Embedding employability skills and attributes into the curriculum by sdfwerte


									Personal and Professional
  Development Planning

      Jennifer Graham
      Jenny Westwood

  Napier University, Edinburgh
        19 October2004
                     PPDP Module
                         (level two)

Where am I now? . Where do I want to be? .How do I get there?

        Underlying philosophy and links to

       Design, structure, delivery and
        assessment of the module

       The student voice
Underlying philosophy of PPDP module
Help students to:
  take responsibility for own learning


  develop & practice critical reflective skills

  practice action planning for future development
  engaging them in a series of semi-structured

  giving them a range of appropriate tools
Underlying philosophy of PDP



           Claims making

           CV building

 Peter Knight – Enhancement Themes 2004 Conference, Dundee
Student Employability Skills and Attributes
 Key skills                                            Personal qualities

 time management                                              self- motivation
 study skills                                                    self- reliance
 communication: written & oral                           adaptability/ flexibility
 application of number                                       personal values
 information/communication                               nous/ commonsense
                  technology                                          creativity
 working with others

                                                                                            Reflective skills

                                                                                               learning to learn
                                                                                     identification of own strengths and
                             Reflective skills                                                development needs
                                                                                      continuously improving one's own

                                                                                       NAPIER UNIVERSITY,
 Traditional intellectual skills                   Understanding of how
                                                     organisations work
 critical evaluation of evidence
 argue logically                               knowledge of working practices
 apply theory to practice                               professional behaviour
 model problems qualitatively &            recognition of organisational culture
 challenge taken-for-granted assumptions
PPDP Aim and learning outcomes (1)


 To introduce and develop the concept of reflective
   practice to inform personal and professional
PPDP Aim and learning outcomes (2)

  Learning outcomes enable the student to:
     identify key components required for reflective
      explore strategies for learning and the
       implications on personal and professional
     review a range of employability skills and
       attributes and identify their own current
     draw up an appropriate plan with objectives for
       future action
Modes of delivery
 Focus – self-directed study in 2 workbooks

 Taught route:
    1 hour workshop per week
    discussion, role plays, simulation exercises

 Flexible route:
    independent work
    three workshops (start, mid, end semester)
    weekly informal email bulletins support, pose
     questions and give advice

 Plans to use WebCT discussion groups this year
Structure of the module
 A. Reflective learning practice:
     - from academic studies and
       outwith the university- work related, sport, etc
    concept and theory of independent learning
    reflective practices and models
    keeping a reflective learning journal
 B. Developing skills and action planning:
    - uses a range of tools eg for problem solving,
      effective communication, teamwork & leadership
     identifying and writing „SMART‟ objectives
    action planning for continuous personal and professional
 Personal development portfolio - 40%
  10 prescribed portfolio activities
   - record current strengths and weaknesses
   - over of skills and attributes
   - critical reflection on learning experiences

Personal & professional development plan 60%
  12-15 „SMART‟ objectives
   in an action plan that is appropriate and realistic to
   their background, personal profile & future aspirations

  Additionally both elements require self-evaluation,
  critical reflection on experiences and the learning
Portfolio activity: Reflection on
learning experiences
  Introduces students to a range of suitable tools and
   techniques to help with reflective activities
 such as:
     Kolb‟s and Boud‟s reflective cycles
     Critical incident analysis
     John‟s model of structured reflection
     The reflective cycle, Atkins and Murphy
     Keeping a learning journal
     Self-evaluation

  The portfolio activities require them to select, use and
  analyse appropriate models on a range of their own
  different learning experiences
Portfolio activity example:
Working with others
 “Choose as an example one of the teams that you
  identified earlier and then, by responding to the
  issues and questions below for each level reflect on
  the extent to which your need has been met in that

 Secondly, try and identify an incident, a remark or an
 issue that has arisen in the group which would
 exemplify how these needs tend to surface.

 The encounter may or may not have involved you.”
Student quotes from assessments

  “This module has helped me understand the key
   areas of both my personal life and professional
   life which require development. I am now glad I
   chose this module because it has been worthwhile.
   I leave this module with a clear action plan on what
   I need to do to enhance my skills.”

  “By taking this module in PPDP I have learnt how
   important it is to be involved in my own learning
   and development. I have learnt that I need to
   reflect on what I am doing to be able to improve.”
Student quotes from assessments

 “I would recommend this module to
 anyone, it not only identifies your weak
 skills it also identifies weaknesses in your
 stronger skills. It has been a very difficult
 exercise for me because I am certainly not
 accustomed to analysing or reflecting upon
 myself or my skills need.”
Student quotes from assessments

 “Next year is my final year and I feel more
  confident and motivated in my studies since
  completing this module and have learnt a lot about
  myself and my learning style, through keeping the
  journal and I am going to start keeping one
  permanently so my reflective learning process can
  be enhanced.
  I now know the skills that graduate employers will
  be looking for and I must have them to get a good
  job – my action plan will help me to do this.”

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