My PDP

To become embedded as a lifelong activity, the motivation and responsibility to do PDP needs to come from the student. Some students take to the concept of PDP naturally. However, experience has shown that many students not only need to see the relevance of what they are being asked to do, but also need to be provided with a context and some impetus to get started.

There are many points in the student lifecycle – at induction, in study skills units, on placement – where the process of PDP may already embedded. By engaging fully in the process as part of the curriculum, students are made aware of the benefits PDP, and might be encouraged to continue the practice throughout their studies and beyond their time at University.

Students benefit from being introduced to a range of approaches and opportunities to undertake PDP. Modes of reflecting and recording can be straightforward – using a paper-based approach – or more sophisticated – making use of online journals and blogs. Some students may prefer to work alone; others may benefit from activities in groups. Involving students in the design of activities can also contribute to their success. By the same token, staff who can demonstrate that PDP works for them may in turn encourage their students to take it up.

There are many examples of ways in which PDP and aspects of PDP are already used across the School, which may help your students to become familiar with the process. Some of these activities may not be branded as PDP. However, they clearly use PDP processes. The key thing is to make students aware of the connection to PDP and of ways in which they can expand and continue these activities.

At induction
At the start of their studies, it is clearly important to introduce students to the concept of PDP. Students will be more receptive to the concept, and less geared towards getting marks which contribute to their SPM / STPM, at this stage in their programme. The notion needs to be embedded early on, continuing any record of achievement which they may have started at school.

Study Skills Units
Study skills units provide a good opportunity for students to reflect on what skills they may need to acquire in order to progress, not only in their studies, but also, in order to find employment at the end of their study. Students need to be made aware that the generic skills required to complete their programme will help them to organise their lives and plan for their future careers.

Work-based learning
Personal Development Planning is integral to most programmes involving work-based learning. Professional Doctorates require the student to undertake some kind of Learning Needs Analysis and ongoing process of reflection. Foundation Degrees include compulsory units on the subject of work-based learning where students’ personal development plans are assessed.

Professional Requirements
Students working towards professional qualifications are often required to complete records of their professional experience and development which reflect on achievements. Self assessment may also form a key part of their work.

Placements
In considering their placement options and to help them to make informed decisions students have the perfect opportunity to employ PDP processes. A number of departments use formal methods to encourage their students to think about their options by asking students to complete a form indicating their preferences and/or holding a formal meeting.

Students who have been doing PDP will find that compiling their CV will be much easier than starting from scratch. For students who haven’t been involved in PDP, drawing up their CV will be a good opportunity for them to start to reflect on their achievements and think about their future. Some departments also make pre-placement preparation sessions available to students who are not planning to go on placement as the activities on offer will be relevant to them in thinking about their future.

There is an expectation from most departments that students will reflect on and record their achievements and experiences whist on placement. Mechanisms for recording reflections vary according to the programme and range from informal journals and logs to formal reports. Whatever the mechanism, these activities contribute to PDP and students may be encouraged to continue the practice to inform future decisions.

Journals and blogging
Journals and blogging can be used alongside a number of tasks and clearly encourage students to be reflective. One of the best ways of getting students involved in PDP is to show them that you consider it worth doing yourself. If you keep a blog of your own consider giving your students access.

Working in Groups
Getting students to work in groups, observing and assessing the work of their peers, is a very good way to encourage them to reflect on their own skills and behaviour.

Personal tutorials
Personal tutorials are a good opportunity to introduce PDP to students. Some departments use formal means to track the progress of students, using personal tutorial record forms to log information about students including whether they undertake PDP.

Generic Skills Training
For postgraduate research students, PDP is fundamental to completing a training needs analysis identifying what generic skills training may be needed.

Career development
Careers advisors use reflective processes to get students to become more self-aware and aware of opportunities available to them. This process helps students to make decisions about their future and also to think about what steps they might need to take to achieve their goals.