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Exploring Continuing Professional Development

The Chartered Institute of Personnel and Development is the leading publisher of books and reports for personnel and training professionals. The catalogue of all CIPD titles can be viewed on the CIPD website: www.cipd.co.uklbookstore. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

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51 views87 pages

Exploring Continuing Professional Development

The Chartered Institute of Personnel and Development is the leading publisher of books and reports for personnel and training professionals. The catalogue of all CIPD titles can be viewed on the CIPD website: www.cipd.co.uklbookstore. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

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‘The Chartered Insitute of Personnel and Developments the leading publisher ‘of books and reports for personnel and traning professionals, students, and for al hose concerned wih the effective management and development of people ‘at work For deals ofall ites, please contact the Publishing Department tel 020 8612 6204 ‘mall pubish@cipd [Link] “The catalogue of all CIPD ties can be viewed onthe CIPD west: wancipd co uklbookstore Continuing Professional Development 2nd edition David Megginson and Vivien Whitaker sow SY i Chartered Institute cf Personnel and Development Published bythe Chartered instiut of Personnel and Development, 151 The Broadway, Wimbledon, London SW19 140. Fst edton pubished 2003 Reprinted 2004, 2005 ‘Second edition pubished 2007 ‘©The Chartered Instute of Personnel and Development, 2003, 2007 Al rights reserved. No part ofthis publication may be reproduced, stored in a ‘elnevalsystom, or tensmited, n any frm or by any means, electronic, ‘mechanical, photocopying, recording, oF otherwise, without te prior writen ‘ermssion ofthe publisher ‘The publication may not be sold, lent, hired out or otherwise dealt with in the course ‘of trade or supple in any form of binding or cover othr than that in which tis jublshed without the prior wntlen permission ofthe pubisher. No responsibilty fr loss occasioned to ay person acting or refraining from action ‘asa result of any mara inthis publcaion can be accepted by the editor, ‘authors or publisher Design by Fakenham Photoseting, Fakentam, Norfolk “Typeset by Kerypress Lid, Luton, Bedfordshire Printed in Great Briain by The Cromwell Press, Trowbridge, Witshire Btsh Library Cataloging in Publication Data ‘A catalogue ofthis publication avalable from the riish Library ISBN 1 84398 166 1 ISBN-13 978 1 84908 168 4 The views expressed in this publication ar the authors’ own and may not necessarily rele those of the CIPD. The CIPD has made every effort lo trace and acknowledge copyright holders. It any source has been overooked, CIPD Enterprises would be pleased to redress tis fr ‘futur editons GEOR 5, ion 99784 Ce folraye] Sheer (Charon of Persone and Derma on 151 The Sead Wieser, London SWS 10 "aoa sr2 G20 Erm pd@eplenvk ebae minced cout Inert by Ray Charter Reged Carty No 179757 Contents Acknowledgements List of gues Preface PART 1 EXPLORING CONTINUING PROFESSIONAL DEVELOPMENT + Clarifying Continuing Professional evelopment Introduction ‘The need for CPD. Core concepts of CPD Stakeholders involved in CPD Key principles of CPO Giving priory to CPD “Transforming imitations to CPD ‘The relevance of CPD ‘Conclusion 2 Understanding Contruing Professional Development Introduction “The seven paradoxes wiin CPD “The paradoxes explored Conclusion ~ developing a high level of curiosity PART 2 ENGAGING IN CONTINUING PROFESSIONAL DEVELOPMENT 3 Identifying development needs Introduction Developing an ‘extraordinarily reaksticselFimage’ ‘Sources of a sonse of sof Framework for developing an ERS! ‘Specie work-based issues Development issues emerging from reflection Feedback fom others Slt assessment motes Organisational meties Professional standards Conclusion ~ the agenda for change 4 Proriising needs and selecting appropriate activites Introduction ‘Summarise your development agenda Balancod goals Goals and plans Goaksetng theory i xi 19 51 Canin Pra ewok ct Portes ~ the final check 8 Empowering career creatvty 1 Formals for your CPD plan Introduction Putting it al togotor— staring up the stops Using our senses to enhance our learning CPD for visualy-crientd learners 5 Undertaking development activites ® Turing infor autry-oete eames Inixcten, Getting @ hold on kinaesthetically-oriented learning Being a skilled learner Further refining our skills in analysis and planning Methods of development Conclusion The range of methods ‘pend 1 143 Geting te most ot ofthe experiences we have (FAQs) ‘pend 2 145 Coneksion Resoures and biography vr 8 Recontng and evaluating development 87 index 183 Induction Roasons for recarding The CPD record Logging reteton and reviewing \Why does journabwriting work? ‘A pontofo of action and learning Evaluation of CPD The CIPD's stance on recording Conclusion PART 3 CONSOLIDATING YOUR CPD ACHIEVEMENTS. 101 Celebrating success 103 Introduetion Finishing the finge (wming our success ‘Acknowledging and thanking people who helped ‘Addressing the demonic aspect, Leting go of excess baggage Being authentic Celebrating completion Spreading the word Conclusion 8 Networking your future 18 Introduction ‘Analysing your CPD network Creating @ learning netwerk through Action Learring Creating your own sel-development group Learning partners - mentoring Five degrees of separation How to organise and encourage CPO Conclusion vi sents Acknowledgements ‘We owe special thanks to [AL our students on various MSc programmes — especially HRM, HRD, Outdoor Management Development, IT & Nanagement, Mentoring & Coaching and other professionals who have shared their CPD experiences with us (Our colleagues at Sheol Hallam Jnversity, especialy Colin Beard, David Chter- ‘buck, Godtrey Craik, Katherine Gardner Lynne Booth, Bob Garvey, Toby Rhodes and Paul Stokes, who have worked with us in designing CPD processes; we are also grataful fo Andrew Rothwell who we oncountred on the CIPD= CPD website iscusion forum, and who generousy led ust his own and others’ recent esearch in this field Members of the CIPO's Memberstip and Education Commitee and CPD Working Party for their fascination with CPD and their suppor or our work on this book; while ‘so many ofthe members have been helpful we would Ike to acknowiedge a particular debt and thanks to Nodl Baker Jean Floodgate, Steve Rogors and Diane Warr CIPD members at branch, regional an national events who have shared their wisdom and experience Christine Willams and her colleagues at CIPD House, for their challenging and ‘supportive engagement with tis proect Chris Swift and Joan But forte iustations Robert Foss, for asking us to write this book, adising on style and encouraging us to wile about our practice Ruth Lake, our editor for her efficieny, clay and fleibity Cur reviewers for their fll and generous feedback, which helped to shape the book Ed, for being cheerful and cool and for puting up wih us during the delivery List of figures 41The CPD cycle 2 Framework for developing an ERS $3 Map of career metaphors 4 Fishbone for Toms word lass me 5 Detal of areas under ‘Colleague in Tom's ehbone (6 Planned and emergent learning strategies 7 Modes of development £8 The components of emotional ineligence ‘9 Evaluation ramawork for an expadion 10 Srandgsard's model of change 11 Curent state of metaphorical house 12 Desired stat of metaphorical house 13 Entract from a Rich Picture of an HR trainer 18 Model of Damiers woking envionment as @ new member of ‘he traning team ‘17 Model of how Damion would ke the dynamics of he training team to be 18 Pat of a Postt brainstorm for Learning and Development manager 135 198 437 Preface This is a book about recognising, rebasing and raking potenti Its purpose is to explore the impotance of Continuing Professional Development (CPD), to explain te relevance of CPO to a range ofdflerent people and to expand on the excitement that engaging in GPD can engender This book recognises that if we are to maximise our enjoyment of work and life we need to be continually responding tothe changing word we Ive in: are you ving to \work or working ove? Wat would you ke to be doing? We nee to ook within at our latent aka and abiltios and expo‘ ways of bulling on our current talents and developing new aspects of ourselves. Part explains the importance of CPD. Pat 2 explores the cffrent mothods tha can be used to analyse development needs and create and implement a CPD plan, Part 3 assists in recognising and building on success and examines creatve ways of ‘engaging in CPD planning, so that itneed never become repetitious. This is a sequel to our book on Cultivating SellDevelopment (Megginson and \Wnitake 1996) and is writen ina sinar style, encouraging the reader to reflect on their professional career and engage inactive as they progress through the text. I is based on our experience of woring with people on thir CPD over the past 20 years, ‘This book s designed to assist a number of groups of readers. These are sted below Fulltime and parttime students CIPD students undertaking the Professional Development Scheme wil find this an essential cor txt for thir studies. tulor manual that supports the txt is avalable for lecturers. ‘The introduction of student progress fles for undergraduate students provides a ‘framework for them to log both ther sel-reflecion and their professional progress. This book provides them with franewarks to develop ther professional planing ‘beyond the duration of their formal course and to assist them to focus and develop their careet Postgraduate students wil also beneft from such guidance. ‘All undergraduate and postgraduate students need to develop skis in tical reason- ing as part of academic study. The theoretical dialogues within tis text are designed to encourage this orucal aby ‘Mombers ofthe Chartered Institue of Personnel and Development (CIPD) ‘The CIPD requies is members to frmalise ther interest and commitment to CPD by ‘eating and implementing a CPD plan every year As a CIPD member you may = INCOMPETENCE | INCOMPETENCE | COMPETENCE | COMPETENCE Figure 0. Sransyards mde of charge ‘These stags of development of competence can be related to any sil that we learn = eg cfiving a car or mastering a new spor. Many of you wil have used the model in {taining sessions to help participants lean about new aspects of thet work. [An intresting challenge to this models to ascertain what happens when you have been in a state of unconscious competence for sme time. is this another situation ‘where the demonic aspect of an idea taken t0 fa Kicks in? Is there a danger that ‘hen we do things ftom a position of unconscious competence, we become compia- ‘ent due to famiiarty and lose concentration or focus and sp ino bad habits? That ‘somehaw we withdraw our energy and stop looking for learning and change in these stuations? (CPD can assist us lo quard agains the dangers of this possible manifestation of the ‘demonic aspect by encouraging us to constant reappraise everyting that we do. In ‘addition, we need to remember the importance of evolution and balance so that we do ‘not suffar fom burnout or ater consequences of over-exerion 108 cok se Holistic success and work-life balance |When we review our successes we ned fo do son the context of our whole work-ife balance. One way to do this is to assess youre asf it were a metaphorical house with fourrooms, aroomof the mind, room the body, room of the mations anda room of the spt. To achieve balance we need toviit each roam within this house, every day. lis interesting to clr how much ine youcuenty spendin each oom, each day You can dothisby drawingaciagramofyourhouse’ showing the size of roms proportonate tothe ime you spend on these issues, We dhs exercise on professional development programmes and have seen arange of cdd-oking houses (see Figure 11), SPIRIT Figure 11 Curent ste of metaphors hae ‘The next step is then to draw your touse wih four rooms’ inthe proportions that ‘suggest how you would ideally Ike to spend your time (see Figure 12). EMOTION Figure 12 Desred sta of metaphorical hase 109 onan Pres Dwopent Activity [ACTION PLANNING FOR A BALANCED LIFE Consider the whole of youre using the metaphor of house with fur rooms. esos how much ine you spend in each oom at present and kaw your | teiaporal house a8 & appear al present ‘Then dream a ile. Project yourself into the future and think about how you would ke your metaphrical house tobe — how big ae each of the rooms and how do they compare in size and pacing wih the other rooms? \When you can lk a he etferancas hetwoan your two agrams, you can then ‘explore how progression towards your ideal can be stimulated ‘Do we spend too much time in some rooms and not enough in others? One way to assist our fe balance isto consider f there are habits and atttudes we need to lt go ‘of ~our excess baggage LETTING GO OF EXCESS BAGGAGE |As we go through fe we tan to take in ideas and take on new tasks or responsibil ties. We do not consider whether we need io let go of any ofthe assumption, values, responsiities or ways of being that have become a part of our if. ‘Sometimes fe events such as serious iness or the death of someone cose fo us interupt our daly pattern and simulate us to refec and re-evaluate. One woman had to re-evalat her ife when she was made redundant. Litle support was avaible to her a8 she experienced this transition and she felt rejected and vulnerable. Her ‘assumpbon was that she was nat good enough’ and her reaction to this crisis was to ‘seek a secure job ina large organisation. She stove to work for responsibilty and promoton, even though she dreamed about doing leacing-edge research and main- taining work-ife balance. Eventual, ater a series of stress-related ilnesses, she recognised that she coud let go of her feoings of rejection ~ that actualy she was 2 talered, mul-skiled professional who could have a portiolio career if she wished \When she acknowledged this and lt go of her bad experiences of redundancy and her ald habits of seeking security, she was able to reject exra commitments which ‘once would have seemed an honous, and enjoy her life much more, ‘Avery talented HR consultant was explring his CPD and recognised that he had what fel ike & major Bock to his sat development. He explained that t fel tke itera ‘ing branded a fae - a metaphorical tatoo on his am. The event that changed the course of his life was fling to pass his exams to get into @ good school. He made ‘assumptions that he was not nteligent or academic. Consequent, he tried to void “anything todo with exams or wring tings down. As he engaged in CPD and asked for and gained feedback fom both the patipants on his courses and his colleagues, he recognised that his long-held assumptions that he was afaiure and not intligent 110 bag es were inaccurate, He was then able bot to develop confidence in reporting and tegjster on @ Master’ degree as 4 mature student and enjoy his studies. ‘Sot canbe helpful to stand back and reflect on both your profesional and personal le. Checking out assumptons and old rab can help you to clay that you are really geting what you want and need in terms of your development. ‘Most of us are uncanscously carrying around excess baggage ~ od ‘messages’ ot ‘assumption that can stop us ding things, sp our energy or ciminish aur hope forthe future, When we analyse our bad expersnces itis often possible to track them back to 1d habits that have grown out of unresolved issues, which we term excess baggage. Excess baggage +> Od habits <> Bad experiences ‘Te fulkwing series of exercises will help you to analyeo your exporiences and ‘assumptions and assist you toll go ol any excess baggage you may unconscously be carrying about with you —_———— Activity [MY EXCESS BAGGAGE CHECKAN, Complete the folowing sentences fer yourselt Some people may identity pivotal ‘events in the fe; ethers may focus on atitudes or underying assumptions that hhave not been challenged which ray be hindering sel-development. If you hhave more than one significant evnt or assumption, repeat ths exercise for ‘each experience identified ‘The assumption o event hat changod the course of my fe was As aresultof this | My atitud towards taking sks is The unconscious assumplions | made aftr hs event included 1 this event nad nat occured | woul eto have When | daydream | imagine that | could 1 recogised that | cul move on and let go | could Consider what you need practically io do to let go and move on. Holding on to something, ether physically or mentaly, requires alot more energy and effort than letting go. Yeti is hard to let go ofthe fli. Can you change one thing at once? Is it possibie to practise being ctferent? One successful entepreneur we worked with ‘chose to change his style of management. He go up haf an hour eater every day 80 that he could practise his new management styein rot ofthe miro before he went to work, Think about who can suppert you and help you as you let go and make changes. Mt ants Peeing BEING AUTHENTIC ‘When we work wih students we often ask them to identify the characteris of thelr “best boss’ the person that they most enjoyed working for. One of the popular responses is that the best bosses do what they say they are going to ~ thay are both congruent and consistent ~ they treat people as they would tke to be treated {(Congruence was one of the concepts we discussed in Chapter 3.) Inevitably inthis exercise we also hear about worst bosses as they seem easier to ident The students’ feedback about these ineffective managers was that they sad ‘one thing (or believed one thing) and did ancther ~ there was a gap between the values they espoused and what they did in practie (Argys, 1991), Activity ASSESSING YOUR AUTHENTICITY ‘This is challenging ectity We can focus on either our professional ite or our whale fe. Examine ina thorough going way whether you work and lve according to the values you espouse, Is there @ gap between your espoused values and your values in use? 150, what steps do you need to take to change this? If we are tobe effective in both our current professional role and our future aspirations itis important that there is no gap or distortion between the values we hold and our professional practice. CELEBRATING COMPLETION “The predominance of the Protestant work etic in Westen societies encourages us to take a serious approach to our working life, Tradtional societies, by contrast, Understood the importance of ral in respect of both individual dvelopment and group process. Graduation presentations and parties are nial celebrations that you have become @

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