Development Planning (PDP)
in the GEES Curricula
10:30-10:35 Welcome and
Dr Sharon Gedye, LTSN-GEES
Welcome - PDP Context
10:30 Welcome and Introductions Sharon Gedye, LTSN-GEES
10:35 Keynote and interactive session: Working with GEES students on
PDPs from businesses and professional organisations Pauline Kneale,
School of Geography, University of Leeds
1:15 Running PDP as a module Paul Jackson, Careers Service, University
1:45 Towards a student led PDP Dr Nigel Richardson, Natural,
Geographical and Applied Sciences, Edge Hill College of HE
2:15 Mark Feltham, Biological & Earth Science, Liverpool John Moores:
‘Tutorials, Key Skills and PDP: an integrated approach’.
2:45 Martin Pill, Environmental & Interdisciplinary Studies, University
of the West of England: From Paper Based to Web/Paper hybrid:
‘When to use technology and when not to’.
3.15 BSc Physical geography – using PDP to market the award Simon
Jones, School of Applied Sciences, University of Glamorgan
3:45-4:00 Plenary: Where next? Chair: Pauline Kneale
Working with GEES students on
PDPs from businesses and
Pauline E. Kneale,
School of Geography,
University of Leeds,
• High speed context PDP
• Some employability links
• Use some PDP teaching materials
– To raise awareness of PDP cases available
– Develop understanding of the learning outcomes
from this process
• Report on some research with
• To use materials that are already
• Available through Leeds web site
• Encourage people to add their
materials to the database.
• Explore opportunities for new
– where would they be useful?
– what topics should be pursued?
What is a Progress File? (QAA 2003)
Progress Files 'should consist of two elements: a
transcript recording student achievement which should
follow a common format devised by institutions
collectively through their representative bodies; a
means by which students can monitor, build and reflect
upon their personal development’. (recommendation of
the National Committee of Inquiry in Higher
While the term Progress File suggests that it is a
document charting the progress of an individual, the
overall concept contains:
• an individual’s personal records of learning and
achievements, progress reviews and plans that are used
to clarify personal goals and can provide a resource
from which material is selected to produce personal
statements (e.g. CVs etc) for employers, admissions
tutors and others;
• structured and supported processes to develop the
capacity of individuals to reflect upon their own
learning and achievement, and to plan for their own
personal educational and career development. The term
Personal Development Planning (PDP) is used to denote
• Progress Files help make the outcomes, or results, of
learning in higher education more explicit, identify the
achievements of learning, and support the concept that
learning is a lifetime activity.
• The PDP element of the policy objectives
should be operational across the whole HE
system and for all HE awards by 2005/2006
UG, TPG and research students
PDP Aims to raise academic standards
• Staff are ambivalent about value
• Some staff consider it is not their role to do
personal development activity
• Students are on average lukewarm
• They get really involved and then they do see their
own development (for example through a 10 credit
reflection and PDP module)
STUDENT COMMENTS on PDP
• Feedback ranges from scepticism to enthusiasm.
• Part-time and overseas students were particularly
enthusiastic, finding it helpful with time management
Student responses fall into three groups:
• Students using the document strategically:
– and to compare what I am now to what I was six
– I didn’t really think it was much use at first, but
after 18 months I can see that the notes we made at
the end of the first exams were useful’.
– I was surprised, it seemed to be a waste of time at
first, but I now realise what a help doing some
planning can be.
– Recording helped me realise what I have learnt this
Those who recognised the positive potential of the approach
• If I took time to read the Portfolio, I am sure I would find it
very valuable in aiming for the future.
• It is tedious but is useful to enable improvement through
• Maybe I would use it at the end of the year to reflect upon the
whole years work.
• I know I should be using it more, I am not good at this sort of
thing, so having to do it for my tutor would be useful.
Those who were dismissive of the recording process in
• I assess what I am doing myself, I don’t need a book to help
• I don’t need to write down experiences and achievements, I
think I can remember.
• It’s too early to plan ahead, I don’t know what I am doing
Students who are frustrated:
• I filled it in and my tutor was not interested.
• My first year tutor did lots on this with us, but the
one we have now said he thought it was a waste of
time so I haven’t looked at it since last summer
Some research results 2003-4
87 UG students, mixed interviews and written responses
Think it is a good idea but should be monitored by
I think it is a very good plan but it must be continually
assessed or it may not be useful
They should be used in an effective manner to get
feedback from all directions
It is a good idea but needs to be used properly.
Intrinsically motivating to know to have progressed
and new skills acquired but if just a file, rather than
interview as well, could easily be forgotten
Your PDP is private to you.
Do you want staff to write in it?
• Yes 80+%
It needs to be a dialogue, otherwise I cannot
I want the feedback, I probably won’t do
much about it but be better than not
knowing what a tutor thinks
When should it be done?
• I think time should be set aside for them so
it does not feel a hassle
• I think a lot of time has to be allowed for
effective PDPs to be created. I personally
don’t enjoy PDPs and feel it is an area I
need to concentrate on to gain its benefits
• Every 3 months (agreed view of group of 6)
• Each term is about right (majority)
Format and style
• PDP with open ended questions allows more
• I like tick boxes as well as general questions
• It should not be in the form of tick boxes as this
• Tick boxes are good
• Key aims and objectives are better than long lists
• I think it should be open and not constrained or
structured, this way people give their honest views
how they see it rather than accommodate a
Suggests a mix of styles and prompts would be useful
Motivating Student Personal
Linking student performance
development planning to
• Ongoing project
This project aims to improve students
understanding of the role and value of
planning and reflection
• Showing that reflection and planning are
serious work place activities
• Putting workplace practices in the student
• Giving academic staff easily accessible
materials to work with.
Web based resource
• Created for use by all HE tutors and students in all
• Designed to enhance the use of personal
development planning amongst HE students through
the use of current performance and review
documentation used by a range of companies.
• A broad range of companies and organisations have
collaborated in sharing their materials. This is on the
understanding that when their materials are used
with students the organisation concerned will be
• Student Activities
• Portfolio Pages
• Company Performance Development Plans
• Individual, small or large group activities
• These draw directly on the company materials.
• They follow a format of Tutor Notes and Student
Materials. They are self-contained and easily reproduced
from Word documents.
• The intention is that tutors cut and paste the Student
Materials to their own handouts.
• The Tutor Notes gives information on running the
• All activities are suitable for use in 1 hour or shorter
sessions usually with some preparation. Can be used in
tutorials or modules.
Creating Development Plans
1. What does a Development Plan look like? Comparing your
current practice with company procedures at Woolworths or
2. Personal Development: Reviewing a year, the CRAC
Activities to promote reflective writing for PDP
1. Self-regulated learning - how do you complete academic
activities? Reflecting on personal experience with Avenade
2. How do I learn? Reflecting on personal experience with
Activities related to goal setting
• Goal setting for a project, module, placement or
semester using BAE Systems planners
• Reviewing performance against goals using
• Incidents and achievements, preparation for interviews
with Bradford Metropolitan District Council
• Assessing personal competencies with BNFL, preparing
Planning for the longer term
• Setting longer-term goals using BAE Systems planner
• Valuing your degree skills, preparing for interviews with
Career Development Activities
• Planning for the Future using Somerfield’s template
• How will you be managed? Research and reflection
based on Avenade / Bradford Metropolitan District
Council’s / Environment Agency’s approach
• Adapt them for your own uses
• Examples of pages that could be used in departmental or
institutional Personal Planning Portfolios which
incorporate the company materials.
• They are a template for tutors adapting their own
• Adapt them for your own uses
• Original documentation from the companies who have
collaborated in the project.
• These Personal Development materials are reproduced
directly and presented in html and Word formats for easy
downloading and use.
• Adapt them for your own uses
Links to other web sites that are concerned with Personal
Development Planning materials for HE students.
•Centre for Recording Achievement This the main site to visit. It has a links
section that indexes agencies, projects, publications and institutional web sites
with PDP or progress file information.
•National Record of Achievement (NRA) web site hosted by DfES
•Personal development planning in Higher education (Scotland)
•QAA Progress Files for Higher Education
Reviewing performance against goals
using Woolworth’s criteria
• This is suitable for use with level 2 and 3 students who have
established goals or targets in their PDP activities in previous
• We suggest they are asked to prepare their grid in advance of a
meeting, 1:1 or in a group and be ready to discuss progress
and future goal setting. This might follow on from the ‘Goal
setting for a project, module, placement or semester using
BAE Systems planners’ activity.
• You may wish to copy this section of the Woolworths
materials into the student’s PDP or Portfolio.
• Items in the Student materials in italics need tailoring to the
• Taking stock of personal progress is a standard element of performance
review. Most of the professional materials for review that can be found
• pdpindex.html have a report section. The one below is reproduced from
the Woolworths materials.
• Woolworths Group plc is one of the UK’s leading retailers focused on
the home, family and entertainment. There are 808 stores and the group
includes EUK, VCI, MVC and Streets Online.
• Using this grid review 5 of the goals of targets you set your self in your
PDP review at the end of last year / semester. How are you
progressing? What action points arise for the next …. months?
• To do this well plan time to mentally review your activities, make notes
and cogitate on opportunities you took advantage of and also think
about what you might have done. Remember that most people do not
succeed spectacularly in all areas. For most people objectives are part
of the journey , and in writing recognise where things will change. The
object here is to become more confident in your ability to articulate
your successes, to be objective about them and in a stronger position
when writing reflectively.
Review against last years objectives
OBJECTIVE: Record all objectives agreed RESULTS: Was METHOD: How was the result
– MAXIMUM of 3 bonusable. Objective objective achieved? achieved? – highlight approach,
must include time frame for achievement and behaviours and incorporation of Core
measurable target Values in achieving the objective
Overall Rating for Objectives Shortfall On Target Exceeded
This is for discussion / submission on ……………………..
This task should be completed by … and included in your PDP
What does a Development Plan look like?
Comparing your current practice with
company procedures at Woolworths or
• Students are asked to read the material given to Woolworths or HBOS
employees and reflect on its implications for their own planning. You may
wish to pre-select the company.
• Either make multiple copies of the plan or direct students to the
click on the HBOS or Woolworths Development Plan link.
• Items in the Student materials in italics need tailoring to the specific task.
• Creating and managing your personal development planning is a normal
company procedure. Companies give guidance to employees through
briefings and documentation. An example is presented here for the
international Woolworths business and for HBOS.
• You are asked to review the procedures used by HBOS or Woolworths with
their employees and to reflect on the process with respect to your own current
activities. Take time to do this. Do not confuse factual descriptions of what
Woolworths does or what you do with reflections on your reading and
practice. Writing factually about what you do is not the aim. We suggest you
read the documentation and think about it for a couple of days before drafting
your response, then redraft a couple of days later when you have had time to
• Write a 500  word reflection on the Woolworths development
planning process emphasising what you have learned from your
consideration of the materials.
• The documentation can be found at
http://www.geog.leeds.ac.uk/courses/other/performance/pdpindex.html click on
HBOS or Woolworths Development Plan link
• This is for submission on ……
Organisations collaborating to date:
• Avanade ● BAE Systems
• BNFL ● Environment Agency
• Bradford Metropolitan District Council
• The Chartered Institution of Water and Environmental
• Kirklees Council ● HBOS plc
• Somerfield plc ● Woolworths
• Would you like to get involved with using these materials?
• We are intending to increase the site over the next two
• If you use the site and write materials we could add to the
site please share them.
• This is more interesting than the university booklet thing, you
can see the reason for doing it.
• I am not sure that I really want to take time on this just at
present. I know I should but for university study I can get
enough done without. I will do it at work when it means
• I was really surprised that a company like HBOS takes this
sort of time with staff. Planning for courses in the next two
years seems a long way off.
• I could being doing more on this, I find reflecting difficult so
it is good to see different ways to try.
• It was really interesting talking about our plans and working
out what you need to do to get ready for an interview. Having
the Avenade template made it seem more relevant.
Academic staff benefit where students become more
independent and self-confident learners.
Careers Advisers working with students from these
disciplines comment on the greater maturity of
these students expressing themselves at interview,
and the increasing level of self-confidence that
students who are familiar with the reflection skills
But staff engagement matters
• Edwards, G. 2002 Connecting PDP to employer and the
world of work [on-line]
• Moon, J 2002 PDP Working Paper 4, reflection in higher
education learning, LTSN Generic Centre, York, UK
• Kneale, P.E. 2002 Developing and Embedding Reflective
Portfolios in Geography, Journal of Geography in Higher
Education, 26, 1, 81-94
Useful Web Sites
Centre for Recording achievement
QAA National Qualifications Framework:
QCA Key Skills Specifications:
CVCP 2001 Guidelines for HE Progress Files
QAA 2003 Progress files for higher education
Activities and associated PDP materials are
available to download in Word from
Available to all, in exchange for acknowledging
the company and an email to Pauline Kneale.
1:15 Running PDP as a module Paul Jackson, Careers
Service, University of Leeds
1:45 Towards a student led PDP Dr Nigel Richardson,
Natural, Geographical and Applied Sciences, Edge Hill
College of HE
2:15 Mark Feltham, Biological & Earth Science, Liverpool
John Moores: ‘Tutorials, Key Skills and PDP: an
2:45 Martin Pill, Environmental & Interdisciplinary
Studies, University of the West of England: From
Paper Based to Web/Paper hybrid: ‘When to use
technology and when not to’.
3.15 BSc Physical geography – using PDP to market the
award Simon Jones, School of Applied Sciences,
University of Glamorgan
3:45-4:00 Plenary: Where next? Chair: Pauline Kneale