority begin with questions I would have found panic-inducing as a teenager, such as, “What is the story you want people to tell about you when you’re not in the room?”

Where I hoped others would describe me as “normal” or, in my wildest dreams, “cool,” today’s teenagers are expected to leave this exercise with labels like, Committed Athlete and Compassionate Leader or Environmentally Conscious Musician. Once students have a draft of their ideal self, they’re offered instructions for manifesting it (or at least, the appearance of it) in person and online. These range from common-sense tips (not posting illegal activity on social media) to more drastic recommendations (getting different friends).

It’s not just that these courses cut corners on self-discovery; it’s that they get the process backward. A personal brand is effective only if you can support it with action, so instead of finding their passion and values through experience, students are encouraged to select a passion as early as possible and then rack up the experience to substantiate it. Many college consultants suggest beginning to align your activities with your college ambitions by ninth grade, while the National Institute of Certified College Planners recommends students “talk with parents, guardians, and/or an academic adviser to create a clear plan for your education and career-related goals” in junior high.

The idea of a group of middle schoolers soberly mapping out their careers is both comical and depressing, but when I read student essays today, I can see that this advice is getting through. Over the past few years, I have been struck by how many high school seniors already have defined career goals as well as a C.V. of relevant extracurriculars to go with them. This widens the gap between wealthy students and those who lack the resources to secure a fancy research gig or start their own small business. (A shocking number of college applicants claim to have started a small business.) It also puts pressure on all students to define themselves at a moment when they are anxious to fit in and yet changing all the time.

In the world of branding, a word that appears again and again is “consistency.” If you are Charmin, that makes sense. People opening a roll of toilet paper do not want to be surprised. If you are a teenage human being, however, that is an unreasonable expectation. Changing one’s interests, opinions and presentation is a natural part of adolescence and an instructive one. I find that my students with scattershot résumés are often the most confident. They’re not afraid to push back against suggestions that ring false and will insist on revising their essay until it actually “feels like me.” On the other hand, many of my most accomplished students are so quick to accept feedback that I am wary of offering it, lest I become one more adult trying to shape them into an admission-worthy ideal.

I understand that for parents, prioritizing exploration can feel like a risky bet. Self-insight is hard to quantify and to communicate in a college application. When it comes to building a life, however, this kind of knowledge has more value than any accolade, and it cannot be generated through a brainstorming exercise in a six-step personal branding course online. To equip kids for the world, we need to provide them not just with opportunities for achievement, but with opportunities to fail, to learn, to wander and to change their minds.

In some ways, the college essay is a microcosm of modern adolescence. Depending on how you look at it, it’s either a forum for self-discovery or a high-stakes test you need to ace. I try to assure my students that it is the former. I tell them that it’s a chance to take stock of everything you’ve experienced and learned over the past 18 years and everything you have to offer as a result.

That can be a profound process. But to embark on it, students have to believe that colleges really want to see the person behind the brand. And they have to have the chance to know who that person is.

Sarah Bernstein is a playwright, a writing coach and an essayist.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Personal Development as a Manager and Leader Essay

Introduction, ability to asses and plan for personal professional development, ability to plan for required resources for personal professional development, ability to implement and evaluate personal development plan, list of references.

Managers are often charged with the responsibility of steering organisations forwards towards the achievement of objectives. As they purpose to ensure that the organisation attains its overall objective, they plan, organise and direct the staff effectively according to their individual capacities and skill.

This proper arrangement of specific works according to the appropriate skills available in the organisation eventually leads the organisation to accomplish its goals easily and with minimum use of financial resources.

However, the manager also needs to continually develop his or her skill so as to be able to effectively supervise and manage the staff working under him. This paper covers in detail the personal development of the manager, looking in particular at the personal planning, resource requirements, evaluation of the development plan as well as the supporting and promoting of the welfare of the staff.

Importance of continual self-development

Continual self development is an important aspect of growth and improvement in executing managerial duties and performance because it improves on the capacity to fully meet and eventually even surpass the organisational objectives. This is important for my own growth as a manager as well as for the overall betterment and performance of the organisation through sustaining of skills as well as expertise in order to make change be realised (Armstrong, 2009).

It will also make it possible to structure a self-approach to a continuous programme to sustain the development process. With this capability, it would be possible to take control of my future career, directing it accordingly through an action plan to ensure the ultimate objective is achieved. Thus, the continual self-development cycle if followed diligently will ensure a greater job satisfaction with even improved career flexibility (Boyd, 1976).

Assessing skills and comparing with roles and organisation objectives

Skill assessment is an integral part of the continual self-development programme because it would enable one to realise the weak areas that require improvement as well as the identification of strong points and capabilities. In skill assessment, a Personal Career Portfolio will be maintained based on flexible pro-forma system. This record will thus help in the systematic tracking of performance capabilities and failures as well as record annual performance of continual self-development exercise (While & Attwood, 2000).

The skill assessment process begins with the setting of annual targets that aim directly at accomplishing the set objectives of the organisation. This initiative of proposing the appropriate targets lies with either the manager himself or a group of managers heading the organisation.

Once the organisational targets have been set, the individual management, leadership skills and roles necessary for the attainment of these targets will need to be derived accurately such that it becomes a possibility to attain the targets with much ease (Organisation for Economic Co-operation and Development, 2006).

At the end of the said period, the managers performance will be evaluated against the targets and existing deviations noted. A report detailing each of the failure or deviation will be drawn, giving reasons as to why the actual performance did not attain the set goals. A recommendation on corrective measures that will eliminate the existing gap between actual and set targets should be done with the help of an expert so that it does not produce a biased appraisal (Black, 2004).

Identifying development opportunities

Through a well structured development mechanism, it is possible to identify all the necessary development opportunities for a manager. These mechanisms include the structuring and detailing of a personal development process that aims at improving the career.

This will reflect the entire information about particular skills that a manager has while giving a full account about those areas that require effort. A personal development vision will be helpful as its analysis will make it possible to determine the manager’s future career plans (Brown, 2009).

An annual development plan will be mandatory in establishing development opportunities because it will give systematic actions that need to be executed in order to attain the overall goals and objectives (Armstrong, 2011).

Constructing a personal development plan

The identification of development opportunities can only be achievable after a manager notes down clearly where he needs to be in terms of his career and also be able to think critically. The noted down needs will serve as a structure guide which require reflection at every stage.

To begin with, the manager will need to undertake a skill audit to be able to tell exactly where his capacity and capability lies. This is an important stock taking stage that will systematically try to analyse the strengths as well as weaknesses of the manager. The best model that can be used to help out in the stock taking process is the SWOT analysis. This method will summarise strengths and weaknesses of the manager and also showcase other important aspects or areas like the opportunities and threats (Rughani, 2001).

Once the evaluation process is done with, it would be the perfect chance for the drawing up of an action plan. Apart from setting targets, the action plan will also come handy in identifying and documenting a well thought out strategy. The qualities of this action plan should be such that they are specific in their objectivity and not too general to confuse the manager himself. They should also be measurable such that the manager can break down his entire work into measurable bits.

This will make it possible to measure what can be done in a week or say on a monthly basis. The action plan should also be achievable, meaning the set objectives should be such that it is possible to attain them rather than having ambiguous targets that can hardly be achievable.

They also need to be realistic in the day to day lifetime. Unrealistic action plans will be of no use since it would imply achieving the set targets is next to impossible. Finally, the plan needs to be bound, meaning there needs to be set deadlines by which specific targets and activities should be accomplished (Contrell, 2010).

Identifying the necessary resources for personal development plan

It is not possible for a manager drawing out a personal development plan to successfully determine the resources he requires unless he draws out the action plan first. The action plan will determine the ultimate objective of the personal development and also lay down the procedures and necessary requirements that will make the target achievable. Among the necessary requirements will be the resources (Lunenburg & Irby 2005).

These could vary from financial to material resources but the bottom line is the manager should be able to determine the exact resources required for the development plan. Resource determination begins by carrying out a summary analysis of the self-assessment report carried out in the previous stages. This exploration will help the manager to accurately determine the resources he or she needs to be able to effectively carry out continuous personal development of career.

The self-assessment results communicate individual strengths, interests, values and even preferences together with the skill development needs. With the help of a professional in the human resource field, the manager can go through this analysis and identify areas that he has poorly performed in and which require urgent correction in order to make amends. From this analysis, it will be possible to derive the resource requirement necessary for the corrections (Young et al, 2008).

Developing a business case to secure resources

As part of the development of a business case for managers, it is necessary that all the possible pitfalls are analysed and ready answers be prepared as well as the alternatives. The manager needs to carry out a review of the organisational issues as well as political issues which may hinder the project from realising its ultimate goal.

A review of the policy as well as that of the business process structure would also be necessary so that the business case does not lie outside the set limits. Where there exists a policy for oversight and stewardship of data, then it would be necessary that the manager uses a cross functional group that has been purposefully assembled for the organisation’s enterprise resource planning. This would particularly come in handy for purposes of informing the directory implementation (Zwikael & Smyrk, 2011).

Once this is done, the manager can now proceed and develop his business case. A business case involves cost implications as well as benefits that might accrue to the institution. The manager needs to develop the accruing benefits with all the functional users together with the consumers and assemble all costs. This should be done with the assistance of other staff whose input on the overall strategy will be very instrumental in its success.

The business case must be discussed with all the company stakeholders to find out how the project can be made more refined and beneficial both to the objectives of the firm and to individual performance of the manager. The executive support should also be sought because it will be vital in securing funding as well as in the developing of appropriate organisational policy to support it (Rughani, 2001).

Processes required in implementing personal development plan

The implementation of a personal development is a process that takes place in various stages. The first stage is the contextual analysis where the manager focuses his attention on the relationship that exists between the set standards and his development practise of his profession. Here, there is need for the manager to think about where he works, what his priorities are for maintaining an up to date in his management and leadership functions as well as in his approaches of executing the roles (Cameron & Quinn, 2011).

The second stage is the analysis of the manager’s needs and goals. The priority areas of the manager can effectively be analysed using relevant forms of evidence learner feedbacks, evaluation of the impact, observations and appraisals given if at all the manager’s performance was benchmarked by an independent person or body.

The manager also needs to make an objective and critical assessment of his own self in terms of the necessary needs and goals for the coming period or year that will fully address all the identified areas that require development (Streeter, 1994).

After successfully analysing the needs and goals, the manager can next develop an individual plan that will address the needs identified. In developing the plan, the manager should carefully think about the activity type as well as the exact focus that would directly be effective for him.

The created professional development plan should give priority to the rationale for each of the identified activities, give the time limits within which the targets and objectives should be achieved, enumerate the outcomes clearly, and finally enumerate the expected measures of success.

The next stage would be the professional development log where the manager now carries out all the activities that have been identified in the plan while ensuring that all the activities completed are recorded accurately. The dates of completion should be noted as well as an indication of the duration of time spent during its execution. The manager also needs to include a reflection on his progress together with the differences that the activities are causing to him, to his colleagues and to his immediate staff.

The fifth stage is the professional development record where the manager puts together a summary of all the significant activities that made an impact in the manager’s practise. This will be evidence enough that the manager has taken the required hours indicated on the personal development plan to perform his managerial roles and duties and crucially show the impact of what has been achieved.

The sixth and final stage of the implementation process is the reflection phase where the manager basically carries out an analysis of the practise and its overall impact. Apart from reflecting on his personal professional practise, the manager also needs to study the impact on colleagues as well as on staff working under him. This analysis will act as a prompt for the cycle to follow next and will form an integral part of the manager’s learning log for the current year (The Institute of Learning, 2009).

Personal development plan impact evaluation

Evaluating the impact of the personal development plan particularly on the achievement of all the defined roles as well as the organisational objective is an important aspect in the implementation process. However, before this happens the manager ought to have established his target achievement in advance before measuring the extent of his performance.

In the planning stage, therefore, the manager will be required to establish the kind of difference he wants to make and also identify the person he wants to make the impact to. He also needs to establish a timeline by which the difference will have been made. The manager’s thoughts of the prior picture, evidence as well as data will also be important to draw right at the outset of the planning. Finally, the manager should also ask himself about the kind of pictures and evidence he needs to achieve at the end of it all (Arnold, 1997).

In conclusion, the manager needs to evaluate now the actual difference that he will have achieved. The table below shows the direction from where the manager will be working from:

Source: Guidelines for your continuing professional development

The evaluation process to be concluded by the manager needs to have a ‘so what’ question. For instance, the question could be posed thus, what difference has your professional development activity made on your management practise and to the workers in general?

However careful a manager is during the initial stages of the plan, there is never a guarantee that the plan will go on as planned. It is important that all the unintended and surprising outcomes be reflected upon to offer evidence of deep learning such that it could be proved the plan has actually spurred more critical thinking together with further action. The manager should rethink about what he can do differently and in a changed manner if he was to do the same activity all over again (Mentzas, 2003).

Ability to support and promote staff welfare

Organisations can hardly exist without human beings or the workforce. It is the workforce that needs to be organised and placed accordingly in order that they may execute their duties as expected for the eventual achievement of organisational objectives. However, apart from being members of staff, the workers also have their own personal life issues that afflict them in their day to day life. These factors could negatively affect their output thus hindering the attainment of organisational objectives (Sheldon & Yoxon, 2002).

It is important therefore for any manager to give priority to staff welfare and issues if at all organisational goals and objectives have to be attained with minimum interference. Equitable and fair staff remuneration, staff benevolent fund, staff unions and other legally acceptable bodies that represent and address staff issues should be encouraged by the management and engaged into dialogue more often so as to understand clearly problems that workers are going through.

This in turn will motivate the workers and they will be discouraged from spending much of their time trying to resolve their own personal issues rather than put together their collective efforts in performing their roles in the organisation (Govindarajan & Natarajan, 2005).

In dealing with a staff welfare issue within an organisation, the worker’s representatives should be given chance to dialogue with the management as they are more close to the workers than the managers. Once the workers’ representatives have briefed the management on a developing issue, it is upon the management to seek alternative solutions from the representatives and use it as a guide to formulate the final solution plan to be adopted by the management.

It is not healthy to ignore the workers or dismiss their contributions wholesomely because on many occasions they could be having wonderful suggestions that if the organisation can only refine a bit, then it could turn out to be an amicable solution. However, the interests of the organisation should always be protected from plans that negatively affect the overall objectives.

Once the views of the workers have been obtained, the management team can discuss them and analyse their weaknesses from the organisation’s perspective. Changes can be proposed and applied to iron out any existing challenges and eventually come up with an acceptable solution plan.

These should then be communicated to the workers’ representatives in advance before being adopted fully by the management. The reason for this is to harmonise the positions of the organisation, which is represented by the managers, and that of the workers through their elected representatives.

The staff welfare responsibilities can later on be communicated to the teams using various methods and means. One of the methods through which an organisation can communicate these responsibilities is by giving the team leaders and managers the direct responsibility to inform members of his team (US Government Printing Office, 1995). This is a more effective method as it will take less time for each of the team members to receive the information.

Alternatively, the organisation can resort to use of notices as a means to pass the information to the team members. However, although this method could equally be as fast as the use of team leaders and managers, it is not as effective since workers will read the notices at different times and also interpret the message on their own, giving a general varied interpretation of the same message by varied staff.

Personal Reflection

Continuous personal development is an integral part in the growth and overall performance of any organisation. This is because it aims at adding skills to both managers and workers for purposes of improving their general performance and thus the objectives of the organisation. An effective personal development procedure and plan should begin by assessing current skills and capabilities before determining the areas that require improvement.

The necessary resources required for the development programme should be identified through a SWOT analysis that will make it possible to identify all the strengths, weaknesses, opportunities as well as threats. At this stage, it is important to draw up the personal development plan whose constructs should include the opportunities, skills required, areas where an individual has exhibited strong capabilities as well as any available threats that could have been identified.

The plan should be specific, measurable, achievable, and realistic with time limits so as to make it possible for the development objective to be achievable. The implementation phase should follow next, where each of the set out plans should be followed systematically so as to achieve the intended skill development. An evaluation to measure the extent of the development should be done to determine the extent of the plan’s effectiveness.

Armstrong, M., 2009. Armstrong’s handbook of human resource management practice, 11 th edition. London: Kogan Page.

Armstrong, M., 2011. How to be an even better manager: A complete A-Z of proven techniques and essential skills. Eighth edition . London: Kogan pages.

Arnold, J., 1997. Managing careers into the 21st Century . London: SAGE.

Black, R., 2004. Critical testing processes: plan, prepare, perform, perfect. Boston, MA: Addison-Wesley Professional.

Boyd, B. B., 1976. Management-minded supervision, second edition. New York, NY: McGraw-Hill.

Brown, R., 2009. Careergonomics: A practical guide for mastering personal development and employment success in the 21st Century. Bloomington, IN: Author House.

Cameron, K. S. & Quinn, R. E., 2011. Diagnosing and changing organisational culture. Indianapolis, IN: Wiley.

Contrell, S., 2010. Skills for success: The personal development planning handbook. Second edition. London, UK: Palgrave Macmillan.

Govindarajan, M. & Natarajan, S., 2005. Principles of management. New Delhi: PHI Learning Pvt. Ltd.

Lunenburg, F. C. & Irby, B. J., 2005. The principalship: vision to action . Mason, OH: Cengage Learning.

Mentzas, G., 2003. Knowledge asset management: beyond the process-centred and product centred approaches . London: Springer.

Organisation for Economic Co-operation and Development, 2006. Skills upgrading: new policy perspectives . Paris, France: OECD.

Rughani, A., 2001. The GP’s guide to personal development plan, Second edition. Macham Road, Abingdon: Radcliffe Publishing.

Sheldon, C. & Yoxon, M., 2002. Installing environmental management systems: A step-by-step guide. London, UK: Earthscan.

Streeter, W. T., 1994. Personal development plan: A guide to accomplishing your dreams . California, CA: Baypointe Publishing.

The Institute of Learning, 2009. Guidelines for your continuing professional development (CPD), [online]. Web.

US Government Printing Office, 1995. Occupational outlook handbook . Washington, DC: US Government Printing Office.

While, R. & Attwood, M., 2000. Professional development: a guide for general practice. Dallas, TX: Wiley-Blackwell.

Young, G. C. et al, 2008. The talent development planning handbook: designing inclusive gifted programs . Newbury Park, CA: Corwin Press.

Zwikael, O. & Smyrk, J., 2011. Project management for the creation of organisational value . New York, NY: Springer.

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IvyPanda. (2023, December 11). Personal Development as a Manager and Leader. https://ivypanda.com/essays/personal-development-as-a-manager-and-leader-essay/

"Personal Development as a Manager and Leader." IvyPanda , 11 Dec. 2023, ivypanda.com/essays/personal-development-as-a-manager-and-leader-essay/.

IvyPanda . (2023) 'Personal Development as a Manager and Leader'. 11 December.

IvyPanda . 2023. "Personal Development as a Manager and Leader." December 11, 2023. https://ivypanda.com/essays/personal-development-as-a-manager-and-leader-essay/.

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IvyPanda . "Personal Development as a Manager and Leader." December 11, 2023. https://ivypanda.com/essays/personal-development-as-a-manager-and-leader-essay/.

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Home — Essay Samples — Psychology — Personal Development Planning — Planning Your Personal Development: How I Have Managed to Develop Myself

Planning Your Personal Development: How I Have Managed to Develop Myself

• Categories: Personal Development Planning

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Words: 2016 |

11 min read

Published: Mar 14, 2019

Words: 2016 | Pages: 4 | 11 min read

Table of contents

Introduction, swot analysis, enhance my communication skills in order to be able to relate with the other students.

• Take advantage of the Master’s program
• Evaluate what I have been able to learn and how I can improve to be able to communicate effectively with the other students
• It will enable me to know the areas I need to improve
• Improve on my confidence and effectiveness as a postgraduate student.
• Increasing my study and professional management prospect
• Combine my academic and co-curriculum achievements and experiences.
• It will enable me to get more from my research activities
• It will also help me to work on my weaknesses and my threats as I also try to maintain my strengths in order to take advantage of the opportunities that will be available
• It will help me to have the ability of developing my c.v.
• In order to have a proper PDP, I will examine the following stages of my personal development and expectation since I joined the University.
• Where and how I was when I joined the university
• Where I am currently
• To examine my current state, I will use the SWOT analysis.
• Able to Socialize
• Quick understanding
• Good communication skills
• Good in time management
• Strong teamwork skills
• Orderly and good in planning
• Analytical skills
• Get attached to work
• Academic writing
• Problem with presentation skills
• Harvard style referencing
• Opportunities
• Working in my previous Bank in the AML department
• Appropriate atmosphere of study at the university
• Government Scholarship
• Study in Britain.
• Study with international student.
• Large family
• Switch in my professional career.
• Increasing number of postgraduates back in my country
• Personal life
• Competitive job opportunities
• Homesickness
• The Weather
• How to improve
• Poor analytical skills
• Asking questions
• Making no assumptions
• Not taking things at their face value
• Turning the information gathered in to knowledge
• Making sure I understand what I learn
• Getting to much attached to work
• Proper time management
• Prioritization
• Proper planning
• Academic Writing
• Paying attention in class
• Doing more research on writing skills
• Consulting with team members and other students
• Following the lecturers instructions
• Learn to appreciate and have confidence with myself
• Presentation skills problem
• Using group work session to enhance my skills

S.K.A analysis

• My S.K.A analysis can be summarized as follows:
• Time management
• Office skills
• Decision maker
• Knowledge :
• Experience in my specialty
• Ability to do research
• Readers interested in my specialty.
• I hold a degree in accounting.
• Skills that I need to work on includes
• Foreign languages
• Problem solving
• Presentation skills
• Innovation skills
• Leadership skills

I have been able to improve on my teamwork skills since I joined the university. I conducted a team roles personal inventory on my team skills and the found out that:

Using the teams’ role self-perception inventory, i was able to realize that some of my strengths included:.

• Being imaginative
• Being a problem solver
• Good leadership qualities
• Good delegating skills
• Being cooperative
• Being a good listener
• Being a diplomatic listener
• Being dynamic
• Being able to avert friction
• The inventory also helped me to realize that some of my weaknesses during teamwork are
• Poor analytical (judging) skills
• Being manipulative
• Delegating personal work
• Can provoke other
• Over optimistic

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• Published: 17 April 2024

Sustaining the nursing workforce - exploring enabling and motivating factors for the retention of returning nurses: a qualitative descriptive design

• Kumiko Yamamoto 1 ,
• Katsumi Nasu 1 ,
• Yoko Nakayoshi 1 &
• Miyuki Takase 1  

BMC Nursing volume  23 , Article number:  248 ( 2024 ) Cite this article

Metrics details

The nursing shortage represents a persistent and urgent challenge within the healthcare industry. One of the most cost-effective and time-efficient solutions to address this issue is the recruitment of inactive nurses to rejoin the nursing workforce, while simultaneously ensuring the long-term sustainability of their careers following their return to work. The aim of this study is to explore the factors that facilitate the retention of nurses who have returned to work, from their perspective.

To achieve this aim, a qualitative descriptive design was employed. A total of 15 registered nurses who had not practiced nursing for a minimum of three years prior to their return to work, and had been working as nurses for at least three months following their return, were selected from seven healthcare institutions using convenience sampling. Face-to-face or online semi-structured interviews were conducted, and qualitative inductive analysis was employed to analyze the collected data.

The analysis revealed five key themes, two of which were related to the enabling factors making it possible for the nurses to continue their work, while the remaining three pertained to the motivating factors driving the pursuit of professional careers. The two themes associated with enabling factors were identified as “Conditions and support that sustain work-life balance” and “A workplace that acknowledges my career, and encourages my growth as an experienced nurse”. The three themes related to motivating factors were entitled “Pride in reconnecting with and contributing to society,” “Cultivating confidence through incremental professional development and future envisioning,” and “Enrichment of my own and my family’s life”.

Conclusions

Returning nurses constitute a valuable asset for healthcare institutions. To effectively retain these nurses, it is crucial to implement multi-dimensional approaches that enable and motivate them to sustain and enrich their professional and personal lives while continuing their work in the nursing field.

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Nurses constitute a vital cornerstone of the healthcare system, assuming a foundational role in providing patient care, and notably representing over half of the entire healthcare workforce [ 1 ]. The global nurse population was estimated at 27.9 million in 2018 [ 1 ], and there was a notable growth of 4.7 million nurses between 2013 and 2018 [ 1 ]. Simultaneously, the WHO [ 1 ] reported a deficit of 5.9 million nurses in 2018, with the shortfall in the number of nurses expected to reach 10.6 million by 2030 [ 2 ]. This trend is primarily driven by the mounting demand for nursing services stemming from population aging dynamics. Moreover, the aging composition of the nursing workforce exacerbates the existing shortage of nurses. Currently, 17% of the global nursing population is aged 55 years or over [ 2 ], and projections indicate that within the upcoming decade, approximately 4.7 million nurses are expected to retire [ 3 ]. This means that an estimated annual influx of 47,000 new nurses is required just to sustain the current nursing workforce. Failure to meet this demand will probably intensify the nursing shortage at an accelerating pace. There is an immediate need for cost-effective measures aimed at mitigating the shortage of nurses.

Numerous policies have been implemented on a global scale to address the persistent shortage of nursing professionals. These policy measures encompass creating new registered nurses through education; facilitating re-entry into the nursing workforce for currently inactive registered nurses, and recruiting nurses from other countries [ 4 ]. Among the aforementioned strategies, one particularly promising approach to overcoming the nursing shortage involves the recruitment of inactive nurses, which has been implemented in many countries [ 4 , 5 ]. The reintegration of inactive nurses into the labor force is advantageous in terms of cost and time, as it obviates the need to invest social capital and years of resources in educating and nurturing new nursing students. Countries have implemented Return to Practice Programs designed for inactive nurses, each varying in educational content and duration [e.g., 6 , 7 ], and these initiatives have demonstrated notable success in augmenting the nursing labor force [ 8 , 9 , 10 , 11 ].

The reintegration of these nurses into the labor force holds significant importance in addressing the nursing shortage in Japan in particular. Japan is currently facing the challenge of a super-aging population, with 29.0% of its total population being 65 years and older [ 12 ]. This demographic shift has imposed increasing demands on nursing professionals, as older people often experience multiple chronic illnesses that result in physical and cognitive decline [ 13 ], necessitating substantial medical support and assistance in daily activities. In response to this demand, the Japanese government has actively pursued strategies to increase enrollment in nursing schools, reduce attrition rates, promote the retention of currently practicing nurses, and encourage inactive nurses to return to nursing practice [ 14 ]. However, the declining birth rate in Japan has led to a decrease in the number of students enrolling in nursing schools since 2018 [ 15 ]. Although the improvement in the workplace environment has contributed to a reduction in the turnover rate of full-time nursing personnel from 11.0% in 2013 to 10.6% in 2021, which is slightly lower than the average turnover rate across all occupations (i.e., 11.3%) [ 16 ], this alone cannot address the issue of the nursing shortage. Consequently, an inevitable imbalance between demand and supply persists. The Ministry of Health, Labor, and Welfare in Japan [ 14 ] projected a demand for 1.88–2.02 million nurses by 2025, when the baby boomer generation reaches 75 years old or older, while the projected supply would be 1.75–1.82 million nurses, resulting in a shortage of 60,000 to 250,000 nurses. Therefore, the recruitment of inactive nurses has emerged as a pivotal measure to rectify this imbalance promptly.

Available statistics show that there is an estimated population of approximately 700,000–860,000 inactive nurses in Japan [ 17 ], the United States [ 18 ] and Germany [ 19 ]. Several studies have demonstrated that a significant proportion of surveyed inactive nurses, ranging from 43 to 85%, expressed a desire to return to nursing practice [ 20 , 21 ]. The motivations behind their return or desire to return to nursing practice encompass factors such as no longer having childcare responsibilities [ 22 ], a yearning for nursing practice [ 22 ], seeking a renewed purpose in life after completing child-rearing [ 23 ], financial incentives [ 10 , 22 , 23 ], and a desire to update skills and knowledge in acute care nursing [ 24 ]. Similarly, a more recent study conducted in Taiwan reported that incentives for returning to practice included the improvement of the nurse staffing level, and the provision of a safer working environment and re-entry preparation programs [ 20 ].

However, it should be noted that despite the expressed intentions, many inactive nurses have faced challenges in returning to practice as well as in sustaining their employment [ 25 ]. These challenges related to returning to work include difficulties in balancing work with childcare and household responsibilities, anxiety arising from a perceived lack of competency, concern about heavy work responsibilities, and fears of committing medical errors [ 15 ]. Consequently, previous research findings have indicated that only 57–69% of nurses who completed the Return to Practice Program were able to successfully re-enter the nursing workforce [ 26 ]. These challenges persist even after returning to work, as reported in subsequent studies [ 27 , 28 , 29 ], exacerbated by the absence of family-friendly working conditions, inadequate on-the-job training opportunities, and insufficient ongoing education and mental support to overcome anxiety and regain confidence [ 30 ]. As a consequence, nurses who have returned to work experience a sense of guilt toward both their colleagues and patients for perceived inadequacies in care provision, as well as feelings of guilt toward their families due to the sacrifices necessitated by their work obligations [ 31 ], all of which contribute to higher attrition rates among returners. In fact, the findings from a small-scale survey conducted in Japan revealed that 25% of nurses who participated in refresher programs and returned to work were unable to sustain their employment [ 32 ]. This retention rate is significantly higher compared to the turnover rates observed among newly graduated nurses (7.8%) and nurses with prior experience (17.7%) [ 16 ].

While it is crucial to address the barriers encountered by nurses who wish to return to practice and have successfully done so, it is equally imperative to ensure the long-term sustainability of their careers following their return to work. However, the factors that contribute to the retention of these returners have not been thoroughly investigated. For instance, Barriball et al. [ 33 ] and Elwin [ 27 ] investigated the experiences of nurses returning to practice, although their focus was primarily on the experiences within the Return to Practice Program, rather than the process of returning to the workplace itself. Conversely, Durand and Randhawa [ 34 ], Hammer and Craig [ 23 ] and Costantini, et al. [ 35 ] explored the experiences of nurses returning to work; however, they did not focus on the specific factors that facilitate retention. In fact, only a limited number of studies have endeavored to identify factors that facilitate the retention of inactive nurses. The key findings facilitating their retention were preceptors fulfilling their learning needs [ 28 , 31 ], support on nursing units [ 31 ], flexible working atmosphere [ 28 ], and re-building a new family life [ 28 ] or re-negotiation with both work and home life [ 36 ]. Nevertheless, these studies are based on a relatively small sample of five to eight nurses who have returned to practice, thus leaving the possibility that some factors remain undiscovered. A comprehensive understanding of the factors that not only prompt nurses to leave their positions but also motivate them to remain is crucial for the development of strategies that ensure a sufficient nursing workforce and the provision of high-quality nursing care in countries grappling with nursing shortages.

Therefore, the aim of this study is to explore the factors that facilitate the retention of nurses who have returned to work, from their perspectives.

Methodology

This study employed a qualitative descriptive design [ 37 ]. The qualitative descriptive approach produces “findings closer to the data as given, or data-near” [ 38 , p. 78], without commitment to any theoretical views and without being bounded by preconceptions [ 38 ]. As such, this approach provides straightforward and comprehensive descriptive summaries of participants’ experiences and perceptions [ 39 , 40 ], thus it is suitable for areas where little is known about the topic under investigation [ 39 ]. We applied this approach to investigate the factors that contributed to the retention of these returners.

Participants

The participants were selected from seven healthcare institutions located in the southwestern region of Japan, and using convenience sampling and snowball sampling. The participants comprised re-entry nurses employed in five community hospitals and two long-term care facilities situated across metropolitan, urban, and rural areas of Japan with populations ranging from 0.4 million to 2.7 million. Inclusion criteria for the nurses were that they (1) had not practiced nursing for a minimum of three years prior to returning to work (based on the Japanese childcare policy allowing a maximum three-year leave), (2) had been working as nurses for a minimum of three months after returning to work, and (3) were able to participate in interviews conducted in Japanese. Exclusion criteria included: (1) working as nursing managers after returning to work, and (2) being without prior experience of working in Japanese healthcare institutions (i.e., those who only had overseas experience). Participants were recruited until saturation was reached, i.e., no further new information emerged during the interviews. A total of 15 participants were recruited as a result.

Data collection

The research team approached the Directors of Nursing and obtained permission to recruit potential participants. Written statements were distributed to the potential participants to explain the purpose and methods of the study.

Semi-structured interviews (see Table  1 for the interview guide) were conducted face-to-face or online, between November 2021 and July 2022. The interview guide was developed based on the research purpose and the review of existing literature. The first author conducted all interviews because her 16-year career hiatus from nursing for child-rearing would help her establish a mutually respectful relationship with the participants and foster an environment free from intimidation. These conditions are crucial for eliciting participants’ genuine sentiments. Throughout the interviews, the author demonstrated respect and empathy toward the participants by openly sharing her own feelings. Additionally, she skilfully guided the discussions to extract the participants’ experiences, concurrently undergoing a process of reintegration in tandem with them. Conversely, the dynamic between the interviewer and participants could be impacted by the assumptions and biases inherent in the interviewer’s background. To mitigate this potential influence, data analysis was performed independently by two researchers (refer to the Data Analysis section).

The interviews were conducted in private rooms, and all sessions were audio-recorded. Nonverbal data, such as the participants’ posture during the interviews, were recorded in an observation notebook. Each participant underwent a single interview session and received a book voucher valued at ¥2500 as a token of appreciation. The interviews lasted between 18 and 49 min (Mean = 39.2 min). Audio-recorded data were transcribed verbatim.

Data analysis

Qualitative inductive analysis [ 41 ] was conducted. Verbatim transcripts were thoroughly reviewed to develop an overall understanding of the participants’ statements. Meaningful words and paragraphs related to the factors that had facilitated the retention of these re-entry nurses were extracted, and codes were assigned to represent the symbolic meanings of the data segments (first-cycle coding). Subsequently, the codes were compared and contrasted to group them into categories based on their similarities in meaning. These categories were further integrated into themes that captured the essence of the factors facilitating the retention of nurses who returned to the nursing workforce (second cycle coding). The first-cycle coding was conducted by the first author (KY) by utilizing her understandings of the participants’ context and their experiences. In the second cycle of coding, the first (KY)and second (KN) authors independently categorized the codes, and the congruencies or discrepancies between them were discussed among all the research team members (KY, KN, YN, and MT), who possessed nursing backgrounds and qualitative research experience. Discussion continued until consensus was reached among all the research members. NVivo12 (QSR International, Melbourne, Australia) software was used for data management.

The trustworthiness of the study

Ensuring credibility, confirmability, transferability and dependability contributes to the trustworthiness of the study [ 42 ]. To enhance the credibility, we applied method triangulation. The interviewer (i.e., the first author) took notes on the participants’ facial expressions and eye movements during the interview, which were included in the analysis along with the verbatim transcripts of the interview data. During the analysis process, the first author repeatedly read the transcripts and observational notes to code the data. For confirmability, two researchers independently categorized the codes, and discussions among the research team took place repeatedly to ensure the elimination of any preconceptions or biases. Any disagreements that arose during this process were resolved through discussions among the research team. To enhance the transferability of the findings, participants were recruited from diverse practice areas and various regions. Furthermore, detailed information was provided regarding the participants’ characteristics and their practicing contexts. In addition, the dependability of the findings was assured by providing detailed descriptions of the data collection and analysis process.

Ethical considerations

This study was approved by the Review Board of Yasuda Women’s University (approval number: 210007), and ethical approval was waived by the participating institutions. This study was conducted in accordance with the Declaration of Helsinki. The participants were fully informed about the study’s purpose, methods, potential risks, and benefits of participation as well as their right to decline participation or withdraw from the study. Written informed consent was obtained from each participant before the data collection. The interview schedule and location were prioritized according to the preferences of the participants, as many were balancing work and childcare responsibilities. Participants were assured that they could refrain from answering any questions that made them feel uncomfortable. Additionally, they were informed that they could end the interview session at any time if they experienced emotional distress. The collected data were securely stored in a locked cabinet, and pseudonyms were used to maintain the participants’ anonymity and protect their privacy.

All 15 eligible participants were female. The reasons cited for leaving employment were childbirth/child-rearing in 11 cases, caring for older family members in three cases, and pursuing a postgraduate degree in one case. The range of length of clinical experience before leaving employment was 3–20 (Mean = 8.2, SD = 4.2) years, that of career breaks was 3–19 (Mean = 6.6, SD = 4.0) years, and that of work after returning was 7 months to 8 years (Mean = 2.6 years, SD = 1.7 years). During the period of data collection, only two participants worked full-time, and 13 worked part-time. The areas of practice encompassed outpatient departments in hospitals ( n  = 8), hospital wards ( n  = 4), and long-term care facilities ( n  = 3) (see Table  2 ).

The data analysis revealed five themes that facilitated the continuation of work for these participants. These themes include “Conditions and support that sustain work-life balance,” “A workplace that acknowledges my career, and encourages my growth as an experienced nurse,” “Pride in reconnecting with and contributing to society,” “Cultivating confidence through incremental professional development and future envisioning,” and “Enrichment of my own and family’s life.” The first two themes represent conditions that enabled the participants to continue their work. Thus, these conditions are referred to as “enablers”. The latter three themes describe factors that motivated the participants to pursue their professional careers. Thus, these factors are referred to as “motivators”.

Theme 1: conditions and support that sustain work-life balance

The participants identified support systems at home, in the workplace, and within society as prerequisites for maintaining a work-life balance, essential for sustaining their employment. This theme encompasses crucial elements that allow nurses to balance their work and family responsibilities, such as work conditions that consider their family circumstances, and support from family and friends. The theme consists of three categories: “Work (i.e., hours and location) and childcare conditions that meet my preferences,” “A family-friendly work environment,” and “Instrumental and emotional support from family and friends.”

Most participants juggled work, household, and childcare responsibilities. Therefore, effectively managing childcare duties while fulfilling work roles became a priority in their lives. Access to childcare facilities was deemed a basic requirement for them to work, as well as conditions such as workplaces located close to their homes and offering flexible working hours to address child-related matters promptly.

“When I was contemplating returning to work, one requirement was that I should be able to look after my two children, so it was important for me that all the conditions related to my children were in place, such as time restrictions and being able to go home immediately if something happens to them.” (ID 10) .

The participants also emphasized the need for a family-friendly work environment, where colleagues and supervisors understood their family circumstances and provided support in balancing work and family duties.

“When I returned to work, I wondered if I would be allowed to take a sudden leave if my child was ill. And they told me, ‘We take turns (taking a leave) so you can do it now, it’s fine,’ as well as ‘We can’t do it for you (take care of your child) but we can do the work in your place.’ Here at my current workplace, we can say such things to each other.” (ID 06) .

Given that most participants were engaged in multiple tasks both at home and work, they experienced physical and mental fatigue and strain. However, they managed to overcome these challenges by receiving instrumental and emotional support from their families and friends. Examples of such assistance included husbands and children sharing household chores and friends providing emotional support during conflicts arising from the intersection of family and work responsibilities.

“Regarding my husband, yes. When I started working, I was no longer a full-time housewife. But I’ve been working alongside him, and he’s been supporting me a lot, such as by taking the kids to school and picking them up after, things like that.” (ID 13) .

Ensuring the effective management of household responsibilities, particularly childcare, was a fundamental prerequisite for the participants to continue their employment. Consequently, the provision of “Conditions and support that sustain work-life balance” acted as an enabler, facilitating their continued engagement in work by sustaining their personal lives.

Theme 2: a workplace that acknowledges my career, and encourages my growth as an experienced nurse

The participants asserted that receiving support to cultivate their professional competencies within their work environment facilitated their transition through a process of reorientation. The participants were returners who had prior nursing experience and possessed a certain level of nursing competence required for professional practice. Initially apprehensive about their competence level, they desired recognition and appreciation for their previous experience and expertise from their supervisors and colleagues. They also expressed a preference for on-the-job refresher training that helped them regain necessary knowledge and skills. This training differed from that provided to newly graduated nurses. This theme represents the importance of receiving educational support to function as a nurse and opportunities for further growth, both of which facilitated the continuation of their work. The theme comprises three categories: “Supervisors and colleagues who appreciate and accept me,” “Support for myself as both a beginner and someone with experience,” and “Comprehensive manual and training.”

The participants emphasized the significance of being recognized and accepted by their colleagues and supervisors. The acknowledgment of their efforts by supervisors and the understanding of their hard work by colleagues served as encouragement to sustain their work. Furthermore, perceiving themselves as individuals who were relied upon by others and striving to meet those expectations facilitated their professional growth and their desire to contribute to the workplace.

“One thing is that um, I also discussed this with the Head Nurse, regarding training, that maybe we should improve the training even more, and the Head Nurse feels the same way, and so, she said I can go ahead and think about a program or something. When I’m entrusted with making these kinds of decisions, the work becomes fulfilling.” (ID 09) .

The participants also expressed the importance of receiving support from their colleagues as newcomers while appreciating their prior experience. The participants were often perceived as fully capable individuals and were assigned a workload equivalent to that of experienced nurses. However, the participants stressed the need for support from their colleagues during the initial phase of readjustment to their duties. Simultaneously, they sought appropriate levels of support while valuing their previous work experience and expertise. They felt reassured when their supervisors or colleagues offered support, recognizing them as both a beginner but also as someone with experience.

“From the day after I started working, I had my own room, and on that day, someone from the day shift always made it a point to talk to me and support me, and it felt like fate. I thought if I were being supported this much, I should do the same, and well, everyone in the ward helped me understand the patients within the week, so much that I thought I already remember them. I felt that I should make an effort to do so, since they supported me so much.” (ID 06) .

Additionally, they desired to receive training and manuals tailored to their skill set, enabling them to effectively perform their roles as staff members.

“Although it was only 3 years, I did have a work gap, so I was thinking that my skills and knowledge might be obsolete and that I might have forgotten some things, but this hospital has a very detailed manual.” (ID 06) .

Acceptance and support from both managers and colleagues, coupled with access to on-the-job training and manuals, emerged as crucial resources enabling participants to realign with their work responsibilities, especially in cases where they lacked up-to-date knowledge and skills. Additionally, feeling valued and trusted by colleagues played a pivotal role in bolstering their confidence, an essential attribute for navigating through challenging periods. Consequently, the provision of “A workplace that acknowledges my career, and encourages my growth as an experienced nurse” served as the pivotal enabler that sustained their professional life though continued commitment to their careers.

Theme 3: pride in reconnecting with and contributing to society

The participants described working as nurses as giving them a sense of pride and of being valuable to society, which motivated them to continue their work. Prior to returning to work, the participants experienced social isolation due to their engagement in various household responsibilities. However, returning to the nursing profession allows the participants to reclaim their roles as active members of society and regain confidence in their contribution to society. The theme comprises three categories: “Desire to contribute as a nurse,” “Expansion of relationships resulting from stepping out of the home,” and “My children feeling proud of me for being an active nurse.”

The participants maintained a strong sense of pride in their profession and were motivated by the desire to contribute to society as nurses, utilizing their nursing qualifications. As the demand for nurses increased during the COVID-19 pandemic, their determination to support patients as nurses grew even stronger. They also expressed a desire to share their expertise with younger nurses and provide guidance to other inactive nurses who were considering returning to work.

“Nurses are needed in situations like COVID-19, and I had gone through the trouble of getting my license, and all that.” (ID 03) . “Well, I’d like to be in a position where people feel they can ask me and maybe find a bit of a solution. I work with the mindset that someone a bit older, like me, should take a role of listening to and giving advice to younger colleagues.” (ID 8) .

Moreover, returning to work reaffirmed their sense of belonging to society not only as mothers but also as nurses. When they were solely focused on child-rearing, their social interactions were limited to those associated with their children. However, by returning to work and establishing their own place in the workplace, their social connections expanded beyond the confines of their homes. The opportunity to reconnect with broader society and experience personal freedom outside of their domestic responsibilities served as a motivation for the participants to continue their work.

“It definitely connects me to society. Until now, my connections with society were through my child. I think I couldn’t have had that without my child, and now it feels like I have a separate community of my own. I feel like that.” (ID 08) .

Furthermore, their pride in being nurses was reinforced by the admiration of their children, who proudly spoke of their mothers’ profession, especially during the challenging times of the pandemic. This alleviated any guilt associated with not having enough time to devote to their children and not fulfilling their maternal roles to the same extent as before. On the contrary, their professional engagement enhanced their self-esteem as proud mothers to their children.

“When I think of these moments, it makes me really happy. Like those moments when I feel that my children have become interested in me (omitted). For example, when they say things like, ‘Nurses are really cool,’ or ‘My mom works in a hospital.’ They’ve even written about me in their diaries.” (ID 01) .

Reclaiming a sense of pride and expanding their professional network through contributions to society represented profoundly fulfilling experiences for the participants. These experiences not only brought them joy in their work but also transcended the mere facilitation of work continuation. Consequently, “Pride in reconnecting with and contributing to society” operated as a potent motivator, driving their commitment to pursue their professional careers and advance, thus enriching their professional life.

Theme 4: cultivating confidence through incremental professional development and future envisioning

The participants were motivated to continue their work by their passion for professional growth and self-actualization. The participants engaged in introspection regarding their journey from the moment they returned to work up until the present. Despite encountering challenging circumstances, they swiftly reacquired previously possessed skills and knowledge, thus restoring their self-assurance in the practice of nursing. This newfound confidence propelled them to envision their future career paths. The following three categories encompass this overarching theme: “Confidence arising from successfully surmounting challenges upon restarting,” “Realization that I have finally made my comeback as a nurse,” and “Personal aspirations for the future.”

According to the participants, they encountered arduous situations upon re-entering the workforce, as they were frequently required to perform tasks that exceeded their current skill sets. Irrespective of their absence from work, their colleagues often regarded them as seasoned nurses. Struggling to fulfill assigned responsibilities, they engaged in negotiations with colleagues and supervisors, asserting their capabilities and limitations. These challenging experiences facilitated the recovery and enhancement of the necessary skills and knowledge, bolstering their confidence, and motivating them to persevere in their work.

“After returning to work, for about half a year, I struggled for a while before getting used to it again. It took me more than six months to understand why I was struggling. But when I got used to the working life, I was able to gain self-confidence.” (ID 04) .

Through introspection and self-comparison between the time of restarting and the present, the participants recognized their continuous development as nursing professionals, observing their ability to provide a sufficient level of patient care.

“In the sense that my intuition has returned, um, it was definitely the fact that before I started working, all I had was anxiety, but when I was actually able to perform my work by myself again, I think that was when I became confident.” (ID 10) .

This developmental process stimulated their anticipation of future career prospects. Some participants expressed aspirations to acquire advanced qualifications and pursue managerial positions, thus making career advancement their future objective.

“There was definitely something different about me, internally, before and after returning to work. It seems like I was lively, like I was going to set my goals, and that I was doing my best. There was a sense of certainty (omitted) and I was able to find what I wanted to do, too.” (ID 11) .

The successful completion of the readjustment journey played a pivotal role in bolstering the participants’ confidence, and encouraged them to envisage future professional goals. The process of “Cultivating confidence through incremental professional development and future envisioning” emerged as a critical motivating factor (i.e., motivator), propelling the participants towards continued professional growth, and thereafter enriching their professional life.

Theme 5. Enrichment of my own and my family’s life

The participants perceived added value when their own lives and their families were enriched by their work, which encouraged them to continue their jobs. The participants acknowledged the positive transformations in their physical and emotional well-being, as well as in the lives of their families, following their return to work. They perceived an overall improvement in their daily lives. This theme encompasses three categories: “A healthy mind and body attained by adding variety to life,” “Positive influence on family dynamics,” and “Income that enriches my life.”

The participants said that resuming employment contributed to a well-rounded lifestyle and positively impacted their physical and mental health. Specifically, those who were responsible for raising children noted that having time away from their children reduced feelings of irritability and enabled them to engage with their children in a more compassionate and nurturing manner upon returning home from work.

“I feel like my day has become balanced. I do feel a little sad that I’m spending a lot more time away from my children (omitted). I make up for it when I see them, and I think I’ve become a little less irritable.” (ID 10) .

Furthermore, having a job established a consistent rhythm to their lives and facilitated physical fitness, thus promoting a balanced existence. They also perceived the involvement of others in caring for their children as an opportunity for their children to interact with a broader network of individuals, fostering their growth and healthy development. Moreover, the up-to-date medical knowledge gained through their work served to safeguard the health of their families.

“Because I want to know about cutting-edge technology. You know, if I quit this job, it will affect my life directly, because it’s a job that involves the body after all. I think it’s always gonna be useful (in my life).” (ID 13) .

By earning their own income, they were able to provide economic security to their families, which was closely linked to their mental well-being.

“Before I was reinstated, we were living on my husband’s salary alone. I felt bad about it, but now we have some financial leeway, so that definitely was a benefit for me.” (ID 11) .

Resuming employment engendered an ‘Enrichment of my own and my family’s life,’ demonstrated by enhancements in physical and mental well-being, the wholesome development of children, and economic incentives. Consequently, this theme illustrates the enrichment of the participants’ personal lives as a result of having fulfilling professional lives, and emerged as an additional motivator.

This study explored factors contributing to the retention of nurses re-entering the workforce after a career break, resulting in the identification of five themes. The first two, “Conditions and support that sustain work-life balance” and “A workplace that acknowledges my career, and encourages my growth as an experienced nurse,” were identified as enablers, sustaining the participants’ continued engagement in work. The next three themes, “Pride in reconnecting with and contributing to society,” “Cultivating confidence through incremental professional development and future envisioning,” and “Enrichment of my own and family’s life,” served as motivators, propelling them toward a professional career.

The concept of enablers and motivators parallels Herzberg’s Two-Factor Theory of Motivation [ 43 ], where hygiene factors, including salary and work conditions, are essential but their absence leads to dissatisfaction, while motivation factors, like achievement and recognition, promote job satisfaction and enhanced performance [ 43 ]. Similarly, enablers such as family-friendly work conditions, peer support, and on-the-job training played pivotal roles in the participants’ job continuity, and their absence could result in dissatisfaction or job exit. Likewise, motivators such as pride and confidence yielded personal fulfillment, motivating participants to pursue their professional goals. However, distinctions arise. While the Two-Factor Theory focuses on work components, our study contends that healthcare institutions must address both professional and personal factors for nurse retention. This is critical, particularly for returning nurses, often with caregiving responsibilities, necessitating a balance between sustaining and enriching their professional and personal lives. Another distinction lies in the relationship between the enablers and motivators. According to the Two-Factor Theory, hygiene and motivation factors exist independently, while motivators do not exist without the presence of enablers. For example, without adequate support for nurses to achieve work-life balance, they are unable to enhance their own or their family’s quality of life. Similarly, lacking encouragement in professional development, nurses are unable to cultivate pride or confidence, or envision their future. These relationships are depicted in Fig.  1 . The subsequent sections provide a detailed explanation of each of these factors.

Framework for the sustainability of career for returners

The first theme, “Conditions and support that sustain work-life balance,” functions as an enabler that sustains nurses’ personal life. Nurses are prominent double-duty caregivers, tending to family and patients [ 44 ]. The majority of our participants had children, reflecting the fact that in Japan, 55–66% of nurses are parents [ 16 , 45 ]. Therefore, balancing family and work is crucial, regardless of career breaks. Specifically, nurses who temporarily left their employment due to childcare responsibilities had various reasons such as the absence of available childcare support. Especially in Japan, women often prioritize their childcare responsibilities over work commitments, or may feel societal pressure to remain at home and care for their children [ 46 ]. These cultural practices and norms could potentially elucidate their career hiatus. Therefore, family-friendly working conditions (e.g., flexible hours, location, childcare support) are vital for returning and sustaining work. This finding is consistent with previous studies indicating that workplace flexibility, which helps alleviate childcare concerns, is crucial for enabling nurses to sustain their work [ 28 , 30 , 35 , 36 ]. Furthermore, nurses who juggle dual caregiving roles often experience fatigue and stress [ 44 ]. Therefore, receiving instrumental and emotional support from their spouses is essential for maintaining a healthy work-life balance. In fact, recent studies have highlighted that support from their families enables nurses to effectively manage the demands of both their family and work spheres, facilitating their re-entry into professional practice [ 28 , 35 ]. The successful sharing of household responsibilities and childcare is indispensable for returners who aspire to continue their professional work, particularly those with young children.

The second theme, “A workplace that acknowledges my career, and encourages my growth as an experienced nurse,” serves as an enabler that sustains the professional practice of returners. This finding is also in line with previous studies that have highlighted the significance of a supportive work environment in aiding individuals to manage their jobs and regain confidence [ 28 , 35 ]. Although returners are often perceived as experienced nurses capable of functioning independently, the literature indicates that they encounter significant challenges in reacquiring their previous knowledge and skills, while also adapting to the rapidly advancing field of medical technology [ 21 , 33 , 35 ]. Reintegrating into the nursing workforce is arduous, and returners often experience anxiety and confidence issues [ 27 , 31 ]. This was also evident among our participants. Consequently, receiving appropriate initial training and access to manuals are critical factors enabling returners to fulfill their duties and sustain their professional work [ 30 ]. On the other hand, the majority of the participants had achieved an expert nurse level, possessing more than five years of previous clinical experience [ 47 ], thus they desired recognition and acceptance of this. The need for acceptance and respect was also identified in previous studies on returning nurses [ 27 , 30 ]. Appreciating their skills, efforts, and contributions while identifying areas for professional development represents the ideal “just-right preceptorship” for returners. Organizational support of this nature promotes work engagement [ 48 ], thus sustaining their professional practice.

While the existing literature commonly highlights the enablers necessary for nurses to return to work and continue their professional roles, previous studies have overlooked the motivating factors that drive them to work. Merely creating a sustainable environment for their return is insufficient. Internal drivers are essential to maintain their motivation to work, especially during challenging times. The following three themes describe the motivators that encourage nurses to pursue their professional careers, thus enriching their professional life.

“Pride in reconnecting with and contributing to society” stimulates nurses’ work motivation and enriches their professional lives. Previous studies have demonstrated that returning to work helps them regain self-esteem through their contribution to society, increasing pride as valuable society members [ 35 , 36 ]. This study contributed new knowledge by highlighting how this sense of pride motivates returning nurses to pursue their professional careers. Nurses who had previously been inactive cited the desire to utilize their qualifications and contribute to the welfare of society as the main reason for returning to work [ 16 ]. They took pride in being nurses and were eager to apply their professional knowledge and skills, supported by their abundant clinical experience. This aligns with previous studies emphasizing their high levels of clinical and leadership skills [ 20 , 28 ] and the enthusiasm exhibited by returners [ 30 ]. While initially struggling to adjust, their experience enables them to quickly adapt [ 33 ]. Once they regain competence, they contribute to healthcare and society by providing competent nursing care, educating colleagues, and serving as successful examples for potential returners. These experiences may instill a career calling characterized by self-actualization, personal fulfillment, and passion for their work [ 49 ], which promote job satisfaction [ 50 ] and engagement [ 51 ]. Returning to work also allows them to establish their societal position and expand their network, which is limited when solely fulfilling household responsibilities. According to the Self-Determination Theory [ 52 ], relating to others by engaging in employment outside the home not only alleviates isolation but also enhances their motivation. Additionally, contributing to society as valued members of the healthcare profession enhances their self-esteem [ 36 ] and allows them to cultivate a professional identity. If their children or significant others take pride in the nursing profession, their identification with nursing becomes stronger. During the COVID-19 pandemic, nurses were portrayed as heroes combating the crisis, which enhanced their professional identity and the pride their families had in them. Professional identity is known to enhance individual motivation to remain in the profession [ 53 , 54 ]. Therefore, reconnecting with and making contributions to society enrich nurses’ professional lives.

“Cultivating confidence through incremental professional development and future envisioning” represents another motivator that enriches the professional lives of returners. Previous studies have shown the struggles and challenges that returning nurses faced in their journey towards reintegration, and in reaffirming their identity as nursing professionals [ 28 , 31 , 35 ]. When restarting their careers, returning nurses often experience anxiety due to changes within healthcare institutions, such as the introduction of new medical equipment and technology, shifts in insurance policies, increased demands for high-level physical assessment skills, and the expanded scope of responsibilities they now carry [ 55 ]. Nevertheless, the participants in this study successfully overcame numerous challenges and navigated the journey of reintegration. This experience of triumph and the acquisition of new knowledge and skills enabled them to regain the confidence they had in their previous career. Reflecting on their hard work and learning trajectory also instilled a sense of professional growth. Possessing confidence and a sense of self-worth has enhanced their self-efficacy, which, in turn, has promoted affective organizational commitment [ 56 ] and work engagement [ 57 ]. Furthermore, a successful reintegration fulfills their need for competence, thereby bolstering their motivation [ 52 ]. In addition. their learning achievements foster expectations for their future career goals. Having a clear goal enhances their professional development and further enriches their professional life. This study contributes new insights by demonstrating that perceiving their own professional development and embracing future goals motivates them to continue their work.

The final theme, “Enrichment of my own and family’s life,” highlights the reciprocity between personal and professional aspects for returners. Returning to work enables a balanced lifestyle, which improves mental and physical health and reduces strain and fatigue for double-duty caregivers. Employment also provides financial stability and enriches personal life, aligning with the previous findings [ 35 ]. Financial incentives are often cited as reasons for nurses to consider returning [ 23 , 33 ]. While extrinsic, these incentives improve individuals’ quality of life, enriching their minds and energizing their work. Furthermore, work positively influences family dynamics, countering feelings of guilt at leaving children, often portrayed as a negative consequence of returning to work [ 31 ]. The participants in this study recognized the benefits, such as positive effects on their children’s healthy development, and how it led to an improved relationship with their children. Another study also observes a positive reciprocal relationship between work and family [ 35 ]. The theory of work-family enrichment asserts that " experiences in one role improve the quality of life in the other role” [ 58 ]. Work enriches personal life, while fulfillment in personal life motivates job continuation. Positive family experiences also enhance work performance [ 59 ]. Enrichment of personal life forms the foundation for individual professional life, and vice versa. This study reveals a new insight: returning to work can yield positive outcomes for nurses’ own lives and those of their families, particularly concerning child development.

Implications for nursing management

The findings of this study suggest that in order to retain returners in the current nursing force, it is imperative to maximize both the enablers and motivators that contribute to the sustainability and enrichment of their personal and professional lives. In order to maximize the enablers, the establishment of a family-friendly environment is crucial. Nurse managers should strive to comprehend the personal and professional lifestyles that returners desire and should provide support accordingly. Furthermore, the formation of a mutual support group among returners can facilitate the exchange of experiences and encouragement, as well as make it possible to accommodate shift changes when family-related issues arise. The provision of adequate training is also of paramount importance. Unlike new graduate nurses, returning nurses possess diverse nursing skills and experience, necessitating a comprehensive evaluation by managers and colleagues to determine their competencies, while simultaneously providing them with the necessary knowledge and skills required for current clinical practice.

To enhance motivators, nursing managers should actively encourage returners to revive their professional pride and sense of fulfillment as nurses. One effective approach involves providing positive and constructive feedback on their contributions to the well-being of patients, thereby bolstering their pride. Additionally, managers need to assist returners in regaining their confidence and should support their progress toward achieving personal goals. Encouraging self-reflection on their clinical experiences can serve as a powerful means to help them realize the extent of their growth and subsequently enhance their confidence [ 31 ]. Assisting them in setting future professional goals represents another important strategy. Finally, managers should help returners recognize the positive changes that have occurred in their family dynamics as a result of their return to work. Engaging in discussions about personal life with managers or other returners may prove beneficial in this regard.

Limitations

Efforts were made to enhance the transferability of the findings, by recruiting a heterogeneous sample of returning nurses, considering factors such as the duration of their career breaks, the length of clinical experience after returning, their employment status, and their area of practice. However, it cannot be assured that our sample is truly representative of Japanese returning nurses due to the relatively limited number of participants in this study. To enhance the transferability of the results, future studies should aim to replicate this research by encompassing diverse characteristics of returning nurses from various geographical locations. This approach would facilitate the aggregation of findings and the formulation of more robust programs designed to promote the retention of re-entering nurses.

The nursing shortage is a persistent issue that is anticipated to worsen in the foreseeable future. The available solutions to alleviate this problem are limited, and a cost-effective approach involves incentivizing inactive nurses to rejoin the nursing workforce [ 60 ]. Returning nurses constitute a valuable asset for hospitals, as they possess a renewed professional commitment and can quickly regain nursing competence. Furthermore, their diverse experience in various clinical areas and organizations has the potential to introduce innovative clinical and managerial solutions within the current healthcare setting, thereby enhancing clinical outcomes and improving patient satisfaction. Therefore, it is imperative to implement multi-dimensional approaches aimed at retaining and harnessing the potential of these valuable human resources.

Data availability

The data are not publicly available because they contain information that could compromise the privacy of the research participants.

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Acknowledgements

The authors would like to thank the participants for participating in the study and for sharing their experiences.

This work was supported by JSPS KAKENHI Grant Number 22K10697.　The funder had no role in the conceptualization, design, data collection, analysis, decision to publish, or preparation of the manuscript.

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KY designed this study under the supervision of MT. KY performed the data collection and the initial data analysis. KY, KN, YN and MT contributed to the data analysis. KY, KN and MT wrote the manuscript. All co-authors reviewed the manuscript and approved the final manuscript for publication.

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This study was approved by the Review Board of Yasuda Women’s University (approval number: 210007). This study was conducted in accordance with the Declaration of Helsinki. The participants were fully informed about the study’s purpose, methods, potential risks, and benefits of participation as well as their right to decline participation or withdraw from the study. Written informed consent was obtained from each participant before the data collection. The collected data were securely stored in a locked cabinet, and pseudonyms were used throughout the paper to maintain the participants’ anonymity and protect their privacy.

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Yamamoto, K., Nasu, K., Nakayoshi, Y. et al. Sustaining the nursing workforce - exploring enabling and motivating factors for the retention of returning nurses: a qualitative descriptive design. BMC Nurs 23 , 248 (2024). https://doi.org/10.1186/s12912-024-01900-5

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Received : 16 October 2023

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DOI : https://doi.org/10.1186/s12912-024-01900-5

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