A FEASIBILITY STUDY ON PERSONAL DEVELOPMENT PLANNING PROCESS EMBEDDED AT THE SPECIAL EPORTFOLIO FOR GENERIC COMPETENCIES DEVELOPMENT Dorinda FUNG, The Hong Kong Polytechnic University Winnie LEE, The Hong Kong Polytechnic University Charlotte CHOW, The Hong Kong Polytechnic University Abstract University education does not only provide students with the opportunities to acquire subject knowledge, but life skills for effective learning and to become successful practitioners in their fields of study. Student Affairs Office of The Hong Kong Polytechnic University supports the university s mission of developing students generic competencies by creating the SPECIAL eportfolio. The concept of personal planning is built into the system as to improve the capacity of students to understand what and how they are learning, and to review, plan and take responsibility for their own learning. The eportfolio serves the purposes of personal and career. A feasibility study was conducted at the planning stage by inviting students for focus groups. The results showed that students did not quite appreciate the value of managing their own learning through personal planning, but they realized the importance of developing generic competencies. They usually join extracurricular activities, gain job experience, participate at exchange programmes and collaborate with peers at academic work. If students were asked to use the eportfolio, they tended to look for resources that assist them to plan and prepare for career. Keywords: generic competence, life skill, personal planning, eportfolio, student Introduction People often perceive education as a process where students engage in programmes which are meant to deliver specific subject domain outcomes. Increasingly we are becoming aware that effective university teaching and learning extends beyond the of skills and knowledge in specific subject domains. There are other forms of skills that are often common to all courses, regardless of their subject domain and are often referred to as key skills or generic competencies. In a knowledge society, this extended set of outcomes in curriculum and teaching are gaining prominence in all sectors of education, including the higher education in Hong Kong. The Hong Kong Polytechnic University adopts two approaches of developing students generic competencies, particularly in the areas of global outlook, critical and creative thinking, social and national responsibility, cultural appreciation, life-long learning, biliteracy and trilingualism, entrepreneurship and leadership as stipulated at the University s strategic objective one.the first approach is by means of introducing specific and separate mandatory subjects into the curriculum, such as language subject and general education. The other approach is to embed the of students generic competencies integrally into the subjects of the mainstream disciplinary curriculum by introducing new curricular emphases, teaching methods and educational technologies. Faculty members also collaborate with 1
Student Affairs Office (SAO) in organizing co-curricular programmes that foster students of generic competencies. SAO has been active in providing a comprehensive range of co-curricular and extra curricular programmes and conducting research studies on students al needs. In view of the institutional concern on developing students generic competencies, SAO initiated a gigantic project entitled SPECIAL eportfolio for all round where opportunities for assessing and developing generic competencies are grounded. This paper examines the personal planning (PDP) process underpinning the of the SPECIAL eportfolio and describes a feasibility study exploring students reaction towards PDP and their interests on this e-learning tool. Personal planning and instructional guidance Personal planning is 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 (Quality Assurance Agency, 2000). The concept of personal planning (PDP) is embedded at the SPECIAL eportfolio as illustrated at Figure 1. Students are able to understand their strengths and weaknesses by completing assessment on generic competencies, physical fitness and psychological health available at eportfolio. They are provided with guidelines on how to set meaningful yet realistic goals and action items. After taking up their planned actions, they can document their experience and to reflect on their own learning, performance or achievement at the eportfolio. The primary objective of personal planning is to improve the capacity of students to understand what and how they are learning, and to review, plan and take responsibility for their own learning (Cottrell, 2003). Figure 1: The concept of personal planning underpinning the SPECIAL eportfolio 2
There is a close relationship between personal planning and career. Effective engagement with the personal planning process can provide students with both the evidence and the language to convey their achievements to employers. In addition, reflecting on and identifying strengths and weaknesses can help the individual develop as a learner and understand how their learning relates to a wider context (The Higher Education Academy, 2005). Personal planning can be facilitated or self directed (Gough et al, 2003). Not all students are capable of going through this process by themselves, but a self directed learner is able to benefit most out of it. What if students lack independence, confidence or resources when going through the personal planning cycle? Students need instructional guidance from instructor or mentor to support them through the process. Effective PDP practice needs the integration with mainstream academic pursuits, links to the learning objectives and outcomes of programmes and to be supported by lecturing staff, underpinned by support from the institution. (The Higher Education Academy, 2005). Categorization of generic competencies into SPECIAL domain It has always been the mission of SAO in developing students generic competencies for effective learning and career. Other than the generic competencies listed in the University s strategic objective, SAO has been keen and effective in developing students generic competencies in other areas such as psychological wellness, interpersonal skills, etc. All these generic competencies were categorized in the following seven SPECIAL domains. This categorization gave students the full picture of all kinds of generic competencies. They were not required to develop all competencies during their university life, but those relevant to their professional and personal needs. SAO s SPECIAL Domain S Social P Psychological Generic Competencies Leadership * Teamwork Interpersonal Effectiveness Communication * Emotional Quotient & Psychological Wellness Description Leadership refers to the ability to build up a common vision; infuse team members with energy and confidence; encourage people to persist in their efforts; explore new ways to improve; and implement strategies that enhance the overall performance of the team. Teamwork refers to the willingness to support team decisions; the ability to exchange information about work in a timely manner; maintain openness to information, ideas, and feelings of others; create and maintain an atmosphere that fosters open communication; and effectively manage and resolve conflicts. Interpersonal effectiveness refers to the mastery of essential social skills to perform effectively in major interpersonal task domains and the ability to engage others in social discourse. It refers to the ability to apply oral and writing skills to communicate clearly, concisely, and effectively with others. It is the ability to perceive and express emotions, to understand and to manage them for fostering personal growth. 3
Physical Healthy Lifestyle E Ethics Social and National Responsibility * C I Career Intellectual Entrepreneurship * Critical Thinking * Creative Thinking * Problem Solving A Aesthetics Cultural Appreciation * L Learning The way people live and develop habits in fostering good health. Social and national responsibility is based on a belief in the dignity, rights, and equality of all individuals; and a deep concern over moral and social problems in our city, our country, and our world. In practice, it means how ready are we to help others even when there is no personal gain; and to perform our civic duty as a citizen. Entrepreneurship refers to the major behavioural characteristics of entrepreneurs: (1) proactively scan business environments in search of new opportunities; (2) generate innovative solutions to problems; (3) take initiatives in identifying and organizing resources to convert opportunities into marketable goods or services; and (4) create own business organizations. It refers to the ability to identify and interpret problems, to state strong reasons/evidences to support a given argument, to analyze arguments, to make conclusions, and to identify illogical reasoning in similar situations. It refers to the ability to use one s imagination freely to generate new ideas. It is the ability to discover and apply new and useful angles, ideas, and methods to understand and manage routine matters. It refers to the ability to identify problems, set goals, plan and find strategies to solve them successfully and effectively. It refers to the behavioral involvement in, attitudes and understandings of various artistic and cultural forms. The degree of interest in and the ability to appreciate and understand the beauty of arts, ethnic heritage and natural environment are examined. Life-long Learning * Lifelong learning refers to ongoing acquisition of knowledge, skills and competencies pursued throughout life. Therefore, it involves one s ability to cultivate an aspiration towards the mastery of new knowledge and skills, to take initiative to formulate one s own plan and direct one s learning activities by managing well the available learning resources. Global Outlook * Global outlook refers to an understanding of the interdependency of nations and peoples, and the political, economic, ecological, and social concepts and values that affect lives within and across national boundaries. 4
Having a general knowledge of history and world events and the ability to accept and cope with the existence of different cultural values and attitudes, it allows for the exploration of multiple perspectives on events and issues. Remark: those marked with the asterisk * are listed at the university s strategic objective 1. Methodology In the initial stage of planning the SPECIAL eportfolio project during Spring 2007, a feasibility study was carried out by conducting focus groups. The main purpose of this focus group study was to solicit in-depth and detailed comments from undergraduates on of generic competencies in university life, categorization of generic competencies into SPECIAL domains, personal planning and expectations on features available at eportfolio. The ultimate objective of building the eportfolio is to foster students all-round. The research team would like to know if there were different opinions between students who are socially active and those who are not. A socially active group of eleven students and a socially inactive group of nine students participated separately at two focus groups. At the beginning of the discussion, the moderator briefed students about the purpose of the study, anonymity, confidential treatment of data, and freedom of expressing opinions. Following the discussion guide, the moderator also used projective techniques to facilitate the discussion. Qualitative data of the focus group transcriptions was coded and being identified into broad themes for analysis. Discussion Students were facilitated to discuss a number of important issues related to skills and university life. The following topics were included, but discussion was not limited by them. Students expectation on outcomes of university education Employers preferences on graduate attributes Introduction of SPECIAL categorization and personal planning Introduction of eportfolio Students perception on employer s expectation on graduate The two groups of students had similar views about employers expectations on university graduates. A graduate should possess good language skills in English, Chinese and Mandarin, good at teamwork, stress management, interpersonal skills, analytical ability and be able to solve problems. In terms of working attitude, a graduate should be a responsible person, being confident and have interests in job. Skills in higher education The socially active group mentioned overseas experience as a good way to learn to become more well-rounded. Leave HK. This is true. You better join exchange programmes. It is the most efficient way. I took an intern in US last summer and participated at an exchange programme in German. (Third year Accounting and Finance student, socially active group) 5
Both groups mentioned participating or organizing extra curricular activities (e.g. voluntary service, outward bound, etc.), taking part-time job or internship as ways to improve teamwork and to build up network with different people. The socially inactive group realized that doing group project and assignment also improve teamwork. Students from the socially active groups understood that they need the experiential learning context to learn and develop generic competencies. Generic competencies are not learnt through attending seminar. The most effective way is to provide students' opportunities to practise these skills. E.g. through intern & exchange (Third year Hotel and Tourism Management student, socially active group) If you ask me to join few days of training camp on these generic skills, it wouldn't work on me. I think overseas exposure is better. For example, culture is not learnt through training, but interacting with people from other countries. (First year Engineering student, socially active group) SPECIAL categorization The two groups of students in general found the categorization of generic competencies into the seven SPECIAL domains systematic. Still they were unable to comprehend all seven SPECIAL domains because they thought it was too detailed and academic. Dimensions such as aesthetic was not related to their major and it would be difficult for them to develop entrepreneurship skills. The SPECIAL categorization was too comprehensive, they would like to focus on important domains such as intellectual, learning and psychological and eliminate the less important domains such as aesthetic and ethnics. I think these terms are too academic. For example, those whom are not Business major would not know the meaning of entrepreneurship. (Third year Logistic students, socially active group) Too many categories... I have no patience to read through. (First year Textile and Clothing student, socially inactive group) I think the framework shall include the core competencies only. It shall focus on those that many students are weak of, but needs improvement (Second year Computing student, socially active group) Personal planning (PDP) The process of personal planning was introduced by the moderator. Students comments were mostly negative. Both groups found it troublesome to engage in PDP because of the heavy administrative workload of documenting their goals, plans and reflection. They were not motivated to take up PDP because employers did not recognize it and they did not see any value of self-monitoring. I think that if you ask students to document these things, it is quite troublesome (Third year Design student, socially active group) PDP is not a new thing to me. Many of us were asked to set our plan in primary or secondary school. How many of us would do so? Even if students set their plan, they might have forgotten that they had any plans at all. (First year Applied Biology and Chemical Technology student, socially active group) I wonder if employers are interested to read your PDP plan. No use. What is the use if I set plan and goal where I am the only one to read? (Third year Accounting and Finance student, socially active group) 6
I do not think the PDP tool can help me, I know all these stuff (i.e. to plan, to implement and to evaluate) already. (Second year Nursing student, socially inactive group) The moderator further explained PDP where instructional assistance could be provided by an advisor or a mentor during the PDP process. Most students still have reservation in taking up PDP, except a few from the socially inactive group. If they were asked to engage in PDP, students wished to receive individual tailored guidance from mentor whom is very experienced with the skills, familiar with their own personality and personal growth. They would stop consulting the mentor if they found the guidance rather general. The person who guides me has to understand my personality very well in order to provide useful and tailored guidance. (Third year Logistic student, socially active group) I expect there will be a good mentor with relevant experience and with certain qualifications in guiding me to develop the interests and abilities that I am having. In this case, I am willing to spare my time to join this activity as I regard it as beneficial to my future life. (First year Engineering student, socially inactive group) Students concern on eportfolio purposes, features and system usability Instead of mastering separate systems available at the university, students expected an integration of different systems, including eportfolio. They were mainly concerned of easy navigation, being able to access eportfolio after graduation, being able to share the eportfolio with others and employer s recognition on the use of eportfolio in job application. Students did not want to produce a long piece of writing at the eportfolio. They preferred the flexibility of writing down their daily life experience, not learning experience in particular. If they were asked to use eportfolio, they were mostly concerned of its career purpose. If eportfolio can further integrate all the existing things like WebMail, WebCT into one place, I think most students will favour and are willing to use. (Second year Textile and Clothing student, socially inactive group) It can somehow suit my needs in pursuing my career. If there is more career related information, such as cover letter sample, it would be better. (Third year Accounting and Finance student, socially active group) I don t want to make a long writing at eportfolio by answering the pre-set question such as What were the kind of generic skills developed throughout your activity?. It is OK for me to jot down something related to my daily life. Something that is more interesting. (First year Engineering student, socially active group) Conclusion Students understood the importance of developing generic competencies as these are life skills for career and effective learning. They tended to take part in co-curricular and extracurricular activities, getting work experience, participating at exchange programme or collaborate with peers at academic work as to widen their horizon and to become wellrounded. Students in general appreciate eportfolio for its easy accessibility to SAO programmes and resources. Both groups of students share similar views on personal planning (PDP), SPECIAL categorization and purpose for using eportfolio. They seemed less keen in using eportfolio for personal, but more interested at career planning and. Perhaps they could not see the value of self-monitoring one s growth through PDP. Another reason could be the fact that students failed to imagine the full features and resources available at eportfolio and the possible instructional support 7
behind it. Instead of marketing and introducing PDP directly to students, it is recommended to embed it into personal programmes organized by SAO. Instructors of related programmes are suggested to review the course curricular and to plan if PDP fit into the learning context. Instructional support shall be provided to help students to set meaningful goals and to monitor their personal progress. Instructors shall recognize and reward students when they have met their learning objectives. A year-long Good Starter Programme is planned with the aim to help freshman for university adjustment and adaptation. Instructors will walk through the process of goal setting and planning for university life by using the SPECIAL eportfolio. Personal advisors will meet students regularly and to provide instructional support for students personal planning. References [1] Cottrell, S. (2003), Skills for Success: the Personal Development Planning Handbook, England: Palgrave Macmillan. [2] Gough, D.A., Kiwan, D., Sutcliffe, S., Simpson, D. & Houghton, N. (2003), A systematic map and synthesis review of the effectiveness of personal planning for improving student learning. Generic Centre, Learning and Teaching Support Network. [3] Guide for Busy Academics No.1, Personal Planning, The Higher Education Academy, 2005. Retrieved November 1, 2006, from http://www.heacademy.ac.uk/resources/detail/id66_guide_for_busy_academics_no1 [4] Guidelines for Higher Education Progress File, The Quality Assurance Agency for Higher Education, 2000. [5] Strategic Planning Committee (2001), Strategic Objectives for the Years 2001 to 2007, Retrieved April 14, 2007, from The Hong Kong Polytechnic University, Strategic Plan for 2001/02 to 2006/07 website: http://www.polyu.edu.hk/cpa/polyu/strategic_plan/2001_2006/eng/soa.htm Authors Director of Student Affairs, Mrs Dorinda Fung The Hong Kong Polytechnic University, Student Affairs Office Hunghom, Kowloon, Hong Kong sadfung@inet.polyu.edu.hk Section Head (Student Development), Mrs Winnie Lee The Hong Kong Polytechnic University, Student Affairs Office Hunghom, Kowloon, Hong Kong sawinnie@inet.polyu.edu.hk Project Officer, Ms Charlotte Chow The Hong Kong Polytechnic University, Student Affairs Office Hunghom, Kowloon, Hong Kong sachow@inet.polyu.edu.hk 8