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Personal Development Planning And Progress Files

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Personal Development Planning And Progress Files Powered By Docstoc
					Responding to Student Needs in
Tourism (international travel/
hospitality/conference & venue
management): Personal Development
Planning and Progress Files
Overview
 PDP Definitions &   TTH Process for
 Foundations         04/5
 PDP & CBS:          Minimum
 Implementation &    Outcomes for each
 General Process     Level of study
 Chosen Approach     Paper-chase and
 for Tourism         Electronic
 Students at GCU     Resources
PDP: Definitions….
 “..a structured and supported process undertaken
 by the individual to reflect upon their own learning
 and performance, and/or achievement, and to plan
 for their personal education and career
 development.”
    QAA Policy statement on a Progress File for HE May 2000


 “PDP assists students to develop as independent
 and confident learners, not only during their time
 at GCU but throughout their future careers. It
 allows more effective monitoring of progress while
 undertaking degree studies.”
     ADQ-CBS 2003
PDP is an on-going, cumulative
process undertaken throughout
each level of the programme of
study…
                        Personal
Key elements could include:
information and statement;
Record of achievement;
Progress file and action plan;
Career development record;
Portfolio of evidence (kept by student)
Academic transcript (kept by us)
Benefits of PDP to Students
 Improving development of personal &
 social skills (increasing self-awareness of
 ability, aptitude and character);
 Learning discipline and effective time
 management;
 Developing self-confidence;
 Clarifying career progression decisions and
 objectives;
 Becoming a more reflective practitioner.
Benefits of PDP to Education
Provider
  Facilitates more effective monitoring of
  student progress;
  Stimulates greater coherence between
  support and guidance systems;
  Has a positive effect on student retention;
  May impact on progression rates;
  May increase student motivation and
  confidence.
PDP Planning Paper ADQ-CBS (2003)
PDP Process: Origins
  QAA initiative (2001)
“The PDP element of the policy objectives should be
  operational across the whole HE system and for
  all HE awards by 2005/6”
                   Progress Files in HE Guidelines

  GCU Institutional Audit in 2004/5
“PDP is the vehicle by which the University ensures
  that a student has opportunity to develop reflection
  and planning skills as well as attributes and skills
  that employers expect our students to possess.”
               LTAS 2003-06 (Senate 12 Dec 2003)
PDP & TTH: Foundations
 Engagement with GCU/CBS
 Information/formation of proposal events
 Debate at Section and Programme Board
 Level – Emergent Consensus re Preferred
 Approach
 Paper of Intent Submitted to CBS –
 Outlining Implementation Plan (included
 timescale, resource implications, definitions
 of documentation for process, philosophy
 of approach and minimum outcomes per
 level of study)
Progress Ongoing…….

 Secured new “PDP” Tutor to Facilitate
 Progress Through Levels of Study;””
 “Folio” Training Imminent;
 CBS PDP Student Guide made
 Available Complete with Standard
 Documentation/ Required Dovetailing
 with TTH Agreed Approach;
 PDP Strategy Document for TTH.
PDP: KEY TTH STAFF MEMBERS
FOR LEVEL 1 IMPLEMENTATION
 Level One Personal Tutors in place
 for each of four pathways (training
 completed at school level);
 PDP Tutor at local level to take
 process forward;
 Level One PS Core Module: Tourism
 Systems and Environments Seminar
 Tutors involved at chalk face.
Embedded Approach & TTH
Programmes
Embedded Approach allowed us to:
 Rationalise Resources (stand-alone
 process min 90 hrs for L1);
 Build on existing good practice (old DOE
 module assessment and IEL);
 Focus on Progression/Retention Issues
 emerging in vocational areas- return to
 personal tutorage.
 Contextualise the standard CBS PDP
 approach for the benefits of TTH students
The Modules Which Embed the
PDP Process for TTH
 Level One            Tourism System and Environments
 *(Core TTH Level One Module, accessed by ALL Level One
 entrants to the Suite. Contains Portfolio development and
 reflective learning)
 Level Two           Industrial Experience and Learning (IEL)
 (Core TTH Level Two Module, accessed by ALL Level Two
 students (including Direct Entrants). Covers most of the PDP
 outcomes in one area)
 Level Three         Programme Specific Core – International
 Travel Development, Conference, Venue and Festival
 Management, Hospitality Business Analysis and Tourism
 and the Public Sector (allows students to concentrate on
 employability/graduateness at this stage within the context of
 their chosen fields)
 Level Four         International Analysis and Competitiveness
 in TTH (Core TTH Level Four Module, accessed by ALL
 Level Four students in the Suite.
Process for Session 04/5
 Induction: Introduction to Process (programme
 and modular);
 Sem A: Mid-Semester meeting with Personal
 Tutor;
 Sem A Wk 7: PDP Seminar (includes accessing
 digital templates);
 Sem A Wk 12: Timetabled Tutorial- signing of
 sheets/sharing of experiences/ l/f to next MSMtg
 End of Sem A once results are known: Meeting
 with Prog. Leader or PDP Tutor;
 End of Sem B prior to formal Assessment Period
 with Personal Tutor
Minimum Outcomes By Level
 Level One      By the end of Level One, TTH students will
 have:-
 Initiated development of their individual progress files and
 attended three milestone meetings with their designated Tutor;
 Undertaken the University ICT Skills Certificate and other ELS
 sessions as required by the Programme Leader;
 Engaged in contextualised laboratory based learning as part of
 their L1 TTH Core Module;
 Produced a Personal Development Portfolio as part of the
 assessment for the L1 TTH Core Module (entails self reflection
 exercise with CV development, L1 evaluation- including
 evaluation of core CBS modules and future aspiration analysis
 (careers));
 Been introduced to their chosen industrial sector in terms of
 fundamental knowledge and skills;
 Engaged in a wide range of learning contexts (lectures,
 seminars, tutorials, laboratories and practicals with experience
 of group and individual presentations)
 Accessed the library, My Caledonian, BlackBoard, PDP Digital
 Template.
Level Two       By the end of
Level Two, TTH students will have:-

 Acquired and begun to apply sector specific knowledge to
 operations and academic concepts;
 A deeper appreciation of their chosen sector through
 reflective and vocational learning;
 Undergone a meaningful period of industrial placement;
 Refined Personal Transferable Skills (technical, social and
 behavioural);
 Consolidated prior learning;
 Established a context for future learning (application and
 integration);
 Accepted responsibility for his/her individual learning;
 Maintained and further developed reflective, informal and
 incidental learning as evidenced by the Progress File;
 Achieved Key Aims of CBS Core Modules.
Level Three By the end of Level
Three, TTH students will have:-

 Applied knowledge gained in generic management modules as
 per specified aims to the development of a deep appreciation
 of management within their chosen sectoral context;
 Engaged in deep and independent learning;
 Maintained and further developed their personal Progress
 Files with specific consideration given to career and graduate
 development;
 Further developed their own CV and provided a strategy for
 employment within their chosen TTH Sector;
 Identified personal strengths and weaknesses which can be
 highlighted/remedied via the PDP process prior to graduation;
 Gained skills in advanced literature searching, collection and
 analysis of complex data;
 Developed management skills in planning, time management
 and implementation;
Level Four By the end of Level
Four, TTH students will have:-

 Developed a research based, extra-disciplinary
 approach to chosen areas of contemporary TTH
 and academic environments (core CBS module
 aims);
 Further developed deep and independent learning
 skills;
 Identified key contemporary and future issues
 relevant to the development of TTH management
 in the context of a globally expanding and fast-
 changing industry;
 Become reflective practitioners with increased
 focus of career and personal development
 opportunities.
Paper Chase and Electronic
Resources
Key Outputs Level One: “Scooped” from the PSC
  Module
  Personal Information & Statement (skills
  acquisition, critical refection/developmental
  analysis Sem’s A & B – all modules, but related to
  applied career/study aspirations) – culminates in
  production of a CV;
  Evaluation of employment opportunities in chosen
  sector (TTHC&V)
  Other checklists tailored for TTH from CBS
  Student Guide – students provided with PDP
  folder with inserts and training provided in
  accessing modified templates etc. Key staff
  trained in folio, students access TTH templates on
  Blackboard to ensure complete PDP coverage.

				
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