Effect of using a personal development plan on learning and development

Purpose – This study aims to examine the effects of using a personal development plan (PDP) on the undertaking of learning activities and the employee's job competencies.Design/methodology/approach – Data from Dutch pharmacy assistants was collected (n=2,271). Analyses of variance (ANOVAs) as well as regression analyses were conducted on this dataset.Findings – The results indicate that PDP users undertook more learning activities in the past than non‐users, but using a PDP does not stimulate users to plan more learning activities in the future. Furthermore, PDP users do not score themselves significantly higher on job competencies than non‐PDP users.Research limitations/implications – Future research should investigate the effectiveness of PDPs for the undertaking of learning activities and job competencies in a broader sample, involving multiple‐raters and focusing more closely on one essential feature of the PDP practice: the feedback given by a supervisor and/or colleague or coach when discussing the ...

[1]  Warren Redman,et al.  Portfolios for Development: A Guide for Trainers and Managers , 1994 .

[2]  Jeffrey M. Stanton,et al.  Reactions to Employee Performance Monitoring: Framework, Review, and Research Directions , 2000 .

[3]  Catherine L. Tyler,et al.  Predicting assessment center performance with 360‐degree, top‐down, and customer‐based competency assessments , 2006 .

[4]  H. Tillema,et al.  Clarifying different types of portfolio use , 2003 .

[5]  Lynn K. Bradshaw,et al.  Portfolios for the Continuing Licensure of Beginning Teachers: Their Development and Assessment. , 1996 .

[6]  James M. Sinkula,et al.  The synergistic effect of market orientation and learning orientation on organizational performance , 1999 .

[7]  Pascal Béguin,et al.  Designing for Instrument-Mediated Activity , 2000, Scand. J. Inf. Syst..

[8]  Jamie Bahrami,et al.  The effectiveness of personal education plans in continuing professional development: an evaluation , 2002, Medical teacher.

[9]  H. Tillema,et al.  Long-term Influences of Portfolios on Professional Development , 2001 .

[10]  F. Anseel,et al.  Reflection as a strategy to enhance task performance after feedback , 2009 .

[11]  D. Boud,et al.  Reflection, turning experience into learning , 1985 .

[12]  Andries De Grip,et al.  The effectiveness of more advanced human resource systems in small firms , 2009 .

[13]  Kenneth M. Zeichner,et al.  The teaching portfolio in US teacher education programs: what we know and what we need to know , 2001 .

[14]  Richard,et al.  Motivation through the Design of Work: Test of a Theory. , 1976 .

[15]  James Guthrie,et al.  HUMAN RESOURCE MANAGEMENT AND LABOR PRODUCTIVITY: DOES INDUSTRY MATTER? , 2005 .

[16]  James A. Breaugh,et al.  Job Feedback: Giving, Seeking, and Using Feedback for Performance Improvement , 2003 .

[17]  N. Lyons,et al.  Portfolio: A Tool for Self-Directed Learning at Work. , 1997 .

[18]  K. Topping.  Peer Assessment Between Students in Colleges and Universities , 1998 .

[19]  Alison Bunker,et al.  Teaching portfolios and university culture , 2006 .

[20]  D Snadden,et al.  Portfolio‐based learning and general practice vocational training , 1996, Medical education.

[21]  Tim Dornan,et al.  An electronic learning portfolio for reflective continuing professional development , 2002, Medical education.

[22]  Karen E. Watkins,et al.  Demonstrating the Value of an Organization's Learning Culture: The Dimensions of the Learning Organization Questionnaire , 2003 .

[23]  L. Orland-Barak,et al.  Portfolios as evidence of reflective practice: what remains ‘untold’ , 2005 .

[24]  Anthony Marini,et al.  Use of a learning portfolio for continuous professional development: A study of pharmacists in Ontario (Canada) , 2005 .

[25]  D. Schoen.  Educating the reflective practitioner , 1987 .

[26]  Tan Oon Seng,et al.  Reflective Teaching and the Portfolio Approach in Early Childhood Staff Development. , 1996 .

[27]  Essi Saru,et al.  Organisational learning and HRD: how appropriate are they for small firms? , 2007 .

[28]  A. Bunker,et al.  Being wise about teaching portfolios: Exploring the barriers to their development and maintenance , 2004 .

[29]  Kari Smith,et al.  Evaluating Portfolio Use as a Learning Tool for Professionals , 1998 .

[30]  N. Mathers,et al.  Portfolios in continuing medical education – effective and efficient? , 1999, Medical education.

[31]  J. Hattie,et al.  The Power of Feedback , 2007 .

[32]  C. Webb,et al.  Portfolios and assessment of competence: a review of the literature. , 2003, Journal of advanced nursing.

[33]  J. Guthrie.  High-Involvement Work Practices, Turnover, and Productivity: Evidence from New Zealand , 2001 .

[34]  John W. Frame,et al.  Enhancing the benefit of continuing professional development: a randomized controlled study of personal development plans for dentists , 2007 .

[35]  Hannele Kerosuo,et al.  “Development Radar”: the co‐configuration of a tool in a learning network , 2009 .

[36]  Nava L. Livne,et al.  Teachers' self‐assessment of the effects of formative and summative electronic portfolios on professional development , 2005 .

[37]  D. McLinden,et al.  Collaborative planning for training impact , 2004 .

[38]  Soraya Dhillon,et al.  The influence of continuing professional development portfolio records on pharmacy practice , 2009, The International journal of pharmacy practice.