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THE FOUR STEPS TO PLANNING, UNDERTAKING AND EVALUATING YOUR CPD

This is a brief introduction to the principles of managing and recording your own CPD.

For a more detailed analysis of the CPD process and a series of FAQs ....

To download a pro-forma CPD plan and record card ...

STEP ONE - Where am I now?

In order to identify future learning and development needs it is important to review your personal and professional experience to date. An effective method of self-appraisal is by using a standard SWOT analysis, to identify your strengths and weaknesses and to examine both the opportunities and the threats you may face.

‘SWOT’ ANALYSIS

Strengths

What are your core skills?

What do you do well?

  • technical skills and knowledge?
  • other transferable skills
  • financial /commercial management
  • information technology
  • business management
  • communication skills etc.

Weaknesses

Where are your skills/knowledge lacking?

What would you like to improve?

  • from your own point of view?
  • from the point of view of other people?
  • colleagues
  • clients

Opportunities

What are the opportunities facing you?

What are the interesting new trends?

  • changes in markets and professional practice
  • emerging new specialisms
  • developments in technology
  • moves towards quality assurance
  • assuming a management role

Threats

What obstacles do you face?

Is your professional role changing?

  • competition from other businesses
  • merger with other bodies
  • legislative changes
  • different skills required when running a small business
  • limited opportunities for progression
  • threat of redundancy

This kind of analysis should enable you to determine your areas of interest and your aspirations so that you can shape your plans for further development. Although there are clear benefits in planning CPD to develop your knowledge and skills in new or weaker areas, you should not overlook the potential for further development in your stronger areas. Building on existing strengths is as relevant an aim for CPD as is improving in areas of weakness

STEP TWO - Where am I going?

Your objectives should contain an element of challenge so that they carry you on to new ground but they must also be realistic. You must set targets in terms of the levels of competence that you wish to achieve and you must set your priorities.

DESCRIPTION OF SKILLS, COMPETENCE AND EXPERIENCE

What best describes your current level of competence and the level you now want to attain?

Unaware

  • unaware of subject area
  • possess little or no knowledge/skills
  • require full training and development

Skilled

  • possess requisite knowledge/skills to perform effectively and efficiently
  • able to work with considerable autonomy
  • need occasional top-up training

Aware

  • possess basic knowledge/skills
  • unable to work without supervision
  • require training/development and more in-depth information

Expert

  • acknowledged by others as an authority
  • very substantial personal autonomy

Capable

  • possess adequate knowledge/skills
  • able to work with some autonomy
  • able to work effectively as part of team
  • require guidance/some further training

Objectives should be set within a realistic time-frame. In some cases they will not be easily achievable within the 12 month cycle. It should be possible, however, to identify some progress towards achieving an objective in this time period and to re-evaluate your long-term objectives in the continuing cycle of development.

STEP THREE - How will I get there?

Different individuals perceive and process experience in different ways and these differences comprise a unique learning style. An awareness of your preferred ways of learning is therefore essential to the quality of CPD undertaken. The four major learning styles are highlighted in the chart below which may help to guide you in the choice of CPD activities.

LEARNING STYLES

Innovative Learning

  • connect new information/skills with personal experience and real-life problems/situations
  • prefer co-operative methods of learning e.g. seminar groups, brainstorming, learning through project work etc.

Analytic Learning

  • want to acquire knowledge to deepen understanding of concepts/processes
  • prefer to learn from what ‘the experts’ have to say e.g. lectures, conferences, further qualifications etc.

Common Sense Learning

  • be interested in how things work and want to ‘get in and try it’
  • prefer experiential methods of learning e.g. through hands-on tasks, on the job learning etc.

Dynamic Learning

  • rely on self-directed discovery and want to teach yourself
  • prefer independent study and training which involves simulations, role-play etc.

Many people will find that they have a mixed learning style which involves two or more of the above. This situation provides a wide variety of possible methods for effective CPD.

If you have been involved in any activity which did not feature in your development plans but from which you have learnt something, record it and consider whether or not it applies to any of your specified objectives or may contribute to a new objective in the continuing development cycle.

STEP FOUR - How will I know when I have got there?

When reflecting on your activities you should consider whether or not you have experienced personal or business benefits from your efforts through the practical application of what you have learnt.

Evidence of such achievement can be demonstrated in various ways as illustrated below.

EVIDENCE OF SKILLS ACQUISITION & IMPROVED COMPETENCE

Recognised Qualifications

  • short course completion certificates
  • credits for accumulated qualification
  • NVQ
  • post-graduate diploma
  • Masters degree/MBA

Self

  • measured against own criteria
  • discussion with manager/colleagues
  • favourable annual appraisal
  • recommendation for promotion
  • change in professional role/duties

Organisation

  • adoption of recommendations as policy
  • improved business performance
  • cost efficiency savings
  • safer working environment
  • achievement of quality standard
Colleagues (peers/superiors)
  • request to coach/advise colleagues
  • suggested to join/lead project team
  • request to compile paper/manual

Public

  • membership of other professional groups
  • solving problem for community group
  • publication of papers/research
  • request for advice regarding policy/law

Client

  • award of further work
  • award of commission in new area
  • recommendation to other organisation

The evaluation stage deserves special attention as it produces a summary of the achievements which demonstrate how you have met your original objectives. For any areas of under achievement, you can consider whether or not the original target remains valid or if you simply require more time to achieve it. By reviewing the results of your CPD activity in this way you will continue the learning and development cycle into the next year.