Transcript Personal Development Planning: National and Local Agendas

Personal Development Planning
and Employability: Chicken and
Egg
Dr John Peters NTF, FHEA
Associate Director [Research], Centre for
Recording Achievement
Academic Development and Practice Unit
University of Worcester
Outcomes
• Define PDP and employability
• Critically discuss the relationship between
PDP and employability
• Relate UW PDP practice to national policy
and drivers
• Evaluate current research evidence for
PDP’s value in supporting employability
Centre for Recording Achievement
• Seeks to ‘promote the awareness of recording
achievement and action planning processes as
an important element in improving learning and
progression throughout the world of education,
training and employment’.
• CRA is an Associate Centre of the Higher
Education Academy and offers a range of
services to HEIs and their communities aimed at
supporting the implementation of Progress Files,
Personal Development Planning and e-portfolios.
CRA Support
• Access to the expertise of a practitioner network
across sectors
• Extensive website & resources
– Relevant recent policy documents
– Case studies of PDP practice
– Members area with e-journal
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Regular and ‘one-off’ events
Input into policy development
With HE Academy: JISC-mail list PDP-UK
www.recordingachievement.org
Two views of the relationship: which
comes first employability or PDP?
Employability
PDP
PDP
Employability
3 definitions of employability
• The ability of graduates to find a ‘graduate
job’ quickly
• Work experience and work-related
curriculum provision
• A set of relevant individual characteristics
[achievements and potential]
Employability definition: HESA
• HESA use the DLHE survey to produce the
performance indicator for Universities in terms of
employability.
• ‘The indicator is the percentage of the base
population who are working or studying. The
indicator is defined as those graduates working
or studying (or both) as a proportion of the
numbers working or studying or seeking work. All
other categories are excluded from this indicator.’
(HESA 2009)
Employability definition: CBI
• ‘The CBI has identified a number of “employability skills”
or competencies: skills, attributes and knowledge that
help graduates to secure employment, to enjoy their life
at work, and to contribute to their employer’s success.’
• Positive attitude - a 'can-do' approach
• Self-management – eg readiness to accept responsibility
• Team working
• Business and customer awareness
• Problem solving
• Communication and literacy
• Application of numeracy
• Application of information technology (UUK, 2008)
Employability definition: Yorke
• ‘A set of achievements – skills,
understandings and personal attributes –
that makes graduates more likely to gain
employment and be successful in their
chosen occupation, which benefits
themselves, the workforce, the community
and the economy’ (Yorke 2004)
A set of achievements…
• Skills – core skills, key skills, transferable
skills & generic skills. Transferability skills
• Understandings – meta cognition, ability to
learn and adapt, context sensitivity, nous,
• Personal attributes – self-awareness, selfregulation, self-efficacy
• What about knowledge and experience?
Cross Sectoral Agreement:
Defining PDP
• ‘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.’
(QAA et al, 2001)
Cross Sectoral Agreement:
PDP Quality Standards
• The nature and scope of opportunities for PDP,
and the recording and supporting strategies will
be determined by each institution.
• Students should participate in PDP in a range of
learning contexts at each stage or level of their
programme.
• Institutions must assure themselves that PDP is
being implemented effectively.
(QAA et al, 2001).
University of Worcester
• PDP Quality Standards - student
entitlements
• Independent student PDP – SQP &
PebblePad
• Personal tutorial system – primary focus
• Curriculum – across all taught and
research provision
Self
Evaluation
Where am I
now?
Reflection:
How well did
I do?
Action and
Practice
Personal
Development
Record: Portfolio or
Record of
Achievement
Action
Planning:
How will I get
there?
Target
Setting:
Where do I
want to be?
Model of PDP
Personal
Career
Educational
Personal, e.g.
Self-awareness, own values,
recreation, family life
e.g. cv compilation,
personal career decisions
e.g. learning to
learn, approach to
learning, learning
styles, critical
thinking
e.g. self-efficacy,
self-actualisation,
purposeful
learning for life
Educational,
Career e.g.
Career management skills
e.g. Learning the subject,
acquiring study skills
professional learning and
work related learning
Personal Development Planning
Concept related to theories of:
• Experiential learning [Kolb]
• Self-regulated learning [Zimmerman]
• Self-efficacy [Bandura]
• Person-centred learning [Rogers]
• Autonomous learning & intentional
learning
Spot the difference
Self
Efficacy
Work
Career
Experience Management
Employability
Skills
PDP
Vocational
Knowledge
Self
Efficacy
Academic
Learning from Achievement
Experience
PDP Career
Management
Skills
Employability
The relationship between PDP
and employability
• PDP is a process for structuring learning about
oneself, one’s subject and one’s life choices –
including career and employment
• Employability is about being able to apply what
has been learnt and the learning process in order
to function effectively in, and gain fulfilment from,
the world of work
• ‘The significance of PDP processes for
employability development is … an important
dimension of the University’s approach’ (UW
2008)
EPPI Systematic Literature Review
• Review Question: What evidence is there that
processes that connect reflection, recording,
planning and action improve student learning?
• “The review provides evidence … that the
processes and actions that underlie PDP do have a
positive impact on student attainment and
approaches to learning”
See: [Gough et al 2003]
http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/EP
PI/LTSN/LTSN_intro.htm
Self report grade and PDP tool/system use
(all respondents)
50
45
Significant
difference:
44
Percent
40
Mann-Whitney U
Test:
U=1840, Z=-2.7,
P<0.01
30
26
20
21
Use of tool/system
10
12
9
7
no
5
0
yes
D
C
B
A
Self report grade and PDP tool/system use
(those who engage in PDP)
50
Significant
difference:
46
42
Percent
40
Mann-Whitney U
Test:
30
U=1156, Z=-2.2,
P<0.05
31
20
21
13
10
10
no
7
4
0
D
Use of tool/system
yes
C
B
A
Research evidence
• ‘Of the students who completed
questionnaires on four of the pilot studies
in 2002–3, over 70 percent expressed
positive statements on the value of
progress files in facilitating their learning
experience.’
• Pilots across the University of Glamorgan
[East 2005]
Research evidence
• ‘There are indications … that undertaking
PDP benefits students in several ways. In
particular, it appears to impact on student
retention by clarifying career goals and
increasing motivation towards the chosen
degree programme.’
• A 1st year PDP module [Monks et al 2006]
Research evidence
• ‘Practising therapists evaluated it very positively
as a tool to support development within their role
whereas an adaptation of the tool trialled by
undergraduate dental students (not therapists)
was very unpopular.’ [Haig 2008 on Fry 2002]
• ‘Fry et al. (2002), and Pee et al. (2002) in their
work with dental therapy students report that
undergraduate students disliked the experience,
although they recognised its value.’ [Clegg &
Bradley 2006]
University of Worcester Students
say PDP supports
• Target setting
• Self-assessment, self-analysis and selfawareness
• Reflection
• Professional development
• Personal progression
• Understanding of skills for employers
National Action Research
Network on Researching and
evaluating PDP and ePortfolio
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16 HE institutions
3 year project
Grow practitioner researcher capability
Produce broader evidence base
Research questions include PDP’s link to
developing employability
Ongoing issues 1
• Different conceptions in different subjects
– Professional
– Skills and employability
– Learning (Clegg & Bradley 2006)
• ‘Staff engagement is seen as key to
successful implementation. This is more
likely where PDP is promoted as a tool to
improve learning in the discipline rather than
focusing on employability per se.’ (Haig
2008)
Ongoing issues 2
• ‘Staff engagement is seen as key to
successful implementation. This is more
likely where PDP is promoted as a tool to
improve learning in the discipline rather
than focusing on employability per se.’
(Haig 2008)
Some Ongoing Drivers
• ‘There should continue to be evaluation of the
impact of [sic] learning and the representation of
learning and achievement of different forms of
PDP.’ [Burgess Report 2004]
• Roberts Review and QAA Code of practice:
postgraduate research programmes [QAA 2004]
• Foundation Degrees
• ‘Encourage e-based systems of describing
learning achievement and personal development
planning (PDP).’ [HECFE e-learning strategy,
implementation plan, 3.4]
References 1
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Burgess, R. [2004] Measuring and recording student achievement: Report of the Scoping Group
Available at: http://bookshop.universitiesuk.ac.uk/ downloads/measuringachievement.pdf
Clegg, S. (2004) ‘Critical readings: progress files and the production of the autonomous learner’
Teaching in Higher Education 9, 3, 287-298
Clegg, S. & Bradley, S. (2006) ‘The Implementation of Progress Files in Higher Education: Reflection as
National Policy’, Higher Education 51, 4, 465–86.
Clegg, S. & Bradley, S. (2006) ‘Models of Personal Development Planning: Practice and Processes’,
British Educational Research Journal 32, 1, 57–76.
Croot, D. & Gedye, S. (2006) ‘Getting the Most Out of Progress Files and Personal Development
Planning’, Journal of Geography in Higher Education 30, 1, 173–9.
East, R. (2005) ‘A Progress Report on Progress Files’, Active Learning in Higher Education, 6, 2, 160–
71.
Fry, H., Davenport, E. S., Woodman, T. & Pee, B. (2002) ‘Developing Progress Files: A Case Study’,
Teaching in Higher Education 7, 1, 97–111.
Gough D.A.. Kiwan D. Sutcliffe S. Simpson D. and Houghton N. [2003] A systematic map and synthesis
review of the effectiveness of Personal Development Planning on improving student learning.
http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=reel/review_groups/EPPI/LTSN/LTSN_intro.htm
Haigh, J. (2008) ‘Integrating progress files into the academic process: A review of case studies’ Active
Learning in Higher Education, 9, 1, 57-71
References 2
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HESA [2009] performance indicators web site accessed January 2009
http://www.hesa.ac.uk/index.php/content/view/1186/141/
Jackson, N. & Ward, R. (2004) ‘A Fresh Perspective on Progress Files – A Way of Representing
Complex Learning and Achievement in Higher Education’, Assessment & Evaluation in Higher
Education 29, 4, 423–49.
Kneale, P. (2002) ‘Developing and Embedding Reflective Portfolios in Geography’, Journal of
Geography in Higher Education 26, 1, 81–94.
Monks, K. Conway, E and Muireann Ni Dhuigneain, (2006) ‘Integrating personal development and
career planning: The outcomes for first year undergraduate learning’, Active Learning in Higher
Education, 7, 1, 73–86
QAA, UUK, SCoP & CoSHEP, [2001] Guidelines for He Progress File
http://www.qaa.ac.uk/crntwork/progfileHE/guidelines/progfile2001.htm
QAA, [2004] Code of Practice: Postgraduate Research Programmes,
http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/default.asp
Roberts, G. [2002] SET for Success: The supply of people with science, technology, engineering and
mathematics skills, HM Treasury http://www.hmtreasury.gov.uk/documents/enterprise_and_productivity/research_and_enterprise/ent_res_roberts.cfm
University of Worcester [2008] ‘Student employability and community engagement strategy’
UUK [2008] ‘UUK/CBI Employability Report: Survey for case studies’
Yorke, M. [2004] Employability in HE: what it is and what it is not LTSN