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PDP and Reflective Practice     as Career Development Tools                                      Catherine Lillie         ...
PDP and Reflective Practice     as Career Development Tools                               Dr Rachel Birds                 ...
Objectives  By the end of the session delegates will:  • have an understanding of PDP and reflective    practice  • apprec...
The cyclewww.aua.ac.uk   inspiring professional higher education
Personal Development Planningwww.aua.ac.uk      inspiring professional higher education
Why engage in PDP?  A chance to take charge of your learning by:  •    thinking about what you want to learn  •    priorit...
Identifying your skills gaps  •   SWOT  •   SWAIN  •   360° review  •   CPD wheelwww.aua.ac.uk         inspiring professio...
CPD wheel – individual activitywww.aua.ac.uk        inspiring professional higher education
Goals vs Objectiveswww.aua.ac.uk       inspiring professional higher education
What are your career goals?  Individual Activity  • Current role  • Developing role  • Career aspirationswww.aua.ac.uk    ...
Setting SMART objectives  •     Specific  •  •  •        Measurable        Action-oriented        Realistic               ...
How do you achieve your objectives?  •   Training  •   Job shadowing  •   Networks  •   Mentoring / coaching  •   Reading ...
Types of learning  Learning..  .          All of these provide opportunities for                        reflectionwww.aua....
Implementing and revising your PDPwww.aua.ac.uk      inspiring professional higher education
What does reflection mean to you?  Group exercise      In small groups, discuss the following                    questions...
Reflection: a definition  ”Cognitive housekeeping”  • analysing and critically evaluating an    experience  • making sense...
Outcomes of reflection  • Intended outcomes of reflection might be:      – improved understanding      – improved performa...
Being a reflective practitioner  •     How will you do it?  •     What sources of support will you need?  •     What tools...
How to reflect- an examplewww.aua.ac.uk       inspiring professional higher education
Recording your reflections           Notebook               ?                                     ePD?                    ...
Revisiting your reflections  • What else have you learnt since?  • Can you see others’ perspectives?  • Anything additiona...
Evaluation  • Has today prompted you to reflect?  • How will you do that?  • What tools do you already have?  • Can you no...
Taking it further  •   Events  •   Themed networks  •   ePD  •   PgCert- Reflective Practice in HE module  •   Accredited ...
More information at www.aua.ac.uk                           Email: aua@aua.ac.uk                              Call: 0161 2...
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AUA Development Conference - Rachel Birds

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  • Couple of paragraphs for each Need to break these overall goals down into SMART objectives which can be achieved in small steps
  • Specific objectives are: Concrete Detailed Focused Well-defined Straight-forward Action-oriented When setting objectives that are specific, ask : What am I going to do? Use action verbs such as develop, execute, conduct, build Why is it important to do this? Who is going to be involved? When do I want this to be completed? How am I going to do this? Measurable- Measurements for objectives help you know when you have accomplished them. If you set an objective that is measurable, when you complete it you have tangible evidence of completion. When setting objectives that are measurable, ask: How will I know when this objective has been achieved? What measurements can I use? Achievable objectives are those that you can actually accomplish (something you can really do within the time frame set) and not an aspiration or vision. Achievable objectives need to challenge you but not so much so as to be unattainable or to cause frustration in being unable to complete. Realistic objectives are those that you have the resources to accomplish including : Skills Funding Equipment Staff When setting objectives that are realistic, ask: Do I have the resources to accomplish? Do I need to rearrange my priorities to accomplish? Is it possible to complete this objective? Time-oriented objectives are those which have deadlines for completion. The time frames create sufficient urgency and lead to action. The deadlines, just as with overall objectives, must be achievable and realistic. For a complex objective, break into small parts with a date for completion for each. When setting objectives that are time-oriented, ask : What is the earliest yet achievable and realistic date for this objective to be completed? Have I included this date in the statement of the objective?
  • Learning for work: occurs outside of the workplace in preparation for activities at work Learning at work: offered by the employer or through employment, which is separate from the actual work itself Learning through work: learning that occurs through activities that form part of the actual work performed
  • 10 min discussion 5-10 min feedback and debrief
  • Or the simpler model of What?, So What?, Now What? Or other tools available on CPD Framework website
  • Transcript of "AUA Development Conference - Rachel Birds"

    1. 1. PDP and Reflective Practice as Career Development Tools Catherine Lillie AUA Professional Development Manager AUA Development Conference, October 2012www.aua.ac.uk inspiring professional higher education
    2. 2. PDP and Reflective Practice as Career Development Tools Dr Rachel Birds Higher Education Consultant, Hunshelf Training and Consultancywww.aua.ac.uk inspiring professional higher education
    3. 3. Objectives By the end of the session delegates will: • have an understanding of PDP and reflective practice • appreciate the benefit of planning and reflection as career development tools • have a range of reflective practice tools and techniques for use in their professional practice • be able to use PDP and reflective practice in their workwww.aua.ac.uk inspiring professional higher education
    4. 4. The cyclewww.aua.ac.uk inspiring professional higher education
    5. 5. Personal Development Planningwww.aua.ac.uk inspiring professional higher education
    6. 6. Why engage in PDP? A chance to take charge of your learning by: • thinking about what you want to learn • prioritising your learning • being proactive instead of reactive • getting input from other people PDP helps you to plan more effectively for your future and enables you to achieve your goals and objectiveswww.aua.ac.uk inspiring professional higher education
    7. 7. Identifying your skills gaps • SWOT • SWAIN • 360° review • CPD wheelwww.aua.ac.uk inspiring professional higher education
    8. 8. CPD wheel – individual activitywww.aua.ac.uk inspiring professional higher education
    9. 9. Goals vs Objectiveswww.aua.ac.uk inspiring professional higher education
    10. 10. What are your career goals? Individual Activity • Current role • Developing role • Career aspirationswww.aua.ac.uk inspiring professional higher education
    11. 11. Setting SMART objectives • Specific • • • Measurable Action-oriented Realistic  • Time specificwww.aua.ac.uk inspiring professional higher education
    12. 12. How do you achieve your objectives? • Training • Job shadowing • Networks • Mentoring / coaching • Reading • Study • Conferences and workshopswww.aua.ac.uk inspiring professional higher education
    13. 13. Types of learning Learning.. . All of these provide opportunities for reflectionwww.aua.ac.uk inspiring professional higher education
    14. 14. Implementing and revising your PDPwww.aua.ac.uk inspiring professional higher education
    15. 15. What does reflection mean to you? Group exercise In small groups, discuss the following questions: - What does reflective practice mean to you? - Why should you develop and use reflective practice?www.aua.ac.uk inspiring professional higher education
    16. 16. Reflection: a definition ”Cognitive housekeeping” • analysing and critically evaluating an experience • making sense of it • assimilating it into your existing body of knowledge Moon, J. (1999) Reflection in Learning and Professional Development (London: Kogan Page)www.aua.ac.uk inspiring professional higher education
    17. 17. Outcomes of reflection • Intended outcomes of reflection might be: – improved understanding – improved performance – development in professional practice • Therefore it needs to result in ACTIONwww.aua.ac.uk inspiring professional higher education
    18. 18. Being a reflective practitioner • How will you do it? • What sources of support will you need? • What tools / resources are required? • What will you do to make time? • How will you capture and use reflective practice? • (How) will you ensure your professional practice develops as a result of reflection?www.aua.ac.uk inspiring professional higher education
    19. 19. How to reflect- an examplewww.aua.ac.uk inspiring professional higher education
    20. 20. Recording your reflections Notebook ? ePD? Voice recordings ? Emails ? Blog?www.aua.ac.uk inspiring professional higher education
    21. 21. Revisiting your reflections • What else have you learnt since? • Can you see others’ perspectives? • Anything additional you can now learn?www.aua.ac.uk inspiring professional higher education
    22. 22. Evaluation • Has today prompted you to reflect? • How will you do that? • What tools do you already have? • Can you now start to break your career goals down into SMART objectives? • Which one will you achieve first?www.aua.ac.uk inspiring professional higher education
    23. 23. Taking it further • Events • Themed networks • ePD • PgCert- Reflective Practice in HE module • Accredited Member / Fellowship • CPD Framework tools and templateswww.aua.ac.uk inspiring professional higher education
    24. 24. More information at www.aua.ac.uk Email: aua@aua.ac.uk Call: 0161 275 2063 Association of University Administrators (AUA) @The_AUAwww.aua.ac.uk inspiring professional higher education
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