1. Personal and professional development
“PDP is defined as 'a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development'.”
(HEAcademy 2014)

2. Doing (aligning actions to intentions),
Personal and professional development uses the following process to identify and develop strategies for achieving personal, learning and work based goals
Planning (an individual's goals and intentions for learning or achievement),
Doing (aligning actions to intentions),
Recording (thoughts, ideas, experiences, in order to understand and evidence the process and results of learning)
Reflection (reviewing and evaluating experiences and the results of learning).
Source: HEAcademy 2014

3. Review your situation (personal review)
How do you assess
Review your situation (personal review)
Identify instances where you feel you have learnt something, achieved or could have been more effective ( reflective diary)
What do you need to do to get better? (action plan)
Summary statement: consider
the industry environment you work in,
your answers and reflections in steps 1, 2 and 3
where do you want to go and what do you need to get there?

4. What do you identify and assess? (some thoughts)
Personal skills
Confidence; openness; problem solving; listening; flexibility; motivation; logic; lateral thinking; comprehension; time management
Work based skills
Work based knowledge and understanding
Professional skills
Literacy; numerical skills; research; analysis; application; critical evaluation; academic writing; presentations; problem solving; negotiation; communication; report writing; leadership; successful team work; flexibility; adaptability; time management
Source: ©Beresford Webb 2014

5. We grow and achieve by experimentation, experience, reflection and adaption ( ©Beresford Webb 2014)
Kolb (1975) formalised the learning process into a model which demonstrates that learning is connective and we can enter at any point of the circle.
The definitions of each stage show the actions we take when learning (anything). Your PD assessment takes you through the process in a formal way. Yet we carry out this activity in our daily lives without thinking that we are following a logical and tested process. How we deal with this process in our personal and work lives depends on our skills and knowledge and how willing we are to learn and adapt.
Two websites for your interest:
learning/

6. You can apply models and theories to structure your analysis of your skills and learning:
Learning styles:
Kolb’s theory on learning styles is useful as it helps us identify how we learn and what this may mean in terms of the most effective way we can manage our learning. This management may mean developing personal skills (self discipline, focus, time management) or professional / work based skills (specialist knowledge, communication).
Kolb’s learning styles (Slide 7)are linked to his learning process model (slide 5) and show the characteristics of each. Which one do you think you are?

7. Kolb: Learning styles Source: Kolb and Fry in Tennant (1996)
Learning style
Learning characteristic
Description
Converger
Abstract conceptualization + active experimentation
·    strong in practical application of ideas·    can focus on hypo-deductive reasoning on specific problems·    unemotional·    has narrow interests
Diverger
Concrete experience + reflective observation
·    strong in imaginative ability·    good at generating ideas and seeing things from different perspectives·    interested in people·    broad cultural interests
Assimilator
Abstract conceptualization + reflective observation
·    strong ability to create theoretical models; excels in inductive reasoning·    concerned with abstract concepts rather than people 
Accommodator
Concrete experience + active experimentation
·    greatest strength is doing things·    more of a risk taker·    performs well when required to react to immediate circumstances·    solves problems intuitively

8. 2. Learning objectives and levels of learning: Bloom’s Taxonomy
Bloom’s taxonomy (1956) or classification is still the base for identifying different learning levels and is divided into ‘domains’. It helps us identify the structure for developing our knowledge and skills.
“The first covers knowledge, comprehension and application, but not analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well.”
 Atherton J S (2005)
The premise is that we cannot achieve the higher levels without first going through the base cognitive domain of gaining knowledge, comprehension and so application.
Source: Atherton J S (2005) Learning and Teaching:  Bloom's taxonomy  

9. Anderson and Krathwohl (2001) revised Bloom to include a higher level (creating) and this is the highest level of understanding..
“It..has a basic chronological element: you achieve certain levels before others. This higher, Gestalt, level of understanding comes last, in my experience: my principal evidence is in the use of research…. The "real", intuitive, contextualised, critical, strategic understanding only happens when you have tried to be creative within the field.”
Atherton J S (2005) Learning and Teaching:  Bloom's taxonomy
Think about what you are - learning at work and in your studies. You are at the start of all the knowledge and experience you will achieve and create in the future.
Revised taxonomy of the cognitive domain following Anderson and Krathwohl (2001)

10. 3. Teams: Belbin (1981)
Belbin (1981) developed a category model for different types of team members, based on their personalities, knowledge and skills. It identifies the positive and the negative contribution each could bring to team and so to the final success of a project.
Think about how you contribute and which category may define you. How can you improve; which role would you like?
Dr. M. Belbin (1981) Management Teams: Why They Succeed or Fail, London, Heinemann

11. 4. SWOT Analysis (strengths, weaknesses, opportunities, threats) Normally used in the first stages of business strategy development, this model is also useful for identifying your skills and knowledge and positioning this in the context of your work environment. This would be a useful way of illustrating your personal review and then using the discussion to reflect on why you have highlighted these particular points. Think about the range of skills identified in slide 3 and consider which you think you have and where there could be development. These are your strengths and weaknesses (internal) Now think about the industry you work in an the organisation you work for. What are the trends, what do you think will be a threat to you and where can you see opportunities to progress and be successful? (threats and opportunities – external to you) If you decide to use this model, use bullet points under each heading.