Co-written with an audit senior and kept in her words, this GM585 Unit 5 development plan moves through Boyatzis's ideal self, real self, learning agenda, practice and supporting relationships. Searches like "gm 585 unit 5 assignment example", "gm585 unit 5 sample" and "gm585 unit 5 example" land here.
What a finished GM585 Unit 5 development plan looks like
Six pages: a short account of how the plan was built, the plan itself as a table, and commentary. The account records two working sessions and what each produced, and marks which sentences are the senior's and which the manager's. The ideal-self section quotes her three-year picture: running a mid-sized engagement, training staff who stay, leaving most evenings by seven. The real-self section sets strengths beside gaps, using review notes, a staff survey result and her own list. The table then holds three goals, each with the practice planned, the sign of progress, who would notice it, and a date. A resonant-relationships row names a senior manager outside her reporting line. Commentary closes on what the manager cannot promise, promotion above all.
How a GM585 Unit 5 example is structured
Boyatzis's five discoveries give the plan its order, and the order matters: the ideal self comes before the gap analysis so that goals serve what the senior wants rather than what the review form lists. Authorship is tracked throughout. The senior's words appear in quotation marks; the manager's suggestions are marked as such, and one was declined by the senior and stays declined in the final version. Each goal pairs a practice with an observable sign: returning review notes instead of rewriting, visible as the share of workpapers sent back with notes; delegating planning memos, visible when staff draft them; leaving by seven, visible in the time system. The commentary returns to the manager's position, stating what the manager supplies, assignments and time, and what the manager cannot supply honestly, a promised promotion or confidentiality about progress.
Two sessions, two drafts
The first session produced the ideal self and a rough list of gaps; the second turned both into goals. The account notes which suggestions came from the manager and the one the senior turned down.
Her three-year picture
Running a mid-sized engagement, training staff who want to stay, leaving most evenings by seven. The picture is quoted, not paraphrased, because each of the plan's goals is tested against it.
Strengths and gaps from three sources
Review notes, a staff survey item on feedback, and her own list. Technical accuracy stands out as a strength; delegation and protecting her time are the gaps, both visible in more than one source.
Goals with a sign someone else could see
Workpapers returned with notes rather than rewritten, planning memos drafted by staff, and evenings out by seven, each with a date and the person or record that would show it.
What the manager cannot promise
Assignments, time and introductions are the manager's to give. A promotion date is not, and neither is keeping progress out of the annual review, and the plan says both plainly.
Where marks go in GM585 Unit 5
Development plans in GM585 are graded on authorship and observability. A plan written by the manager about an employee, however well organized, misses the unit's premise, and graders often look for evidence that the person being developed shaped it. Goals such as improve delegation or grow as a leader lose marks because nobody, including the person, could tell whether they were met. Plans that promise outcomes a manager does not control, a promotion or a pay change, also cost ground. What scores is a plan built from the person's own aims, gaps drawn from more than one source, goals paired with practices and observable signs, and an honest statement of the manager's limits. Naming a supporter outside the reporting line generally earns credit, since it separates development from evaluation.
Get a GM585 Unit 5 example written to your instructions
Describe the person the plan is for, what they say they want, and the evidence you have about their strengths and gaps, whether the person is real or your section supplies a case. Enclose the Unit 5 prompt and rubric. Expect a first plan in 24-48h, free, with the person's voice kept distinct from the manager's throughout.
GM585 Unit 5 questions, answered
How can a plan show it was built with the person?
By recording authorship. Quoting the person's own statements of aims, noting which suggestions came from the manager, and keeping a suggestion the person declined as declined all show collaboration without claiming it. A short account of the conversations that produced the plan helps too. A plan in which every goal sounds like the manager's review form usually reads as written for the person.
What is intentional change theory?
Richard Boyatzis's account of how adults make sustained change: discovering an ideal self, seeing the real self honestly, building a learning agenda, experimenting and practicing, and relying on trusting relationships throughout. It suits development planning because it starts from what the person wants rather than from a deficit list, which tends to produce plans people actually follow.
Should the plan include a promotion goal?
It can name the aim, but it should not promise the outcome. A manager rarely controls promotion decisions alone, and a plan implying otherwise sets up disappointment and weakens trust. The stronger version states the capabilities a promotion would require, builds goals toward them, and says honestly who decides and when the decision is usually made.