1. Personal Development Planning;Philosophies and ProcessesPersonal development is a term that meansdifferent things to different people (Strivens 2006).

2. Run the workshop like a PDP session Whats on top Set-up the session your outcomes My outcomes Do some stuff Feedback 3. Session set-upFor this session to be really useful for you it will be like what ?For the session to be like that, you will needto be like what?For you to be like that and for the sessionto go just the way you would like it to, whatsupport and resources do you need? 4. My outcomes......... LJMU and PDP What the literature tells us aboutPDP PDP in practice in the curriculum Sharing of PDP models andpractices 5. Sphere of influence 6. PDP is a structured andsupported process undertaken bya learner to reflect upon their ownlearning, performance and / or achievement and to plan for their personal, educational and careerdevelopment. It is an inclusiveprocess, open to all learners, in allHE provision and at all levels. (QAA 2009) 7. According to the HEAPDP embraces a range of approachesto learning that connect planning (anindividuals goals and intentions forlearning or achievement), doing(aligning actions tointentions), recording(thoughts, ideas, experiences, in orderto understand and evidence theprocess and results of learning) andreflection (reviewing and evaluatingexperiences and the results oflearning) 8. According to Gosling (2003), PDP is effective when;Mainstream academic activityLinked to learning objectives and outcomesUndertaken regularlySupported and valued by staffOwned by institutional structuresOwned by the learnerSeen to be valued by society 9. Conceptually, PDP covers a range ofpedagogies, intentions and practices(Clegg 2004), and is a chaoticconception which might be betterthought of as an umbrella term for avariety of strategies designed to help students think about their ownlearning and plan for the future (Cleggand Burfton 2008). 10. 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 11. Curriculum Models of PDPAdapted from; Atlay, M. (2006). Personal Development Planning and Employability. Learning and Employability. Series 2. 12. 3 strand approach (Atlay 2006) 13. Curriculum Design and PDP LJMU Policy L1 PDP introduced as part ofOn the white boardinductionsheet, use the lego pieces to place PDP Every student must have theopportunity to review theiracross the three progress twice an academiclevels of the yearcurriculum at theAll students must be provided most appropriate with opportunities for PDP at timeeach stage of their programme 14. Curriculum Design and PDP Your PDP policyOn the white boardWhat would you do? sheet, use the legopieces to place PDPHow would you do it? across the threelevels of theWhat would your policycurriculum at therequirements bemost appropriatetime 15. Week 1My ModelXMASFFB TutorSAmeetFA 16. PDP for usThe approach taken within Sport Development is based up onsome 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) 17. Our PDP aims to create thecontext for;Self-awarenessSelf-reflectionSelf - development 18. The student PDP journeyLevel 1 Level 2Level 3Learning @ best Setting outcomes Detecting patternsManaging time Giving and receiving Building rapportclean feedbackDecision makingModelling outcomesSetting developmentalInspiration and tasks Maintaining a goodmotivationCoaching others learning stateLearning from the past Critical reflection Facilitating groups 19. When you are learningat your best you are like what ? 20. What we have learnt Needs to be as embedded as possible into thecurriculum and works best when it crossesmodule boundaries Staff buy-in and support is crucial and difficult Students dont necessarily like or value it at L1and this tends to have changed by L3 Can make a real difference to the studentsboth as a learner and as a person Link to employability can be a real hook forthe students 21. What is one thing youwill do or think about in relation to your ideas from todays session? 22. ReferencesAtlay, M. (2006). Personal Development Planning and Employability. Learning and Employability. Series 2.Gosling, D.(2003). Personal Development Planning. SEDAPaper 115Strivens, J. (2006). Personal Development Planning and Employability. Learning and Employability. Series 2.Universities UK 2004 cited in Personal Development Planning andEmployability. Learning and Employability. Series 2.Ward, R. (2006). Personal Development Planning andEmployability. Learning and Employability. Series 2.