© University of Reading 2006www.reading.ac. uk 09 June 2016 PDP and the Careers Service working in partnership at the University of Reading Sandhya Tanna

2 Background/rationale Paper-based PAR since 2000 ‘morphing’ of PAR/PT system Compulsory Career Management Skills (CMS) in the curriculum Thematic review of the Personal Tutorial System Joined-up-thinking New L&T strategy Individuals and Institutional support Definite sense that students ‘need’ learning development

3 Our unique situation Compulsory Career Management Skills in the curriculum since Personalities of key people -New L&T strategy (but no strategy overload at that time) -Modularisation -Personal and Academic records since 2000 – PDP delivered “via” Personal Tutorial System

4 Joined-up-thinking Pulling together seemingly disparate activities: –Personal Tutor system –CMS –Skills agenda –Extra-curricular Staff appreciate this – particularly personal tutors Using technology – Blackboard for new pilot

5 Destinations Taught sessions Assignments The CMS module Blackboard

6 CMS student evaluation Learnt information about what employers are looking for Finding out what sort of person I was, team leader etc. I now know when looking for a job, how to research it and what to expect in interview, how to prepare it. Listening to the experiences of alumni, what we should expect next year, as well as our options in regards to how we spend our year abroad There are lots of facts and aspects that we have to be aware of - not just skills but also motivation etc. Information about businesses and work in everyday life Finding out what type of career my personality works well with CV advice – this session should be in the first year Practical sessions that got you involved Discovering opportunities available with my degree To my surprise they were very useful

7 iLearn pilots Pharmacy, Construction Management, Social Work…History Part one students (n=362) Academic lead, Head of School approval, central support Emphasis on completing Individual Learner Profile (ILP) and building a Portfolio Heavy focus on the ‘individuals’ – staff and students Sold as independent learning iLearn

8 iLearn evaluation Surveys and focus groups –Training –Use of tool –Engagement –Sharing of ILP/Portfolio –Perceived long term benefits v short term benefits –Importance of interactions with staff –Blackboard –Help available

9 ilearn - student quotes ‘Shooting a pigeon with a bazooka’ ‘Prepares you for continuing professional development which you have to do as a Pharmacist…gives you an up to date personal profile, which is easy to amend and add to. Useful for both yourself and future employers’. ‘You can see where your personal learning needs improvement’ ‘It allows you to capture your hot thoughts which will only be present for a day or two which you can then use at a later date to track your progress’

10 Lessons learned - students Instrumentalism v independent learning –Students do not understand independent learning –Most do not want to be independent –Differences between vocation/non-vocational programmes Assessment issue Paper is not dead Training/development needed – timing and structure crucial Students think they will benefit from learning development – strong focus towards careers No-one reads the Help files…

11 Staff support CMS support and development in Schools -e.g. CV training -e.g. help with reflection Enquiries from parents Employer input Professional bodies Skills agenda Joint responsibility for updating the sites

12 Next steps for ilearn All students able to access iLearn October 2008 Dedicated post (fixed-term 16 months) Use the champions Peer support Paper handbooks? More joined-up-thinking! Still a strong sense that learning development is needed

13 Next steps for CMS Introduction of diagnostic tools Emphasis on increased confidence and networking skills Increase input in first year Tailored careers service Credit students for external experiental learning Evaluation methods

14 Contacts Sarah Morey - Learning Support Manager Sandhya Tanna – Careers Education Manager Websites