Hot topics: ARC Assessment & Quality Practitioner Group Updates
AUA Development Conference - Rachel Birds
1. PDP and Reflective Practice
as Career Development Tools
Catherine Lillie
AUA Professional Development Manager
AUA Development Conference, October 2012
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2. PDP and Reflective Practice
as Career Development Tools
Dr Rachel Birds
Higher Education Consultant,
Hunshelf Training and Consultancy
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3. Objectives
By the end of the session delegates will:
• have an understanding of PDP and reflective
practice
• appreciate the benefit of planning and reflection
as career development tools
• have a range of reflective practice tools and
techniques for use in their professional practice
• be able to use PDP and reflective practice in
their work
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6. Why engage in PDP?
A chance to take charge of your learning by:
• thinking about what you want to learn
• prioritising your learning
• being proactive instead of reactive
• getting input from other people
PDP helps you to plan more effectively for
your future and enables you to achieve
your goals and objectives
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7. Identifying your skills gaps
• SWOT
• SWAIN
• 360° review
• CPD wheel
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10. What are your career goals?
Individual Activity
• Current role
• Developing role
• Career aspirations
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11. Setting SMART objectives
• Specific
•
•
•
Measurable
Action-oriented
Realistic
• Time specific
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12. How do you achieve your objectives?
• Training
• Job shadowing
• Networks
• Mentoring / coaching
• Reading
• Study
• Conferences and workshops
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13. Types of learning
Learning..
.
All of these provide opportunities for
reflection
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15. What does reflection mean to you?
Group exercise
In small groups, discuss the following
questions:
- What does reflective practice mean to
you?
- Why should you develop and use reflective
practice?
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16. Reflection: a definition
”Cognitive housekeeping”
• analysing and critically evaluating an
experience
• making sense of it
• assimilating it into your existing body of
knowledge
Moon, J. (1999) Reflection in Learning and Professional Development
(London: Kogan Page)
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17. Outcomes of reflection
• Intended outcomes of reflection might be:
– improved understanding
– improved performance
– development in professional practice
• Therefore it needs to result in ACTION
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18. Being a reflective practitioner
• How will you do it?
• What sources of support will you need?
• What tools / resources are required?
• What will you do to make time?
• How will you capture and use reflective
practice?
• (How) will you ensure your professional
practice develops as a result of reflection?
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19. How to reflect- an example
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20. Recording your reflections
Notebook
? ePD?
Voice
recordings
?
Emails
? Blog?
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21. Revisiting your reflections
• What else have you learnt since?
• Can you see others’ perspectives?
• Anything additional you can now learn?
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22. Evaluation
• Has today prompted you to reflect?
• How will you do that?
• What tools do you already have?
• Can you now start to break your career
goals down into SMART objectives?
• Which one will you achieve first?
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23. Taking it further
• Events
• Themed networks
• ePD
• PgCert- Reflective Practice in HE module
• Accredited Member / Fellowship
• CPD Framework tools and templates
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24. More information at www.aua.ac.uk
Email: aua@aua.ac.uk
Call: 0161 275 2063
Association of University Administrators (AUA)
@The_AUA
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Editor's Notes
Couple of paragraphs for each Need to break these overall goals down into SMART objectives which can be achieved in small steps
Specific objectives are: Concrete Detailed Focused Well-defined Straight-forward Action-oriented When setting objectives that are specific, ask : What am I going to do? Use action verbs such as develop, execute, conduct, build Why is it important to do this? Who is going to be involved? When do I want this to be completed? How am I going to do this? Measurable- Measurements for objectives help you know when you have accomplished them. If you set an objective that is measurable, when you complete it you have tangible evidence of completion. When setting objectives that are measurable, ask: How will I know when this objective has been achieved? What measurements can I use? Achievable objectives are those that you can actually accomplish (something you can really do within the time frame set) and not an aspiration or vision. Achievable objectives need to challenge you but not so much so as to be unattainable or to cause frustration in being unable to complete. Realistic objectives are those that you have the resources to accomplish including : Skills Funding Equipment Staff When setting objectives that are realistic, ask: Do I have the resources to accomplish? Do I need to rearrange my priorities to accomplish? Is it possible to complete this objective? Time-oriented objectives are those which have deadlines for completion. The time frames create sufficient urgency and lead to action. The deadlines, just as with overall objectives, must be achievable and realistic. For a complex objective, break into small parts with a date for completion for each. When setting objectives that are time-oriented, ask : What is the earliest yet achievable and realistic date for this objective to be completed? Have I included this date in the statement of the objective?
Learning for work: occurs outside of the workplace in preparation for activities at work Learning at work: offered by the employer or through employment, which is separate from the actual work itself Learning through work: learning that occurs through activities that form part of the actual work performed
10 min discussion 5-10 min feedback and debrief
Or the simpler model of What?, So What?, Now What? Or other tools available on CPD Framework website