ABSTRACT
This chapter presents the findings of a project conducted when the Personal Development Planning (PDP) initiative (QAA, 2000) was being piloted at the University of Gloucestershire (UoG) during 2002-3 (Ryan and Williams, 2003). We recognised that while our teaching had familiarised us with the challenges of designing, delivering and assessing aspects of personal and professional development, many of our colleagues would find themselves in unfamiliar (and uncomfortable) territory. In order to understand the challenges they faced as both personal and academic tutors, we examined what we believed to be two of the crucial factors for success – staff capabilities and readiness. As experienced trainers, we considered the provision of relevant and timely staff development essential for the implementation of PDP for undergraduates. Our main aims were to evaluate the experiences of those staff involved and use the findings to inform effective delivery and assessment of PDP. One UoG tutor told us: ‘Higher Education initiatives can be too student centred in their focus, with little recognition of the implications for staff experience and capability’ (Ryan and Williams, 2003).
