Personal Development Planning
BEng (Hons) Computer Systems Engineering
Sheffield Hallam University 2017­18
Personal information
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PDP Student Planner – Year 1
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Introduction
The Dearing Enquiry (1997) recommended that progress files be introduced into higher
education to enable students to monitor, build and reflect upon their personal development.
Progress files consist of three elements, personal development processes; personal records
that enable your personal reflection and planning, and a formal transcript documenting your
module grades and progression (you will receive your first formal transcript documenting
your grades at the end of the first year). The first two elements combined are the personal
development planning (PDP) aspect of the progress file.
To help you undertake PDP, this Personal Development Planner has been created to enable
you to document some of your personal development during your first year of study.
Personal Development Planning
PDP is a structured process undertaken by you to reflect upon learning, performance and
achievement in order to help you to plan personal, educational, and career development.
The primary objective of PDP is to improve your capacity to learn and to enable you to:
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become a more effective, independent, and confident self­directed learner
understand how you learn and relate your learning to a wider context
improve your general skills for study and career management and to foster a positive
attitude to learning throughout life.
In the first year of your studies your personal development planning (PDP) will be supported
and assessed by your Communications Case Study (CCS) tutor.
During this module you will receive feedback on your in­course assessment (ICA)
components from your CCS tutor and PDP will constitute part of your grade for both of the
ICA elements.
How much you get out of PDP depends on how much you are willing to put into it. To get the
best out of yourself you need to be aware of who you are and how you function.
So what has PDP got to offer you?
PDP is a process not just a piece of paper. Research has shown that graduate employers value
the process of PDP not the paper it generates. In other words graduate employers know that
graduates who have been involved in the process of PDP are more aware of their personal
abilities, strengths and weaknesses and are therefore more autonomous.
You should not talk about completing your PDP as it is never really complete. You should be
constantly reflecting on your performance throughout your life: so think of it as more of a
‘work in progress’.
So how does it all work?
The process of PDP enables you to consider who you are, what you are good at and how you
work. However this is not an easy task, this planner is only the first step of the process, it will
enable you to look at your assessments during your first year of study and reflect and
evaluate how you have performed.
PDP Student Planner – Year 1
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The Art of Learning
If you don’t know how you learn how can you learn anything?
Is how you learn in higher education different from how you have learnt before? The answer
to that question is probably no as you learn in your own particular way. What may be
different is the way in which information is presented to you and what you have to do with it.
There are many methods and styles of learning; there is no right or wrong way to learn, but
there is a way that suits you best. Awareness of the way you learn can help you to be more
focused in your approach to study.
Nevertheless, you need to remember that courses are structured to meet the needs of the entire
student population, with information presented in a variety of ways. For example, you may
have lectures, seminars, tutorials etc and may be required to read information from books,
research papers, journal articles, lecture notes, electronic sources etc. Some modules may take
a group based approach to study whilst others may focus more on individuality. During your
first year think about the different ways subject specific materials are presented and try and
identify which is best for you. This will enable you to get the most out of your learning
experience. Please remember at Higher Education level it is not just about remembering facts;
it’s about being able to apply knowledge to a variety of situations.
In addition, please remember it is your responsibility to find out what is required of you by
actively engaging with your course and making good use of all the information and materials
provided. If you don’t understand something then ask.
The following Learning Styles Questionnaire is included to assist you in thinking about how
you prefer to learn. Note your learning strengths and things you could develop to increase
your studying abilities.
PDP Student Planner – Year 1
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Learning Styles Questionnaire
Peter Honey and Alan Mumford 1986
This questionnaire is designed to find out your preferred learning style(s). Over the years you
have probably developed learning ‘habits’ that help you benefit more from some experiences
than from others. Since you are probably unaware of this, this questionnaire will help you
pinpoint your learning style preferences so that you are in a better position to select learning
experiences that suit your style.
There is no time limit to this questionnaire. It will probably take you 10­15 minutes. The
accuracy of the result depends on how honest you can be. There are no right or wrong
answers. If you agree more than you disagree with a statement, put a tick by it ( ). If you
disagree more than you agree with a statement, put a cross by it (X). Be sure to mark each
item with either a tick or a cross.
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I have strong beliefs about what is right and wrong, good and bad
I often act without considering the possible consequences
I tend to solve problems using a step­by­step approach
I believe that formal procedures and policies restrict people
I have a reputation for saying what I think, simply and directly
I often find that actions based on feelings are as sound as those based on careful thought
and analysis
I like the sort of work where I have the time for thorough preparation and implementation
I regularly question people about their basic assumptions
What matters most is whether something works in practice
I actively seek out new experiences
When I hear about a new idea or approach I immediately start working out how to apply it
in practice
I am keen on self discipline such as watching my diet, taking regular exercise, sticking to a
fixed routine, etc.
I take pride in doing a thorough job
I get on best with logical, analytical people and less well with spontaneous, ‘irrational’
people
I take care over the interpretation of data available to me and avoid jumping to conclusions
I like to reach a decision carefully after weighing up many alternatives
I am attracted more to novel, unusual ideas than to practical ones
I don’t like disorganised things and prefer to fit things into a coherent pattern
I accept and stick to laid down procedures and policies so long as I regard them as an
efficient way of getting the job done
I like to relate my actions to a general principle
In discussions I like to get straight to the point
I tend to have distant, rather formal relationships with people at work
I thrive on the challenge of tackling something new and different
I enjoy fun­loving, spontaneous people
I pay meticulous attention to detail before coming to a conclusion
I find it difficult to produce ideas on impulse
I believe in coming to the point immediately
I am careful not to jump to conclusions too quickly
I prefer to have as many sources of information as possible – the more data to think over
the better
PDP Student Planner – Year 1
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Flippant people who don’t take things seriously enough usually irritate me
I listen to other people’s points of view before putting forward my own
I tend to be open about how I’m feeling
In discussions I enjoy watching the manoeuvrings of the other participants
I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in
advance
I tend to be attracted to techniques such as network analysis, flow charts, branching
programmes, contingency planning, etc.
It worries me if I have to rush out a piece of work to meet a tight deadline
I tend to judge peoples ideas on their practical merits
Quiet, thoughtful people tend to make me feel uneasy
I often get irritated by people who want to rush things
It is more important to enjoy the present moment than to think about the past or future
I think that decisions based on a thorough analysis of all the information are sounder than
those based on intuition
I tend to be a perfectionist
In discussions I usually produce lots of spontaneous ideas
In meetings I put forward practical realistic ideas
More often than not, rules are there to be broken
I prefer to stand back from a situation and consider all the perspectives
I can often see inconsistencies and weaknesses in other people’s arguments
On balance I talk more than I listen
I can often see better, more practical ways to get things done
I think written reports should be short and to the point
I believe that rational, logical thinking should win the day
I tend to discuss specific things with people rather than engaging in social discussion
I like people to approach things realistically rather than theoretically
In discussions I get impatient with irrelevancies and digressions
If I have a report to write \i tend to produce lots of drafts before settling on the final
version
I am keen to try things out to see if they work in practice
I am keen to reach answers via a logical approach
I enjoy being the one that talks a lot
In discussions I often find I am the realist, keeping people to the point and avoiding wild
speculations
I like to ponder many alternatives before making up my mind
In discussions with people I often find I am the most dispassionate and objective
In discussions I’m more likely to adopt a ‘low profile’ than to take the lead and do most of
the talking
I like to be able to relate current actions to a longer term bigger picture
When things go wrong I am happy to shrug it off and ‘put it down to experience’
I tend to reject wild, spontaneous ideas as being impractical
It’s best to think carefully before taking action
On balance I do the listening rather than the talking
I tend to be tough on people who find it difficult to adopt a logical approach
Most times I believe the end justifies the means
I don’t mind hurting people’s feelings so long as the job gets done
I find the formality of having specific objectives and plans stifling
I’m usually one of the people who puts life into a party
I do whatever is expedient to get the job done
PDP Student Planner – Year 1
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I quickly get bored with methodical, detailed work
I am keen on exploring the basic assumptions, principles and theories underpinning things
and events
I’m always interested to find out what people think
I like meetings to run on methodical lines, sticking to laid down agenda, etc.
I steer clear of subjective or ambiguous topics
I enjoy the drama and excitement of a crisis situation
People often find me insensitive to their feelings
PDP Student Planner – Year 1
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Learning Styles Questionnaire – Scoring
You score one point for each item (question) you ticked. There are no points for items you
crossed.
Simply indicate on the lists below which items (questions) were ticked.
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Activist
Reflector
Theorist
Pragmatist
Totals
PDP Student Planner – Year 1
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Ring your scores on the chart below and join up
Activist
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Reflector
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Theorist
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PDP Student Planner – Year 1
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Pragmatist
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Very Strong Preference
Strong Preference
Moderate Preference
Low Preference
Very Low Preference
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Learning Styles – General Descriptions
Activists:
Activists involve themselves fully and without bias in new experiences. They enjoy the here
and now and are happy to be dominated by immediate experiences. They are open minded,
not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy
is: ‘I’ll try anything once’. They tend to act first and consider the consequences afterwards.
Their days are filled with activity. They tackle problems by brainstorming. As soon as the
excitement from one activity has died down they are busy looking for the next. They tend to
thrive on the challenge of new experiences but are bored with implementation and longer
term consolidation. They are gregarious people constantly involving themselves with others
but, in doing so, they seek to centre all activities around themselves.
Reflectors:
Reflectors like to stand back to ponder experiences and observe them from many different
perspectives. They collect data, both first hand and from others, and prefer to think about it
thoroughly before coming to any conclusion. The thorough collection and analysis of data
about experiences and events is what counts so they tend to postpone reaching definitive
conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful
people who like to consider all possible angles and implications before making a move. They
prefer to take a back seat in meetings and discussions. They enjoy observing other people in
action. They listen to others and get the drift of the discussion before making their own
points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air
about them. When they act is part of a wide picture which includes the past as well as the
present and others’ observations as well as their own.
Theorists:
Theorists adapt and integrate observations into complex but logically sound theories. They
think problems through in a vertical, step by step way. They assimilate disparate facts into
coherent theories. They tend to be perfectionists who won’t rest easy until things are tidy and
fit into a rational scheme. They like to analyse and synthesise. They are keen on basic
assumptions, principles, theories models and system thinking. Their philosophy prizes
rationality and logic. ‘If it’s logical it’s good’. Questions they frequently ask are: “Does it
make sense?” “How does this fit with that?” “What are the basic assumptions?” They tend to
be detached, analytical and dedicated to rational objectivity rather than anything subjective or
ambiguous. Their approach to problems is consistently logical. This is their ‘mental set’ and
they rigidly reject anything that doesn’t fit with it. They prefer to maximise certainty and feel
uncomfortable with subjective judgements, lateral thinking and anything flippant.
PDP Student Planner – Year 1
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Pragmatists
Pragmatists are keen on trying out new ideas, theories and techniques to see if they work in
practice. They positively search out new ideas and take the first opportunity to experiment
with applications. They are the sort of people who return from management courses brimming
with new ideas that they want to try out in practice. They tend to get on with things and act
quickly and confidently on ideas that attract them. They tend to be impatient with ruminating
and open­ended discussions. They are essentially practical, down to earth people who like
making practical decisions and solving problems. They respond to questions and
opportunities ‘as a challenge’. Their philosophy is: ‘There is always a better way’ and ‘If it
works it’s good’.
PDP Student Planner – Year 1
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SWOT analysis
You are most likely to succeed in your endeavours if you use your talents and skills to their
fullest extent. Similarly, if you know what your weaknesses are you can manage them to
avoid problems wherever possible. A personal SWOT analysis is a useful tool for identifying
these strengths and weaknesses and analysing the opportunities (and threats) that come from
them.
Some useful questions you can ask yourself to help with identifying these Strengths,
Weaknesses, Opportunities and Threats are provided below.
Strengths
What advantages do you have that others don't have (for example, skills, certifications,
education, or connections)?
What do you do better than anyone else?
What personal resources can you access?
What do other people see as your strengths?
Which of your achievements are you most proud of?
What values do you believe in that others fail to exhibit?
Are you part of a network that no one else is involved in? If so, what connections do you have
with influential people?
Consider this from your own perspective, and from the point of view of the people around
you. And don't be modest or shy – be as objective as you can.
And if you still have any difficulty identifying your strengths, write down a list of your
personal characteristics. Some of these will hopefully be strengths!
Tip:
Think about your strengths in relation to the people around you. For example, if you're a great
mathematician and the people around you are also great at maths, then this is not likely to be a
strength in your current role – it may be a necessity.
Weaknesses
What tasks do you usually avoid because you don't feel confident doing them?
What will the people around you see as your weaknesses?
Are you completely confident in your education and skills training? If not, where are you
weakest?
What are your negative habits (for example, are you often late, are you disorganized, do you
have a short temper, or are you poor at handling stress)?
Do you have personality traits that hold you back in your field? For instance, if you have to
conduct meetings on a regular basis, a fear of public speaking would be a major weakness.
Again, consider this from a personal/internal perspective and an external perspective. Do
other people see weaknesses that you don't see? Be realistic – it's best to face any unpleasant
truths as soon as possible.
PDP Student Planner – Year 1
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Opportunities
What new technology can help you? Or can you get help from others or from people via the
Internet?
Is the sector you want to be employed in growing? If so, how can you take advantage of the
current market?
Do you have a network of strategic contacts to help you, or offer good advice?
What trends do you see in the workplace, and how can you take advantage of them?
Is there a need in your desired industry that no one is filling?
You might find useful opportunities in the following:
Networking events, educational classes, or conferences.
Events organised by the relevant PSRBs (e.g. the IET on Campus, and BCS events).
A new role or project that forces you to learn new skills, like public speaking or international
relations.
Also, importantly, look at your strengths, and ask yourself whether these open up any
opportunities – and look at your weaknesses, and ask yourself whether you could open up
opportunities by eliminating those weaknesses
Threats
What obstacles do you currently face?
Does changing technology threaten your position?
Could any of your weaknesses lead to threats?
Performing this analysis will often provide key information – it can point out what needs to
be done and put problems into perspective.
PDP Student Planner – Year 1
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A SWOT analysis grid
PDP Student Planner – Year 1
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Developing a personal development plan
PDP processes should help you to write things down and develop a clear picture of where you
want to go. Being able to reflect on what you are doing through your writing is a key skill
central to the notion of PDP. Reflection is a form of deep and focussed thinking and essential
to critical thinking and self­assessment – both important features of university level study.
To practise PDP it helps to have a structure to guide you. The following steps provide a useful
framework, with reflection needed at every stage:
Step 1 – Take a skills audit
This is a useful place to start PDP as is acts as a 'stock­taking' exercise to systematically
analyse your strengths and weaknesses. As shown in the previous section, one of the best
tools for this process is a SWOT analysis that allows you to assess ALL your skills
(academic, work, and personal).
Step 2 – Write an action plan
Action planning helps you identify and set targets. A well written action plan will be clear in
its intentions, unambiguous and focussed. A useful rule of thumb is to ask yourself if your
objective are SMART.
It is best to set yourself a few clear goals, ranking them by preference, and then set clear sub­
goals. These sub­goals will help you to measure your progress en route and help you to
consider the various steps ahead so that you won’t be tempted to set unattainable targets.
It is often useful to talk through goal setting with another person, who may help you to think
things through and maybe pick up on something you may have missed. Your year tutor is a
good person to ask.
A sample structure for a personal development plan is shown below:
What do I want What do I have What support
to achieve?
to do?
and resources
will I need?
PDP Student Planner – Year 1
How will I
measure
success?
Target date?
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Step 3 – Reflect
How do you know if you have achieved your goals? Set time aside to consider academic
marks, feedback or self­assessments.
Step 4 ­ Keep a record
Auditing your skills and action planning will themselves generate written documentation.
You also need to document which skills you’ve developed and how you have evaluated this.
It is important to keep written records for a number of reasons:
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helps you to measure your progress
provides information to draw upon when applying for jobs
offers a source of information to share with your tutor
helps you to think about how plans could be improved
One way of recording the skills you have developed, together with supporting evidence is the
STAR ® technique. This technique can also be applied in job applications and interviews.
PDP Student Planner – Year 1
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