Personal Development Planning (PDP) for all students studying at the University of Bolton The University Framework

Sue Burkinshaw (University Learning and Teaching Fellow) Date: 15.03.05

Contents Part One: Context and Background The Progress file: The National Context An Introduction to Personal Development Planning (PDP) Personal Development Planning Quality Standards Part Two: Definition, characteristics and potential outcomes What is PDP intended to do? PDP as a way of learning What are the potential benefits of PDP? Characteristics of effective PDP practice

Page Number

2 3 4

5 6 7 8

Part Three: The Framework for Personal Development Planning For All Students studying at the University of Bolton Strategic Context Personal Development Planning For Students Framework The Aims of the framework Scope of the framework Key features Responsibilities Implementation This Framework implies that programmes /courses Timescale Part Four: University Validation and Support The Validation Approval Of the implementation of Personal Development Planning Staff Development Use of Technology to support the Bolton PDP Framework Careers Service Key Supporting Documentation Appendices Appendix One Department Proposals to implement the framework Appendix Two Suggested PDP Learning Outcomes QAA Learning Outcomes By Level A Proposed Set of Intended Learning Outcomes University of Exeter Appendix Three Personal Development Planning Module Specification Examples Level One Undergraduate (Business Skills and Personal Development Module) Masters Level (Personal Development) 24-35 36 37-38 39-45 46-50 51-53 9 11 11 11 12 12 12 13 13 14-15 16-17 18-19 20 21-22

Part One: CONTEXT AND BACKGROUND 1. The Progress File: The National Context

The introduction of the Progress File illustrates, and responds to, a series of challenges for the HE sector, including: Widening participation in higher education Quality and accountability in higher education provision Enhancing the employability of graduates Supporting students in the development of self managed, life-long learning skills

The introduction of The Excellence Challenge (1) by the Government in 2000 highlighted the need to ensure students entering higher education were representative of the population as a whole. The focus on widening participation in HE led to an emphasis on creating learning environments that could accommodate the learning needs of a larger and more diverse student body. The Progress File contributes to the widening participation agenda by helping students to better understand how and what they are learning. The NCIHE recommended that one of the imperatives that must be met in order to achieve world class status in H E provision is to `....be explicit and clear in how it goes about its business, be accountable to students and to society and seek continuously to improve its own performance (2). A structured and supported process of PDP can help institutions to: be explicit about what is learnt and how; Effectively monitor student progress, resulting in more effective academic support and guidance systems; and

enhance Departments capacity to demonstrate the quality of support they are giving to students in external review processes. Students are entering into a competitive and fast moving job market (3). Universities UK stress that 'employers have gone beyond compiling lists of desirable attributes (4) and that transferability of skills, self-knowledge and the ability to adapt to change are the kinds of attributes necessary for a successful and rewarding working life. PDP aims to prepare students for this transition by providing the opportunity to reflect on, articulate, transfer and take ownership of the development of their skills. ________________________________________________________________________
(1)Department for Education and Employment (DFEE) (2000) The Excellence Challenge. The Government's Proposals for Widening the Participation of Young People in Higher Education: p. 4. (2)NCI HE. (1997) Higher Education in the Learning Society (3)Universities UK and CS U (2002), Enhancing Employability, Recognizing Diversity Accessed at: www.UniversifesUKac.uklemployability (4)Universities UK and CS U (2002), Enhancing Employability, Recognising Diversity Accessed at: www.UniversifesUKac.uklemployability p13

2.

An Introduction to Personal Development Planning (PDP)

The Dearing enquiry into Higher Education (1997) recommended the introduction, over the medium term, of a HE Progress File. The initiative to develop and expand the idea and practice of PDP stemmed from recommendation 20 of the Dearing Review (NCIHE 1997) (5) which directed HE Institutions to develop the means by which students can monitor, build and reflect upon their personal development. An agreed timescale for implementation was 2005/6. The emergence of the HE Policy on Progress Files emphasises; The HE Transcript (a formal recording of academic achievement); An individuals own on- going record of learning, achievement, progress reviews and plans, which will be used to clarify personal goals and provide a resource from which material can be selected to produce personal statements (Personal Development record); Structured processes to develop the capacity of individuals to reflect upon their own learning, and achievement and to plan for their own educational, academic and career development. (Personal Development Planning)

A variety of terms are used to describe a process of reviewing and recording learning and achievement, and action planning e.g. Personal Profiling, Personal and Academic Records, Personal (Academic) Development Plans, Progress Files, Learning Portfolios, Learning Logs and Diaries. Many of these terms emphasise the records that are a product of the reflective learning process. The term personal development planning is used in order to emphasise that this is an active and deliberate learning process undertaken by students to improve themselves and their work. Personal Development Planning is 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. (6) More recently, the Government White Paper. The Future of Higher Education (7) supports the use of Progress Files: We want them (transcripts and personal development portfolios) to be used to enable learners to understand and reflect on their achievements and to present those achievements to employers, institutions, and other stakeholders
(5)NCI HE. (1997) Higher Education in the Learning Society (6)NCI HE. (1997) Higher Education in the Learning Society (7)White Paper: The Future of Higher Education (2003), p52 accessed at: http://www dfes acv uWhiahereducation/hestrateay/pdfs/DfES-HigherEducation pdf

3.

Personal Development Planning Quality Standards

The Guidelines for HE Progress Files (1997) (8) identifies minimum expectations for Institutional PDP policies. The University is expected to deliver these. These are: 3.1 Opportunities and entitlements at the start of a programme, students will be introduced to the opportunities for PDP; Students will be provided with opportunities for PDP at each stage of their programme The rationale for PDP at different stages of a programme will be explained for the benefit of students (e.g. in student or course handbooks or module/unit guides); The nature and scope of opportunities for PDP, and the recording and support strategies will be determined by each institution. Minimum outcomes On completion of their programme students will have: Participated in PDP in a range of learning contexts at each stage or level of their programme; Demonstrated that they can access and use the aids and tools provided by the institution to help them reflect upon their own learning and achievements and to plan for their own personal, educational and career development; With support, created their own learning records containing information on the qualities and skills they can evidence which can be drawn upon when applying for a job or further study. Information on PDP The opportunities for PDP in student programmes will be made clear in the programme specification and through any other means the institution considers appropriate; Students who are applying to study in HE will be informed about the institutions policies on PDP; At the start of their programme students will be provided with information on PDP in their programme including a rationale for the approaches used Students will be provided with information on how they might integrate extra-curricula experiences (for example: voluntary service, part-time employment or work placements, study Abroad, fieldwork and working as a student representative or Student Union officer) into their own personal development planning process; Students will be provided with information on any ways in which their own evidence of learning might be eligible for accreditation; Formal opportunities for PDP in the HE curriculum will be identified in the HE Transcript. Quality Assurance Institutions will be expected to have mechanisms to assure themselves that PDP is being implemented effectively.
(8)Guidelines for HE Progress Files Universities UK, Scop, Universities Scotland, and QAA (May 2000)

3.2

3.3

3.4

Part Two: DEFINITION, CHARACTERISTICS AND POTENTIAL OUTCOMES This next section of the paper defines the intention around Personal development planning for all students within Higher Education and identifies some of the potential benefits for stakeholders in the implementation of this approach to student learning and development. 4. What is PDP intended to do?

Personal development planning is centered on student development. It seeks to: Improve the capacity of individuals to understand what, how and when they are learning; Encourage them to monitor, review, plan and take responsibility for their own learning It is intended to help students: become more effective, independent and confident self-directed 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; Encourage a positive attitude to learning throughout life. The ideas that underpin these conceptions mean that PDP is: a structured process that is integral to higher level learning; concerned with learning in an holistic sense (both academic and non-academic); something that an individual does with guidance and support: the latter perhaps decreasing as personal capability is developed so that it becomes selfsustaining; a process that involves self-reflection, the creation of personal records, planning and monitoring progress towards the achievement of personal objectives; Intended to improve the capacity of individuals to communicate their learning to others who are interested in it (e.g. academic staff and employers).

(Adapted from: Guidelines for HE Progress Files Universities UK, SCOP, Universities of Scotland, QAA May 2000)

5.

PDP As A Way of Learning

The reflective and planning skills on which the idea of PDP is based are integral to knowing how to learn in different contexts and to the ability to transfer learning from one context to another, although we probably apply the skills and behaviours that PDP is intended to promote intuitively. PDP is an integrated process that encourages people to: learn about themselves and reflect on what they are doing; to value themselves and their achievements; Identify ways of improving themselves. In an academic context the core questions that underpin reflective learning and planning for self-improvement might be e.g.: What have I learnt or done? (retrospective reflection) What do I need to learn or do to improve myself? (reflection on current situation) How do I do it? (review of opportunities and identification of personal goals or objectives) How will I know Ive done it? (strategy for setting targets and reviewing progress)

(Adapted from: Jackson, N. June 2001 PDP Working Paper 1 Ver 4 Personal Development Planning: What does it mean?)

Skills, attitudes and behaviours that PDP might promote Examples of skills, capability and attitudes relating to reflective learning able to recognise, value and evidence their own learning in academic and non-academic contexts; able to gather and record information on learning experiences and achievement; able to evaluate and recognise own strengths and weaknesses and identify ways in which perceived weaknesses might be improved and make best use of strengths; able to learn from things that did not go according to plan; Able to utilise personal records and evidence of learning to demonstrate to others what they know and can do. Examples of skills, capability and attitudes relating to planning for self-improvement demonstrate a responsible attitude to their own personal, educational and career development; able to identify what needs to be done to improve something; able to recognise opportunities for new learning; able to create a strategy for self-improvement; able to monitor and review progress towards the achievement of goals and targets; able to change the strategy if it isnt working; able to justify and account for their personal strategies

What results from the PDP process? PDP has the potential to: develop the skills and attitudes listed above; Enhance self-awareness of strengths and weaknesses and directions for change. Create personal records of learning experiences and achievement that provide a unique resource to each individual. The process is intended to help individuals understand the value added through learning that is above and beyond attainment in the subjects they have studied. Crucially, it relates to their development as a whole person. Greater self-awareness also enables an individual to relate what they know and can do to contexts outside H.E. --------------------------------------------------------------------------------------------------------------------(Adapted from: Jackson, N. June 2001 PDP Working Paper 1 Ver 4 Personal Development Planning: What does it mean?)

6.

What are the potential benefits of PDP?

A number of universities and colleges of higher education have introduced their own Policies to support the process of PDP. The benefits they cite include the following: 6.1 PDP will help students: Integrate their personal and academic development and improve their capacity to integrate academic programmes Be more effective in monitoring and reviewing their own progress; Be more aware of how they are learning and what different teaching and learning strategies are trying to achieve; Recognize and discuss their own strengths and weaknesses; Identify opportunities for learning and personal development outside the curriculum; Be better prepared for seeking employment or self-employment and be more able to relate what they have learnt to the requirements of employers; Be better prepared for the demands of continuing professional or vocational development when they enter employment. 6.2 PDP will help academic staff: By helping students to be more independent / autonomous learners; Improve the quality of experience for tutors and tutees when it is linked to personal tutoring systems; Make more effective use of off campus opportunities for learning like work placements or study abroad by creating a mechanism through which careerrelated skills and capabilities can be recorded; by improving their understanding of the development of individual students and their ability to provide more meaningful employment references on their behalf

6.3

For departments and institutions PDP will:

Facilitate more effective monitoring of student progress; Result in more effective academic support and guidance systems; Enhance their capacity to demonstrate the quality of support they are giving to students in external review processes. --------------------------------------------------------------------------------------------------------------------(Adapted from: Guidelines for HE Progress Files Universities UK, SCOP, Universities of Scotland, QAA May 2000)

7.

Characteristics of effective PDP practice

The key lesson from practitioners who have used PDP to promote learning is that the process should be integral to learning. Students do not participate in such processes for altruistic reasons they have to perceive the investment they make will be valued. 7.1 PDP is likely to be most effective: When it is a mainstream academic activity; When linked to the learning objectives/outcomes of programmes and Modules; When the purpose is clear and meaningful to students and staff; when the process is supported and valued by staff; When learners feel that it is in their own interests to participate in the Process; When learners see that there are longer as well as short-term benefits. 7.2 The process of Personal Development Planning (PDP) works well where: time is spent on planning a coherent and integrative structure There are clearly identified modules at each level which particularly support PDP (e.g. Skills modules, Work experience modules, and dissertation/project). Parallel modules carry supporting activities, and the links are made explicit to staff and students simple structures and materials are developed the process is owned by the student and is supported and valued by staff activities are relevant and timely existing structures/processes are developed and improved (e.g. the Reflective learner, Personal Tutoring systems) there is effective communication with all involved in the process relevant staff development activities support for those supporting the process

Part Three: THE FRAMEWORK: PERSONAL DEVELOPMENT PLANNING FOR STUDENTS STUDYING AT THE UNIVERSITY OF BOLTON 8. 8.1 Strategic Context The Universitys Strategic plan (2003 2009) In the University Strategic Plan 2003 -2009 (9) it is recognised that our students are more diverse than ever in their prior experience, their expectations, their needs and their learning styles. (pg14) The context in which students learn is changing from one which is campus based to one which is increasingly networked- based (embracing home, place of work). In knowledge based society, increasingly students will require and be expected to undertake continuous professional development. The introduction of the Personal Development Planning framework supports the changing nature of the student body, the differing ways of delivery and student learning and the changing external and Higher Education environment. This is further developed in the Teaching and Learning strategic intent to provide these opportunities and develop self reliant learners. (10) The University strongly believes that learning is fundamental to the transformation of individuals and society. Some of the Universitys Guiding principles are to: create opportunities for individual development provide education which makes a practical difference value and promote individual confidence, self reliance and initiative develop knowledge which leads to innovation (11) We (the University) add value to the learning experience through help(ing) all our students apply their learning to practice and enable them to enhance their personal development and lifetime career opportunities (12) The framework for the implementation of Personal Development Planning opportunities for all students across the University underpins and supports the Universitys Guiding Principles.
(9)Bolton Institute - Our Strategic Plan 2003-2009 Pg3 (11)Bolton Institute - Our Strategic Plan 2003-2009 pg 8 10) Bolton Institute - Our Strategic Plan 2003-2009 Pg 10 (12) Bolton Institute - Our Strategic Plan 2003-2009 pg14

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8.2

The University Learning and Teaching Strategy (2004/5 -2006/7)

The Universitys Learning and Teaching Strategy (2004/5 2006/7) provides a framework to implement and support the Universitys Guiding Principles and the Teaching and Learning strategic intent. Key Strategic Goal Two and the objectives within the Learning and Teaching Strategy are: To develop flexible and innovative approaches to learning, teaching and assessment that increases the knowledge and skills of students with diverse educational experience, and enables them to realise their full potential by: developing further departmental learning and teaching strategies that are appropriate to the needs of the learners encouraging students to become independent learners, who are actively engaged in there own learning, self-aware, enterprising and creative developing central and local systems of learner support implementing policies to improve retention and progression developing flexible, vocationally relevant curricula, characterised by the integration of practice, enterprise and specialist knowledge encouraging the development of varied assessment tasks and activities to provide opportunities for students to demonstrate understanding and application of knowledge and to practise relevant vocational skills

The framework for Personal development planning for all students studying at the University of Bolton is one way in which the University is moving forward and seeking to support these objectives and realize their intent.

13) Bolton Institute Developing the New Learning Environment - Learning and Teaching Strategy 2004/5- 2006/7 pg 9 6.2

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9. 9.1

Personal Development Planning For Students Framework The Aims of the Framework

The proposed Framework sets the parameters for designing the structures and support mechanisms for students development of Personal Development Planning. The Framework supports the Universitys Strategic Plan (2003-2009) and the Learning and Teaching Strategy It is based on the experience, practice and expertise already developed by some Departments and Programmes in this area, across the University and across the Higher Education sector. It recognises the diversity of purpose and practice needed by Departments and Programme teams and allows flexibility for Departments to develop Personal Development Planning for students in response to their own needs. 9.2 The Framework is intended to: ensure minimum level requirements and hence consistency for the support of all students and equity of opportunity for all students to engage with Personal Development Planning activities enable communication to staff and students about the nature and purpose of Personal Development Planning for students and the principles which underpin their use enable Departments to develop their own strategy and practice, and to articulate appropriate structures and systems for Personal Development Planning for students across their Programmes Build on and extend existing good practice. It is anticipated that the minimum expectations set out in this Framework are/will be exceeded by Departments /Programme teams be consistent with the QAA policy statement (May 2000) (http://www.qaa.ac.uk/crntwork/progfileHE/guidelines/policystatement/content s.htm#4) and Guidelines for HE Progress File (February 2001) (http://www.qaa.ac.uk/crntwork/progfileHE/guidelines/progfile2001.pdf)

9.3

Scope of the Framework

The Personal Development Planning for Students Framework will normally apply to all award or credit- bearing programmes of study, (of at least one academic year of full-time study or part-time equivalent) for which the curriculum has been approved or validated by the University, whether delivered on or off campus. Variations in the methods of delivery, may apply to programmes delivered: -under collaborative arrangements with partners in the UK and Overseas, -programmes delivered at a distance -for students admitted with AP (E) L

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9.4

Key features

The Framework is underpinned by the following key features: The development of Personal Development Planning (PDP) is a studentfocussed activity. It involves a structured process to enable students to reflect on their own learning and development, to plan for their personal, educational and career development, and take action to develop further. The emphasis is on the on-going process of students Personal Development Planning (PDP): this can involve reviewing, reflecting, action planning, target setting and monitoring progress. Support structures and materials enable and encourage students to engage with and continue the process. Within the curriculum, there are highlighted opportunities to engage in appropriate activities for developing PDP Opportunities will be available to all students at each level of their course/programme, in all modes of learning. Students are encouraged to reflect on their learning and career development from a holistic perspective, including activities and experiences which take place outside the university curriculum.

9.5

Responsibilities Departments are responsible for providing students with the opportunity to effectively engage with Personal Development Planning (PDP), at each level of their programme/course Monitoring and review of structures/systems/activities relating to Personal development planning will form part of the Quality mechanisms across Programmes and within each Department Students are responsible for developing, using and maintaining their own PDP.

9.6

Implementation Departments are expected to: Articulate the purpose/rationale of the Personal Development Planning approach in relation to courses/programmes Provide students with formal opportunities for PDP within programmes/courses at all levels provide guidance to students about: The purpose and aims at each stage of their course The process and structure (e.g. curriculum, elements of assessment) The course/module activities which support PDP (e.g. reflection, CV writing, skills development opportunities) Provide guidance to support the process (e.g. booklets, pro-formers, support, information about wider Institute resources and access)

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9.7

This Framework implies that programmes/ courses are designed explicitly to develop autonomy, to enable students to own and gradually develop their own processes for personal development and career planning integrate PDP activities with mainstream academic and administrative activity provide feedback which students can use to reflect on their learning and development (e.g. on specific module learning outcomes, particularly in relation to academic, professional skills development) may include some elements of assessment, (although generally not of a whole record/portfolio) enable and encourage review meetings, which are structured and purposeful are designed to respect the nature of confidentiality of Personal development planning for students

9.8

Timescale It is anticipated that Departments will have operational systems in place for all students in the first stage of all programmes/courses by September 2005/6, for all students in the second stage of all programmes/courses by September 2006/7, for all students in the third stage of all programmes/courses by September 2007/8 and so forth. The Validation processes of the Personal Development Planning opportunities within the programme(s)/course(s), will take place in the Academic year(s) 2004/2005 and 2005/2006.

Approved by the Learner Experience Committee 17.01.05

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Part Four: University Validation and Support 10. 10.1 The Validation Approval of the Implementation of Personal development planning (PDP) Strategies, implementation plans and proposed changes to programmes arising from the requirement to introduce PDP by 2005 will in some way affect almost every University programme. The schedule in the PDP framework paper (approved by the Learner Experience Committee on 17 January 2005) calls for strategies and plans to be approved this year, whilst approval of any changes to programmes, to be introduced incrementally from 2005/06, also needs to be effected this year (ideally) and next year (at the latest). Validation approval of PDP might require scrutiny of a range of proposals. Some Departments, subjects and programmes already have PDP in place and will therefore only need to articulate their approach. Other Departments, subjects and programmes will need to design its implementation and make changes to modules to incorporate it. Some programmes may seek variations in their approach to cater for unusual circumstances, e.g. delivery of the final year of programmes overseas. Finally, a number of programmes will be exempt according to the criteria in 9.3 of this Policy paper. Another major factor to consider in determining the approval process is the volume of strategies, implementation plans and programme changes which might potentially ensue. It would be time-consuming, expensive and impractical to dedicate a separate event to each individual programme proposal (whatever that event might be). An approval method is sought which relies on prior programme and Departmental scrutiny and external examiner comment. Further, any single approval exercise should be able to cope, with a cluster of proposals at any one sitting, thus making best use of participants time and allowing a more holistic view to develop during panels scrutiny and discussion. Validation of PDP proposals will proceed according to the following description: Departments, subjects, programme areas or individual programmes (as appropriate to the level at which a PDP strategy is to be implemented) should provide for the validation event some or all of the following, as appropriate to the changes needed to implement PDP: Statement of their rational, strategy and implementation plan for PDP (see example in section 9.5 an 9.6 of this framework document), along with any existing or proposed explanation of PDP for students, as (to be) included in the programme handbook(s) (required by QAA guidelines). The award and programme title(s) encompassed by the above. The award and programme titles for any programme(s) for which full or partial exemption from PDP is sought, with reasons (e.g. FE programmes, mainstreamed short courses).

10.2

10.3

10.4

10.4.1

10.4.2

10.4.3 10.4.4

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10.4.5

Amended programme specification(s) for programmes encompassed by 1 above, now also including a statement on PDP opportunities within the programme(s) (required by QAA guidelines). A list of the current module(s) used to deliver PDP and/or a completed Annex L from the Validation Handbook in respect of proposals to add or amend any modules in the above programme(s) to accommodate PDP. This should be accompanied by module specifications for all relevant existing, new and amended modules, with previous versions too in the latter case. Annex L can encompass a number of modules if required. The online module database should be used for new or amended modules. Completed Annex M in respect of the above, containing external examiner comment on the module additions and changes.

10.4.6

10.4.7 10.5

In order to plan for the approval of PDP, Departments will be asked to provide a statement of which subjects, programme areas and awards/programmes they will be able to bring forward for validation by the end of April, May and June this year, and which will be brought forward next year. It is understood that different states of PDP readiness apply to different Departments, subjects, programme areas and programmes and that the same model might or might not apply at all levels in one Department. This year we will require PDP proposals for at least year 1 of FT programmes (including one year programmes) and/or their PT equivalents. On the basis of information received the Courses Sub-Committee of Academic Quality and Development Committee will be scheduled to meet to approve proposals from clusters of Departments (as per the Standing Panel configuration). The Sub-Committee will meet for as long as necessary, engaging in dialogue with Departments on a rolling basis during the course of a day or days. It is planned that proposals coming forward this academic year will be approved by the end of the year in as few sittings as possible (June or July seems likely). A similar programme of approvals will cater for proposals coming forward next year.

10.6

10.7

The composition of the Sub-Committee will be as follows: P Birkett- Head of Academic, Quality and Development (Chair); Sue Burkinshaw University Learning and Teaching Fellow One of: R Campbell, M Lomas, J Napier, ( Associate Deans) as appropriate to the Department(s) bringing forward proposals and which are encompassed by the Standing Panel of which they are Chair; Secretary (Secretary to Standing Panel). Departments will be allocated a time to present and defend their proposals and will be asked to send those representatives deemed most appropriate to the subject matter. Minutes of these events will be received by the Academic Quality and Development Committee as normal. ---------------------------------------------------------------------------------------------------------------------

Submitted by Paul Birkett (Head of Academic Quality and Standards Unit) (Approved by the Academic Quality and Development Committee, 2 February 2005)

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11.

Staff Development

11.2 Staff Development relating to Personal development planning for students (to date) The University Learning and Teaching Fellow (S.Burkinshaw), has championed the development of PDP in a number of ways. Initial discussion was around the different strategic approaches to PDP practice across the HE sector and an evaluation of these approaches. This was achieved through staff development workshops, at Programme meetings, Departmental meetings, University Committees and Departmental Away Days. Also, discussion and activity relating to PDP was developed through the New Learning Environment (NLE) Steering Group, the associated four NLE Working Parties and the N L E : Annual Learning and Teaching Staff Conference ( July 2003). As staff awareness of Personal development planning for students increased across the University, a number of Departments led trial approaches/ activities in relation to PDP for students. Direct support, guidance, help and advice was provided to Programme teams, Module tutors and Departments. Approaches such as Staff Awareness Raising sessions, support and guidance to Programme Leaders, Module tutors and Departments, were used An evaluation of the various approaches and practices of Personal development planning across the University was undertaken and a sharing of this practice and evaluation delivered at the Building on learning and Teaching (BOLT) Staff Conference (July 2004). 11.2 Staff Development relating to Personal development planning for students (in the future) As the University formulates its approach to Personal Development Planning for all students studying at the University, further staff development will be needed. The purpose of this development is to build a sustainable approach to implementation of PDP which moves from awareness through sharing of practice to embedding within the whole curriculum. The areas for development are to help and support the implementation of the PDP framework; provide guidance to all Departments in the Approvals process; (section 17) and to support the implementation and roll out of the framework across the university over a period of time.

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11.2.1 The Head of Staff Development (R. Harris) and the University Learning and Teaching Fellow (S. Burkinshaw) propose to lead and deliver staff development opportunities to support the implementation of the PDP framework across the University in the following way(s): Meetings and workshops with Heads of Departments and other staff (where appropriate) who are responsible for leading the implementation of PDP e.g. Heads of Academic Department meeting, Principal Lecturers Forum Provide a detailed and comprehensive Guidance Pack for Programme Leaders and Module tutors. It is the intention that the pack will provide examples of effective PDP practice from across the HE sector and from PDP practices across the University. The pack might include : Pro forma which can be adapted and tailored to Programme/module needs, examples of different forms of PDP assessment, Examples of Learning Logs and Personal Development Plans, Further information and tools to help Programme Leaders and Module tutors to implement effective PDP practice across the curriculum. (This will avoid the re inventing of the wheel syndrome and will further support the development of a consistent and effective approach to PDP across the University).

provide a Guidance pack for students deliver a Road Show across the University in support of the implementation of the PDP Policy establish a PDP Practitioner Group (with representatives from each Department), to meet on a regular basis, to share experience and examples of practice as the PDP strategy is rolled out and implemented, over time across all programmes and levels establish a web based site on the University intranet to develop a forum for sharing good practice

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12.

Use of Technology to Support the University of Bolton PDP Framework

The use of a range of technologies to support student personal development planning and the creation and maintenance of electronic portfolios is a rapidly evolving area. Various tools have been developed unilaterally by a number of institutions (e.g. LUCID from the University of Liverpool) and over recent months the use of electronic tools to support student PDP and portfolio development has been a significant strand of JISC activity and funding streams. As a result tools such as ePET (Newcastle), PETAL (Oxford Brookes) and HORUS (Manchester) are all currently under development as open-source tools accessible by the entire UK HE community. The Institute has recently been successful in a bid for funding to develop and implement tools to support portfolio development in Foundation degrees as part of a JISC regional pilot programme. The potential impact of this project on the Institute PDP framework is discussed in more detail below. Within Bolton a small number of departments have explored the potential application of technological approaches to student PDP and portfolio development, primarily focussed on the use of WebCT (e.g. in BLIS). Although this has been a useful learning curve, the fact that WebCT is not specifically designed to facilitate this activity has resulted in a number of issues which have hindered further progress. Following sections of this paper outline the ways in which technology can be utilised to support both student personal development planning and portfolio development. These two areas are treated separately since in many situations, students will be required and expected to undertake PDP but will not necessarily be required to develop a portfolio, electronic or otherwise. 12.1 Tools to Support PDP (e-PDP) The emerging institutional PDP framework focuses on the development of local strategies to support student PDP based on a minimum level of requirements and support which all students could reasonably be expected to obtain. Within this context it would be inappropriate to implement an institution-wide e-PDP system for all departments and students, but rather the focus will be on the provision of support and guidance for departments who wish to explore the potential of these tools. However it would be unrealistic, and unattainable, to allow a diverse range of e-PDP tools to be implemented across the Institute and thus it is proposed that a single technology-based PDP tool for students is supported within Bolton. Given that many of the open-source tools to support e-PDP are currently still under development and that institutionally developed systems such as LUCID are also the focus of significant review, it is inappropriate within the context of this report to identify the tool which will be implemented and supported. It is proposed therefore that a small group of those staff who are currently exploring the use of e-PDP within the Institute and colleagues who are interested in this area undertake a needs analysis of what an e-PDP tool for Bolton students would require to contain and to produce a specification to guide the implementation of such a tool. This would be followed by an analysis of e-PDP tools available, focussing primarily on public domain open-source tools which could be integrated with other institutional systems and processes (e.g. SITS and WebCT) although commercial and other tools would be examined as part of this process. There is likely to be some technical support available

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as part of a JISC-funded project (see next section) and from existing eLaB resources to support the technical implementation of an e-PDP system. However staff development and pedagogical support in the implementation of the e-PDP tool selected is likely to be provided from a variety of sources, including learning and teaching fellows. 12.2 Tools to Support Electronic Portfolio Development (e-portfolios) As outlined in the introduction, the Institute successfully submitted a bid to JISC on behalf of the Greater Manchester Strategic Alliance (GMSA) to develop and implement an e-portfolio tool to support students on Foundation degrees in the healthcare sector. This project commences in April 2005 and is of one years duration and will be undertaken in collaboration with the University of Salford and a range of FE partner colleges. The project is named MANSLE Manchester Self-Directed Learning and EPortfolios) The project will implement an open-source portfolio development tool using web service technology in order that it can be integrated with a range of other systems which adhere to interoperability standards in this area. The tool which has been selected to support this project is the ePET tool developed by the University of Newcastle which is currently being developed further to facilitate its use as a web service. In addition the HORUS project at the University of Manchester which is developing a student self-managed learning tool to support the use of portfolio development will be explored to identify its potential applicability to the MANSLE. Resources are provided within the project to support the technical and pedagogic implementation of the tools developed and in the first instance these will be piloted within the Institute and its partner colleges using the Foundation degree in Health & Social Care. The tools and procedures developed within this project will form the basis for an institution-wide e-portfolio system which can be adopted and implemented by all departments across the Institute as necessary depending on the potential utility and application of portfolios within their subject domain. This section has outlined the approaches which will be adopted to the design and implementation of technology-based tools to support student personal development planning (e-PDP) and portfolio development (e-portfolios). The approach adopted is consonant with that developed in the institutional PDP Framework, which is to provide support and guidance in the use of a core framework which individual departments can adopt, implement, adapt and develop to suit their own specific context, needs and those of their students. Action Responsibility Timeline Needs analysis undertaken for Small group of staff currently By June 2005 the Bolton e-PDP tool using e-PDP and others Review of existing e-PDP tools As above By August 05 and selection for adoption Implementation and piloting of eLaB, C & IT Team Aug 05 Jul 06 selected e-PDP tool Pilot of MANSLE e-portfolio tool eLaB, C & IT Team, Health & Sep 05 Mar 06 in FdA Health & Social Care Community Studies Development of MANSLE tool eLaB, C & IT Team, Learner Mar 06 Sep 06 for institutional e-portfolios Experience Committee

Submitted by Dr. Neil Ringan Head of eLab

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13

Careers Service

The Careers Service is committed to enabling its students to gain life-long employability skills. In order to pursue and realise this commitment we will provide our students, whatever their method of study, with access to a range of personal and career development opportunities and services throughout their learning experience. 13.1 Aims

To ensure that: The University of Bolton produces capable and employable graduates enabling them to be competitive within the national and international labour market and to make a contribution to the development and growth of the local economy A range of career development opportunities is available to students as electives or integrated within the curriculum in each year of student study Careers education, information and guidance for students is of the highest quality assessed by internal auditors and by appropriate external agencies CEIG is embedded within the overall employability strategy CEIG is delivered and developed through a range of a partnerships including academic departments, employers, the wider community and the Careers Service

13.2

Objectives

To ensure that students are: Aware of the opportunities open to them in work, education and training Able to gain easy access to relevant information and advice to help them explore the opportunities open to them Provided with the opportunity to identify and record their skills and qualities, enhance these through a planned programme of experiential learning and learn how to articulate those qualities to prospective employers in an effective and appropriate way Aware of relevant labour market requirements, practices and trends Provided with the opportunity and rationale to enable them to understand, plan, reflect upon and take responsibility for their own career management

--------------------------------------------------------------------------------------------------------------------Submitted by Anne Higham /Jacqui Hogan Careers Advisers

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14

Key Supporting Documentation

Bolton Institute Our Strategic Plan 2003-2009 Bolton Institute Developing the New Learning Environment - Learning and Teaching Strategy 2004/5- 2006/7 Brennan, J and Shah, T (2003) Report on the Implementation of Progress files CHERI report Burgess Report Centre for Recording Achievement Institutional Case Studies Personal development Planning LTSN Generic Centre Department for Education and Employment (DFEE) (2000) The Excellence Challenge. The Government's Proposals for Widening the Participation of Young People in Higher Education: Dfes (2002) Progress File Guidelines for HE Progress Files (1997) Universities UK, SCOP, Universities Scotland, QAA Jackson, N (May 2001), Personal Development Planning: What does It Mean? An Interactive Working Paper LTSN Jackson, N. (June 2001) Personal Development Planning: What Does it Mean: PDP Working paper 1 Ver 4 LTSN LTSN Generic Centre Personal Development Planning Examples of PDP Practice Moon, J Reflection in Higher Education Learning PDP Working Paper 4 LTSN NCIHE (1997) Higher Education in the Learning Society. Report of the National Committee of Inquiry into Higher Education HMSO 2 vols. QAA, (May 2000), QAA policy statement, QAA, (http://www.qaa.ac.uk/crntwork/progfileHE/guidelines/policystatement/contents.htm#4 QAA, UUK, SCOP, LTSN, Universities Scotland, (Feb 2001), Guidelines for HE Progress File, QAA (http://www.qaa.ac.uk/crntwork/progfileHE/guidelines/progfile2001.pdf QAA HE (Universities Scotland) December 2004 Effective Learning Framework Consultation Document Universities UK and CS U (2002), Enhancing Employability, Recognizing Diversity Accessed at: www.UniversifesUKac.uklemployability

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UK Grad Programme (2004) A national review of emerging practice on the use of personal Development Planning for postgraduate researchers www.grad.ac.uk Smallwood A (1998) University of Nottingham PADSHE Project. Background paper for Recording Achievement Consortium Conference London February 1998. hhtp://www.nottingham.ac.uk~aezpadsh/ Universities UK, SCOP, Universities Scotland, QAA (May 2000) Guidelines for HE Progress Files Ward, R. (1999) Record of Achievement to Progress File. Appendix 1 to joint QAACVCP-ScoP Discussion Paper Developing a Progress File for Higher Education. March 1999. White Paper: The Future of Higher Education (2003) accessed at: http://www.dfes.acv uWhiahereducation/hestrateay/pdfs/DfESHigherEducation pdf

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APPENDIX

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APPENDIX ONE Departmental Proposals to implement the PDP Framework In response to a request from the Learner Experience Committee (meetings of 22.11.04 and 17.01.05) the University Learning and Teaching Fellow was asked to report on the preparedness of Departments, to meet the minimum requirements of the PDP framework within the timescale set ( meeting of 22.11.04) and then further, to audit/ report upon the PDP activities/opportunities for students taking place across Departments and Programmes ( meeting of 17.01.05). The findings are outlined below. In consultation with Heads of Departments, the Departments have identified their Preparedness to meet the minimum requirements of the PDP framework Nearly all Departments have been working towards planning and preparing for, in liaison with the University Learning and Teaching Fellow, developing Personal Development Planning opportunities for students within each stage of Programme curriculum. There are Personal development activities/opportunities for all students, within Programme curriculum, across nearly all stages of programme(s) across all Departments. In some areas the activities/ opportunities for PDP, in some Departments and across some programmes, needs to be further developed across each stage of the Programme and made more explicit in Programme documentation, to meet the minimum PDP framework. The Departments have identified the PDP practices taking place across the Programmes within the Department and proposed plans/strategies to meet the demands of the proposed minimum PDP framework. As can be seen from the Departmental responses below, there is clear commitment, planning and much activity taking place across all Departments of the University, to develop and embed effective PDP opportunities/activities for students within the Programme curriculum. Departments are therefore prepared to move towards (if not beyond, in some cases), to meet the minimum requirements of the proposed PDP framework

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Art and Design The Art and Design Department and University Learning and Teaching Fellow were involved in the Profiling the Educational and Artistic Record of Learning of Art and Design students, (PEARL) consortium FDTL Project bid, (2002) with the Universities of Salford, Central Lancashire and Liverpool John Moores. The undergraduate programmes have a curriculum based model to Personal development planning. Example: BA (Hons) Textile/Surface Design Personal Development Planning It is envisaged that within Textile/Surface Design the PDP process will be embedded as part of the core modules Research & Study Skills and Introduction to Textile Design at Level 1 of the programme, Cloth, Culture & Meaning and Self Initiated Module at Level 2 Professional Practice and Personal Project at Level 3 Learning contracts/PDP could also form a part of the ongoing tutorial system run in parallel to taught modules and also form the selection process relating to modules choices at specific points throughout the academic year. Performa information to become part of a learning log/record / portfolio of skills development this could assist students in the production of their personal profiles and allowing them to complete information sheets which focus students attentions on outlining skills development and personal/professional aspirations. Portfolio Pack to contain personal information which can develop throughout the programme , such as that produced for the current L3 Professional Practice Module this could contain information such as artists statements, curriculum vitae, application forms, personal statements etc. linking to personal career aspirations/life long learning and postgraduate training opportunities. The PDP process also links to the acquisition and acknowledgement of key skills development embedded within modules. The PDP process could unpack these through the production of specific information for the portfolio pack. Reflective Journals As part of art and design practice, students produce reflective journals within many modules which records students progress throughout the module this will become a key feature of acknowledgement as part of PDP process.

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Work Experience Where practical work experience will form a part of the PDP process, allowing students to record and review practical /theoretical skills acquired in a work environment. Work placements are available on a voluntary basis with a number of employers, and in many cases the contacts thus established have been developed further with employers, and studio employees, subsequently playing an important role within the studio based activities of some modules. This has included setting, monitoring and offering feedback on assignments, the initiation of live briefs, and support in giving a live feel to simulated live briefs. Embedded Key Skills The Department of Art & Design has identified six essential Key Skills which we believe require to be built in to any successful art and design programme. Within all Art & Design degrees at Bolton, these skills are (a) embedded within the programme and (b) carefully mapped and monitored. They are Visual Problem Solving. Research, both visual and literature-based. Oral and Written Presentation. Information and Communication Technology Planning and Time Management. Working with people Key Skills in Core Modules By a carefully considered combination of core and optional modules with a consistent emphasis on key skills within all cores we ensure that there is a satisfactory level of key skills development contained within each of our degrees, pathways, and specialist routes. Appended is evidence of the mechanisms employed to track the emphasis on key skills across the range of modules offered by the pathway, and how they are built into assignments. Information on the assessment of the achievement of those skills is also included. Assessment of Key Skills It should be noted that all the learning outcomes concerned with the students ability to demonstrate and apply/employ key skills, and therefore the assessments thereof, are embedded within the assignment and project requirements. A number of methods are used to introduce, develop, monitor and assess key skills acquisition, and these include the following: Visual Problem Solving As visual problem solving is the keystone of all art and design courses, every practical assignment and project is concerned with the development of strategies for visual problem solving. Especially within design courses such as this, a well developed understanding of the means of visual problem solving, including computer applications, is the single most important attribute a design graduate should be able to demonstrate through her/his portfolio of work. Research, both visual and Literature-based

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All design projects commence with personal research. From their earliest days on the course (and especially through the module Research & Study Skills) students are guided towards an understanding of the importance of sound research, both visual and literature-based. Many modules employ the device of the Journal, the record of the students progress through the module, as the repository for much of the researched material. Students are encouraged to use the journal as the location in which to collate sketchbook work, material gleaned from books and magazines, exhibition catalogues, postcards, and any other relevant material researched during their preparation for an assignment, or during the practical development of that assignment. In other practical modules, the sketchbooks and other visual references are included in the assessable outcomes. In historical and theoretical modules literature-based research underpins the assessable essays and assignments. Information & Communication Technology All students are expected to achieve a level of ICT competence by the end of the Research & Study Skills module. Where appropriate, practical modules include the structured development of specialist ICT skills at levels H2 and H3. Planning & Time Management All assignments and projects have published deadlines which students are required to meet. This information is available on the first taught session of the module. This is seen as an important simulation of working practices that students will experience once in employment. In addition, students are expected to develop strategies to progress their work, ensuring that they consider the pressures of equipment and space, etc, and access to advice from specialist staff. (Submitted by Donna Claypool Pathway Leader (BA (Hons) Textile/Surface Design) Department of Built Environment This Department, through the leadership of Roger Seeds, has been involved in the national pilot scheme of the RAPID (Recording Academic, Professional and Individual Development) Progress File a FDTL funded project: 34/99. RAPID is an electronic web-based personal and professional development planning tool developed by Loughborough University for students in the Built Environment. Originally, it was particularly for students of Construction Management intending to become members of the Chartered Institute of Building (CIOB). However, it was and still is being expanded to include other professions within the Built Environment as well as other disciplines and University Departments. There are currently some ten different versions available. Over the last year the pilot scheme has been evaluated internally (by the University Learning and Teaching Fellow) and for external purposes (as part of the RAPID Project itself). The Construction & Surveying Undergraduate Programmes Leader, following the evaluation of the RAPID Project pilot scheme, is introducing RAPID as a core element of the undergraduate curriculum and is embedding it into core modules at each level.

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At Level 1, all undergraduate students are introduced to PDP and RAPID as part of the Communications and Information Technology module. Emphasis is placed on the need to maintain their own personal RAPID file throughout their course of study. This then forms the basis of their Professional Development Plan on graduation. At Level 3, all construction & surveying undergraduates are required to produce a Professional Development Plan which is assessed as part of the Business Management and Professional Studies module. At Level 2, the Research Methods module is likely to host PDP and be associated with RAPID but its exact form is undecided and is presently been explored. PDP through RAPID will also be added to the requirements of the Industrial Training Report for Sandwich Degree students. Their personal RAPID Files will need to be up dated in relation to their work experience and the skills they have developed and acquired. RAPID is also thought to be the right tool to incorporate PDP into Higher National programmes and this would then also link into the advanced entry into undergraduate programmes offered by the Higher National Qualification. This is a PDP area that is currently being explored. RAPID is not thought to be the right vehicle to incorporate PDP into the departments Masters programme. Here, PDP is likely to link to student interview at stage one, student choice of optional module at stage two and student choice and development of their dissertation module at stage three. The Programme Leader would implement PDP at stages one and two with Dissertation Supervisors implementing it at stage three. This is another PDP area that is currently being explored (Submitted by Roger Seeds Undergraduate Programmes Course Leader) 3. Department of Business Logistics and Information Systems

Level 1 done in Professional Skills Development 1 module on all HN & BSc programmes aims to introduce students to study skills and reflection skills for UG programmes. At the start students produce a short report identifying career aims and what they wish to obtain from the whole programme to achieve these. On going activities support the learning process and final assignment reviews what they have achieved to date. Level 2 done in Research methods and also Work Experience. Research Methods aims to extend the study skills aspects of PSD1 but also requires students to obtain feedback sheets from at least three earlier assessment activities across their whole programme and review their skills and assess additional learning requirements. Work Experience (WE) aims to extend the vocational skills aspects, requiring them to assess their needs prior to attending WE and also review and evaluate their skills upon completion.

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Level 3 done essentially in Project module, enhancing planning of work to be done and self critique of their achievement, culminating in a self reflection and evaluation report plus a plan for the next steps/requirements in their career aims. All BLIS UG modules require students reflect on the work they have achieved and identify what they should learn from it this is done through tasks in most of the module assessment activities. Post Grad nothing specific addressed at this stage but some module assessment activities invite students to reflect on their achievement and identify other method of delivery of results. Dissertation module sessions provide students with additional skills, progression from those at UG, to assist with research, self development etc. - these sessions are run every semester. (Submitted by Judith Tope Principal Lecturer) 4. Department of Business Studies

Personal Development Planning (PDP) Draft model for implementation in the Department of Business studies The proposed model follows the approach adopted by the programme in implementing the Institutes Policy for Enhancement of Learning and Teaching. It is anticipated that the model will be in place from September 2005 Level one Utilise the modules which are currently used to teach, develop and assess skills: It is anticipated that the type of assignments currently used to assess the skills identified above could be adapted to incorporate PDP. The students would be introduced to PDP during induction; students will maintain a portfolio of evidence relating to PDP. The process of PDP will be managed / monitored by the personal tutor via a series of meetings that will take place during level one. Sufficient resources must be made available to allow the personal tutor to carry out this role effectively. It is anticipated that an allowance of 2 hours per student will be sufficient. Appropriate staff development may be required. Level two Utilise the work experience module to deliver PDP. (i) The work experience module is currently being rewritten to include an element of PDP

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Level three Utilise the Project module to deliver PDP. This assessment strategy used in this module has been revised to include (from September 2004) an allocation of marks for the maintenance and production of a module log. This log could be used to incorporate some element of PDP Personal Development Planning The following model will be adopted across the Department of Business Studies and adapted to be incorporated into each programme. A working group to design (in detail) and implement the programme has been set up. (Membership Bob Barrett, Julie England, Chris Woolaston) (Submitted by Bob Barrett Principal Lecturer) 5. Department of Computing and Electronic Technology

The Undergraduate programme(s) team, (through the leadership of Claire Brierley), have discussed and propose to embed Personal development planning into the core curriculum. This is to be delivered within the core skills modules at each level. This would involve some redesign of the following modules: Level One - Core Skills module Level Two- Key Management Skills and Project Skills Level Three- Project module 6. Department of Cultural and Creative Studies

Stage 1 Students will be introduced to the PDP during induction week: introductory sessions should distribute appropriate paperwork, inform students about the benefits of the process etc. Students will also be allocated a Personal Tutor at this point and the role of PT in monitoring the PDP should be clarified. Stage 2 All students within the department (barring Media Writing and Production students) are required to take one of two generic skills-rich modules (Language and Style or Aliens: Foundation Module). These modules will be modified to ensure that the PDP portfolio will feature as an assessed element for all students. The PDP process will be initiated within these modules and monitored through the course of Level 1 by the personal tutor.

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Stage 3 Due to the diversity of academic programmes within the department, it is envisaged that after Level 1 PDP will be incorporated and maintained via one of two alternative routes: English/Film (and Media) Studies At Level 2, PDP will be initiated within the Core modules and developed via work-related modules. As both programmes are currently under review and undergoing re-validation we are reconsidering the role of work-related module provision in accordance with University requirements. At Level 3, PDP will be embedded within the Research Skills module (semester 1) and within the Dissertation project (semester 1&2). Creative Writing/Writing for Stage, Screen and Radio These programmes place a strong pedagogic emphasis upon reflective practice and the reflective log features as a part of the curriculum and assessments in all modules. CW and WSSR also offer optional work-related modules at Levels 2 & 3 which can be adapted to further enable the PDP process. Continuity between modules can be sustained via the Personal Tutoring system. Media, Writing and Production PDP opportunities exist at all Levels of this practice based programme. Students are invited to consider professional development and self-evaluate via: Level 1: Screenwriting in Context (3 min. presentation on personal career aspirations within the industry 20% of overall assessment) Introduction to Screenwriting (1000 word reflective piece 25%) Level 2: Screenplay (writers notebook relating to own screenwriting interests 20%) Writing Short Films (500 word reflective commentary 20%) Directing Actors for the Screen (communication and collaboration skills in group 15%) Level 3: Work Based Learning; Screenwriting at Work, Screenwriting Dissertation (Submitted by Sam Johnson Principal Lecturer) 7. Department of Education

Initial Teacher Training students currently develop a portfolio (known as the AIDA Analysis of Individual Development and Achievement) which supports an analysis of their own individual development and achievement. PDP is produced in three stages and are linked to the Personal Tutorial system (tutorials are timetabled throughout the year). The starting point begins with a form of initial assessment based on observations of a micro-teaching session. The portfolio, which brings together all modules including work-based experience, attempts to give a holistic picture of progress in both theory and practice. It may also be used, ultimately, as a record of achievement. The first phase of the OfSTED Inspection (7 February 2005) showed that the inspectors were both very interested in the development and very complimentary about its usefulness. This will be tracked in the next two phases of the inspection. This is a Pilot scheme led by Gill Whittaker and is to be evaluated in the summer term (2005). (Submitted by Gill Whittaker)

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Engineering and Product Design

There is a currently a review of the Undergraduate programmes in Product Design taking place. It is proposed that at Level One, the Core Skills module(s) will introduce Personal Development Planning to the students. At Levels Two and Three, PDP will be further developed through a portfolio -approach linked to the learning and assessment outcomes of modules relating to work experience. There is a proposal that work experience will form a central and integrative part of the Programme curriculum. (Students will be involved in working on Live Briefs for and within Companies). At the present time, there is little Personal Development planning within the Engineering programmes. The Engineering Subject Centre (www.engsc.ac.uk/er/pdp) has recently published a model of good practice of PDP for engineering students. 9 Department of Health and Social Studies

For some of the professional health based courses in Health and Social Studies, PDP is already embedded formally e.g. on the new Advanced Practice there is a module on Foundations of AP where students devise their own individualised learning plan and assessment is by portfolio. On other health and modular courses there is less formal structure e.g. BA Health students are always interviewed first prior to coming on the course for their specific programme needs as related to their work. In CMS third year students do a reflective part of their dissertation looking at PDP. There is no formal provision yet at each stage, however. 10 Department of Management

The BA (Hons) in Human Resource Management Level One: PDP is an integral part of the curriculum within the Business Skills and Personal Development module Need to modify and re - write (in collaboration with members of the Department of Business) the following modules, to further develop Personal Development Planning for Undergraduate students studying across the Business and Management subjects: Level Two: Work Experience module (BST 2505) Level Three: Human Resource Management Project module

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Certificate in Management Studies Personal development planning opportunities for students studying on this programme are currently provided through the Learning Contract in the Managing and Personal Development module. MBA in Managing in Health and Social Care This MBA programme was written and validated in July 2004. The Programme team in the development and writing of the Programme, embedded Personal development planning activities, opportunities and assessment(s) across the following modules at all stages of the Programme. Stage One: Managing in Context and Leading and Managing People modules Stage Two: Consultancy in Action module Stage Three: Project module This is a co- credited module from the MBA (P.T) Personal development planning is developed within the MBA Project module through a self- reflective assessment as part of the Project submission (this needs to be reflected in the Module Specification) MBA (Part time and Full time) Stage One: Personal development planning is developed through the Leadership and Personal Development module. In the assessment of this module (a Personal Development Plan and Learning Log) students assess their skills and competencies, determine their selfdevelopment needs and demonstrate progress towards these needs. The concepts behind PDP are introduced in the residential element of the programme. Stage Two: Personal development planning opportunities for students studying on this programme are currently not provided at this stage. It would be possible to incorporate this into one of the modules e.g. Human Resource Management Stage Three: Personal development planning is developed within the MBA Project module through a self- reflective assessment as part of the Project submission (this needs to be reflected in the Module Specification) MBA in Small Business Personal development opportunities are embedded within the curriculum through the Personal and Team Development module and the Research methods module.

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CIPD (Chartered Institute of Personnel and Development) Professional Development Scheme (PDS) This programme is exempt from the University Personal Development Planning for students Policy. The curriculum for the Programme is not approved or validated by the University. The CIPD programme encourages students through their membership of the Professional body to develop Personal development Plans. (These can be requested at any time by the CIPD to maintain membership). 11 Department of Psychology and Life Sciences

The Head of Department and Programme Leader for the Undergraduate programmes in Psychology have proposed to embed Personal development planning for students into the curriculum in the following way: Level One: Within the Learning to learn module through a critical reflection review and learning logs Level Two: To develop Personal Development planning through the preparation of the final year project activities and the Research methods module at this level. This is to be strengthened through Academic Personal tutorial support processes. Level Three: Through the final year Project module Life Sciences Undergraduate programme Through the leadership and guidance of Frank Goodridge, the Undergraduate programmes have developed, validated and delivered core modules at each level, titled Personal Development One, (BIO1214) Personal Development Two (BIO2502) and Personal Development Three. This approach has been evaluated by the University Learning and Teaching Fellow and reviewed by the QAA. The Department and University also contributed to the FDTL: 4 Bio Science Project (STAR Project) in this subject area.

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12

Department of Sports, Leisure and Tourism

The Department are hoping to incorporate PDP into SPLAT modules at level 1, 2 and 3 by September 2005 as follows: Tourism Management (TOM), International Tourism Management (ITM), Sport and Leisure Management (SLM) and Sports Development (SPD) Level 1: Business Skills and Personal Development (core for SLM, TOM, ITM and SPD) - already incorporated Level 2: Work Experience for SLM, SPD and TOM (will need to write a new module to include and include SPD), Work experience for ITM. Level 3: Projects - SPD, SLM, TOM, ITM Sports Science and Coaching (SSC), Sports Rehabilitation (SRB), Sport and Exercise Science (SES) Level 1: Research Methods 1 (core for SES, SSC and SRB) Level 2: Research Methods 2 (core for SES, SSC and SRB) Level 3: Projects - SES, SSC and SRB This group of courses are undergoing validation/revalidation this year (2004/5) and PDP can be incorporated into the modules during this process. (Submitted by Lisa Cove Principal lecturer) 13 The Centre for Materials Research and Innovation This is a newly created multi disciplinary centre where research and innovative activities in collaboration with industry and other academic institutions takes place. The Centre offers an Msc Advanced Materials by short course route and a Phd by publication. Within the Msc students are required to undertake some PDP activity through the Project and presentations delivered at the knowledge and Innovation event (held annually). The University has introduced and a Personal Development Planning Portfolio approach for all Research students. This is in response to the QAA Code of Practice for Research Degree Programmes (2004) and the earlier Roberts Review - Set For success (2002)

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APPENDIX TWO 1. Suggested Learning Outcomes for Progress Files

Personal Development Planning is a means by which students can monitor, build and reflect upon their personal development The Progress File provides support for students to develop skills of reflection on their academic, personal and professional development (within clear and safe boundaries) increase their self awareness of their own skills, qualities, attitudes and capabilities improve their own learning and performance by developing the necessary skills for independent learning, taking responsibility for their own development

identify their own strengths, weaknesses and needs, and directions for change set goals and plan actions to develop, monitoring and reviewing their own progress compile a record of learning experiences and achievement, with progress reviews, personal reflections and action plans plan realistically for their career progression and manage their own career development The following suggested learning outcomes are based on experiences within the University and the recommendations of QAA on Progress Files.

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2.

Learning Outcomes by Level (Levels based on Credit and HE Qualifications guidelines (Nov 2001)
Level HE2 Select and justify relevant evidence for the record of own academic and personal development (e.g. key and professional skills, personal qualities, approaches to learning, and life/non-curricular experiences) Evaluate own strengths and weaknesses, based on appropriate evidence in relation to the course Level HE3 Evaluate appropriateness of selected material for the record of own academic and personal development (e.g. key and professional skills, personal qualities, approaches to learning, and life/non-curricular experiences) Evaluate own strengths and weaknesses, based on appropriate evidence, in relation to course and career plans, and/or work Evaluate factors which have an influence on own strengths and weaknesses, based on appropriate evidence, in relation to course and career plans, and/or work Level M Make informed judgements by critically evaluating the selected material for the record of own academic and personal development (e.g. key skills, qualities, approaches to learning, life/non-curricular experiences)

Level HE 1 Compile a record of own learning experiences and achievement academic/personal development (e.g. key skills, qualities, approaches to learning, life/non-curricular experiences) Identify own strengths and weaknesses, based on appropriate evidence

Reflect on effectiveness of own performance, attitude and approach, within the context of the course

Reflect on and review effectiveness of own performance, attitude and approach, within the context of the course and/or work

Reflect on and appraise effectiveness of own performance, attitude and approach, within the context of the course, career plans and/or work

Reflect on, and during, own performance. Appraise effectiveness of own performance, attitude and approach, evaluating those factors which influence effectiveness

Identify own needs for academic and personal development and set targets for development.

Review and prioritise own needs for academic, personal and professional development. Justify targets set for development, in relation to needs

Evaluate own effectiveness in identifying and meeting needs. Review and revise set targets in response to changing needs Evaluate the effectiveness of planning and implementing own

Evaluate own effectiveness in identifying and meeting own needs. Revise targets to suit personal style and changing needs.

Plan actions to improve weaknesses and build on strengths, with

Review action plans. Develop further plans, taking into account

Evaluate the effectiveness of planning and implementing personal

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appropriate timescales and resources to help. Act on plans and monitor progress

appropriate timescales, resources, any constraints and individual preferences. Act on plans and monitor progress.

action plans. Plan and act on further actions, monitoring and evaluating their continued relevance.

plans. Monitor, evaluate and modify. Use strategies appropriate for self and subject/profession, providing a basis for Continuing Professional Development

Use feedback to improve performance

Seek and use feedback to improve performance

Seek and use feedback from a variety of sources

Evaluate the personal usefulness of feedback from a variety of sources

Identify possible long term career and life aims

Identify skills/abilities needed for different careers options. Consider own values and needs. Plan and implement career management strategies

Evaluate effectiveness of planning and implementing career management strategies. Identify and use opportunities.

Review, evaluate and modify plans in the light of own career needs. Reflect on and evaluate factors which have an impact on achievement of aims

Use the record to compile a summary of academic and personal learning and achievement. Produce a CV

Use record to summarise academic/personal learning and achievement, suitable for presentation to an employer. Produce an updated CV

Use record to summarise learning and achievement, tailored for presentation to different audiences. Produce an updated/tailored CV.

Evaluate own use of records in presenting learning and achievement. Modify as appropriate. Produce an updated/tailored CV.

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3.

A Proposed Set of Intended Learning Outcomes for Learning

An example provided by the University of Exeter Knowledge, understanding, skills and attitudes that students need to be able to demonstrate to become effective autonomous learners in university engineering programmes Literature on PDP and on Key Skills commonly refers to learning skills, but exactly what these learning skills are is not generally set out in enough detail to be useful. And talking just about skills is an over simplification; attitudes or beliefs are probably more important. For example: students need to believe that learning is their responsibility and that success depends on their own efforts; they need to believe that even when things look difficult they can work things out for themselves and that effort will be rewarded by success. They also need to know what is expected of them and how they will be assessed, and they need some understanding of the process in which they are engaged. The following is an attempt to list the attitudes, skills, and knowledge and understanding of the learning process that an engineering student needs by the end of the first year of an engineering degree programme in order to proceed as an effective learner. Engineering lecturers will recognise many of the attributes described as long having been on their wish list of how they would like students to behave. But they will also recognise that many of these attributes are lacking, and they will probably have spent many hours in the coffee room expressing their frustration at this lack! The point being made here is that if students arrive without these attributes and they are necessary for a student to learn engineering effectively, we must do something concrete about it. We have to make their acquisition an explicit part of the curriculum. We have to consciously and systematically set about ensuring that students acquire these attributes, just as we set about teaching mathematics, mechanics, circuit theory or properties of materials. Before we set about teaching students how to learn effectively, we need to be clear about what attitudes, skills, and knowledge and understanding of the learning process an engineering student needs; we need a set of intended learning outcomes (ILOs) for learning. There is much more to be said of course about how we are to bring about students acquisition of these attributes, but first we must be clear what they are. In the following list, there is some repetition as individual ILOs may appear in different guises under a number of headings. In general, students should: 1. believe the study of engineering to be enjoyable, interesting and rewarding (intrinsic motivation). 2. believe the study of engineering to be a positive step to a future career (extrinsic motivation) 3. Understand learning as changing the way we think and act rather than simply as the acquisition of knowledge, and understand that the by-products of education (such as confidence, self-motivation and enthusiasm for new challenges) can be valuable personal qualities that can be applied to life and employment.

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4. see learning as their responsibility, and recognise that results will and should depend on effort 5. Appreciate that the lecturers job is to teach them how to think and act like engineers, and not just provide information. 6. be aware of hierarchies of assessment criteria and appreciate the different approaches required for different marks. e.g. they need to appreciate that threshold level performance might be achieved through simple recall and demonstration of single step problem solving, while higher marks can only be gained by solving more complicated problems without being told how to do them first, and without necessarily being provided with all the information required in advance. If we now consider student-centred activities in learning and teaching, then students in each activity should 1. Planning: a. set realistic objectives and standards b. prioritise tasks appropriately c. break larger tasks into smaller, more manageable, ones d. plan personal timetables to ensure that all timetabled sessions are attended, enough time is set aside for private study, that all set work can be completed in time, and that a healthy balance between work and other activities is maintained e. demonstrate the self discipline necessary to stick reasonably closely to timetables f. choose appropriate times and places for study 2. monitoring of own progress and planning accordingly: a. set realistic personal targets b. review their own learning activities and outcomes critically, identifying what does and does not work, and modifying targets and learning strategies accordingly c. evaluates their own work critically against criteria provided by teaching staff. (In later years, students should develop the ability to set their own criteria setting out clear assessment criteria at level 1 will give students something to build on in later years.) d. identifies their own strengths and weaknesses, and to either plan or execute measures to overcome weaknesses or to seek help from a tutor or counsellor.

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e. make use of feedback accept feedback as something constructive, read feedback on returned work, and use this to work out how to produce better work next time. 3. Interact constructively with others: a. provide constructive feedback to teaching staff b. make use of feedback accept feedback as something constructive, read feedback on returned work, and use this to work out how to produce better work next time. c. work effectively with others as a member of a group and meet obligations to others (for example, tutors, peers, and colleagues) 4. general: a. be prepared to abandon previous conceptions (misconceptions) b. be prepared to try different ways of doing things c. persevere with difficult topics d. look for links between new material and prior learning e. look for links between course material and the real world f. look for links between different modules 5. lectures: a. attend all timetabled sessions, arriving on time b. maintain concentration throughout lectures c. ask questions d. take useful notes in lectures, for a range of different lecture styles e. identify the key concepts explained in a lecture f. review lectures shortly after attending (to reinforce material before it is forgotten) and reformat lecture notes, if necessary, to be accessible for revision purposes g. carry out any recommended reading

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6. tutorials: a. arrives at tutorials properly prepared e.g. having attempted exercises, done recommended reading etc. b. participate actively in tutorials, and ask questions if anything is not understood c. prepare questions to be asked in formal or informal tutorials - when seeking help, assemble all available information first 7. laboratory work: a. identify the purpose of the laboratory work i.e.: is it (i) to see a practical demonstration confirming the validity of taught theory, (ii) develop/practice investigative research skills, or (iii) develop/practice design or construction skills b. in laboratories, focus on what is to be learnt (rather than merely follow instructions) c. record the results of laboratory experiments systematically (and honestly) and interpret them, relating empirical observations to theory d. writes clear accounts of laboratory experiments (Students do not necessarily arrive with any experience of writing an acceptable laboratory report. If they cannot write clear accounts, they will not have useful notes to look back on later and this will hinder learning.) 8. private study: a. review lectures (or other new material) shortly after attending/first contact (to reinforce material before it is forgotten) b. choose appropriate times and places for study c. identify and do work that should be done in preparation for tutorials, labs etc. d. identify the intended learning outcomes of modules and focus efforts on achieving them, using assessment criteria to help prioritise effort e. understand (and be able to explain) the difference between knowledge, understanding, skills and attitudes, recognise which of these needs to be acquired or developed in any given learning context and choose learning methods accordingly f. identifies material (e.g. formulae) that needs to be memorised and adopt a systematic approach to learning this material (repetition, self-test etc.) g. understand the need to practice skills, plan appropriate practice and demonstrate the self discipline to carry out such plans h. identify key concepts and concentrate on understanding them

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i. use concept maps to visualise the relationships between concepts j. use textbooks actively to develop understanding of concepts. k. constantly effectiveness of study and self-test (Many students have a habit of working for long periods of time without checking that the work they are doing is achieving anything.) l. practice writing systematic descriptions of processes in systems studied m. prepare questions to be asked in formal or informal tutorials - when seeking help, assemble all available information first n. judge when to ask for help and when to work things out independently, and when asking for help judge who to ask (e.g. know when a fellow students explanation cannot be relied on) o. be aware of their own learning style preferences, and of the need to work on any weaknesses, such as the need to get used to using diagrams (visual), or to practice reading for understanding and writing with precision. 9. interpersonal skills: a. give constructive feedback b. listen to other peoples ideas c. appreciate that study support networks aid motivation and understanding of course material d. asks others for help: fellow students, personal tutors, lecturers, library staff, administration staff etc. e. explain ideas and concepts to each other and appreciate that this is an important way of developing understanding f. participate actively in tutorials, and ask questions if anything is not understood 10. problem solving: a. demonstrate a logical and systematic approach to problem solving b. first focus on understanding the principles and concepts that relate to the situation, rather than focusing on formulae c. gather all information and resources together before attempting to find the solution d. use diagrams to facilitate problem solving, and to communicate designs and solutions

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e. present solutions to problems clearly, explaining their working and using mathematical and engineering notation and units correctly f. distinguish between the need to find more information and the need to use creative or analytical thinking to solve a problem g. check back to confirm that any solution produced meets the required objective

11. read and follow instructions: a. for carrying out laboratory work b. completing and handing in coursework c. for preparing reports (including referencing sources correctly) (It is a source of constant frustration to lecturers that many students seem inexplicably incapable of reading and following simple instructions. It may be worth remembering that different students will have different learning preferences (visual, oral, written word, kinaesthetic etc.) and that many engineering students a very weak as regards both reading and writing. Initially it will be necessary to read instructions out to students, or to allocate part of a lab or tutorial to making them read instructions and make notes, or to writing down questions about the task ahead.)

12. personal administration a. obtain course information from student handbooks, university web-sites etc. b. use programme information to manage a sensible balance of effort on different elements of a programme c. organise notes etc. systematically d. knows how the marking/grading schemes work at all levels from individual items of coursework to final degree classification. e. keep a systematic track of work that needs to be done, monitoring own progress in completing it. f. keeps a systematic record of marks achieved and other feedback, to support monitoring of own progress.

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13. preparing for examinations: a. prepare useful revision notes b. prepare and follow realistic revision timetables c. practise exam type questions, applying realistic time and help constraints so as to gain a realistic picture of progress d. identifies material (formulae etc.) that needs to be memorised, and to use an appropriate means to memorise this material. e. in doing coursework and examinations, answer the question asked f. manages time sensibly in examinations. 14. finding and using resources: a. consider carefully which resource will deliver the desired outcome b. use library search facilities to find appropriate textbooks c. use textbooks to find information and, actively, to develop understanding of concepts. d. find information on the internet, view it critically, and select appropriately e. keep systematic records of sources f. understand the difference between plagiarism and legitimate collaboration

--------------------------------------------------------------------------------------------------------------------Taken from the Engineering Subject Centre (www.engsc.ac.uk/er/pdp)

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Appendix Three Module Specification Examples There is a number of Module specifications related to Personal Development Planning on the University module data base. Please see two examples below of Module specifications which include Personal Development Planning for students within the curriculum: One at Level One for an Undergraduate Programme -One at Masters Level 1. Level One - Undergraduate HRM HOST FACULTY 1. MODULE TITLE/CODE 14 CODE HOST Management SUBJECT GROUP

BUSINESS SKILLS AND PERSONAL DEVELOPMENT LISA COVE/SUE BURKINSHAW Standard

2. MODULE AUTHOR (and contributors)

3. LEVEL* H1 4. CREDITS 20 5. TYPE*

6. LENGTH*

7. HOST PATHWAY HUMAN RESOURCE MANAGEMENT 8. PATHWAY MODE(S) 9. PATHWAY CORE/OPTIO N (C/O) PATHWAY SINGLE MAJOR C JOINT C MINO R C 10. ELECTIV E (E)*

HRM

11. PREREQUISITE MODULE(s) CODE CODE

TITLE TITLE

12. MODULE AIMS To support progression in a range of lifelong learning skills To enable the enhancement of effective intellectual, interpersonal and practical skills in an academic and business context To promote an independent, active and reflective approach to learning. To recognise the importance of teamwork and develop team-working skills To enable the application of personal development planning as a vehicle for progression and career development

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13. EXPECTED STUDENT LEARNING OUTCOMES (ENTER OUTCOMES TO BE ASSESSED), ASSESSMENT CRITERIA (RELATED TO LEARNING OUTCOMES), ASSESSMENT METHODS AND RATIONALE (RELATE TO OUTCOMES AND CRITERIA). ONLY COMPLETE RELEVANT SUBSECTIONS. ASSESSMENT CRITERIA 14.1.4 LEARNING OUTCOMES SUBJECT KNOWLEDGE AND UNDERSTANDING On completion of this module a student will By the end of the module the learner have demonstrated the ability to: will be able to Identify the role of transferable skills in academic studies, personal life and the world of work. Determine effective strategies for the development of interpersonal and practical skills Discuss the importance of transferable skills in different environments Outline techniques for the enhancement of skills both personally and in a general context

14.1.5 ASSESSMENT METHOD(S) AND RATIONALE These outcomes will be assessed through a learning log and a reflective report, to evaluate their personal skills development and provide recommendations in the form of a personal development plan. COGNITIVE SKILLS IN THE CONTEXT OF THE SUBJECT On completion of this module a student will be able to: Assess own needs and abilities for the development of business and academic skills Apply strategies in order to further develop transferable skills On completion of this module a student will have demonstrated the ability to: Undertake self analysis in relation to his/her own transferable skills development Make recommendations for the enhancement of the application of transferable skills

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ASSESSMENT METHOD(S) AND RATIONALE These outcomes will be assessed through a learning log and a reflective report, to evaluate their personal skills development and provide recommendations in the form of a personal development plan.

14.1.6 SUBJECT SPECIFIC PRACTICAL/PROFESSIONAL SKILLS On completion of this module a student will By the end of the module the student have demonstrated the ability to: will be able to: Undertake research in the area of skills development strategies Apply effective reading and note taking strategies Collect primary and secondary information relating to skills development Provide evidence of reading and notetaking strategies employed Provide evidence in the form of reference lists

Identify accepted referencing techniques

ASSESSMENT METHOD(S) AND RATIONALE These outcomes will be assessed through a learning log and a reflective report, to evaluate their personal skills development and provide recommendations in the form of a personal development plan. OTHER SKILLS (EG. KEY/TRANSFERRABLE) By the end of the module the student On completion of this module the will be able to: student will have demonstrated the ability to: Communicate in a variety of different forms Present structured information verbally, visually and in written form Produce a word-processed report Produce a presentation and accompanying material using ICT Apply teamwork in a group presentation Design a skills presentation and accompanying literature

Use ICT to enhance the presentation of assignments

Work effectively in a team Demonstrate creativity

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ASSESSMENT METHOD(S) AND RATIONALE This module is a skills rich module. It contains five learning to learn credits. These skills outcomes will be assessed through both the learning log and reflective report which will be word-processed. Ite m N o. 1 2 Type* Description* % Mark 60% 40% Item No. Type Descriptio n % Mark

Learning Log Reflective report

Learning Log Reflective report

14. SYLLABUS CONTENT Personal and Professional Development Identifying needs, development methods, performance planning review, personal development plans, reflection and evaluation Study skills Listening, questioning/feedback, note-taking, time-management, examination technique, problem solving, team working, information gathering and analysis Communication and Presentation Skills Written communication in an academic context (essay writing, seminar paper, referencing etc) and in a workplace context (letter writing, report writing etc), verbal and visual communication, information communication technology
15. LEARNING AND TEACHING STRATEGY, METHODS AND TIME ALLOCATIONS (RELATE TO LEARNING OUTCOMES)

The formal contact hours available to this module are as follows: Formal lectures x 9 hours Seminars/study skills sessions x 11 ours Tutorials x 6 hours ICT/Research workshops x 9 Guest speakers x 3 hours Presentations x 4 hours Preparation for presentation and seminars x 30 hours Background reading x 50 Coursework x 68 Total learning hours =200 hours As this module is a core component of the Human Resource Management Pathway, students will be expected to undertake preliminary reading prior to lectures. The tutor will consolidate this information by a mix of standard lecture coupled with group work, seminar sessions and workshops. Students will be expected to demonstrate certain independence in their study by research, which encompasses texts beyond those, advised by the tutor. Learning to learn skills will be integral to the module and evidence of application by the student will be proven within the assignments set. Tutorials will allow for guidance and feedback on progression within the module.

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16. INDICATIVE READING Textbooks Cameron S (1999) Business Students Handbook: Developing Transferable Skills, London: Financial Times Management Cottrell S (1999) The Study Skills Handbook, Basingstoke: Macmillan Cottrell S (2002) Skills for Success: - The Personal Development Planning Handbook Palgrave Macmillan Ltd. Drew S and Bingham R (1998) The Students Skills Guide, Aldershot: Gower Mackay I (1995) Listening Skills, London: CIPD Palmer S (1998) People and Self Management, London: Butterworth Heinemann Payne E (1999) Developing Essential Study skills, London: Prentice-Hall Siddons S (1998) Presentation Skills, London: CIPD Thomson N (2002) People Skills, Basingstoke: Palgrave Websites http://www.bolton.ac.uk/learning/services/study_skills/ http://www.studyskills.soton.ac.uk/

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2.

Masters Level

HOST Management DEPARTMENT 1 MODULE TITLE Personal Development Wes Haydock 2. MODULE AUTHOR(S) M 7.5 3. 4. CREDITS LEVEL Master of Business Administration 7. HOST PATHWAY 12. MODULE AIMS This module is designed to enable the students to: Identify their own interpersonal skills and competencies and to provide a platform for continuing personal development. Develop interpersonal and team-working skills in a variety of contexts 13a. Expected Student Learning Outcomes, Assessment Criteria, Assessment Methods And Rationale. 14.2 SUBJECT KNOWLEDGE AND UNDERSTANDING Assessment Criteria Learning Outcomes The student will be assessed on their ability to: On completion of the module the student should be able to Demonstrate knowledge of the main concepts of self-development and models of management Identify and apply a range of concepts for evaluating interpersonal, managerial skills

Describe and analyse self and others using a wide range of models COGNITIVE SKILLS IN THE CONTEXT OF THE SUBJECT Learning Outcomes Assessment Criteria By the end of the module the student should The student will be assessed on their ability to: be able to: Critically analyse their interpersonal skills and Produce a personal development plan attitudes within the context of personal development and a career in management SUBJECT SPECIFIC PRACTICAL/PROFESSIONAL SKILLS Assessment Criteria Learning Outcomes By the end of the module the student should The student will be assessed on their ability to: use and interpret diagnostic devices as a basis be able to for critically evaluating their interpersonal engage in and direct personal skills, values and ways of working development activities demonstrate an understanding of various relate their attributes to general theories relating to management approaches to management

OTHER SKILLS (E.G. KEY/TRANSFERABLE SKILLS) Assessment Criteria Learning Outcomes By the end of the module students should be The student will be assessed on their ability to: analyse their personal qualities and present the able to: information in a creative way Provide an analysis of personal strengths demonstrate a critical understanding of the key and weakness aspects related to successful team-working Understand what contributes to team effectiveness and develop skills in working with others Assessment Method(s) and Rationale There will be one assignment for this module involving an analysis of team working and team effectiveness, an analysis of personal skills and attributes and a personal development plan. The personal development plan will require the student to analyse their interpersonal skills and to devise an appropriate action plan. This will involve demonstrating an understanding of the appropriate theories and concepts relating to the subject matter 13b: ASSESSMENT ITEMS Item Type Description % Mark No. 1 CW Self-analysis and Personal Development Plan 100 14. SYLLABUS CONTENT 1. Developing Self-Awareness personal development, cognitive styles, personal values, learning styles, work preferences, personality 1. Understanding others Behaviours, motivations, values, interpreting behaviour 2. Interpersonal Skills Communicating, persuading, negotiating, impression management 3. Teams and Team working Teams and groups, Team-roles, team culture, team development. 15. LEARNING AND TEACHING STRATEGY, METHODS AND TIME ALLOCATIONS Use will be made of lectures, discussions, problem solving/team activities (individual and team), directed reading and assignment work. The learning hours for this module are made up of the following:Lecture/workshops Residential work Background Reading Assignment work Total - 21 hours - 16 hours - 14 hours 24 hours = 75 hours

Essential Reading: Whetton, D., Cameron, K. and Woods, M. (2000) Developing Management Skills form Europe. Financial Times Prentice Hall. Supplementary Reading: Billsberry, J. (ed) 1996) The Effective Manager: Perspectives and Illustrations. Sage. Boak, G. and Thompson, D. (1998) Mental Models for Managers. Century Business Books.

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Bones, C. (1994) The Self-Reliant Manager. Routledge. Clegg, C., Legge, K. and Walsh, S. (1999) The Experience and Managing. Macmillan. Furze, D. and Gale, C. (1996) Interpreting Management: Exploring Change and Complexity. Thomson Business Press. Guirdham, M. 1996) Interpersonal Skills at Work. Prentice Hall. Murdock, A. and Scutt, C. (1993) Personal Effectiveness. Butterworth Heinemann. Procter, S. and Mueller, F. (2000) Teamworking. Macmillan Business. Shackleton, V. (1995) Business Leadership. Routledge. Harris, P. (1999) The Emergent Manager. Sage. Whetton, D., Cameron, K. and Woods, M. (2000) Developing Management Skills for Europe. Financial times Prentice Hall Journals: Human Resource Management Journal Leadership and Organisational Development Journal Management Education and Development People Management Training Officer Websites: http://www.learningbuzz.com http://funderstanding.com/about_learning.html http://mindtools.com/mnelsty.html http://tmsdi.com http://www.nwlink.com/~donclark/leader/leader.html http://www.lead-edge.com/ http://www.leadersandleadership.com/

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