PERSONAL DEVELOPMENT PLANNING

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PERSONAL DEVELOPMENT PLANNING
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• RECOMMENDATION 20
• A progress file should consist of two elements
• a transcript recording students 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

by 2002/03
by 2005/06
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PRESSURES FOR PDP

• QAA
• HEFCE directive
• Professional Bodies
• Benchmarking Statements
• Employers
• HEIs
• Students
• Student Union

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PERSONAL DEVELOPMENT PLANNING is defined as 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
development
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• PDP is intended to help students
• become more effective, independent and confident
  self-learners
• understand how they are learning and relate their
  learning to a wider context
• improve their general skills for study and career
  management
• articulate their personal goals and evaluate
  progress towards their achievement
• develop a positive attitude to learning
  throughout life

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• EVALUATION FEEDBACK
• Helped to highlight students academic problems
  at an earlier stage than the exams, and enabled
  tutors to refer one or two students to
  appropriate support service
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• It was much easier for tutors to fill in
  pre-placement reports on students, identifying
  strengths and weaknesses, readiness for
  placements etc.
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• PDP leant a real form and substance to
  tutorials, meaning it was a more effective use of
  time

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• FEEDBACK FROM ACADEMIC STAFF
• It will only work if it is compulsory and if it
  is compulsory it has to be credit bearing,
  otherwise students will not make an effort.
• The keen students might use the opportunity but
  the ones who really need to be focused will not.
• Is it really necessary for a student to keep a
  reflective learning record? What about him or
  her doing some research instead?

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THE ROEHAMPTON MODEL

• Generic but open to discipline specific
  adaptation
• Primarily student driven
• Intervention and input from Tutors can fit to
  curriculum driven activities
• Coordination required across programmes
• No formal assessment requirement unless part of
  designated programme of study
• Divided into six sequential sections with
  activities
• Can be continued into years 2 and 3

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STRUCTURE OF THE ROEHAMPTON PDP

• Part One The purpose and benefits of personal
  development planning Page 2
• Part Two Knowing yourself as a learner Page 15
• Part Three Developing your personal development
  plan Page 31
• Part Four Developing skills through your
  programme Page 59
• Part Five Getting extra help Page 60
• Part Six Developing skills through other
  activities
• Page 62

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