Personal development planning in the first year

The approach to quality and standards in higher education (HE) in Scotland is enhancement led and learner centred. It was developed through a partnership of the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland) and the Quality Assurance Agency for Higher Education (QAA) Scotland. The Higher Education Academy has also joined that partnership. The Enhancement Themes are a key element of a five-part framework, which has been designed to provide an integrated approach to quality assurance and enhancement. The Enhancement Themes support learners and staff at all levels in further improving higher education in Scotland; they draw on developing innovative practice within the UK and internationally The five elements of the framework are: z a comprehensive programme of subject-level reviews undertaken by higher education institutions (HEIs) themselves; guidance is published by the SFC (www.sfc.ac.uk) z enhancement-led institutional review (ELIR), run by QAA Scotland (www.qaa.ac.uk/reviews/ELIR) z improved forms of public information about quality; guidance is provided by the SFC (www.sfc.ac.uk) z a greater voice for students in institutional quality systems, supported by a national development service - student participation in quality scotland (sparqs) (www.sparqs.org.uk) z a national programme of Enhancement Themes aimed at developing and sharing good practice to enhance the student learning experience, facilitated by QAA Scotland (www.enhancementthemes.ac.uk). The topics for the Enhancement Themes are identified through consultation with the sector and implemented by steering committees whose members are drawn from the sector and the student body. The steering committees have the task of establishing a programme of development activities, which draw on national and international good practice. Publications emerging from each Theme are intended to provide important reference points for HEIs in the ongoing strategic enhancement of their teaching and learning provision. Full details of each Theme, its steering committee, the range of research and development activities as well as the outcomes are published on the Enhancement Themes website (www.enhancementthemes.ac.uk). To further support the implementation and embedding of a quality enhancement culture within the sector - including taking forward the outcomes of the Enhancement Themes - an overarching committee, the Scottish Higher Education Enhancement Committee (SHEEC), chaired by Professor Kenneth Miller, Vice-Principal, University of Strathclyde, has the important dual role of supporting the overall approach of the Enhancement Themes, including the five-year rolling plan, as well as institutional enhancement strategies and management of quality. SHEEC, working with the individual topic-based Enhancement Themes' steering committees, will continue to provide a powerful vehicle for progressing the enhancement-led approach to quality and standards in Scottish higher education

IT&C AND THE PERSONAL DEVELOPMENT

In this paper I explore the phenomenon of personal development in an "unconventional" way. The contribution of this paper is to use a different method (i.e. in -depth interviews) to focus on a different unit of analysis (i.e. managerial couples) in a different context. In addition the information and communication technologies (IT&C) are entering all the fields: business, state institutions, education and the day-by-day life. This paper contributes to the field by suggesting a different theoretical approach to personal development conflict as a decision-making problem. I propose using social exchange theory to explain personal development conflict as a complex evaluation of cost and benefits of exchanges between multiple actors on the basis of personal values and beliefs. The critical thinking is one of the most popular learning objects in the English speaking countries and they are also offering most of hopes to distance learning and also the critical thinking is a reflective one. This paper suggests that the field may be overlooking some fundamental variables. Content analysis of the interview transcripts reveals the crucial importance of implicit values and benefits, immanent or tacit actions such as decision-making and learning and communication and mutual understanding. Communication and personal development is essential in this respect. It's difficult to separate work, family and personal development and communication is fundamental in all directions. To conceptualize personal development conflict as a decision-making problem while taking into account exchanges and interactions between multiple actors and we can draw on equity theory or social exchange theory.Future research should test whether decision making is central for the understanding of personal conflict only in managers or in other collectives as well. I recommend the couple as the best unit of analysis to address issues such as accommodation within couples and complex decision- making in both individuals and couples. Future research should draw on boarder and different samples to replicate our study and check the generalizability of its findings - because if it can be generalized it may have strong implication for theoretical development.e-learning, critical thinking, IT training

Personal Development Planning and the Economics Tribe

The experience of outsourcing personal development planning (PDP) for first-year economics students to a central team is examined in the context of a research-led university. A pilot programme running PDP as a conference for 120 students was evaluated. The process suggests that there are differences between tutor and student perceptions which can be usefully addressed, especially the issue of developing conceptual understanding. The prevailing pedagogy of economics is reviewed to try to illuminate some of the barriers towards introducing PDP.

Personal Development Plans: insights from a case based approach

Purpose: In light of contemporary shifts away from annual appraisals, this study explores the implications of using a personal development plan (PDP) as a means of focussing on continuous feedback and development to improve individual performance and ultimately organisational performance. Research Methods: Data were collected through an employee survey in one private sector organisation in the UK finance sector using a case study approach. Secondary data in the form of completed PDP’s was used to compare and contrast responses to the survey. Findings: Results indicate that the diagnostic stage is generally effective but support for the PDP and development activity post diagnosis is less visible. Implications of this are that time spent in the diagnostic stage is unproductive and could impact motivation and self-efficacy of employees. Furthermore, for the organisation to adopt a continuous focus on development via PDPs would necessitate a systematic training programme to effect a change in culture. Research limitations: This study was limited to one organisation in one sector which reduces the generalisability of results. Research methods were limited to anonymous survey and a richer picture would be painted following qualitative interviews. There was also a subconscious bias towards believing that a PDP containing documented goals would lead to improved individual and organisation perspectives but the discussion has identified the concept of sub conscious priming which indicates verbal goals may equally be valid and further comparative research between verbal and written goals is recommended. Practical implications: The results indicate the potential value that using PDPs could bring to an organisation as an alternative to annual appraisal subject to a supportive organisational culture. Originality/value: PwC, in a recent article for CIPD (2015) reported that two thirds of large companies are planning to rethink their annual appraisal system. One of the key drivers for this was the desire for more regular feedback. Given the recent shift in thinking little research has been conducted into what would replace annual appraisal. This paper therefore focuses on the extent to which PDPs can contribute to supporting this more regular contact and feedback

Teacher development for formative assessment.

This article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved the teachers' professional, personal and social development. The project focused on clarifying what it was that served as formative assessment in the classroom. Personal development focused upon appreciating the risks and uncertainties involved in responding to what students are learning and acknowledging the importance of teacher confidence. Social development involved a re-examination of the nature of student-teacher interactions and of the complex and often contradicting roles of the teacher in relation to teaching, learning and assessment

Reclaiming Sacred Space

I wrote this piece for myself as a hybrid of personal discovery and academic inquiry, and I hope it can guide and empower others like myself. In this piece, I examine the intersections of queer identity with religious and spiritual identity development and discuss how practitioners can help students reclaim sacred space. Foregrounding my personal narrative and expanding with scholarship, I show why this development deserves attention from student affairs professionals. I give both programmatic and institutional considerations to review when centering religious and spiritual development for LGBTQ students

The personal development planning cycle.

This Learning and CPD sheet is designed to pull together into a framework many of the activities that have already been published. It should also help anyone planning to go for audit of their CPD or who have been requested to submit for audit. There are a number of different ways of viewing the Personal Development Planning (PDP) or CPD cycle; the one covered here is just one example and shouldn't be seen as the only way of looking at PDP. For a greater range of activities, look at the book "Skills for Success: The Personal Development Planning Handbook" by Cottrell and the companion website

PDP4XL2: Personal Development Planning for Cross-Institutional Lifelong Learning. Final Report.

This collaborative project PDP4XL2 built on the strengths and successful outcomes of PDP4Life and took as its principal focus the use of personal development planning and e-portfolios to develop and sustain favourable learner attitudes towards lifelong learning and to understand the role that technology plays in supporting that process. Project objectives included identifying student and employer attitudes to and usage of PDP and e-portfolios in the creative industries and health cares. This final report documents the outcomes of the project