Introduction to Personal Development Planning (PDP) Jovin Kitau.

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  • Slide 1
  • Introduction to Personal Development Planning (PDP) Jovin Kitau
  • Slide 2
  • Overview of the PDP session An introduction to PDP and how it works An opportunity to think about your own personal development and career needs Start developing draft objectives for your PDP Action plan
  • Slide 3
  • A strategy to support individuals with their educational, career and professional development A dynamic process - an iterative cycle of critical reflection, planning, implementing, monitoring, reviewing and evaluating Used in a variety of contexts - 2001 formal policy in the UK Higher Education system - 2004, mandatory for all postgraduate research students funded by UK research councils From 2006, used with specific groups of researchers in Africa to support their career and professional development PDP Overview
  • Slide 4
  • What is PDP? a and process undertaken by an individual to upon their own learning, performance and/or achievement and to for their personal, educational and career development [QAA, 2000] structured supported reflect plan In the context of UK Higher Education... An iterative cycle of Planning, Doing, Recording, Reviewing and Evaluating
  • Slide 5
  • Self assessment, identifying & setting personal goals & targets & thinking about how they might be achieved Develop a plan and carrying out activities, developing attitudes relating to plans Evidence (learning, achievements, ideas...) to support reflective learning The evidence of learning, reflecting on what has happened and making sense of it Making judgements (about self, own work, learning) and determining what needs to be done to develop/improve/ move on Making judgements (about self, own work, learning) and determining what needs to be done to develop/improve/ move on Using personal knowledge & evaluation to plan future actions, change thinking, beliefs and behaviours and communicate learning and achievement to others Planning Doing Recording Reviewing Evaluating The PDP Cycle
  • Slide 6
  • As a researcher, why do I need PDP? Support and Enhance your personal, professional and career development and take ownership of it An opportunity to help you develop and reach your full potential as an all rounded and excellent researcher Empower you as a researcher to make an impact in your career and aspire to excellence Evidence the impact of your professional and career development Enhance the training and development of researchers in here at KCMC
  • Slide 7
  • How can PDP help me to develop as a researcher? Focus your research and career development and choose methods of development most suited to you Develop self-reflective and critical thinking skills that are so crucial to learning and confidence building Be confident about setting yourself career goals Highlight and articulate the evidence of all your skills and knowledge in your CV, in job applications and at interviews
  • Slide 8
  • But just to be clear... Your Personal Development Plan is not a research plan or a replacement for a research plan. It should complement it It should not be a list of the stages of the research process, but a plan of personally identified skills and knowledge needed to help development as a researcher during and beyond your PhD programme
  • Slide 9
  • Some resources...
  • Slide 10
  • Slide 11
  • Researcher Development Framework RDF Framework of the knowledge, behaviour and attitudes of successful researchers Enables self- assessment of strengths and areas for further development www.vitae.ac.uk/rdf
  • Slide 12
  • Subject knowledge, research methodology (theoretical and practical application), critical thinking, problem solving... Self-reflection, responsive to change, time management, networking, career management and CPD Publications, dissemination of results and impact, team working, collaborations, influence and leadership, people management, mentoring Knowledge and application of ethical principles, legal requirements and regulations, project planning and delivery, financial management and income and funding generation
  • Slide 13
  • Joint Skills Statement Based on a document devised by the UK Research Councils, it sets out 7 areas of skills and competencies to assist researchers with their development 1.Research skills and techniques 2.Research management 3.Research environment 4.Personal effectiveness 5.Communication skills 6.Networking and team working 7.Career management
  • Slide 14
  • 1.Research Skills & Techniques Recognizing and validating research problems. Understanding the relevant research methodologies and techniques for appropriate application to your research 2. Research Environment 3.Research Management 4. Personal Effectiveness 7.Career Management 5. Communication skills Awareness of research issues: e.g. standards of good research practice, confidentiality, ethical issues, copyright Effective project management; using information technology appropriately for database management, recording and presenting information Demonstrate self-awareness and the ability to identify own training needs. Show initiative, work independently and be self- reliant Writing skills appropriate to style & purpose, e.g. progress reports, published documents, thesis. Presentation skills construct arguments & defend research at seminars, conferences, viva. 6. Networking & Team-working Develop and maintain networks and working relationships with supervisors, colleagues and peers within the institution and the wider research community Take ownership and manage your career development and progression. Present skills, personal attributes and experiences through effective CVs, applications and interviews
  • Slide 15
  • PDP Terminology PDP is the entire process The Plan: PDP can also mean your Personal Development Plan Which is then referred to as my PDP The Plan: PDP can also mean your Personal Development Plan Which is then referred to as my PDP The Activities: + Planning + Developing + Implementing + Monitoring + Reflecting + Recording + Reporting The System: The tools, the support, any in- built formal systems (e.g. the annual reporting) The System: The tools, the support, any in- built formal systems (e.g. the annual reporting)
  • Slide 16
  • Some useful websites http://www.vitae.ac.uk/researchers/1218/Postgraduate -researchers.html http://www.vitae.ac.uk/researchers/1218/Postgraduate -researchers.html http://www.authoraid.info/ http://www.authoraid.info/ http://www.medcol.mw/rsc/index.htm http://www.medcol.mw/rsc/index.htm http://www.heacademy.ac.uk/ourwork/learning/pdp http://www.heacademy.ac.uk/ourwork/learning/pdp
  • Slide 17
  • Getting started with your PDP Hazel Mccullough
  • Slide 18
  • Learning objectives By the end of this session, you will have: Identified at least one personal and career development need Developed at least one PDP objective to write into your PDP Action Plan
  • Slide 19
  • Self assessment, identifying & setting personal goals & targets & thinking about how they might be achieved Planning Doing Recording Reviewing Evaluating The PDP Cycle
  • Slide 20
  • Action Planning for your PDP Part of your PDP action planning involves setting overall aim(s) and objectives Your plan also includes the activities, resources and opportunities to help you achieve these Setting these PDP activities in a time frame Thinking about how you will show evidence of achievement Recording your achievement Reflecting on your learning
  • Slide 21
  • Your PDP Aims This is a broad statement of what you set out to achieve over a defined period of time It states your intention of purpose Ask yourself What do I want to achieve by undertaking this PDP? Where do I want to be in 5 years time?
  • Slide 22
  • Self assessment, identifying & setting personal goals & targets & thinking about how they might be achieved Developing a plan, carrying out activities, developing attitudes relating to plans Planning Doing Recording Reviewing Evaluating The PDP Cycle Starting to write your Plan
  • Slide 23
  • Your PDP Objectives These are the bite-sized chunks to help you achieve your aim(s) You may need one or you may need several objectives to help you achieve each of your identified areas for development Not all your objectives will be about developing skills or even new skills. Some will be about developing knowledge or changing behaviours and attitudes. Some might be about improving or developing skills that you have got already but at a higher or more advanced level Your objectives need to be SMART Most importantly, your objectives relate to your goals
  • Slide 24
  • Self-assessment exercise 1.Think about where you are with your PhD, your research project, your career 2. Make a list of the area or areas where you feel you may need to develop / improve to help you progress with your research / PhD / career 1.Research skills and techniques 2.Research management 3.Research environment 4.Personal effectiveness 5.Communication skills 6.Networking and team working 7.Career management
  • Slide 25
  • PDP self-assessment exercise Strengths What am I good at doing? Areas for Development What areas do I need to work on/ develop or improve? Opportunities What are the opportunities / Who are the people that might help me with my PDP? Barriers What are the key obstacles that might prevent me from completing my PDP objectives
  • Slide 26
  • Self awareness is a wonderful thing and vital for reflection
  • Slide 27
  • 1.Research Skills & Techniques Recognizing and validating research problems. Understanding the relevant research methodologies and techniques for appropriate application to your research 2. Research Environment 3.Research Management 4. Personal Effectiveness 7.Career Management 5. Communication skills Awareness of research issues: e.g. standards of good research practice, confidentiality, ethical issues, copyright Effective project management; using information technology appropriately for database management, recording and presenting information Demonstrate self-awareness and the ability to identify own training needs. Show initiative, work independently and be self- reliant Writing skills appropriate to style & purpose, e.g. progress reports, published documents, thesis. Presentation skills construct arguments & defend research at seminars, conferences, viva. 6. Networking & Team-working Develop and maintain networks and working relationships with supervisors, colleagues and peers within the institution and the wider research community Take ownership and manage your career development and progression. Present skills, personal attributes and experiences through effective CVs, applications and interviews
  • Slide 28
  • Exercise: drafting your PDP objectives Using the information from your self assessment sheet, this exercise is to get you to start drafting some of your PDP objectives Some things to think about: Is the objective developing a skill from scratch? Is it improving upon something already learned or known to you or are you developing the skills at a more advanced level? Dont forget about the knowledge that needs developing and dont forget about the behaviours and attitudes that you may need to change to improve yourself Are your objectives SMART? Do your objectives relate to your aim(s) and your goals?
  • Slide 29
  • Use action verbs to write your SMART objectives. Example: to develop, to gain, to gain knowledge in, to become skilled at... instead of verbs that cannot be easily defined or measured. Example: To learn, to understand, to appreciate... If these verbs are used, formulate them so that they become more measurable e.g. To learn how to do something to be able to do something SPECIFIC MEASURABLE ACHIEVABLE RELEVANT TIME-BOUND be clear and concise in meaning and focus to help you monitor your progress and success dont set yourself up to fail its purpose is to meet your aim(s) and goals allow yourself sufficient time Writing SMART Objectives
  • Slide 30
  • Knowledge, skills, attitudes, behaviour Knowledge refers to content information and data that is applied directly to performing a function Skills the practiced ability to do something with a certain amount of dexterity and at varying levels of competency Attitudes refer to the learned tendency to act in a consistent way to a particular situation Behaviour refers to an action or reaction to something, a situation or someone
  • Slide 31
  • Leads to some form of behaviour change Have an understanding / working knowledge of a particular area of research (e.g. GCP/GLP) Need to develop the skills to put this knowledge into practice and in context (e.g. From manual to lab setting) Not to compromise the quality of your research, you develop a positive attitude towards QA and GCP/GLP Knowledge, skills, attitudes, behaviour: relating to learning and research
  • Slide 32
  • Levels of skill competence: From Novice to Expert Novice Rigidly sticks to the rules and guidelines Need close supervision and instruction Novice Rigidly sticks to the rules and guidelines Need close supervision and instruction Advanced Beginner Able to manage complex situations partially. Uses own judgement but still needs some supervision Advanced Beginner Able to manage complex situations partially. Uses own judgement but still needs some supervision Proficient Deals with complex situations holistically. Takes full responsibility of own work and others Proficient Deals with complex situations holistically. Takes full responsibility of own work and others Competent Can cope with complex situations through deliberate analysis and planning Can formulate routines Competent Can cope with complex situations through deliberate analysis and planning Can formulate routines Expert Holistic grasp of complex situations. Can move between intuitive and analytical approaches with ease Expert Holistic grasp of complex situations. Can move between intuitive and analytical approaches with ease
  • Slide 33
  • Thinking about the activities you will need to undertake to help you achieve your PDP objectives
  • Slide 34
  • Learning Styles How do you learn? Honey and Mumford (1989) identified four main learning styles: 1. Do you like to get involved in new experiences, focus on the 'here and now', gregarious, seek challenges, are open-minded, and get bored with implementation? 2. Do you 'stand back and look at things from different perspectives, gather data, ponder and analyse, delay reaching conclusions, listen befor...

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