# Strengthening the roots: supporting generic skills in agricultural education - Savonia AMK

> Personal and Professional Development pilot programme for Agrology students to support their generic skills development.

## The Personal and Professional Development (PPD) Programme
At Savonia University of Applied Sciences, agricultural education is supporting future agrologists grow not only in technical knowledge but in the personal and professional skills that shape confident, adaptable, and self-aware individuals. The Personal and Professional Development (PPD) pilot programme, launched as part of the Future Work Ability Project, supports students in developing essential generic skills like communication, teamwork, goal setting, time management, and reflection.

These "soft" skills are the foundation of employability and well-being, particularly in agriculture, where students must balance independent work, group assignments, and complex career demands. They are key components of 21st-century skills, including critical thinking, collaboration, creativity, and emotional intelligence.

## Addressing the Need for Holistic Growth
The programme was created to address the specific needs of agricultural students. Many come from backgrounds emphasizing solitary work—such as farming or animal care—which builds independence but can make the collaborative, self-directed nature of academic life challenging. The PPD pilot provides tools to navigate both study and future work life with greater confidence.

The curriculum is structured across the Bachelor’s journey:
*   **First Year:** Focuses on self-awareness and self-leadership.
*   **Second Year:** Focuses on practical and psychological goal setting.
*   **Third Year:** Focuses on motivation and overcoming challenges during Bachelor Thesis planning and writing.

## Insights from the Goal-Setting Pilot
When students were asked to reflect on their ability to set goals, many revealed significant struggles. Common barriers included:
*   **Past Failures:** Avoidance of goal setting due to previous unattainable goals or lack of feedback.
*   **Vagueness:** Goals were often too broad, making progress difficult to measure.
*   **Lack of Frameworks:** Most students were unfamiliar with tools like SMART or the GROW model.

Despite these challenges, students found that structured reflection tools were highly beneficial. Key observations from the pilot included:
*   **The "Inner Critic":** Impostor syndrome was a recurring theme, with students recognizing how self-doubt undermined their confidence.
*   **Improved Self-Awareness:** Students began noticing previously ignored emotional responses and thinking patterns.
*   **Peer Normalization:** Discussing challenges with peers helped students feel less isolated in their struggles.

## Future Refinements
Insights from the second year are being used to refine the programme for future cohorts:
*   **Deeper work on impostor syndrome:** Including more discussion and practical exercises to reframe the "inner critic."
*   **Early introduction to goal setting:** Introducing simplified frameworks in the first year for better continuity.
*   **Peer-based learning:** Intentionally integrating group-based reflection and peer coaching.
*   **Tailored approaches:** Developing separate tracks (face-to-face, online, and hybrid) to accommodate diverse student backgrounds and study formats.
*   **More feedback loops:** Incorporating structured self-assessment to help students track progress over time.

## Conclusion
The PPD programme focuses on cultivating skills that machines cannot replace. By fostering adaptability, communication, and self-leadership, the programme helps students build the confidence necessary for both the workplace and life.

**Agnieszka Laherto**
Executive Coach and Behavioural Change Practitioner
Wellbeing specialist in Tulevaisuuden työkyky project, Savonia UAS