PDP2 Personal Development Plan and Tutoring

Module Name
Personal Development Plan and Tutoring
Module Code
1- 3 and 5 - 7
PDP1 or equivalent
This course continues on from PDP1, with students creating a PDP E-portfolio which will document all objectives (and their analysis) in relation to their business modules throughout the academic year. Furthermore, students will document specific topics as set in the course book, make entries about all project weeks undertaken, complete a competency section, and further engage in specific exercises as set by the facilitator. Students are encouraged to critically evaluate their progress, and document in their portfolio the progression from theory (IBA1) to knowledge (IBA2) Emphasis will be placed on such topics as reflection, successful job applications, and the synthesis of all the competencies reflected upon in the module Students must demonstrate initiative and strategy in overcoming difficulties that arise in the pursuit of developing competencies that both clarify and lead toward their stated career objectives. The teacher will facilitate an environment where students can upgrade their momentum gained in PDP1 and to build structure and planning into the selected procedures/strategies chosen by them as a means toward those objectives. The lecturer, through one-to-one sessions, and class interaction, will attempt to facilitate this planning into a more concrete form. The overall approach to this module is as stated in PDP1. It is the responsibility of the students to take matters into their hands, and to explore the possibilities as stated in the aims and content-structure of the module. This is not a traditional orientated class, where students listen, take notes, and perhaps ask questions. The content, as outlined in the module plan below, will be the task in the class itself. The material for this module, are the students themselves. It is the function of the lecturer to provide a certain “triggering device” to stimulate the students to engage in the tasks and activities that revolve around the topics, which in turn point to inherent competencies that are available for development. In short, the lecturer becomes a facilitator. Students will be expected to engage fully in the activities outside of class, and be up to date as we meet in class. There will be continuous one-to-one sessions within the class, as students work on their portfolio in a computer room. The final overall aim of PDP is to provide graduate students with an awareness of a broad range of competencies that will enrich any and all objectives stated by participants -iIt is in such an awareness of the tremendous potentials of one’s competencies that true success is achieved in both academic and professional life. Furthermore, it is the goal of this module to empower each student to take responsibility for their own studies. This will be channeled into getting students to clarify their goals on their business modules, and to monitor the progression throughout the year.
  • Clarify and improve students’ ability to set career-planning goals, make plans to achieve them, and evaluate their performance toward them.
  • Help students to not only remain on a success track to completing their 2nd year, but to also keep on solid ground as regards their personal development planning, and whatever adjustments and changes that may need to be met.
  • Develop skills in: reflection strategies, strategies for successful job application, and achievement personal synthesis.
  • Exploration and expansion of  competencies relevant to academic and future professional development
  • Complete a PDP2 portfolio to a standard that meets the needs, clarifies the goals, and inspires new possibilities, for each and every participant.

Due to the 6-entry points throughout the year the following information will be explained to new students at the beginning of each block:

  • Overview of module, and the goals to be achieved.
  • MOS explanation and its relevance to the module.
  • Tutoring sessions regarding Education guide, Student Charter and Student information, and Exam regulations
  • Project week
  • Competencies

An overview of the module will be explained, with special emphasis on the development of one’s personal digital portfolio. In order to gain the module credits, a further explanation of what is expected from the participant at the conclusion of the year will be set out.

This block sets out to introduce, and expand upon, the benefits of reflection as a means to gain critical personal insight into the choices we make in life. Various different methods will be introduced to ascertain personal preferences.

MOS will be fully explained as this will be a regular block feature.

Block 1

Students are expected to study the relevant sections of the textbook as homework.

The Art of Reflection:

  • Reflection: an introduction.
  • PDP and reflection
  • Why it’s important for you.
  • Reflection as a challenge
  • Reflection and PDP
  • Why reflection is important
  • The “reflective practitioner”
  • What is reflection? > 8 steps to outline basic features

Block 2

The Art of Reflection: types of structured reflection

  • Question-based reflection > activity > Who does it suit > (example)
  • Open reflection: brainstorming, discussion, networks, free writing……
  • Synthetic reflection: Advantages, links and themes
  • Development reflection
  • Evaluative reflection

Block 3, 4, and 5

These blocks  will look at the whole issue of approach to job application, and the importance of a personal development plan to meet that task.

Apart from the more concrete issues of cover letter development, we will also look at what employers are seeking, and investigate the ranges of competencies that may be available for students to use to their advantage.

Successful Job Application

  • What do you want from first graduate job
  • Choosing a job
  • Employers and employability skills.
  • Cover letters.
  • Feedback to cover letter assignment
  • Making the application
  • Curriculum vitae
  • Competence statements and language
  • Preparing for interview
  • Wittenborg’s templates for cover letter/cv
  • Preparing for the interview
  • In the interview
  • After the interview
  • Detailed review of topic main points

Block 7

Competencies section

Evidence of competency in managing a difficult situation, working under pressure or to tight deadlines, and in equal opportunities.

Evidence of competency in problem solving, project/task management, and dealing with conflict.

Evidence of competency in leadership, persuading others, and negotiating a compromise.

Evidence of competency in working alone, in a team, and exercising responsibility.

Evidence of competency in managing change, taking calculated risks, and learning from own mistakes.

Evidence of competency in written communication skills, in oral communication skills, and further unexplored skills.

Instruction / Study Load

27 Lesson hours

8 Preparation Lesson hours

11  Assignments / Homework hours

20 Exam and exam preparation hours

18 Literature ( Depending on the length and difficulty of the book ) hours

The course uses 125 pages from the book(s) and journal articles where:

  • 125 pages easy reading and understanding material – 18 hours


  • Difficult reading and understanding material – 3 pages per hour
  • Average reading and understanding material – 5 pages per hour
  • Easy reading and understanding  material – 7 pages per hour

 Total 84 Hours

IBA Final Qualification Mapping
Mapped with numbers 8, 10 and 17 See the EEG for further reference.
Teaching Language
Teaching Methods
  • Classroom lecturing
  • Discussion sessions
  • Feedback and presentation sessions
  • Coaching and tutoring
Module / Lecture and seminar status
Testing and assessment
Assignment / Report / Essay (2) PDP Portfolio (5) See the EEG for further reference.
European Credits
Required literature
  • Skills for Success; Stella Cottrell, Palgrave Macmillan, ISBN-10: 1403911320 ; ISBN-13: 978-1403911322

Although there are six entry points for studying in an academic year, each student can begin with the Introduction and Chapter 1. Furthermore, each student must also chart his/her own progress within each topic area, and perform requirements as set out in the document PDP Requirements. This document is given to all students as part of an introduction session. Variations upon these
requirements are subject to change based on one to one meetings and consent from lecturer.

Students are expected to interact with the material, and upload all work into the portfolio. The lecturer for this module will act in a role of overseeing that students progress within PDP, and act as tutor to all issues that arise from interaction with the targeted objectives.

Highly important rules for PDP:
Attendance will play a critical part in final evaluation:

  • If a student misses two lessons in any one block, then he/she may have to repeat that whole block – this will be assessed on a one-to-one basis.
  • Students who fail to upload (as requested) their portfolios will be marked as absent