The priority is too broad.
"Improving leadership" or "communicating better" needs to be translated into a specific situation and behaviour.
DEVELOPMENT PLANS
A clear goal.
A practical way forward.
Actions, support and follow-up
to build skills in everyday work.
Turn development priorities into commitments
with clear owners, dates and review criteria.
Shared priorities
Actions and support
Review of progress
THE STARTING POINT.
The intention is there.
What does the path look like?
An evaluation, a conversation, or a new responsibility can indicate a need for development. The next challenge is to decide how to address it on a daily basis.
We help turn that intention into a shared plan: what to practice, with what support, and how to review what has been learned.
Action is not being taken.
Daily tasks continue, but it is necessary to agree on time, resources, or opportunities for practice.
The plan loses momentum.
Without designated individuals or review periods, it is difficult to determine what has been implemented and what needs to be changed.
DEVELOPMENT WITH A CLEAR DIRECTION.
Choose what to develop.
Create opportunities to practise.
A useful plan connects a person's priorities with the work situation and the support that can make practice possible.
A MEANINGFUL PRIORITY.
Clearly define what you want to achieve.
Start with the need, the role, and the available information. Agree on a specific area of development that the person understands and has a recognizable application.
What to develop, for what purpose, and in what situations.
CONDITIONS FOR ACTION.
Define how to put it into practice.
Review opportunities, time, and resources. The plan outlines the person's actions and the support they need from their supervisor and those who accompany them.
What to practice, with whom, and with what support.
The plan is built with the people involved.
Professional interpretation guides priorities. The conversation allows for their comparison, adjustment of scope, and conversion into achievable commitments.
Does an evaluation directly translate into a plan?
The conclusions of an evaluation serve as a starting point. Before proposing actions, we review their relationship to the role, the professional context, strengths, and application opportunities.
A recommendation requires conversation and context to become a commitment. The plan can also be based on an agreed-upon need, without requiring a new evaluation.
WHAT MAKES A PLAN CONCRETE?
From a goal to a commitment.
Everyone has a part to play.
We organise the information so that the individual and those accompanying them know what to do and how to proceed to the next step.
- A specific goal
- What skill or method of action is desired, and for what work situation.
- Practical actions
- What will be done differently, where will it be tested, and what real opportunity exists to apply it.
- Support and resources
- What time, guidance, mentorship, or training can facilitate learning.
- Clear responsibilities
- What the person assumes, what their supervisor contributes, and who supports or facilitates.
- Dates and reviews
- When each action is initiated, what milestones it has, and when it is revisited.
- Signs of progress
- What situations, evidence, and conversations will allow us to assess what has been learned and adjust the plan.
The content is tailored to each case. The number of goals, actions, and reviews depends on the scope and actual opportunities for implementation.
WHAT YOU RECEIVE
A priority that matters.
A plan you can follow.
Explore how a need for development turns into actions and review. The three deliverables show the same fictional situation.
ESFERICALDEVELOPMENT PLANS
FICTIONAL EXAMPLE · LEARNING TO DELEGATE
Clearly assign a task.
Starting situation
A person who is starting to coordinate a team wants to better manage the tasks they delegate.
Agreed focus
Explain the expected outcome, the decision-making leeway, and the review point before starting.
A strength to leverage
Understand the task and be able to provide concrete examples of what needs to be achieved.
A priority linked to a specific situationFictional case. The priority is agreed upon with the individual and their supervisor; it is not automatically deduced from an assessment.
Agreeing on what deserves immediate attention.
An initial assessment connects the need for development with the individual's work, skills, and context. This allows for the selection of a specific focus and explanation of the purpose of the work.
- A clearly stated development goal.
- Starting point, strengths, and relevant situations.
- Criteria for recognising progress in the actual work.
A shared direction before committing time and resources.
Let's talk about your projectFictional example to explain the service. The format of the plan, the recipients, the sessions, and the support are specified in the proposal.
HOW WE WORK.
Prepare the next step.
Keep the work moving.
An individual path.
Support along the way.
The person actively participates in their own development. The plan connects their practice with the opportunities, resources, and conversations they need to progress.
Understanding the starting point.
We review the need, the role, and the available information. We listen to the person and agree on who should participate in defining the plan.
Choose the focus of development.
We concretize what we want to achieve and why it is important now. We prioritise a manageable scope and define how to recognise progress.
Design actions and support.
We link each objective with specific practices, resources, and support. We identify responsible parties, deadlines, and opportunities for implementation in the workplace.
Agree on the implementation plan.
We compare the plan with the individuals involved and review the timeline, responsibilities, and dependencies. The execution and sessions are organised according to the agreed scope.
Prepare for the review and adjustments.
We define what to review and how to gather learnings. The conversations allow us to decide the next step; the subsequent support is concreted in the proposal.
FROM INTENTION TO PRACTICE – ILLUSTRATIVE EXAMPLE
“I want to delegate better.”
Start with one task.
A person who is starting to coordinate a team wants to give clearer instructions. This plan turns that intention into a practice that can be prepared, applied, and reviewed.
Preparing the task
Choose an appropriate task and define the desired outcome, the decision-making scope, and the support available.
Practice the conversation
Explain the task, check for understanding, and agree on when to review or ask for help.
Review what has been learned
Reflect on the experience with concrete examples and decide what to keep or adjust for the next time.
Fictional example, without client data or results. Illustrates a development process; its suitability and conditions are agreed upon for each individual.
WHEN IT PROVIDES VALUE
A specific need.
A practical way forward.
Take on new responsibilities.
When the work changes or an individual needs to prepare for a specific challenge related to their role.
A journey based on real-life situations and available support.
To continue an evaluation.
When feedback or talent analysis has identified priorities and these need to be put into practice.
Actions that are aligned with the conclusions, agreed upon with the individual.
To maintain ongoing learning.
When there is already an intention to improve, but it is difficult to find time, practice, and review what has been learned.
Commitments and follow-up moments that maintain focus.
SHARED RESPONSIBILITIES
Development is personal.
Support is agreed together.
The individual needs to be involved and have opportunities to practice. Their responsible person and those who support them have a specific contribution to make.
We define these responsibilities from the outset and agree on what information will be shared. This ensures that each party is aware of their commitment and limitations.
Address any questions or concerns that arise during the process.The person
Actively participate in the goals, complete the agreed-upon tasks, and provide their experience to review what they are learning and what they need.
The responsible party and the organisation
They provide opportunities, resources, and time. They offer feedback and help to resolve obstacles that depend on the work context.
Professional support
They help to concretize the plan and prepare for its review. Mentoring, sessions, and training are organised according to the agreed-upon terms.
CONNECT THE EVALUATION WITH ACTION
Different starting points.
A plan with direction.
Findings from other services can help you set priorities. We agree which information will be useful and what support your plan needs. You can choose those services individually.
BEFORE WE BEGIN
Questions
you may have.
Objectives, participation, support, and monitoring.
What is a professional development plan?
It is a work agreement that connects development goals with actions, support, responsibilities, dates, and follow-up. It stems from a specific need and defines opportunities for practice and review. Its content is tailored to the role, the individual, and the organisation's context.
What is the difference between a plan and a training course?
A training course provides content and learning experiences. The plan defines the purpose for which it is needed, how it will be applied, and how progress will be monitored. It can include training, but also on-the-job training, mentoring, feedback, and other actions. Specific courses and sessions are included when agreed upon in the proposal.
Do we need a preliminary assessment of Esferical?
This is not a general requirement. We can start from a mutually agreed-upon need, a performance review, or existing information, verifying its relevance and currency. If further assessment is needed, it will be explained and its scope will be agreed upon. Job Analysis, Feedback360+ and Talent Optimisation can provide useful references.
Can we work with one person or multiple people?
The project can be organised for an individual or a group of participants. Each plan should maintain its objectives, circumstances, and commitments. In projects involving multiple people, it should specify how to coordinate the process and what information each participant receives, without assuming that everyone needs the same actions.
Who defines the plan, and who is responsible?
We draw up the plan with the individual and the people who will support them. Together we agree who will practise a skill, create an opportunity, provide resources, offer support or review progress. Esferical helps structure and review the plan. Your organisation agrees the commitments.
Does it include mentoring, coaching, or follow-up sessions?
The design identifies the appropriate support. Mentoring, coaching, training, and follow-up sessions are incorporated when they are contracted, defining participants, format, frequency, and responsibilities. The proposal distinguishes the creation of the plan from the support needed to implement it.
How is progress measured?
Using criteria related to the objective: what has been applied, in what situations, what evidence exists, and what perspectives are worth exploring. Completing an activity does not automatically demonstrate that a skill has improved. The review helps to understand what has been learned and to adjust the next action.
What happens if the job or an action cannot be carried out?
The cause is investigated and the plan is adapted: it may be necessary to change the action, the support, the date, or the priority. A change in role or conditions can modify what makes sense to develop. Review agreements allow these adjustments to be documented and to maintain a realistic scope.
Who receives the plan and the follow-up information?
Before we start, we agree what the individual, their manager, HR and the professionals supporting them each need to know. We explain how earlier assessments will be used and what feedback from the sessions will be shared. Taking part does not give someone access to all the information.
How do we get started, and how long does it take?
We start by identifying the need and the people to be supported. The proposal defines objectives, scope, deliverables, sessions, responsibilities, a timeline, and investment. The duration depends on the specific needs and opportunities; no promotion, job change, or guaranteed results are promised.
LET'S TALK ABOUT DEVELOPMENT.
What is the next step
for your team?
Tell us what you want to develop and who needs support.
We’ll agree a plan with you and specify how to put it into practice.
Development objectivesActions and supportReview and monitoring
Request a proposal We agree the scope, who will take part, what you will receive, the sessions, responsibilities, schedule and cost.