What is CPD and how is this relevant to the PG student - Essay Example

Continuing Professional Development CPD stands for Continuing Professional Development. It is the process of identifying and recording the knowledge, skills and experience that individuals gain. The process can either be informal or formal when working, after any preliminary training. It is a continuous documentation of what you learn, experience and then apply. In most scenarios, the term is generally used to mean a physical file or portfolio detailing an individual’s development as a professional. Some establishments use it to mean a development or training plan, which some academics argue is not strictly precise. This article is about CPD as a process of recording and reflecting on learning and development (Belfield, Morris, Bullock, & Frame, 2009). From a business discipline perspective, Boud & Hager (2011) define CPD as ‘a variety of learning undertakings through which business professionals uphold and progress throughout their profession to guarantee that they maintain their ability to trade effectively, safely, and legally within their developing scope of practice’. In short, CPD is the process through which professionals continue to learn and develop continuously in their careers to keep their knowledge and skills up to date and are able trade effectively, safely, and legally (Munro, 2008). Modalities CPD has two modalities, namely, the organizational and the individual (Cable, 2009). Organizational modality. Organizational modality mostly involves the entire organization. Through team CPD, HR managers can ensure that workers complete their CPD hours. There are numerous advantages to implementing CPD as a team. However, there are disadvantages to CPD as well. In organizational CPD practices, there is massive emphasis on flexibility of provisions and a strong need for transparency and justification in making judgment on provision and performance (Cable, 2009). The individual modality From the perspective of an individual professional, the question that needs to be addressed is: what subjects CPD should address. The literature suggests: 1) circumstance and context, 2) knowledge, 3) practices and skills, 4) human factors, 5) Professional values and identities, 6) decision-making, 7) approaches to identifying learning needs, 8) performance and realization (Cable, 2009). Purpose of CPD CPD is a process meant to help professionals manage their individual development on an ongoing basis. It is mainly purposed to help professionals, reflect and review what they learn. It is not a tick-box manuscript documenting individual preliminary training. It goes beyond that (Varvarigou, Creech, & Hallam, 2012). Training and development Training and development are often used interchangeably, although there is a distinction. Training is linear and formal. It involves learning how to do something specific, in relation to competence and skills. Training can be as simple as leaning how to ride a bike and as complex as rocket science. On the other hand, development is relaxed and has a broader application, providing professionals with tools to perform a variety of things and relates to competency and capacity to perform tasks (Wermke, 2011). It is a continuous development process from basic expertise to a more advanced, mature or complex understanding of tenets. Instead, it can be described as a range of transferable skills such as managing projects, leadership and organizing information. The key features of the CPD process To justify the name, a CPD needs to: be a continuous documented process, self-driven, and not espoused by an employer, focus on learning from reflective learning, experience, and review, help to set development aims and ideas and include formal and informal learning (Wermke, 2011). How to get start It is advisable for practicing professionals to keep a learning diary and document their thoughts in whichever way that best suits them. Writing down things in details may be helpful, for instance, noting key insights and learning points. Through writing, it is possible to reflect upon your experience at a time and this makes reflection and planning much easier. You cannot review your skills without a footage of them, however good your memory is. From an individual viewpoint, the following key issues need to be addressed (Simmonds, 2007). Where am I now? Professionals should conduct a self-assessment of their previous work experience by writing down their thoughts on learned activities and the insights gained. They should include both formal training events and informal knowledge and learning, such as: 1) networking and sharing information with colleagues 2) being up to date with current innovations, new working methods, and legislative changes. 3) Shadowing an experienced colleague. 3) Noting learning points and insights from coaching and mentoring, 4) continuously taking challenges like new responsibility to learn and have a diverse viewpoints 5) organizational change, 6) occasional departmental changes 7) covering or deputing for colleagues,8) have lessons and insights learned from previous mistakes, 10) have reflections on lessoned learned from critical events. Make a note of any outcomes from each learning experience. In addition, assess the impact it has had on you, colleagues and your employer (Simmonds, 2007). What is your vision? The self-vision is very important in CPD. To realize success with CPD, it is advisable to note down a summary of your career objective, for example, where you want to be in the next few years. Have a timeline for your objectives and strictly adhere to your plan (Simmonds, 2007). How to achieve your objectives. Looking at your whole career objectives, document what you need to do to archive them. When should I review progress? This step is vital. It is essential to set up a date in advance to review your objectives. You can chose to do this from one review to the next or review on regular basis. Keep logs and maintain strict adherence to these tenets (Simmonds, 2007). In conclusion, from the discussion above, CPD can be a necessity of membership to particular professional groups. It can help you to review, reflect, and document your development and update your expertise, skills and knowledge. There are several benefits that an individual can gain from CPD regardless of their profession. In summary, through CPD, individuals can: 1) have an overview of their professional development to date. 2) Have a record of their achievements and evaluate how far they have progressed. 3) Direct their career and remain focus on given goals. 4) Realize further growth needs in their professions. 5) Uncover gaps in their skills and practices. 6) Help in changing professions. 7) Help professionals demonstrate their professional standings to clients. Bibliography Belfield, C. R., Morris, Z. S., Bullock, A. D., & Frame, J. W. (2009). The benefits and costs of continuing professional development (CPD) for general dental practice: a discussion. European Journal of Dental Education, 5(2), 47-52. Boud, D., & Hager, P. (2011). Re-thinking continuing professional development through changing metaphors and location in professional practices. Studies in Continuing Education, 23, 1-14. Cable, S. (2009). Studying for Continuing Professional Development in HealthStudying for Continuing Professional Development in Health. Nursing Standard, 23(47), 30-30. Munro, K. M. (2008). Continuing professional development and the charity paradigm: Interrelated individual, collective and organisational issues about continuing professional development. Young professionals Education Today, 28(8), 953-961. Simmonds, P. (2007). Continuing professional development and workplace learning 2: CPD and you how CILIP is meeting the continuing professional development needs of its members. Library Management, 24(3), 169-170. Varvarigou, M., Creech, A., & Hallam, S. (2012). Benefits of continuing professional development (CPD) programmes in music for KS2 (primary) teachers through the example of the London Symphony Orchestra (LSO) On Track programme. Music Education Research, 14(2), 149-169. Wermke, W. (2011). Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden. Professional Development in Education, 37(5), 665-683. Read More