DE3R 34: Personal Development Planning - Weeblyfionawcs.weebly.com/.../3/8/2/7/38274585/my_pdp_portf… · Web viewUnit Title: Personal Development Planning. ... Intermediate 2

Computing, Business & TechnologiesUnit No: DE3R 34Unit Title: Personal Development Planning

DE3R 34: Personal Development Planning

Student name:

Course/Class: Session:

PDP Tutor:

Type your name here 1Type the name of your class here

Computing, Business &TechnologiesUnit No: DE3R 34Unit Title: Personal Development Planning

Checklist of activitiesWhen your lecturer tells you, mark the activities you have achieved.

Outcome Step Task Completed

1

1 Where am I now?Personal Details

Current CV (if available)

2 Where next?Job Skills

3 Self-appraisalCore Skills appraisal

Soft Skills Spiders Web

Learning Style Review

Time Management

Feedback

Motivation

SWOT Analysis

4 Setting Personal ObjectivesLong, Medium & Short-term goals

Helping & Hindering Influences

1st Learner Review

5 Action PlanAction Plan

2

6 Implementation – Do it

On-going log of Activities

Evidence of Activities

Feedback on Action Plan progress

3

7 Review & Evaluate

2nd Learner Review

Updated Soft Skills Spiders Web & Core Skills

Updated CV

Evaluation Report





Step 1: Where am I now?

Personal DetailsPlease complete all parts of the form as appropriate.

Student name: SQA No.

Centre: West College Scotland – Greenock CampusFinnart StreetGreenock PA16 8HF

Date:

CourseDetails

Course Title:

Class:

Full time Part time

Start and Finish Dates:

Other Qualifications





Curriculum Vitae

If you have an existing CV, copy it into this part of your PDP portfolio or make sure that your lecturer has a paper copy.



Step 2: Where next?

Job SkillsAfter looking at job adverts with your lecturer, please complete all parts of the form as appropriate.

Brief job description

Where was this job advertised? Date:

What technical skills, qualifications or experience is the employer looking for?

Do you have any of these skills, qualifications or experience?

How can you get the skills, experience or qualifications you need?



Step 3: Self-appraisal

Core SkillsConsider your level of experience and skills in the following core skills and rate yourself.

Make a note of any SQA certificates you possess that confirm your level of knowledge.

Numeracy test: Basic/Competent/Advanced/Expert

You can gauge this through your Maths work and game technology unit requirements

Communication: Basic/Competent/Advanced/Expert

Take account of written and oral skills


IT skills Basic/Competent/Advanced/Expert

Take account of your knowledge and skills with MS Office packages such as creating professional presentations, creating professional reports etc. along with skills with different devices and programs


Scottish Credit and Qualifications Framework

from http://www.sqa.org.uk/sqa/4596.html

Access 2 Access 3(Std. Grade Foundation)

Intermediate 1(Std. Grade General)

Intermediate 2(Std. Grade Credit)

Higher

Use very simple skills with assistance for example:

produce and respond to a limited range of very simple written and oral communication in familiar /routine contexts

carry out a limited range of very simple tasks to process data and access information

use a limited range of very simple and familiar numerical and graphical data in familiar and everyday contexts

Use simple skills for example:

produce and respond to simple written and oral communication in familiar /routine contexts

carry out simple tasks to process data and access information

use simple numerical and graphical data in everyday contexts

Use straightforward skills – for example:

produce and respond to simple but detailed written and oral communication in familiar contexts

use the most straightforward features of familiar applications to process and obtain information

use straightforward numerical and graphical data in straightforward and familiar contexts

Use a range of routine skills – for example:

produce and respond to detailed written and oral communication in familiar contexts

use standard applications to process, obtain and combine information

use a range of numerical and graphical data in straightforward contexts which have some complex features

Use a wide range of skills – for example:

produce and respond to detailed and relatively complex written and oral communication in both familiar and unfamiliar contexts

select and use standard applications to process, obtain and combine information

use a wide range of numerical and graphical data in routine contexts which may have non-routine elements



Soft Skills

In general, what non-technical skills, abilities or personal qualities are employers looking for?

Do you have any of these skills, abilities or qualities?

How can you improve these skills, abilities or qualities?

Copy and complete the Soft Skills spider web – the file, soft skills.xls is in the Shared area for this unit - and print off a copy for your lecturer. Write your ratings here or paste in the chart.

ability to learn self-confidence self-awareness independent learning

critical thinking verbal communication

problem solving organisational skills working with others time management independent thinking

reliability

Did you learn anything from the spider web?



Learning Style Review

You were asked to do an on-line survey on how you learn.

What were the results of the survey?

What do you think of your results?



Time ManagementWeekly PlannerHow do you spend a typical week? Fill this in over one week.

Dates carried out:

Activities Monday Tuesday Wednesday Thursday Friday Saturday Sunday

College Classes

Studying and Coursework

Sleeping

Exercise/Sports

Working

Family Commitments

Personal care/grooming

Preparing meals, eating

Housework

Travelling to College/Work

Relaxing or Socialising

Other





Time Management & Learning Styles Feedback

Please answer the following questions - you can refer to your completed weekly time planner and the results of the learning styles review.

Including travelling time, lunch and tea breaks, how many hours a week were you at college last week?

Is this normal or were you absent for any reason?

Is your attendance good overall i.e. over 80% for all subjects?

If you miss college for any reason how do you make up the time lost?

When you are in class at college do you use your time wisely?

Or do you waste it?

If you waste it then why? Is it because you don’t like the course, find some subjects boring or other people in class distract you?

Previously you did a test on learning styles. What kind of learner are you?

Verbal learning occurs through hearing the spoken word.Visual learning occurs through images, demonstrations and body languageVisual/Verbal a mixture of the aboveKinaesthetic learning occurs through doing, touching and interacting

Did you agree with the results of the test?

As a result of the test have you made any changes in how you do work in class?





Are you aware that you should spend at least 4 hours a week outside college doing college work.

Do you do this?

If not, why not?

If yes, when?

You are going to sit some tests as part of your course, when do you study for them?

How do you study?

Would you describe yourself as an organised person?Do you use lists to remind you what work you have outstanding?Do you keep a record of any college work that you have outstanding?

Do you think that good time-keeping is something that employers want from their employees?

Why?

If you have a part-time job then please answer the following questions.

What job do you do?

On average how many hours a week do you work?

Are you ever late for work?

Do you worry more about being late for work than you do for college?



Motivation

Date:

On a scale of 1 to 5 – 1 being the lowest and 5 the highest - rate each statement as it applies to you

I am keen to learn 1 2 3 4 5

I can work for a long time 1 2 3 4 5

I talk to others about college work 1 2 3 4 5

I take pride in my work 1 2 3 4 5

I think that college work is important 1 2 3 4 5

The things I am learning are useful 1 2 3 4 5

I like to find out how well I am doing 1 2 3 4 5

I am keen to please 1 2 3 4 5

I am keen to earn praise 1 2 3 4 5

I look forward to college 1 2 3 4 5

I like finding out about things 1 2 3 4 5

I enjoy my college work 1 2 3 4 5

I see the point in college work 1 2 3 4 5

Time passes quickly in college 1 2 3 4 5

I am happy to take work home 1 2 3 4 5

I like trying hard work 1 2 3 4 5

I keep going with hard work 1 2 3 4 5

I am not put off by failure 1 2 3 4 5

If stuck I try to work it out myself 1 2 3 4 5

I ask for help when I need to 1 2 3 4 5

I do well because I work hard 1 2 3 4 5

I work as hard as I can 1 2 3 4 5



What is your motivation to achieve when learning something new?

Highlight the letter beside the statements that apply to you.

My priority is to master the task and achieve my best M

My main goal is to be better than anyone else P

I blame my lack of ability for failure but take little credit for success L

I avoid effort S

I prefer work that I will learn a lot from M

I see success in terms of others, so I need to know how they are doing P

I am self-critical and believe in the inevitability of failure L

I give up if I think that I am going to fail S

I want to be THE best P

I am not optimistic or feel in control of things L

If I think I am going to fail I think up an excuse S

I seek recognition and feedback so that I can improve M

I am pre-occupied with my self-image P

I assume that I am far less able than everyone else L

I look for external reasons to explain poor performance S

I look forward to and anticipate pride in success M

I have to be the best at all costs and will readily cheat P

I have an uncertain image of myself L

I see no relation between effort and the attainment of goals S

I like to master tasks to my standards and define success in relation to my progress

M

Perfection is my goal P

I believe that no matter how I try failure is inevitable L

I may sabotage my effort when in danger of succeeding S

I enjoy a challenge M



Count the number of L’s, S’s, M’s and P’s that you highlighted on the previous page then:

self-protection self-affirming mastery/self-improvement

6 6

5 5

4 4

3 3

2 2

need to avoid failure 1 1 need to achieve

1 1

2 2

3 3

4 4

5 5

6 6

learned helplessnesscomparing self to

othersperformance

Draw a line to join up what you have highlighted – this should make a kite shape and show your lecturer the result.


0

Highlight the number of S’s here

Highlight the number of M’s here

Highlight the number of L’s here

Highlight the number of P’s here


Motivation Attitudes to Achievement

Mastery Performance Self-Protection Helplessness

want to get smarter look smarter avoid looking stupid you’ve given up

try to do your best be the best make out you don’t care

avoid learning

believe ability is changeable

fixed fixed fixed

confident in your ability unsure keen to protect your ability

sure you’re the least able

you can get smarter by working hard

effort counts up to a point

effort doesn’t count failure is inevitable

learning is a chance to improve

a test of your ability a threat beyond you

measure success in terms of your progress

being better than others

being better than others

avoiding failure

feel confident and in control

anxious if you think you are not up to it

kidding yourself you would be successful if you tried

life just happens to you

see failure as a part of learning

to be avoided at all costs

down to bad luck inevitable

you are resilient only as good as your last success

you give up if you think you might fail

opt out

pursue excellence may be a perfectionist procrastinate and make excuses

don’t engage

set personal goals competitive goals easy goals you don’t have goals

grades are a means to an end

what it’s all about what it’s all about beyond reach

when self-assessing you are hard on yourself

will cheat will cheat refuse

prefer work you can learn from

you can be successful at

that is easy so difficult it helps you rationalise failure

ask for help when you need to

see help as a chance to do better

see help as a chance to be given the answer

as confirming the worst

you see criticism as a way to improve

as a challenge never accurate to be expected

you enjoy praise you love public praise you want praise find it hard to accept then worry about living up to it



Motivation towards learning

Think about the most de-motivating experience of your learning so far. How did it affect you? It made me

What aspects of your college environment cause you to lose your motivation? How does it affect you?

Think about the most de-motivating people in your life. How did they affect you?They made me

Think about the most motivating experience of your learning career. How did it affect you? What personal qualities have been nurtured? It made me

Consider the most motivating people in your life. How did they affect you? What personal qualities have been nurtured? They made me

Consider the aspects of your college environment that motivate you. How does it affect you? What personal qualities have been nurtured?

What personal qualities and inner resources have helped you overcome particular significant setbacks?

So what happens to you when you are motivated to learn?

What can you do to motivate yourself to learn?



SWOT AnalysisComplete the following SWOT table

Date:

Strengths Weaknesses

Opportunities Threats



Step 4: Setting Personal Objectives

Personal goalsBelow, type in your

long term goals (where you want to be in 5 years time) medium term goals (where you want to be in the next few years) short term goals (where you want to be in the next 6 months.

Long term

Medium term

Short term



Helping/Hindering Influences

Below, type in the things that will help you to achieve your goals and the things that will hinder you.

Helping influences Hindering influences



Step 5: Action planning

Personal Action PlanType your Action Plan below and show it to your PDP tutor. Please make sure that you have put in review dates and that your targets are SMART.

Objective: Completion/Review date:

Action: Target/Review date:

Key People

Help

Hindrances

Date



Step 6: Implementing – Do it

On-going log of activitiesLog everything that you do and when you did it to help you achieve your Action Plan

What did I do? Log of activities undertaken Dates undertaken



Evidence of activitiesPaste in any evidence of activities carried out – any evidence that cannot be paste inhere should be given to your PDP tutor.



Feedback on Action Plan Progress

Do the objectives set reflect: Yes/No Comment

Self-appraisal

Chosen progression route(core skills / degree /employment)

SWOT Analysis

Long, medium & short term goals

Helping & hindering influences

Are the objectives broken down into clearly defined Actions?

Are the targets set SMART?

Any remediation to be taken?

Comment

Date for review of Implementation of Action Plan

Review of Actions taken Date:

Is the student on line to meet their targets?

If no, why?

Is their evidence of actions taken?

If no, why?

Any remediation action to be taken?

If yes, what?

Date for next review



Review of Actions taken(optional) Date:

Is the student on line to meet their targets?

If no, why?


If no, why?


If yes, what?

Date for next review

Final Review of Actions taken Date:

Did the student meet their targets that could be achieved by now?

If no, why?


If no, why?


If yes, what?

What has the student learnt?

What next for the student?



Step 7: Review & Evaluate

Updated Soft Skills Spiders WebComplete the Soft Skills spider web again and include it in your portfolio.ability to learn self-confidence self-awareness independent

learningcritical thinking verbal

communication

problem solving organisational skills working with others time management independent thinking

reliability

Did your spider web show that you improved in any of the core skills areas throughout the

year?



Updated Core SkillsYou can do the core skills tests again or think about the units you achieved this session.

Numeracy test result: (Highlight appropriately) Access 2 / Access 3 / Intermediate 1 / Intermediate 2 / Higher

How does this compare to your initial core skills test in this subject?

Did you achieve the Computer Systems Fundamentals unit or a Maths unit?

Communication test result: (Highlight appropriately) Access 2 / Access 3 / Intermediate 1 / Intermediate 2 / Higher


Did you achieve the Team Working in Computing or the Games group project unit?

IT skills test result: (Highlight appropriately) Access 2 / Access 3 / Intermediate 1 / Intermediate 2 / Higher


Did you achieve the Computer Systems Fundamentals unit or the Games group project?



Updated CVPaste your updated CV here, making sure that you have included what you have done/achieved this year. If you did not have a CV before then you need to create one now.



Evaluation ReportReview what you have done for PDP throughout the year and write an evaluation of what you have done or not done when developing and implementing your Personal Action Plans.

Step 1 and 2Where am I now? Broad Objective: Where next? At this stage you were asked to

think about your existing qualifications, the course that you signed up to do and the subjects involved

think about where you finally want to end up – which is in employment. look at job adverts

In your own words write a brief description of the things that you did at this stage and answer the following questions:-

why did you pick the course you are on? did you put much thought into your choice of course and college?

what skills do you think you had? what kind of job adverts did you look at? what kind of job are you looking for in the

long term? why do you think this course will help? what kind of skills do most employers want? do you think that you have these skills?

do you think that they are important? what can you do to get the kind of job you want?

This should be about 200 words long.

Step 3Self-appraisalAt this stage you were asked to find out about

your core skills levels in communication, numeracy and IT find out about the general skills that employers want i.e. ‘soft skills’ and work out

how you can show that you have these skills evaluate your existing ‘soft skills’ using the spider’s web your learning style how motivated you are how you manage time by doing a weekly and monthly planner your strengths, weaknesses, opportunities and threats and then do a SWOT analysis



In your own words write a brief description of the things that you did at this stage and how you did them and answer the following questions:-

were the results from the core skills testing what you expected? did the results of the spider’s web surprise you? what ‘soft skills’ do you have? are

you lacking? how can you improve your soft skills? what is your learning style? what did this mean for you as a student / for the future?

has this affected how you study? do you manage your time well? why is time management so important? what does

this mean for you as a student / for the future? what are your strengths, weaknesses, opportunities and threats? were you surprised

at the results of the SWOT analysis? did you find that these self-evaluation tasks made you think?


Step 4 Setting Personal ObjectivesAt this stage you were asked to think about

what is a goal your short-term, medium-term and long -term goals the things in your life that can help or hinder you how you can achieve your goals


before you did this task had you thought much about the things that you feel can hold you back from achieving what you want? can help you achieve your goals?

what are your goals in life? have you ever set yourself goals like this before?




Step 5Action PlanningAt this stage you were asked to think about

SMART targets - what are they? what is an Action Plan? why are they used? to review your findings with your lecturer


to create an action plan or plans from the self-evaluation material were the goals that you set realistic – were your targets SMART?


Step 6 Implementation of Action PlanAt this stage you were asked to update your action plan or plans

did you update them regularly? did you make any changes to your action plans ? if yes, why?


Step 7 Evaluation & ReviewAt this stage you were asked to look at how far you have come – the distance travelled. You did this by

re-evaluating your existing ‘soft skills’ using the spider’s web updating your list of units achieved – and your core skills review your progress on your Action Plans and on your course with your lecturer producing an up-to-date CV


did you achieve any of your goals? if not, why not? if yes, which ones and why did you manage to achieve these? what have you learnt about yourself and your abilities from carrying out PDP? if you were asked to do something like this again

o what would you do differently and why?o what would you do the same way and why?



Documents

DE3R 34: Personal Development Planning - Weeblyfionawcs.weebly.com/.../3/8/2/7/38274585/my_pdp_portf… · Web viewUnit Title: Personal Development Planning. ... Intermediate 2