Leung, Sui Man Anita (2008) The effectiveness of personal development opportunities at the Hong ...

256 Pages·2016·0.74 MB·English

by  Christine Middleton

Leung, Sui Man Anita (2008) The effectiveness of
personal development opportunities at the Hong Kong
Institute of Vocational Education (Tsing Yi). EdD thesis,
University of Nottingham.
Access from the University of Nottingham repository:
http://eprints.nottingham.ac.uk/10470/1/Anita_SM_Leung_Finalised_EdD_thesis__May_200
8.pdf
Copyright and reuse:
The Nottingham ePrints service makes this work by researchers of the University of
Nottingham available open access under the following conditions.
This article is made available under the University of Nottingham End User licence and may
be reused according to the conditions of the licence. For more details see:
http://eprints.nottingham.ac.uk/end_user_agreement.pdf
For more information, please contact
The Effectiveness of Personal Development Opportunities at
the Hong Kong Institute of Vocational Education (Tsing Yi)

LEUNG Sui Man, Anita (4008566)
BSc(Hons) , MBA, PCEd, TeachC(EMB), MIHRM(HK), MInstLM(UK)

Thesis submitted to the University of Nottingham
for the Degree of Doctor of Education (Lifelong Education)
SE09-807-00/21

Professor Simon McGrath, Dissertation Supervisor

May 2008
ABSTRACT

The Effectiveness of Personal Development Opportunities at the Hong Kong
Institute of Vocational Education (Tsing Yi)
Leung Sui Man, Doctor of Education, 2008

Personal development is the cornerstone of lifelong learning and academic and
professional achievement. Co-curricular activities are good learning opportunities and
support people to develop. A thorough review and examination of personal development
education at HKIVE is needed so that new generations of students can more effectively
st
learn and achieve their goals, enabling them to meet the crucial challenges of the 21
century.

Initially, the researcher examined course documents to identify the key areas of personal
development education. Data was collected from 134 students, eight educators and six
human resource practitioners so as to understand these issues deeply.

The study findings indicate that personal development opportunities at HKIVE are
ineffective. The College should review existing personal development training to expand
learning opportunities for students. Educators are advised to adopt innovative new
learning strategies to facilitate personal development. No single training programme can
cover all aspects of individual development and learning should be based on personal
i
needs and initiated by students. Furthermore, fostering good attitudes is a key factor in
developing students’ motivation to learn more. Peers also form an important resource to
reinforce students’ self-image and self-esteem within the peer group.

In addition, the new method of judging competency comprises: knowledge (Stratford,
1994), performance (Summerall, Lopez, Oehlert, 2000), outcome (Proctor, 1991), attitude
and self-development. Finally, assessment issues are highly controversial and may serve
formative, summative or normative purposes, subject to availability of resources and staff
professionalism.

This study offers new personal development teaching ideas and a practical guide for
educators. Moreover, this study formulates a new learning model for competency and
informal learning - critical issues for the VTC in future research and development.

ii
DEDICATION
To my family and friends who supported me throughout my work and helped me
understand that through patience and hard work I can achieve my goals. I love you all.

ACKNOWLEDGEMENTS
I express my appreciation to the University of Nottingham for making the doctoral
programme available in Hong Kong. In particular, I would like to express my deepest
gratitude to my supervisor Professor Simon McGrath for his dedication and support
throughout the process of planning and writing this dissertation. Also, thanks to Dr Chris
Atkin for his continued support and guidance on writing a research proposal. Moreover, I
would like to express my thanks to Professor W.J. Morgan and everyone else who taught
me during my first two years of study.

The participation of students in my survey research is greatly appreciated, as are all the
invaluable comments and constructive ideas from colleagues. Let me also extend a big
thank you to all at the Hong Kong Institute of Human Resources Management for giving so
much of their time and expertise.

Special thanks to my parents for their love, support and providing the best education.

Finally, countless thanks to my friends, and also to Dr Lok Chung Leung for reading
resources
iii
TABLE OF CONTENTS
Page
ABSTRACT………………………..……………………………………………….…...……..i
DEDICATION and ACKNOWLEDGMENTS……..…………………………….……..... .iii
TABLE OF CONTENTS……………………………………………………………………..iv
LIST OF TABLES…………………………………………………………………….……...vii
LIST OF FIGURES…………………………………………………………………….….....viii

CHAPTER ONE: INTRODUCTION
1.1 Introduction……………………………………………………………………....................1
1.2 Purpose and Significance of the Study………………………………………......................9
1.3 Personal Development Training at HKIVE ………………..………………………..….…11
1.4 Background and Context of the Inquiry…….………..……………………………..….….15
1.5 Theoretical Framework………………………………………………………………..…..17
1.6 Assumptions………….…………………………………………………….…….….….....20
1.7 Limitations………………………………………………………………………........…....20
1.8 Overview of the Study…………………………………………………………..………….21

CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction………………………………………………………………………..............23
2.2 Meaning of Learning………...………………………………………………….................23
2.3 Personal Development...….…………………………………….…………..………......….28
2.4 Providing Personal Development Education at HKIVE…............................................…..42
2.5 HKIHRM Continuous Learning Recognition (CLR) Scheme………..…………….….….47
2.6 The Chartered Institute of Personnel and Development (CIPD)……………........………..48
2.7 Competency-based learning ……………………………….……………….........……......51
2.8 The Active Learning Model ………………………….……………………………...........55
2.9 Assessment……………………………………………………….……………...............…69

CHAPTER THRE: RESEARCH METHODOLOGY
3.1 Introduction……………………………………………………………………...……....…76

iv
Page
3.2 Research Assumptions…………………………………………………………………….....76
3.3 Data Collection and Procedure………………………………………………………............79
3.4 Ethical Considerations..………………………………………………………………....…...91

CHAPTER FOUR: PRESENTATION OF FINDINGS
4.1 Introduction……………………………..…………..…………………………….................93
4.2 Document Analysis…………………………………………………………………….........93
4.3 Survey Research Findings………………………………………………………………......101
4.4 Qualitative research findings: Educators……………………,……………………………..112
4.5 Qualitative research findings: Human Resource Practitioners………………………..……125

CHAPTER FIVE: ANALYSIS
5.1 Introduction……………………………………………………………….………………..136
5.2 Document Analysis………………………………………………………………………...136
5.3 Analysis of Survey Research…………………………………….………………………...140
5.4 Analysis of Personal Interviews with Educators…..……………………………………….146
5.5 Analysis of Personal Interviews with Human Resource Practitioners………….………….156
5.6 Summary………………………...………..…………………………………………….…..162

CHAPTER SIX: IMPLICATIONS FOR POLICY AND PRACTICE AT THE VTC
6.1 Introduction……………….……………..………………………………………………….165
6.2 Implications for Personal Development Policy……………...….…………………………..165
6.3 Implications for Teaching and Learning Approaches and Future Development……...........174

CHAPTER SEVEN: CONCLUSIONS
7.1 Introduction…………………….……………………………………………………..……197
7.2 The VTC…………………………….……………………………………………......…….198
7.3 Academic………………………………….………………………………………………..200
7.4 The Way Forward……………………………...……………..…………………………….207

v
Page
BIBLIOGRAPHY……………………………………………………….…………………..212

APPENDIX TABLE OF CONTENTS…………………………………………………..…231
A. Survey of the College Life, Competency Profile and Developmental Training Needs of
Students at HKIVE…………………….……………………………………….……………232
B. The Letter of Invitation for Survey Research……………………..……….….......……….238
C. Interview Invitation Letter……………………………………………………………........239
D. Personal Interview Reply Form…………………………………………………….….......240
E. Participant Consent Form……………………………………………………..……….…...241
F. Personal Needs Survey (PNS)……………………………………………....……….……..242
G. SI Personal Development Learning Plan (PDLP)………………………….…….………...244

vi
LIST OF TABLES
Table Page
Table 1: Responses regarding the effectiveness of personal development courses at
HKIVE……………………………………………………………………………..16
Table 2: Overview of the Personal Competency Model…………………………..………...32
Table 3: Assessment process………………………………………………………………...69
Table 4: Survey research response rate……………………………………………………...83
Table 5: Interviewee profiles (educators)………………………………………………........86
Table 6: Interviewee profiles (human resource practitioners)……………………….……....87
Table 7: Assessment criteria for presentation……………………………………………......96
Table 8: Integrated Studies research findings…….……………………………………….....98
Table 9: Contact hours in personal education………………………………………………100
Table 10: HKIVE college life satisfaction ratings….………………………………………102
Table 11: Findings from survey research – Part I Q1.2 to 1.8……………………………...103
Table 12: Students’ perception of key competencies ……………….……………………...105
Table 13: Students’ perception of course delivery of Key Skills…………………………...106
Table 14: Change of Mean Scores for each competency……………………………………107
Table 15: Student choices of training methods in the PDP…………………………………109
Table 16: Ranking activities to be enhanced in the next 3 years…………………………...110
Table 17: Students’ views on the Structure of Personal Development Programme………..111
Table 18: Views on competencies from Human Resources Practitioners………………….127
Table 19: Teaching methodologies to deliver personal education at HKIVE……………...137
Table 20: Degree of satisfaction at different course level……………………………….....141
Table 21: Students’ views of Key Skills within top 5 level………………………………..143
Table 22: Comparative table of student views on the top three competencies…..………...144
Table 23: Personal Competency Model 2006 adapted from Murdocks’ PCM frame ……..150
Table 24: Co-curricular activities / Active Learning Model to be integrated into the
SWPD………………………………………………………………………….....153
Table 25: Comparison of the competency requirements for college and at workplace….....158
Table 26: Curriculum design (for co-curricular activities).……………….………………..176
Table 27: The Personal Competency Model for the Supplemental Instruction Programme.182
vii
LIST OF FIGURES
Figure Page
Figure 1: Kolb and Fry Learning Cycle…………………………………………………….25
Figure 2: A cyclical model of self-regulated learning (Zimmerman et al., 1996)………….36
Figure 3: Data linkage….…………………………………………………………………...88
Figure 4: The Structured Whole Person Development Programme (SWPD)……………..116
Figure 5: Selection criteria in recruitment ………………………………………………...157
Figure 6: The Restructured Whole Person Development Programme (RWPD)……….….172
Figure 7: Modern strategies to develop people……………………………………..……...204

viii