Personal Development Planning - definition by rvq11830

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									  Personal Development Planning -
“A structured and supported process undertaken
  by an individual to reflect upon their own
  learning, performance and/or achievement and
  to plan for their personal, educational and career
• To encourage critically reflective practice
 Critically reflective practice/skills
                                     What to change. (Diagnosis
A. Analyse your current situation
                                     and goal-setting)

 B. Set some goals
                                     How to change it -
C. Plan how to achieve those goals   intermediate goals and
                                     actions defined + problem

D. Execute the plan                  Change it! (Actions)

E. Assess how far you have met       Did it change? (Evaluation)
those goals
               HE Progress file
• Dearing report - recommendation 20:
“We recommend that institutions of Higher Education,
  over the medium term develop a Progress file. The file
  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 (Personal
  Development Planning/Recording)”
   University Employability policy
• PDP is one of the University Commitments of
  its Employability policy:
• By 2004/05
“All undergraduate awards will be designed according to
  the Undergraduate Modular Framework, which
  includes personal development planning
• By 2005/6
“All students will have the opportunity to engage in a
  Personal Development Planning programme while at
  the University, as well as having access to tailored
  support and relevant opportunities”
   Main external deadline for PDP
• QAA national deadline for universities to
  introduce Progress files and PDP for all HE
  students - academic year 2005-06
    Academic perspectives on PDP
• job to do
• paperwork to complete
• demand from QAA
• demand from University centre
• distraction from my principle tasks - teaching and/or
• activity the students don’t want and will not willingly
  become engaged with
• Something academics have always done and are still
  doing so - not a new idea, but a current activity that
  occurs relatively informally - no
    Benefits - perceived by University
•   Enhance employability
•   improve retention
•   promote student recruitment
•   support widening participation
•   deepen learning experience
•   implement quality assurance reference points
•   providing cohesion within a modular structure
        Mechanisms for delivery
3 methods identified:
• 1. One-to-one support (personal tutor system)
• 2. Elements embedded in core modules
• 3. Web based tool (MyPortfolio) - for
  organising PDP and provide basis for a Progress
            University timetable
• initial (2003-4) University PDP pilots in Law,
  Social Work and Geography
• 2004-5 - Faculty pilots - in our Faculty - CDS,
  Engineering Scheme, Film Technology,
  Computing HND/Foundation degree,
  Computing MSc Scheme
  – try different approaches and establish a range of best
• Full implementation Sept 2005
• Student motivation
  – not directly assessed except where it forms an
    explicit element of a module
  – good students do it anyway
  – false/imitation process - not internalised
• staff workload
         University requirements
Students must be provided with opportunities to
  engage with PDP through
• introduction to concepts and ideas
• review and development of transferable and
  professional skills
• career planning and preparation
• “Learning to learn” and lifelong learning skills
• Critically reflective approach
                 PDP in CDS
• my drivers include:
• need to conform to QAA requirements
• need to conform to University policies
• desire to help students gain maximum benefit
  from their time with us - consistent with the
  resources that have been made available to staff
  (time, equipment, staff:student ratios, etc)
• minimise additional staff workload - University
  makes policy commitments that are
  implemented by staff without any costing of the
  additional activity i.e. Staff pick up the bill for
  the University.
                 PDP in CDS
• Level H - principal location - project modules -
  project supervisor
• Industrial placement - student activity in
  placement and work preparing for and on
  placement report - placement visiting tutor
• Level I - principal location - core Professional
  and Enterprise Development module which
  addresses as part of its curriculum - personal
  professional development and career planning,
• Level C - no obvious principal location - no
  room for a study skills module, etc
                   CDS pilot
• relatively light touch approach - principal points:
• introduction to PDP concepts - at induction (and
  reminder in semester 2)
• module selection process for level I modules -
  opportunity to review where they are, what they
  enjoy/good at, etc., reflect on choice of award as
  well as choice of modules to fit into their longer
  term goals
• end of year reflection on experience and learning
  over year, their choice of award and an
  opportunity to modify their plans accordingly
                   Modules affected
• the end of year reflection has been located in the
  Computing Technologies option modules for CDS -
  this is because these modules are explicitly intended
  to expose students to a variety of different flavours
  of computing and provide a point of insight into the
  different focused awards - thus modules affected
  –   Computer Systems & System Software
  –   Introduction to Networking with LANs and WANs
  –   Introduction to Computer Games and Graphical Systems
  –   Introduction to AI
  –   Web Design and Development
  –   Interactive Media Technology
  –   Introductory Business Concepts
  –   Applied Quantitative Methods (Stafford site)
  –   Aspects of Software Engineering
               Your involvement
• the idea is that each student will get a 10/15
  minute slot during which time they will see a
  tutor on an individual basis to facilitate the
  students review of the year
• the student will be given a form to fill in prior to
  the one-to-one session - ideally the student should
  submit it to you prior to the session so you can
  review it before the session
• you are principally at the session to ask questions
  and offer general academic advice as necessary
  (or refer on if you cannot offer appropriate
  advice) given the content of the form
• to minimise additional workload on staff - the
  decision was that the one-to-one sessions may
  take place during the last 2 hours of
  tutorial/practical sessions on the above modules
  - so last week where you have 2 hours of
  tutorial/practicals per week or last 2 weeks
  where it is 1 hour
• this was to minimise additional workload on
  staff - you are timetabled for that time anyway
• of course this does impact on the time available
  for learning activities for the module
• however, it was also recognised that many
  students absent themselves from the last 2
  tutorial/practical sessions - unless some
  assessment activity is going on - so it is hoped
  that the impact on learning will be minimal
• you can still set them work to do outside of the
  class of course
• where it is imperative that students undertake
  some activity during the last 2 sessions e.g.
  Class test taken during those tutorials or demos
  during those practicals, then of course you can
  still do that, but it means that as a teaching team
  you will have to find some time outside of the
  teaching sessions to do the PDP activity - it is a
  decision of the teaching team
• Of course some students on your modules will
  not be CDS students and some students will
  have their PDP session as part of another
  module - we will tell you which students you
  will need to see
• If only a small number of students on your
  module are from CDS then you may wish to see
  them separately and still hold the last 2 hours of

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