Continuous Professional development
Define CPD and analyse its role in professional updating and improvement of practice with particular reference to your own approach to CPD
Continuous professional development (CPD) is a framework of learning and development that ensures a professional’s competency, effectiveness, knowledge, skills and practice are continually kept up to date through ‘lifelong learning’ strategies and activities.
There is not a fixed CPD standard or structure and a ‘one size fits all’ process would not work for all professions and individuals who work for companies with diverse objectives and working practices. The various approaches may have common themes and goals such as setting objectives for development and charting progress towards them, or asking questions such as where I want to be, and how I plan to get there. Reflection is also a key element of the process. Just as important is the motivation and responsibility of professionals for keeping their own skills and knowledge up to date.
An early definition of CPD was developed in 1986 by the Construction Industry Council (UK). However, Friedman et al. (2000) found that it was still the most commonly cited definition of CPD among UK professional bodies in 1999.
‘The systematic maintenance, improvement and broadening of knowledge and skills, and the development of personal qualities necessary for execution of professional and technical duties throughout the individual’s working life’.
The Chartered Institute of Personnel and Development (CIPD) suggest the following elements of a good and broad CPD structure.
be a documented process be self-directed: driven by you, not your employer focus on learning from experience, reflective learning and review help you set development goals and objectives include both formal and informal learning.
CIPD further suggest the benefits to CPD practitioners provides an overview of your professional development to date reminds you of your achievements
Continuous professional development (CPD) is a framework of learning and development that ensures a professional’s competency, effectiveness, knowledge, skills and practice are continually kept up to date through ‘lifelong learning’ strategies and activities.
There is not a fixed CPD standard or structure and a ‘one size fits all’ process would not work for all professions and individuals who work for companies with diverse objectives and working practices. The various approaches may have common themes and goals such as setting objectives for development and charting progress towards them, or asking questions such as where I want to be, and how I plan to get there. Reflection is also a key element of the process. Just as important is the motivation and responsibility of professionals for keeping their own skills and knowledge up to date.
An early definition of CPD was developed in 1986 by the Construction Industry Council (UK). However, Friedman et al. (2000) found that it was still the most commonly cited definition of CPD among UK professional bodies in 1999.
‘The systematic maintenance, improvement and broadening of knowledge and skills, and the development of personal qualities necessary for execution of professional and technical duties throughout the individual’s working life’.
The Chartered Institute of Personnel and Development (CIPD) suggest the following elements of a good and broad CPD structure.
be a documented process be self-directed: driven by you, not your employer focus on learning from experience, reflective learning and review help you set development goals and objectives include both formal and informal learning.
CIPD further suggest the benefits to CPD practitioners provides an overview of your professional development to date reminds you of your achievements
References: Cunningham, F.M.A. (2001). Reflective teaching Practice in Adult ESL in Eric Digest USA: Washington DC http://www.cal.org/ncle/DIGESTS assessed {27 September 2013} Construction Industry Council (UK). (1986) http://wrap.warwick.ac.uk/2242/1/WRAP_THESIS_Tantranont_2009.pdf {23 October 2013} Driscoll, J. (1994). Reflective practice for practice. Senior Nurse, 13(7), 47-50. http://hsc.uwe.ac.uk/practicesupport/Data/Sites/1/scphn/reflectivewritingpowerpoint.pptx assessed {26 September 2013} Golding & Gray, (2006) Continuing professional development: A brief guide http://www.thepsychologist.org.uk/archive/archive_home.cfm/volumeID_19-editionID_139-ArticleID_1073-getfile_getPDF/thepsychologist%5C0906gold.pdf {22 October 2013} Herzberg (1959) The Motivation to Work http://www.businessballs.com/herzberg.htm Rolf, G., Freshwater, D. and Jasper M. (2001) Critical reflection for nursing and the helping professions: a users guide