Embedding Personal Development Planning PDP in the GEES Curricula

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Embedding Personal Development Planning (PDP) in
the GEES Curricula
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1030-1035 Welcome and Introductions Dr
Sharon Gedye, LTSN-GEES Welcome - PDP Context
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Programme

• 1030 Welcome and Introductions Sharon Gedye,
  LTSN-GEES
• 1035 Keynote and interactive session Working
  with GEES students on PDPs from businesses and
  professional organisations Pauline Kneale,
  School of Geography, University of Leeds
• 1230-115 Lunch
• 115 Running PDP as a module Paul Jackson,
  Careers Service, University of Leeds
• 145 Towards a student led PDP Dr Nigel
  Richardson, Natural, Geographical and Applied
  Sciences, Edge Hill College of HE
• 215 Mark Feltham, Biological Earth Science,
  Liverpool John Moores Tutorials, Key Skills and
  PDP an integrated approach.
• 245 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
• 345-400 Plenary Where next? Chair
  Pauline Kneale

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• Working with GEES students on PDPs from
  businesses and professional organisations
• Pauline E. Kneale, School of Geography,
  University of Leeds, pauline_at_geog.leeds.ac.uk

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Mini Plan

• 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 undergraduates

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Opportunities

• To use materials that are already written
• Available through Leeds web site
• Encourage people to add their materials to the
  database.
• Explore opportunities for new materials
• where would they be useful?
• what topics should be pursued?

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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
  Education 1997)
• While the term Progress File suggests that it
  is a document charting the progress of an
  individual, the overall concept contains

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• an individuals 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 this process.
• 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.
  
  
  
  
• 
  
  (QAA 2003)

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When

• The PDP element of the policy objectives should
  be operational across the whole HE system and for
  all HE awards by 2005/2006
• (CVCP 2001)
• UG, TPG and research students

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PDP Aims to raise academic standards

• BUT
• Staff are ambivalent about value
• Some staff consider it is not their role to do
  personal development activity
• Students are on average lukewarm
• UNLESS
• They get really involved and then they do see
  their own development (for example through a 10
  credit reflection and PDP module)

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• STUDENT COMMENTS on PDP
• Feedback ranges from scepticism to enthusiasm.
• Part-time and overseas students were particularly
  enthusiastic, finding it helpful with time
  management and prioritising.
• Student responses fall into three groups
• Students using the document strategically
• and to compare what I am now to what I was six
  months ago.
• I didnt 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 year.

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• 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 time.
• 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 particular
• I assess what I am doing myself, I dont need a
  book to help me.
• I dont need to write down experiences and
  achievements, I think I can remember.
• Its too early to plan ahead, I dont know what I
  am doing next week.

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• 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 havent looked at it since
  last summer

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Some research results 2003-4

• 87 UG students, mixed interviews and written
  responses
• Think it is a good idea but should be monitored
  by staff 68
• 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

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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 be
  interested.
• I want the feedback, I probably wont do much
  about it but be better than not knowing what a
  tutor thinks

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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 dont
  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)

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Format and style

• PDP with open ended questions allows more
  effective reflection
• I like tick boxes as well as general questions
• It should not be in the form of tick boxes as
  this encourages laziness
• 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
  structured method
• Suggests a mix of styles and prompts would be
  useful

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Motivating Student Personal Development
PlanningLinking student performance development
planning to employability

• Ongoing project

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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 domain
• Giving academic staff easily accessible materials
  to work with.

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Web based resource

• Created for use by all HE tutors and students in
  all subjects.
• 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 acknowledged.

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4 sections

• Student Activities
• Portfolio Pages
• Company Performance Development Plans
• Links

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Section 1

• 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
  session.
• All activities are suitable for use in 1 hour or
  shorter sessions usually with some preparation.
  Can be used in tutorials or modules.

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• Creating Development Plans
• What does a Development Plan look like? 
  Comparing your current practice with  company
  procedures at Woolworths or HBOS
• Personal Development Reviewing a year, the CRAC
  approach
• Activities to promote reflective writing for PDP
• Self-regulated learning - how do you complete
  academic activities?  Reflecting on personal
  experience with Avenade
• How do I learn? Reflecting on personal experience
  with Avenade

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• Activities related to goal setting
• Goal setting for a project, module, placement or
  semester using BAE Systems planners
• Reviewing performance against goals using
  Woolworths criteria
• Incidents and achievements, preparation for
  interviews with Bradford Metropolitan District
  Council
• Assessing personal competencies with BNFL,
  preparing for interviews.

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• Planning for the longer term
• Setting longer-term goals using BAE Systems
  planner
• Valuing your degree skills, preparing for
  interviews with BNFL
• Career Development Activities
• Planning for the Future using Somerfields
  template
• How will you be managed? Research and reflection
  based on Avenade / Bradford Metropolitan District
  Councils  /  Environment Agencys approach
• Adapt them for your own uses

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Section 2

• 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
  materials.
• Adapt them for your own uses

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Section 3

• 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

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Section 4

• 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.http//www.recordingachievement.org
• National Record of Achievement (NRA) web site
  hosted by DfEShttp//www.dfes.gov.uk/nra/index.cf
  m
• Personal development planning in Higher education
  (Scotland)http//www.eds.napier.ac.uk/pdp/index.h
  tm
• QAA Progress Files for Higher Educationhttp//www
  .qaa.ac.uk/crntwork/progfileHE/contents.htm

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Reviewing performance against goals using
Woolworths criteria

• Tutors notes
• This is suitable for use with level 2 and 3
  students who have established goals or targets in
  their PDP activities in previous years.
• We suggest they are asked to prepare their grid
  in advance of a meeting, 11 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 students PDP or
  Portfolio.
• Items in the Student materials in italics need
  tailoring to the specific task.

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• Student materials
• Taking stock of personal progress is a standard
  element of performance review. Most of the
  professional materials for review that can be
  found at http//www.geog.leeds.ac.uk/courses/other
  /performance/
• pdpindex.html have a report section. The one
  below is reproduced from the Woolworths
  materials.
• Woolworths Group plc is one of the UKs leading
  retailers focused on the home, family and
  entertainment. There are 808 stores and the group
  includes EUK, VCI, MVC and Streets Online.
  http//www.woolworthsgroupplc.com/
• 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.

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Review against last years objectives

• 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

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What does a Development Plan look like?
Comparing your current practice with company
procedures at Woolworths or HBOS

• Tutor notes
• 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 documentation at
  http//www.geog.leeds.ac.uk/courses/other/performa
  nce/pdpindex.html and click on the HBOS or
  Woolworths Development Plan link.
• Items in the Student materials in italics need
  tailoring to the specific task.

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• Student materials
• 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 consider further.
• Write a 500 1000 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/performa
  nce/pdpindex.html click on HBOS or Woolworths
  Development Plan link
• This is for submission on

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Organisations collaborating to date

• Avanade ? BAE Systems
• BNFL ? Environment
  Agency
• Bradford Metropolitan District Council
• The Chartered Institution of Water and
  Environmental Management
• CRAC
• 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 years.
• If you use the site and write materials we could
  add to the site please share them.

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Student comments

• 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 something.
• 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.

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PDP BENEFITS 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
exemplify. But staff engagement matters
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References

• Edwards, G. 2002 Connecting PDP to employer and
  the world of work on-line http//www.ltsn.ac.uk
  /genericcentre/docs/pdp20guide20employment.rtf
  
• 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

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Useful Web Sites
Centre for Recording achievement http//www.record
ingachievement.org QAA National Qualifications
Framework http//www.qaa.ac.uk/crntwork/nqf/ewni2
001/annex1.htm QCA Key Skills Specifications htt
p//www.qaa.ac.uk/nq/ks/main2.asp CVCP 2001
Guidelines for HE Progress Files
http//www.qaa.ac.uk/crntwork/progfileHE/guidelin
es/ progfile2001.pdf QAA 2003 Progress files
for higher education http//www.qaa.ac.uk/crntwork
/progfilehe/contents.htm
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• Activities and associated PDP materials are
  available to download in Word from
• http//www.geog.leeds.ac.uk/courses/other/performa
  nce/pdpindex.html
• Available to all, in exchange for acknowledging
  the company and an email to Pauline Kneale.

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• 115 Running PDP as a module Paul Jackson,
  Careers Service, University of Leeds
• 145 Towards a student led PDP Dr Nigel
  Richardson, Natural, Geographical and Applied
  Sciences, Edge Hill College of HE
• 215 Mark Feltham, Biological Earth Science,
  Liverpool John Moores Tutorials, Key Skills and
  PDP an integrated approach.
• 245 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
• 345-400 Plenary Where next? Chair
  Pauline Kneale