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1、PERSONAL DEVELOPMENT PLANNINGTRAINING NEEDS ANALYSISPERSONAL DEVELOPMENT RECORD London Metropolitan UniversityThe Graduate SchoolPersonal Development PlanningThis document is intended to explain the concept of Personal Development Planning and Personal Development Plans (PDPs), to analyse your train
2、ing needs and to give you the opportunity to develop your own Personal Development Record, (PDR). 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 sophisti
3、cated 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 o
4、rganisations also expect their staff to maintain PDRs.This document is written predominantly for use by research degree students. However, other researchers and those involved in research in a variety of ways could find elements of it useful to them in their personal and professional development. It
5、 should be read in conjunction with other documents as appropriate, e.g. the Research Degree Regulations, Handbook for Research Students and Supervisors and Code of Practice, Code of Good Research Practice, the Universitys Research Ethics Policy, etc. You should have received copies of these publica
6、tions when you began your research. These booklets will be re-issued whenever they are updated. They and other information are also on the Graduate School website. Those who are also involved in supervising research may also refer to the Handbook for Supervisors of Research Students.What is Personal
7、 Development Planning See also section on PDP in: Guidelines for HE Progress Files, QAA, UUK, SCOP, Universities Scotland, May 2001, www.qaa.ac.uk/academicinfrastructure/progressFiles/guidelines/progfile2001.pdf?Personal Development Planning has been described as “a structured and supported process
8、undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”.The primary purpose of a PDP (Personal Development Plan) is to help you learn and develop more effectively and to be able to: learn in a
9、wider variety of ways and a wider range of contexts; recognise and be able to list evidence for your own learning and therefore the progress you are making; draw upon and use your expanded personal knowledge to achieve particular goals; review, plan and take responsibility for your own learning; rec
10、ognise and define your training/learning needs.This document will help you to produce a PDP and analyse your needs and to: define short and long term aims and objectives decide what is needed to achieve these aims and objectives be able to list, analyse and understand your strengths and weaknesses u
11、se the analysis of aims and objectives and strengths and weaknesses to define your need for additional study, training, and further development of all kinds to enhance your skills, knowledge and competencies. Such a process is often described as producing a Training Needs Analysis (TNA) reflect on a
12、nd take active part in planning and development of your own personal skills be more effective in carrying out tasks (e.g. your research)What is a Personal Development Record?There are many different kinds of PDR (Personal Development Records) built around a variety of frameworks. However, all are in
13、tended in different ways to maintain a clear record of learning and personal development.By reflecting on your skill needs over time and recording the training that is successfully completed a comprehensive set of information can be built up that can help you, inter alia to: initially be a more effe
14、ctive researcher be a more independent, autonomous and effective learner plan and manage your career decide on future career paths create appropriate CVs have evidence with which to apply for (or retain) membership of a Professional or Statutory Body related to your profession apply for promotionThu
15、s, although this document is written around the concept of the needs of research degree it can also be used to look further ahead into your career or life after you have successfully completed your research, written and submitted your thesis, negotiated your viva and been awarded your PhD (or MPhil)
16、.Who should use this PDP framework?We are acutely aware that research degree students in the University are a very heterogeneous group. Some will be what some other universities would see as “traditional” research students studying full-time for an MPhil/PhD, each perhaps closely following completio
17、n of a Bachelors degree. However, many of London Metropolitans research students are following quite different career and development trajectories studying for a research degree in part-time or full-time mode: in mid or late career, after a career, for career advancement or purely out of interest in
18、 the subjectYou may work in a large organisation and/or be a member of a Professional or Statutory Body that requires you to maintain a PDR following a framework produced by such organisations. You may be completing a doctorate which has no intended job-related outcomes. For these and other reasons
19、the Research Degrees Committee, acting on behalf of the Academic Board, has decided that use of a PDP by all research students and postdoctoral researchers will not be compulsory at this time. This may change at a later stage and there may be individuals who are required to use this PDP scheme follo
20、wing consultation with their supervisory team and/or decisions at registration by the Research Students Progress Groups acting on behalf of the Research Degrees Committee. However, the Graduate School strongly recommends that all research students and other researchers use appropriate parts of this
21、framework unless they have a PDP from their employer or professional body which is adaptable to their needs in relation to their research at the University.The research degree programme Administrative Stages The most obvious formal administrative fixed points in an MPhil/PhD research programme are:
22、Handbook for Research Students and Supervisors and Code of Practice, London Metropolitan University, 2002 (revised 2005)The initial administrative stage application, interview, acceptance and enrolment, which may involve most, if not all, of the following: preliminary project ideas, scoping, conside
23、ring possible sources of funding, firming up on topic/consideration of supervisory team leading to completion of proposal, submission of application to register project and project approval. Transfer MPhil to PhD unless you have been registered directly for a PhDSubmission of the thesis viva examina
24、tion and award of degree.The Annual Monitoring operating alongside the other stages.The Academic StagesThe research degree programme itself can be broadly considered in three main sections which may overlap to a lesser or greater extent.2First Stage Identifying the topic Confirming originality of to
25、pic Considering ethical issues: starting approval process if necessary Undertaking appropriate preliminary training programme Surveying and analysing the relevant literature and other sources Defining the objectives in clear and specific terms Formulating testable hypothesis Defining basic concepts
26、and variables Stating underlying assumptions Constructing a plan to maximise internal and external validitySecond stage Specifying data collection procedures, development of artifacts and/or data analysis systems (where appropriate) Executing the research plan and gathering data following appropriat
27、e ethical guidelinesThird stage Evaluating results and drawing conclusions Writing up thesisWhat skills and knowledge should I be developing?This scheme is intended to encourage you to think in terms of a wide range of knowledge and skills. The University and its predecessor institutions have long t
28、aken the view that research students should engage in a significant programme of personal development.When contemplating your position as a researcher there is a natural tendency to consider training needs purely in terms of those that relate directly and specifically to your research knowledge dire
29、ctly connected with the specific discipline area and the subject/title of your research project, the specific research skills you will need to complete the project, perhaps a recognition that you may need to enhance your writing skills to cope with the production of a dissertation and/or writing a p
30、aper for publication in a book or specialist journal. However, these are only a few of the broader skills that the University expects of a researcher.Thus your consideration of your knowledge and skills needs should cover your need to develop project specific knowledge and research skills an underst
31、anding of the research methodology and the research skills and tools used in the wider research community information handling planning and organisation skills the more generic skills of communication (in a variety of contexts), team working and networking, increasing personal effectiveness, etc.To
32、help you further to consider the type of skills there are further ideas later in this document and you may wish to refer to some publications 1,2, Skill training requirements for research students: joint statement by the Research Councils/AHRB.http:/www.bbsrc.ac.uk/funding/training/skill_train_req.p
33、df ,4 SET for Success. The supply of people with science, technology, engineering and mathematics skills, Sir Gareth Roberts, April 2002http:/www.hm-treasury.gov.uk/documents/enterprise_and_productivity/research_and_enterprise/ent_res_roberts.cfm ,5 Postgraduate Training Guidelines, 4th Edition, Eco
34、nomic and Social Research Council, 2005. This contains much consideration of subject-specific and research methods needs in the full range of subjects covered by ESRChttp:/www.esrcsocietytoday.ac.uk/ESRCInfoCentre/opportunities/postgraduate/pgtrainingpolicy/,6 Investing in Innovation. A strategy for
35、 science, engineering and technology, dti/HM Treasury/DfES, July 2002. http:/www.hm-treasury.gov.uk./Spending_Review/spend_sr02/report/spend_sr02_repindex.cfm, which contain some national descriptions of skills expectations. When the Universitys Research Degree Committee revisited the issue of skill
36、s development in 2004 it recognised the considerable national debate that was taking place. The University agreed that it wished to treat the main national positions of the Research Council and the then Arts and Humanities Research Board (now AHRC, Arts and Humanities Research Council) and the Quali
37、ty Assurance Agency as appropriate “good practice”. The most relevant parts of the statements made by both these bodies3,7 QAA Code of Practice for Postgraduate research programmes (Sept 2004)http:/www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section1/default.asp are included as Appendices 1
38、and 2. How will I develop skills?This will depend on the particular skill. Generally support will primarily come from the members of your supervisory team, others in the academic department, Research Institute, Research Centre or research group in which you work and from fellow students. However, so
39、me skills may also be accessed in the following ways: subject specific knowledge and skills:can be found within taught postgraduate modules in the many Masters courses available in the university (to be found on Postgradline). You might need to take a whole module or only a part of it. research meth
40、odology: in research methods modules available within almost all postgraduate courses and part or all of the specific modules within the MRes Scheme health and safety : in the University Health and Safety Policy plus any local policy practice ethics and good research practice: from the University Ha
41、ndbook for Research Students and Supervisors and Code of Practice and the Research Ethics Policy plus any local supplementation.Various training courses and drop in facilities are also available which may help your skills development in areas such as:project and resource management, information sour
42、ces and archives, use of IT, writing and oral skills for a range of audiences, personal development such as creativeness, flexibility, self awareness, self discipline, networking and interaction with others.Information on learning and training opportunities will be made available from time to time b
43、y the Graduate School, your supervisory team and within your research area.When do I use this scheme?We have already shown a number of ways in which the route to a PhD may be split into stages. You may have felt that one of these is the right one for you or you may want to define your own set of sta
44、ges. However, whatever approach you decide to take please bear in mind that what is expected is that you should plan to develop the range of personal transferable skills alongside those that you specifically need to carry out your research project and write an appropriate thesis. You can revisit the
45、 sections as often as you like but we suggest that it should done at least on an annual basis to tie in with the annual monitoring of your progress. Since you may well not have started at the beginning of an academic year, try to ensure that your assessment of your needs and of the skills you have d
46、eveloped fits an appropriate pattern for your particular circumstances.Remember you do not have to use this scheme if you have one from your Professional or Statutory Body or an employer. However, please make sure if you are using one of these that you integrate appropriate entries to ensure coverag
47、e of the skills you will need for your research degree including transferable skills.Some final hints:be reflectivebe analyticalbe honest about your strengths and weaknessesremember you can learn from failures as well as successesThink of the skills you need in the context of:research related skills
48、subject-specific knowledge and skillspersonal and professional development (“transferable skills”)the questions employers ask (see Appendix 3 for some ideas about this)Getting StartedIn order for you to be able to analyse and define your training needs it is helpful to have a plan with some fixed points.As a guid
