Learning and Teaching Committee
Report of the Personal Development Planning Working Group
1. Background
1.1. In autumn 2005 the Learning and Teaching Committee established a Personal
Development Planning Working Group (PDPWG) to identify an appropriate design for
an institutional PDP model and the mechanisms needed to promote and embed the
concept of PDP at Essex. The PDPWG included representation from academic
departments and administrative sections to ensure an inclusive approach and full details
of the membership and terms of reference are provided in Appendix One.
1.2. The discussions of the PDPWG evolved from well-established definitions of PDP,
which take as their focus the provision of opportunities and/or incentives for students to
reflect on their academic work and to plan the development of their subject-specific
skills and career management skills.
1.3. The PDPWG model proposed tries to incorporate these definitions but seeks to place
them within the context of academic and administrative practices at Essex as well as
identifying the appropriate technology to support PDP. The report is therefore
structured into the following sections:
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Overview of PDP
Previous experience of PDP at Essex
A future model for PDP at Essex
Putting PDP into practice
Evaluating the impact of PDP
2. Overview of Personal Development Planning (PDP)
2.1. Personal Development Planning is already a long established and successful process in
many institutions, well in advance of the external requirement that students be provided
with an opportunity to engage with the process from 2005/2006. (For example, the
Universities of Warwick, Cardiff , Keele and Bristol)
2.2. According to the Guidelines for HE Progress Files (February 2001) “[A progress File
is]…an individual’s personal record of learning and achievements, progress reviews
and plans. The records are used to clarify personal goals and provide a resource from
which material is selected to produce concise personal statements (e.g., CVs and
application forms)..”. The approach taken by institutions has varied but typically
support students to “reflect upon their own learning, performance and/or achievement
and to plan for their personal, educational and career development.”
2.3. The benefits of PDP to students are well documented in terms of improving learners’
confidence to understand and plan their learning, being able to set short, medium and
long term goals, gain a better understanding of their strengths and weaknesses, and
make connections between the different areas of the student experience (academic,
vocational, social). The benefits of PDP to staff and an institution include the ability
to promote a proactive approach to learning among students, relate knowledge and
skills more closely to future study and employment, as well as encouraging a greater
awareness of student progress and targeting support effectively. More comprehensive
information about the benefits of PDP is available through the Centre for Recording
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Achievement (http://www.recordingachievement.org/) and the Higher Education
Academy’s PDP-UKNetwork (http://www.heacademy.ac.uk/PDP-UKNETWORK.htm.)
2.4. Previous initiatives were largely focused at the subject level and were either embedded
in the course curriculum or provided as a separate skills course. Although successful,
the transferability of these initiatives was limited and rarely resulted in the
implementation of a broader PDP system at a scheme of institutional level. This is now
being addressed by several institutions particularly as the technology becomes available
to support a more integrated approach to PDP (For example the Universities of
Leicester and Bath).
2.5. The PDPWG recognised the enormous benefit of a PDP system to the undergraduate
and postgraduate student experience at Essex. Different aspects of the PDP process
could combine to provide greater clarity and transparency for students about
institutional as well as discipline level expectations. It could act as a signpost to the
range of opportunities afforded to students during their time at Essex and help to target
supporting resources more effectively. It could also support students to acquire and
develop the academic and career management skills necessary for success in their long
term futures.
3. Experience of PDP at Essex
3.1. Use of PDP at Essex has so far been limited, although initiatives which embed skills in
the curriculum and which complement the PDP process have been ongoing and
successful for a number of years in several departments. For example, the departments
of ESE and Computer Science have designed and implemented skills modules mapped
to the requirements of their Professional Bodies. Other initiatives have focused on
embedding academic-related or discipline specific skills in the curriculum. For
example the Department of History redesigned a first year course to embed skills
development in core curriculum.
3.2. In October 2005 the Centre for Sports and Exercise Science introduced a web-based
PDP to all first year students, which provided opportunities for them to reflect upon
their learning, performance and achievements, and to plan their personal, educational,
and career development. The PDP system included assessed and non-assessed
components and is now part of a larger research project about the impact of PDP and
the student motivation to engage with it.
4.
A future structure for PDP at Essex
4.1. The PDPWG considered there to be two related facets to an effective PDP system
which acknowledge it as both a developmental process as well as an end product.
These are:
a.) Continuous provision of opportunities for self-reflection, evaluation and
planning, in terms of academic skills and career management skills
b.) A skills audit/record: involving an objective specification of what skills
students should be acquiring, as well as students’ records of whether and how
they acquire these skills. This record of the skills students acquire should be
flexible enough to include academic content, extra curricular involvement,
and other aspects of the student experience as appropriate.
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4.2. The PDPWG identified the following structure which could support both elements of a
University-wide PDP system, aspects of which could be provided as template
documents but also adapted by the student over time to suit their particular needs:
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A clear statement of the expectations placed on students at Essex from the
institution and the department perspectives.
This would provide students with a clear statement of the skills they will be
expected to acquire during their study at both a discipline and institutional
level. This statement could include references to existing information already
provided in documents such as programme specifications and departmental
handbooks. It could also include Graduate Attributes of Essex students.
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An accessible catalogue of the resources available to support students in the
acquisition and development of academic and career management skills for the
duration of their study.
A wide range of supporting resources is already available to students but an
improved accessibility and manageability of such resources would increase
general awareness of the help available as well as supporting students to
acquire specific skills. In time it could include the full range of central and
departmental resources available to students including both stand alone
resources and those embedded within the curriculum.
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A skills map for the duration of their study.
This skills map would enable students to map the skills they achieve as they
achieve them and to think about this in relation to the earlier statements of
expectations. This would give them a greater opportunity to recognise and
record their progress across their study and importantly to relate achievements
to specific activities and personal experiences.
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A personal reflective journal for the duration of their study.
This journal would provide students with opportunities for self-reflection,
evaluation and planning in terms of academic skills and career management
skills. It could help students to not only identify their goals and aspirations but
also to place these in the context of their experiences at Essex.
4.3. The PDPWG recognised that students were most likely to engage with PDP if it was
assessed. However the assessment of a PDP at the institutional and scheme-level would
be extremely difficult, at least in a first phase of implementation, for the following
reasons:
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The focus of the PDP is clearly on the processes of personal development and
reflection and it would be difficult to assess these components particularly
taking into account that students will develop in different ways and at different
paces.
The PDP reflective journal is owned by the student and is a personal account of
their progress. If this is assessed it would change its nature and purpose.
The increase in workload as a result of a new assessment procedure would be
significant.
Assessment of reflective journals would require a large scale staff development
training programme.
4.4. However the PDPWG did recognise that the inclusion and assessment of PDP-related
tasks at the course level, as well as endorsement by their tutors, could encourage
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students to engage with PDP. The PDP model proposed would complement and build
on the existing skills activities currently embedded and assessed at a course level. A
student would continue to be assessed at a course level on the acquisition of an
appropriate set of skills but through an institutional PDP they would also be given an
opportunity to record and reflect on these skills to help them to make connections
between these activities and their longer term aspirations. Departments could continue
to choose the most appropriate approach for integrating skills development within the
subjects taught and make use of the institutional PDP templates etc wherever possible
to encourage students to see their experiences in a wider context.
4.5. There was considerable support within the PDPWG for completion of a PDP to be made
compulsory in recognition of its value to the student experience. However this was
acknowledged as being extremely problematic, particularly in respect to ensuring
compliance both from an academic and administrative perspective. The PDPWG
therefore considered that in the first instance the PDP process should be actively
promoted to students as a valuable opportunity and as an entitlement. Completion of a
PDP should not be introduced as a compulsory or a progression requirement at this stage.
However, levels of engagement of both students and staff should be monitored and this
approach reviewed annually to inform any future use and development of PDP.
5. PDP in practice
5.1. The PDPWG envisaged that there would be more structured and directive support for
PDP in the first year of study, both through the PDP activities embedded in courses and
the support mechanisms in departments. More independent use of PDP would be
encouraged in the second year and third years. Career oriented activity would be
promoted in the first and second years with an increased emphasis in the final year of
study.
5.2. The model proposed would support the introduction of one-to-one meetings between
staff and students for the duration of their study, which is a recommendation of the
Working Group on Academic Support and Guidance. For example the PDP could
provide a framework for the meetings and help to structure and record the planning of
short, medium and long term goals by the student in discussion with the member of
staff. In hosting the academic and career guidance resources, the PDP could also help
to target support more effectively to individual needs identified during these meetings.
5.3. Implementation of a PDP could take the following form:
Contribution from staff
 PDP introduced at an early stage during the first year of study at a meeting with a
member of staff in the department or as part of the structured student induction
process. For example, at this first meeting PDP could involve a record of
students’ goals and reflection on what they hope to achieve from their time at
university.
 Subsequent adviser/tutor meetings, and/or meetings with student mentors would
use the components of the PDP as the framework for discussion, planning and
measuring progress against agreed objectives. For example in subsequent
meetings with advisers students could be supported in developing a portfolio that
records how individual goals are achieved.
 A basic record of meetings with students maintained in a paper or online format.
Contribution from students
 Attending agreed meetings with staff in the department.
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With guidance from tutors the students will take responsibility for maintaining a
reflective record of their progress against their goals and identifying future needs
and opportunities.
With guidance from tutors the students will take responsibility for maintaining
their skills record.
Taking the opportunity to attend centrally-provided academic skills and career
management training.
5.4. The PDPWG envisaged that the model proposed would be made available and promoted
to students from 2006/07 with a focus on first year students in the first implementation
phase.
5.5. The integration of skills in the curriculum to complement the PDP process would
continue to be supported and promoted by central administrative units such as the
Learning and Teaching Unit and the Careers Advisory Service. This activity would be
further supported by the implementation of the recommendations of the Working Group
on Assessment and Guidance and the proposed thematic review of current departmental
practices.
5.6. The PDPWG recognised that if PDP is to be implemented across departments
successfully, staff would need to be provided with specific guidance on all aspects of its
implementation and management.
6. E Portfolio
6.1. Feedback collected from a number of sources (for example, those at UoE involved in the
development of ProFile, a web-based skills profiling system) indicates that it is
imperative that any PDP system is 1) user-friendly, 2) endorsed by academic staff, and 3)
publicised by departments. The use of an e-portfolio tool can provide the degree of
flexibility and accessibility required and will be an important component of an institutionwide PDP.
6.2. The PDPWG noted that following a review of options for e-portfolios with the aim of
deployment as quickly and effectively as possible, the development of the University
myLife e-portfolio service is underway based on the commercial Microsoft product
Sharepoint. The aim is to introduce learner controlled informal space that can be shared
with other students and staff as the student wishes. Deployment will start with personal
development planning using the e-portfolio with pilot departments in a set of core
modules together with introducing the e-portfolio for all students with general advice on
its use for reflection and self-monitoring of skills development.
7. Evaluation of PDP
7.1. An early evaluation of the PDP system will be important discover how effective it has
been in enabling students to; understand how they are learning and relate their learning to
a wider context; improve their general skills for study and career management; become
more effective, independent and confident self-directed learners; articulate their personal
goals and evaluate progress towards their achievement; and encourage a positive attitude
to learning throughout life.
7.2. The PDPWG suggests that evaluation of the effectiveness of PDP could be carried out in
the short, medium and long term through the following mechanisms:
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Departments carrying out an annual audit of PDP, for example as part of
departmental Away Days. This might include asking staff to consider the intentions
behind PDP, and to document how they address them, or how they might do so in
future.
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Student evaluations conducted through existing consultation mechanisms including
Staff Student Liaison, the Student Satisfaction Survey and National Student Survey.
8.
Summary
8.1.
The PDPWG concluded that from October 2006 there should be a phased three-year
implementation of an institutional personal development planning process to support
the integrated acquisition and development of academic and career management skills
by undergraduate and postgraduate students. The following recommendations were
made to support this process:
Recommendations:
a.) From October 2006 all students should have access to an institutional PDP
process, which will provide greater clarity and transparency for students about
institutional as well as discipline level expectations; act as a signpost to the range
of opportunities afforded to students during their time at Essex; and help to target
supporting resources more effectively.
b.) During 2006 at least 5 departments should be engaged in a PDP pilot to
investigate how existing and planned skills development activities could be
integrated as a taught PDP component. The pilot should be fully evaluated and
the findings disseminated to other departments.
c.) The forthcoming Thematic Review of existing departmental strategies for
providing academic skills and employability support through the curriculum
should consider how PDP can be integrated with existing provision.
d.) The Thematic Review should consider how PDP could support the introduction
of one-to-one meetings between students and staff as recommended by the
Working Group on Academic Support and Guidance.
e.) A comprehensive staff development programme should be developed and
implemented to provide guidance and training to staff on the use and
management of all aspects of PDP.
f.) A promotion campaign should be designed in collaboration with the Students’
Union to engage students with PDP and the eportfolio. (For example:
information should be provided to students through departmental handbooks, web
pages, posts, flyers).
g.) Research and evaluation of the longer term impact of PDP on the experience of
students and staff should be conducted throughout the three year implementation
and the findings disseminated regularly to departments to inform their future use
of PDP.
h.) From October 2006 all students should have access to an eportfolio.
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i.) Existing policies and practices on the use of IT facilities should be amended to
include guidance on the appropriate use of an eportfolio from a user and
institutional perspective.
PDP Working Group
July 2006
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Appendix One
Personal Development Planning Working Group
Membership and Terms of Reference
The Personal Development Planning Working Group has been established to make
recommendations for the design, development and implementation of a University-wide
system to support personal development planning.
Terms of reference:
The Working Group will report to the Learning and Teaching Committee and will:
1. Identify an appropriate design of a central personal development planning framework;
2. Identify means to promote the concept of personal development planning and its potential
to support the development of lifelong learning skills;
3. Ensure effective collaboration with academic departments, relevant parts of the
administration (e.g. Information Systems Services section (ISS), Academic Section, Staff
Development)
4. Identify appropriate dissemination for the outcome of the Working Group internally and
externally including appropriate training opportunities;
5. Engage with appropriate external networks linked to PDP and e-portfolios;
6. Provide operational reports and management information to the Learning and Teaching
Committee as required.
Membership
The membership of the Working Group includes representation from academic and
administrative staff:
Professor Jackie Masterson, Dean of Science and Engineering (Chair)
Terry Barry, Research Skills Training Officer
Richard Brabner, Student Union
Nicola Jackson, Systems Administration Office
Jo Jones, Head of Learning and Teaching Unit
Lynne Jordan, Careers Service
David McNeill, Department of Philosophy
Dominic Micklewright, Department of Biological Sciences
Richard Murphy, Director of ISS
Keith Primrose Department of Computer Science
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Learning and Teaching Committee
Personal Development Planning Pilot Information
January 2007
1.0
Background
1.1
Following the recommendations outlined in the Personal Development Planning
Working Group Report (PDPWG) a number of Personal Development Planning
(PDP) pilots have been established in the following departments:
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Accounting, Finance and Management;
Biological Sciences (Centre for Sport and Exercise Science);
Computer Science;
Health and Human Sciences;
History;
Mathematical Sciences;
Law.
1.2
All PDP pilots are embedded in Level 1 models (apart from Health and Human
Sciences, which is embedded in a postgraduate taught course) and focus on student
acquisition of academic skills.
1.3
The PDP pilots complement and build on existing skills activities that are currently
embedded and, in most cases, assessed at course level. Where there are no existing
skills activities, new practices have been designed in collaboration with the
department.
1.4
A key member of staff to lead the pilot has been identified in all participating
departments. In addition all departments involved in the pilot phase are eligible for
£3000 of funding from the Learning and Teaching Unit. The funding has been made
available to review and develop supporting processes and to buy-in academic time
where necessary.
2.0
Progress to Date
2.1
In pilot departments, the following PDP activities have been established:
2.2
Accounting Finance and Management are one of the most recent recruits to the pilot
and are presently in collaboration with the Learning and Teaching Unit to determine
the most efficient way of embedding PDP in their AC114 Introduction to
Management Course.
2.3
The Centre for Sport and Exercise Science has converted an existing PDP practice
from WebCT into the myLife ePortfolio. Students have used the myLife ePortfolio to
critically analyse a Functional Anatomy practical in terms of its contribution
to their personal development.
2.4
Computer Science run a Professional Development and Practice module for Level 1
students. The myLife ePortfolio is being used to embed CV tasks and activities that
encourage students to reflect on where they are now and what they need to do to
achieve their goals. Students are also being encouraged to use the blog facility in the
myLife ePortfolio.
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2.5
In Autumn 2006, Health and Human Sciences introduced a Masters in Medical and
Clinical Education Programme. Part of the programme requires students to submit
three 2000 word reflective logs as well as a full portfolio for their studies. Templates
and information needed to complete the portfolio and reflective logs have been
relocated in the myLife ePortfolio.
2.6
The Department of History are another of the most recent recruits to the pilot and are
presently in collaboration with the Learning and Teaching Unit to determine the most
efficient way of embedding PDP in first year courses.
2.7
Mathematical Sciences hold a key skills day for Level 1 students at the beginning of
the Summer Term. Students will use a pre-defined template in the myLife ePortfolio
to produce a reflective statement about the day. Students will also produce a skills
audit on the day which will be mapped against the Programme Specifications for the
course.
2.8
First year Law students are trialling two approaches to PDP. One is a skills-based
approach which will be assessed via the myLife ePortfolio. This is to include a CV
writing exercise which includes identifying gaps and plans for the future, as well as
other aspects such as an introductory essay. The second approach involves
embedding PDP into the feedback for assignments. When the students submit an
essay for LW103 Constitutional Law they are required to answer four short questions
about how they approached the essay. The completed questionnaire will then be used
by the marker to direct their feedback comments on that particular piece of
coursework. The idea is to establish a dialogue with the student about the essay. A
further requirement then ensures that students read the feedback thoroughly. This is
achieved by asking students to type their feedback into a file and then comment as to
how they will utilise the feedback for their next assignment.
3.0
Planned Activities
3.1
The pilots outlined in Section 2 are due to run until mid way through the Summer
term 07, and will continue to be supported centrally to ensure the successful
completion of the pilots.
3.2
A large proportion of the PDP pilots are currently underway and regular evaluation of
the pilots has identified a number of areas that need further attention, these are as
follows:
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A number of departments have experienced difficulties embedding PDP in their
curriculum and in particular encouraging students to engage with the process
when it is not assessed.
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The myLife ePortfolio has experienced teething problems and, although a large
proportion of the problems have now been rectified, work will continue towards
refining and improving the ePortfolio.
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Initial training for staff on how to use the myLife ePortfolio has already started
but a comprehensive training programme will be planned and implemented in
collaboration with ISS.
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Some of the PDP activities in pilot departments are assessed; these assessed
activities are submitted through the Online Coursework Submission (OCS) tool.
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This process is causing some confusion to staff and students and, as a result, an
interface to link myLife and OCS is being developed.
3.3
All areas outlined above are in the process of being resolved and a full report on the
outcomes will be included in the papers for the next Learning and Teaching
Committee.
Nicola Billam
Learning and Teaching Officer
Learning and Teaching Unit
January 2007
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