This document discusses personal development planning (PDP) including its definitions, philosophies, and processes. PDP is defined differently but generally involves reflection on learning and performance to plan personal, educational, and career development. The literature emphasizes PDP being integrated into the curriculum, supported by staff, and owned by both the institution and learner. Effective PDP is linked to learning objectives and occurs regularly with support, reflection, and evaluation of experiences and results. The document then provides examples of PDP models within a university curriculum.

1. Personal Development Planning;
Philosophies and Processes
Personal development ‘is a term that means
different things to different people’ (Strivens 2006).

2. Run the workshop like a PDP
session
• What’s on top
• Set-up the session – your outcomes
• My outcomes
• Do some stuff
• Feedback

4. Session set-up
For this session to be really useful for you it
will be like what ?
For the session to be like that, you will need
to be like what?
For you to be like that and for the session
to go just the way you would like it to, what
support and resources do you need?

5. My outcomes.........
• LJMU and PDP
• What the literature tells us about
PDP
• PDP in practice in the curriculum
• Sharing of PDP models and
practices

6. Sphere of influence

7. PDP is a “structured and
supported process undertaken by
a learner to reflect upon their own
learning, performance and / or
achievement and to plan for their
personal, educational and career
development. It is an inclusive
process, open to all learners, in all
HE provision and at all levels.”
(QAA 2009)

8. According to the HEA
PDP embraces a range of approaches
to learning that connect planning (an
individual's goals and intentions for
learning or achievement), doing
(aligning actions to
intentions), recording
(thoughts, ideas, experiences, in order
to understand and evidence the
process and results of learning) and
reflection (reviewing and evaluating
experiences and the results of
learning)

9. According to Gosling (2003), PDP is
effective when;
•Mainstream academic activity
•Linked to learning objectives and outcomes
•Undertaken regularly
•Supported and valued by staff
•Owned by institutional structures
•Owned by the learner
•Seen to be valued by society

10. Conceptually, PDP covers a range of
pedagogies, intentions and practices
(Clegg 2004), and is a chaotic
conception which might be better
thought of as an umbrella term for a
variety of strategies designed to help
students think about their own
learning and plan for the future (Clegg
and Burfton 2008).

11. Time to think and talk
• Thinking about your practice
– what does PDP mean to you
– how is it delivered
– how do you think it could be delivered
• Looking at the literature provided
– what resonates with you
– what would you want to challenge

12. Curriculum Models of PDP
Adapted from; Atlay, M. (2006). Personal Development Planning and Employability. Learning and Employability. Series 2.

13. 3 strand approach (Atlay 2006)

15. Curriculum Design and PDP
LJMU Policy
L1 PDP introduced as part of On the white board
induction sheet, use the lego
pieces to place PDP
Every student must have the
opportunity to review their across the three
progress twice an academic levels of the
year
curriculum at the
All students must be provided most appropriate
with opportunities for PDP at time
each stage of their programme

16. Curriculum Design and PDP
Your PDP policy
On the white board
•What would you do? sheet, use the lego
pieces to place PDP
•How would you do it? across the three
levels of the
•What would your policy curriculum at the
requirements be most appropriate
time

17. Week 1 My Model
X
M
A
S
FFB Tutor SA
meet FA

18. PDP for us
The approach taken within Sport Development is based up on
some core areas;
– Support effective learning (Ward 2006)
– Provide a context within which students may recognise,
record and evidence their development of skills, qualities
and capabilities that employees may seek (Ward 2006) in
addition to this enabling them to grow through the process
– Engage students in representing their own learning and
communicate this to different audiences (Universities UK
2004)
– Developing student potential, metacognitive abilities, self-
efficacy (Yorke 2007)

19. Our PDP aims to create the
context for;
Self-awareness
Self-reflection
Self - development

21. The student PDP journey
Level 1 Level 2 Level 3
Learning @ best Setting outcomes Detecting patterns
Managing time Giving and receiving Building rapport
clean feedback
Decision making Modelling outcomes
Setting developmental
Inspiration and tasks Maintaining a good
motivation Coaching others learning state
Learning from the past Critical reflection Facilitating groups

22. When you are learning
at your best you are like
what ?

23. What we have learnt
• Needs to be as embedded as possible into the
curriculum and works best when it crosses
module boundaries
• Staff buy-in and support is crucial and difficult
• Students don’t necessarily like or value it at L1
and this tends to have changed by L3
• Can make a real difference to the students
both as a learner and as a person
• Link to employability can be a real hook for
the students

24. What is one thing you
will do or think about in
relation to your ideas
from today's session?

25. References
Atlay, M. (2006). Personal Development Planning and
Employability. Learning and Employability. Series 2.
Gosling, D.(2003). Personal Development Planning. SEDA
Paper 115
Strivens, J. (2006). Personal Development Planning and
Employability. Learning and Employability. Series 2.
Universities UK 2004 cited in Personal Development Planning and
Employability. Learning and Employability. Series 2.
Ward, R. (2006). Personal Development Planning and
Employability. Learning and Employability. Series 2.