1. Introduction to Personal Development Planning (PDP)
Jovin Kitau

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

3. PDP Overview
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 formal policy in the UK Higher Education system , 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
Not unique to the UK. PDP used in education Europe, North America, Australia and New Zealand.

4. What is PDP? In the context of UK Higher Education...
“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
An iterative cycle of Planning, Doing, Recording, Reviewing and Evaluating
1997 Dearing Report recommendation – Personal development for all students
Quality Assurance Agency for Higher Education (QAA) – a structured process, promote self-directed and lifelong learning, and career management
2002 – Roberts Report – embed skills (particularly transferable skills) into all postgraduate research programmes
Implemented in 2004 – The Joint Skills Statement
HM Treasury (2002) SET for Success: the supply of people with science, technology,
engineering and mathematic skills. London: HM Treasury. Available from:
gov.uk/documents/enterprise_and_productivity/research_and_enterprise/en
t_res_roberts.cfm. Accessed July 2005.
Intention – to assist career progression for all postgraduate researchers after completing their degree
Recommendation 4.2: PhD training elements
Despite the welcome current moves by the Funding Councils to improve the quality of
PhD training, institutions are not adapting quickly enough to the needs of industry or
the expectations of potential students. The Review therefore believes that the training
elements of a PhD – particularly training in transferable skills – need to be strengthened
considerably. In particular, the Review recommends that HEFCE and the Research Councils,
as major funders of PhD students, should make all funding related to PhD students
conditional on students’ training meeting stringent minimum standards. These minimum
standards should include the provision of at least two weeks’ dedicated training a year,
principally in transferable skills, for which additional funding should be provided and over
which the student should be given some control. There should be no requirement on
the student to choose training at their host institution. The minimum standards should
also include the requirement that HEIs – and other organisations in which PhD students
work – reward good supervision of PhD students, and ensure that these principles are
reflected in their human resources strategies and staff appraisal processes.
Furthermore, in order to assure employers of the quality of PhD students, as part of these
standards the Review recommends that institutions should introduce or tighten their
procedures for the transfer of students to the PhD. In particular, the Review believes that
HEIs must encourage PhD projects that test or develop the creativity prized by employers.
1980s / 1990s – used to manage employee career development within organisations
From the late 1990s – used for continuing professional development (CPD) within the professions
2002…formally used in Higher Education (UK) for student learning and employability
2004… - postgraduate researchers (UK) for learning and career development
PDRs are not a new idea but it is only in recent years that they have become more accepted and used in a wide variety of contexts. Indeed many professional bodies have developed significant and sophisticated approaches to PDPs and PDRs and it is often compulsory for their members to maintain them in order to retain particular membership levels of such organisations. A number of professions require them to be used in order to maintain a licence to practice. Many large companies and not for profit organisations also expect their staff to maintain PDRs.
Personal Development Planning
This document is intended to explain the concept of Personal Development Planning and Personal Development Plans (PDPs), to analyse your training needs and to give you the opportunity to develop your own Personal Development Record, (PDR).
Postgraduate researchers
Individual researchers need to be able and supported to understand their own skills, strengths and motivations in the
context of career opportunities.
Universities
As a result of the Roberts’ funding, the current agenda reflects an increased emphasis on generic skills development.
As part of this, Universities are increasingly interested in how effective they are being in equipping their researchers with
the employability skills they will need for their future careers.
Employers
Employers, particularly non-academic employers, are becoming more interested in understanding who PhD researchers
are, what they can offer, and what their expectations are.
© UK GRAD Programme® 2006
The UK GRAD Programme is managed by the
Careers Research Advisory Centre (CRAC).
The recent introduction of significant government funding to embed personal and
professional development within research degree programmes has led to a shift in
how our researchers are trained, and we are starting to see a change in attitudes of
potential employers. In addition to the ‘traditional’ recruitment of PhD researchers
for their specific subject related knowledge and skills, employers are also beginning
to recognise the higher level generic skills that are an integral part of the process of
completing a PhD.
The increasing focus on the employability of doctoral researchers brings to the fore
different issues for different stakeholders:
GMP
Bill and Melinda Gates Foundation (BMGF) grant;
Formed 2000 – collaboration between five African and Four European Institutions
Specific objectives: - build knowledge in Malaria, promote applied research and to develop capacity
2. 33 scientists funded:
As part of the capacity development objective,
GMP funded 33 scientists to undertake doctoral studies in an aspect of malaria control
Studies – UK (London and Liverpool Schools of Tropical Medicine) or European Institutions – field work in home countries
6 chose not to participate in the PDP programme and research
Graduates identified a need
Post qualification, the graduates identified a need for further development skills to help them with their career development in their home countries. What they identified in effect was a PDP, although it might not have conceptualised as such at the time.
PDP is a structured and supported process used in education as a strategy to help individuals become independent, effective and confident lifelong learners [QAA, 2000]
Small budget to purchase resources to help them achieve their PDP objectives
4. Develop PDP: Needs and context
Needs of a post-doctoral group of lifelong learners outside of the Higher Education system
Focus on learning for career development
Developing country context
Electronic focus – because of distance learning strategies to implement, monitor and support
5. Support:
For the first 2 years of their PDP
Off site, annual support days, electronic support (discussion board)
6. Evaluation – forms my research study

5. The PDP Cycle Evaluating Planning Doing Reviewing Recording
Using personal knowledge & evaluation to plan future actions, change thinking, beliefs and behaviours and communicate learning and achievement to others
Self assessment, identifying & setting personal goals & targets & thinking about how they might be achieved
Making judgements (about self, own work, learning) and determining what needs to be done to develop/improve/
move on
Develop a plan and carrying out activities, developing attitudes relating to plans
Evaluating
Planning
The PDP Cycle
Doing
Reviewing
The evidence of learning, reflecting on what has happened and making sense of it
Evidence (learning, achievements, ideas...) to support reflective learning
Recording

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
1997 Dearing Report recommendation – Personal development for all students
Quality Assurance Agency for Higher Education (QAA) – a structured process, promote self-directed and lifelong learning, and career management
2002 – Roberts Report – embed skills (particularly transferable skills) into all postgraduate research programmes
Implemented in 2004 – The Joint Skills Statement
HM Treasury (2002) SET for Success: the supply of people with science, technology,
engineering and mathematic skills. London: HM Treasury. Available from:
gov.uk/documents/enterprise_and_productivity/research_and_enterprise/en
t_res_roberts.cfm. Accessed July 2005.
Intention – to assist career progression for all postgraduate researchers after completing their degree
Recommendation 4.2: PhD training elements
Despite the welcome current moves by the Funding Councils to improve the quality of
PhD training, institutions are not adapting quickly enough to the needs of industry or
the expectations of potential students. The Review therefore believes that the training
elements of a PhD – particularly training in transferable skills – need to be strengthened
considerably. In particular, the Review recommends that HEFCE and the Research Councils,
as major funders of PhD students, should make all funding related to PhD students
conditional on students’ training meeting stringent minimum standards. These minimum
standards should include the provision of at least two weeks’ dedicated training a year,
principally in transferable skills, for which additional funding should be provided and over
which the student should be given some control. There should be no requirement on
the student to choose training at their host institution. The minimum standards should
also include the requirement that HEIs – and other organisations in which PhD students
work – reward good supervision of PhD students, and ensure that these principles are
reflected in their human resources strategies and staff appraisal processes.
Furthermore, in order to assure employers of the quality of PhD students, as part of these
standards the Review recommends that institutions should introduce or tighten their
procedures for the transfer of students to the PhD. In particular, the Review believes that
HEIs must encourage PhD projects that test or develop the creativity prized by employers.
1980s / 1990s – used to manage employee career development within organisations
From the late 1990s – used for continuing professional development (CPD) within the professions
2002…formally used in Higher Education (UK) for student learning and employability
2004… - postgraduate researchers (UK) for learning and career development
PDRs are not a new idea but it is only in recent years that they have become more accepted and used in a wide variety of contexts. Indeed many professional bodies have developed significant and sophisticated approaches to PDPs and PDRs and it is often compulsory for their members to maintain them in order to retain particular membership levels of such organisations. A number of professions require them to be used in order to maintain a licence to practice. Many large companies and not for profit organisations also expect their staff to maintain PDRs.
Personal Development Planning
This document is intended to explain the concept of Personal Development Planning and Personal Development Plans (PDPs), to analyse your training needs and to give you the opportunity to develop your own Personal Development Record, (PDR).
Postgraduate researchers
Individual researchers need to be able and supported to understand their own skills, strengths and motivations in the
context of career opportunities.
Universities
As a result of the Roberts’ funding, the current agenda reflects an increased emphasis on generic skills development.
As part of this, Universities are increasingly interested in how effective they are being in equipping their researchers with
the employability skills they will need for their future careers.
Employers
Employers, particularly non-academic employers, are becoming more interested in understanding who PhD researchers
are, what they can offer, and what their expectations are.
© UK GRAD Programme® 2006
The UK GRAD Programme is managed by the
Careers Research Advisory Centre (CRAC).
The recent introduction of significant government funding to embed personal and
professional development within research degree programmes has led to a shift in
how our researchers are trained, and we are starting to see a change in attitudes of
potential employers. In addition to the ‘traditional’ recruitment of PhD researchers
for their specific subject related knowledge and skills, employers are also beginning
to recognise the higher level generic skills that are an integral part of the process of
completing a PhD.
The increasing focus on the employability of doctoral researchers brings to the fore
different issues for different stakeholders:
GMP
Bill and Melinda Gates Foundation (BMGF) grant;
Formed 2000 – collaboration between five African and Four European Institutions
Specific objectives: - build knowledge in Malaria, promote applied research and to develop capacity
2. 33 scientists funded:
As part of the capacity development objective,
GMP funded 33 scientists to undertake doctoral studies in an aspect of malaria control
Studies – UK (London and Liverpool Schools of Tropical Medicine) or European Institutions – field work in home countries
6 chose not to participate in the PDP programme and research
Graduates identified a need
Post qualification, the graduates identified a need for further development skills to help them with their career development in their home countries. What they identified in effect was a PDP, although it might not have conceptualised as such at the time.
PDP is a structured and supported process used in education as a strategy to help individuals become independent, effective and confident lifelong learners [QAA, 2000]
Small budget to purchase resources to help them achieve their PDP objectives
4. Develop PDP: Needs and context
Needs of a post-doctoral group of lifelong learners outside of the Higher Education system
Focus on learning for career development
Developing country context
Electronic focus – because of distance learning strategies to implement, monitor and support
5. Support:
For the first 2 years of their PDP
Off site, annual support days, electronic support (discussion board)
6. Evaluation – forms my research study

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

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
1997 Dearing Report recommendation – Personal development for all students
Quality Assurance Agency for Higher Education (QAA) – a structured process, promote self-directed and lifelong learning, and career management
2002 – Roberts Report – embed skills (particularly transferable skills) into all postgraduate research programmes
Implemented in 2004 – The Joint Skills Statement
HM Treasury (2002) SET for Success: the supply of people with science, technology,
engineering and mathematic skills. London: HM Treasury. Available from:
gov.uk/documents/enterprise_and_productivity/research_and_enterprise/en
t_res_roberts.cfm. Accessed July 2005.
Intention – to assist career progression for all postgraduate researchers after completing their degree
Recommendation 4.2: PhD training elements
Despite the welcome current moves by the Funding Councils to improve the quality of
PhD training, institutions are not adapting quickly enough to the needs of industry or
the expectations of potential students. The Review therefore believes that the training
elements of a PhD – particularly training in transferable skills – need to be strengthened
considerably. In particular, the Review recommends that HEFCE and the Research Councils,
as major funders of PhD students, should make all funding related to PhD students
conditional on students’ training meeting stringent minimum standards. These minimum
standards should include the provision of at least two weeks’ dedicated training a year,
principally in transferable skills, for which additional funding should be provided and over
which the student should be given some control. There should be no requirement on
the student to choose training at their host institution. The minimum standards should
also include the requirement that HEIs – and other organisations in which PhD students
work – reward good supervision of PhD students, and ensure that these principles are
reflected in their human resources strategies and staff appraisal processes.
Furthermore, in order to assure employers of the quality of PhD students, as part of these
standards the Review recommends that institutions should introduce or tighten their
procedures for the transfer of students to the PhD. In particular, the Review believes that
HEIs must encourage PhD projects that test or develop the creativity prized by employers.
1980s / 1990s – used to manage employee career development within organisations
From the late 1990s – used for continuing professional development (CPD) within the professions
2002…formally used in Higher Education (UK) for student learning and employability
2004… - postgraduate researchers (UK) for learning and career development
PDRs are not a new idea but it is only in recent years that they have become more accepted and used in a wide variety of contexts. Indeed many professional bodies have developed significant and sophisticated approaches to PDPs and PDRs and it is often compulsory for their members to maintain them in order to retain particular membership levels of such organisations. A number of professions require them to be used in order to maintain a licence to practice. Many large companies and not for profit organisations also expect their staff to maintain PDRs.
Personal Development Planning
This document is intended to explain the concept of Personal Development Planning and Personal Development Plans (PDPs), to analyse your training needs and to give you the opportunity to develop your own Personal Development Record, (PDR).
Postgraduate researchers
Individual researchers need to be able and supported to understand their own skills, strengths and motivations in the
context of career opportunities.
Universities
As a result of the Roberts’ funding, the current agenda reflects an increased emphasis on generic skills development.
As part of this, Universities are increasingly interested in how effective they are being in equipping their researchers with
the employability skills they will need for their future careers.
Employers
Employers, particularly non-academic employers, are becoming more interested in understanding who PhD researchers
are, what they can offer, and what their expectations are.
© UK GRAD Programme® 2006
The UK GRAD Programme is managed by the
Careers Research Advisory Centre (CRAC).
The recent introduction of significant government funding to embed personal and
professional development within research degree programmes has led to a shift in
how our researchers are trained, and we are starting to see a change in attitudes of
potential employers. In addition to the ‘traditional’ recruitment of PhD researchers
for their specific subject related knowledge and skills, employers are also beginning
to recognise the higher level generic skills that are an integral part of the process of
completing a PhD.
The increasing focus on the employability of doctoral researchers brings to the fore
different issues for different stakeholders:
GMP
Bill and Melinda Gates Foundation (BMGF) grant;
Formed 2000 – collaboration between five African and Four European Institutions
Specific objectives: - build knowledge in Malaria, promote applied research and to develop capacity
2. 33 scientists funded:
As part of the capacity development objective,
GMP funded 33 scientists to undertake doctoral studies in an aspect of malaria control
Studies – UK (London and Liverpool Schools of Tropical Medicine) or European Institutions – field work in home countries
6 chose not to participate in the PDP programme and research
Graduates identified a need
Post qualification, the graduates identified a need for further development skills to help them with their career development in their home countries. What they identified in effect was a PDP, although it might not have conceptualised as such at the time.
PDP is a structured and supported process used in education as a strategy to help individuals become independent, effective and confident lifelong learners [QAA, 2000]
Small budget to purchase resources to help them achieve their PDP objectives
4. Develop PDP: Needs and context
Needs of a post-doctoral group of lifelong learners outside of the Higher Education system
Focus on learning for career development
Developing country context
Electronic focus – because of distance learning strategies to implement, monitor and support
5. Support:
For the first 2 years of their PDP
Off site, annual support days, electronic support (discussion board)
6. Evaluation – forms my research study

9. Some resources...

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

12. Knowledge and application of ethical principles, legal requirements and regulations, project planning and delivery, financial management and income and funding generation
Publications, dissemination of results and impact, team working, collaborations, influence and leadership, people management, mentoring
Self-reflection, responsive to change, time management, networking, career management and CPD
Subject knowledge, research methodology (theoretical and practical application), critical thinking, problem solving...

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
Research skills and techniques
Research management
Research environment
Personal effectiveness
Communication skills
Networking and team working
Career management
Originally used for PhD students funded by the UK Research Councils but now accepted as the gold standard for other research degree students in the UK and the basis for all research skills training programmes
Research skills and techniques Recognizing and validating research problems. Understanding the relevant research methodologies and
techniques for appropriate application to your research
Research Environment Awareness of research issues: e.g. standards of good research practice, confidentiality, ethical issues, copyright
Research management Effective project management; using information technology appropriately for database management, recording and presenting information
Personal effectiveness Demonstrate self-awareness and the ability to identify own training needs. Show initiative, work independently and be self- reliant
Communication skills Writing skills appropriate to style and purpose, e.g. progress reports, published documents, thesis. Presentation skills construct arguments and defend research at seminars, conferences, viva. Supporting others in teaching, mentoring and demonstrating activities
Networking and team working Develop and maintain networks and working relationships with supervisors, colleagues and peers within the institution and wider research community.
Career management Take ownership and manage your career development and progression. Understand the transferable nature of research skills to other work environments. Present skills, personal attributes and experiences through effective CVs, applications and interviews.

14. Research Skills & Techniques 2. Research Environment Research
Recognizing and validating research problems. Understanding the relevant research methodologies and techniques for appropriate application to your research
2. Research
Environment
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
Research
Management
4. Personal
Effectiveness
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.
5. Communication
skills
6. Networking &
Team-working
Develop and maintain networks and working relationships with supervisors, colleagues and peers within the institution and the wider research community
Career
Management
Take ownership and manage your career development and progression. Present skills, personal attributes and experiences through effective CVs, applications and interviews

15. PDP is the entire process
PDP Terminology
PDP is the entire process
The Activities:
+ Planning
+ Developing Implementing
+ Monitoring
+ Reflecting
+ Recording
+ Reporting
The Plan:
PDP can also mean your
Personal Development Plan
Which is then referred to as “my PDP”
The System:
The tools, the support, any in-built formal systems (e.g. the annual reporting)

16. Some useful websites

17. Getting started with your PDP
Hazel Mccullough

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

19. Self assessment, identifying & setting personal goals & targets & thinking about how they might be achieved
Planning
Evaluating
The PDP Cycle
Reviewing
Doing
Recording

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

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?

22. Starting to write your Plan The PDP Cycle Evaluating Planning
Self assessment, identifying & setting personal goals & targets & thinking about how they might be achieved
Starting to write
your Plan
Evaluating
Planning
Developing a plan, carrying out activities, developing attitudes relating to plans
The PDP Cycle
Reviewing
Doing
Why PDP
Recording

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

24. Self-assessment exercise
Think about where you are with your PhD, your research
project, your career
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
Research skills and techniques
Research management
Research environment
Personal effectiveness
Communication skills
Networking and team working
Career management

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

26. Self awareness is a wonderful thing and vital for reflection
You need to be honest about how you really see yourself. A lack of self awareness inhibits deeper learning

27. Research Skills & Techniques 2. Research Environment Research
Recognizing and validating research problems. Understanding the relevant research methodologies and techniques for appropriate application to your research
2. Research
Environment
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
Research
Management
4. Personal
Effectiveness
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.
5. Communication
skills
6. Networking &
Team-working
Develop and maintain networks and working relationships with supervisors, colleagues and peers within the institution and the wider research community
Career
Management
Take ownership and manage your career development and progression. Present skills, personal attributes and experiences through effective CVs, applications and interviews

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?
Don’t forget about the knowledge that needs developing – and don’t 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?

29. Writing SMART Objectives
SPECIFIC
MEASURABLE
ACHIEVABLE
RELEVANT
TIME-BOUND
– be clear and concise in meaning and focus
– to help you monitor your progress and success
– don’t set yourself up to fail
– its purpose is to meet your aim(s) and goals
– allow yourself sufficient time
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

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

31. Leads to some form of behaviour change
Knowledge, skills, attitudes, behaviour: relating to learning and research
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
Leads to some form of behaviour change

32. Levels of skill competence: From Novice to Expert
Holistic grasp of complex situations. Can move between intuitive and analytical approaches with ease
Proficient
Deals with complex situations holistically. Takes full responsibility of own work and others
Levels of skill competence: From Novice to Expert
Competent
Can cope with complex situations through deliberate analysis and planning
Can formulate routines
Advanced Beginner
Able to manage complex situations partially. Uses own judgement but still needs some supervision
Novice
Rigidly sticks to the rules and guidelines
Need close supervision and instruction

33. Thinking about the activities you will need to undertake to help you achieve your PDP objectives

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 before speaking, thoughtful
3. Do you think things through in logical steps, assimilate disparate facts into coherent theories, rationally objective, reject subjectivity. Tend to be perfectionists
4. Are you keen to seek and try out new ideas, practical, down-to-earth, enjoy problem solving and decision-making quickly, bored with long discussions
Activists
Reflectors
Theorists
Pragmatists

35. Learning Styles
Honey and Mumford (1989) identified four main learning styles:
1. Activists: 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. Reflectors: 'stand back‘ and look at things from different perspectives, gather data, ponder and analyse, delay reaching conclusions, listen before speaking, thoughtful.
3. Theorists: Think things through in logical steps, assimilate disparate facts into coherent theories, rationally objective, reject subjectivity. Tend to be perfectionists.
4. Pragmatists: Keen to seek and try out new ideas, practical, down-to-earth, enjoy problem solving and decision-making quickly, bored with long discussions.
Think of how you like to learn – Can you identify your learning style?

36. Some key PDP points
Try not to see your PDP as an additional task that you need to do along with your PhD and your research – integrate it into your work schedules and work flows
You don’t need a complicated plan – keep it simple, focused and with SMART objectives
PDP is a dynamic process – so review your plan regularly and keep it updated. Schedule this in as a reminder
PDP is not a magic bullet – for it to be effective you need to work with it.
What you put into it is what you will get out of it!

37. Reflect on your PDP progress and pat yourself on the back!
Most importantly
Be flexible with your PDP – if you encounter barriers that might stop you from achieving your plan, don’t give up, instead modify your plan to meet the needs of your current situation
Set deadlines for yourself and revise the deadlines as you need to. They are not set in stone!
Reflect on your PDP progress and pat yourself on the back!

38. Useful websites Some useful websites
Ref:
Dreyfus H.L. & Dreyfus, S.E. (1986) Mind over machine: the power of human intuition and expertise in the era of the computer. Oxford: Blackwell