Continuing professional development (CPD) involves intentionally developing knowledge and skills needed for one's profession. CPD is expected by most professional bodies and employers and can take various forms from training to self-directed learning. Research shows that CPD is more effective when it is social, recognized, and high-quality. The Professional Development Consortium aims to improve CPD through research, raising quality standards, and rewarding successful CPD.
This document discusses apprenticeships and workforce planning for small and medium enterprises. It provides steps for SMEs to take on apprentices, including checking what apprenticeships are available in their industry, partnering with a training organization, and selecting and hiring apprentices. It also discusses how to conduct workforce planning through analyzing current and future staffing needs, identifying any skills gaps, and using apprenticeships to address long-term skills needs. The document provides examples and exercises to help SMEs complete a skills gap analysis and workforce plan for their own business.
Module 1 The Untapped Potential of Apprenticeships for SME'scaniceconsulting
This document provides an overview of apprenticeships and their benefits for small and medium-sized enterprises (SMEs). It discusses how apprenticeships can help SMEs address skills gaps, boost productivity, and develop a loyal workforce. Apprenticeships combine on-the-job training with off-the-job technical instruction, and SMEs benefit from apprentices adding value while being trained specifically for their needs. The document highlights testimonials from SMEs that have successfully utilized apprenticeships.
Module 2 - The Nuts and Bolts of Apprenticeshipscaniceconsulting
This document provides information about apprenticeships and partnering for apprenticeship delivery. It discusses the benefits for small-to-medium enterprises (SMEs) of partnering with training organizations or consortiums of SMEs to deliver apprenticeships. Partnering can offer benefits to both SMEs and training organizations by sharing resources, expertise, and access to funding and apprentice candidates. The document also provides a case study of an IT apprenticeship partnership in Ireland between an education and training board, a training provider, and tech companies that matches local apprentice training to industry skill needs.
The document describes a training program for coaches working with older employees (50+). The first module discusses the benefits of retaining older workers, challenges related to stereotypes, and the importance of age-related policies within companies. Coaching is presented as an effective way to support older employees and help them develop further skills. The module aims to explore perceptions of older employees and the connection between age policies and coaching programs.
Module 2 - The Nuts and Bolts of Apprenticeships caniceconsulting
This document provides information about apprenticeships, including how small and medium enterprises (SMEs) can get started with apprenticeship programs. It discusses workforce planning, partnering with training organizations, attracting and developing apprentices, and retaining apprentices. Key steps for SMEs include conducting workforce planning to identify skills gaps, partnering with a training provider, assigning an apprentice supervisor, and providing performance development opportunities to retain apprentices. Partnering allows SMEs and training organizations to benefit from existing curriculum, grants, talent pools, and industry expertise.
This document outlines a proposed performance pay plan for lecturers at Collective College of Accountancy. The plan has two divisions: a base lecturer fee determined by experience and qualifications, and voluntary bonus incentives for outstanding performance, acquiring new skills, mentorship roles, collaborative projects, and additional responsibilities. It discusses how lecturer fees and bonuses would be calculated and awarded. The college plans to appoint a remuneration committee to oversee the plan and make compensation decisions.
Tips 2 grow your business by Pathway,How to Find Great Staff for GrowthThe Pathway Group
Finding funding for staff training, How to Find Great Staff for Growth,
To save your business from making bad hiring decisions Pathway2Grow has devised some useful
tips to help you think out-of-the-box and attract quality staff to help your business grow in an
otherwise stagnant economy.
This document discusses apprenticeships and workforce planning for small and medium enterprises. It provides steps for SMEs to take on apprentices, including checking what apprenticeships are available in their industry, partnering with a training organization, and selecting and hiring apprentices. It also discusses how to conduct workforce planning through analyzing current and future staffing needs, identifying any skills gaps, and using apprenticeships to address long-term skills needs. The document provides examples and exercises to help SMEs complete a skills gap analysis and workforce plan for their own business.
Module 1 The Untapped Potential of Apprenticeships for SME'scaniceconsulting
This document provides an overview of apprenticeships and their benefits for small and medium-sized enterprises (SMEs). It discusses how apprenticeships can help SMEs address skills gaps, boost productivity, and develop a loyal workforce. Apprenticeships combine on-the-job training with off-the-job technical instruction, and SMEs benefit from apprentices adding value while being trained specifically for their needs. The document highlights testimonials from SMEs that have successfully utilized apprenticeships.
Module 2 - The Nuts and Bolts of Apprenticeshipscaniceconsulting
This document provides information about apprenticeships and partnering for apprenticeship delivery. It discusses the benefits for small-to-medium enterprises (SMEs) of partnering with training organizations or consortiums of SMEs to deliver apprenticeships. Partnering can offer benefits to both SMEs and training organizations by sharing resources, expertise, and access to funding and apprentice candidates. The document also provides a case study of an IT apprenticeship partnership in Ireland between an education and training board, a training provider, and tech companies that matches local apprentice training to industry skill needs.
The document describes a training program for coaches working with older employees (50+). The first module discusses the benefits of retaining older workers, challenges related to stereotypes, and the importance of age-related policies within companies. Coaching is presented as an effective way to support older employees and help them develop further skills. The module aims to explore perceptions of older employees and the connection between age policies and coaching programs.
Module 2 - The Nuts and Bolts of Apprenticeships caniceconsulting
This document provides information about apprenticeships, including how small and medium enterprises (SMEs) can get started with apprenticeship programs. It discusses workforce planning, partnering with training organizations, attracting and developing apprentices, and retaining apprentices. Key steps for SMEs include conducting workforce planning to identify skills gaps, partnering with a training provider, assigning an apprentice supervisor, and providing performance development opportunities to retain apprentices. Partnering allows SMEs and training organizations to benefit from existing curriculum, grants, talent pools, and industry expertise.
This document outlines a proposed performance pay plan for lecturers at Collective College of Accountancy. The plan has two divisions: a base lecturer fee determined by experience and qualifications, and voluntary bonus incentives for outstanding performance, acquiring new skills, mentorship roles, collaborative projects, and additional responsibilities. It discusses how lecturer fees and bonuses would be calculated and awarded. The college plans to appoint a remuneration committee to oversee the plan and make compensation decisions.
Tips 2 grow your business by Pathway,How to Find Great Staff for GrowthThe Pathway Group
Finding funding for staff training, How to Find Great Staff for Growth,
To save your business from making bad hiring decisions Pathway2Grow has devised some useful
tips to help you think out-of-the-box and attract quality staff to help your business grow in an
otherwise stagnant economy.
Please feel free to read through our Staff Development Plan. If you would like further information on any of our policies or on Pathway Group please feel free to contact us.
Staff guide to Apprenticeships by Pathway Group for staff. The Pathway Group
The document provides information about apprenticeships, including:
- Apprenticeships combine paid employment, training, and the opportunity to gain nationally recognized qualifications.
- Employers can take on new apprentice staff or enroll existing staff in apprenticeship programs.
- Employers benefit from apprenticeships through improved performance, higher quality work, reduced costs, and increased recruitment and staff retention.
- Employers are responsible for paying at least the national minimum wage for apprentices and providing training, induction, and mentoring.
Letter of cpd confirmation 21024 TheBizLinks December 2013Adam Petford
The letter informs Adam Petford that his company Biz Links' training course "Linked In for Business" has received CPD accreditation from the CPD Standards Office. This means Biz Links is now a registered provider with the office and can issue CPD certificates to attendees. The letter includes best practice recommendations, a CPD activity log, the kite-mark logo to display, and templates for certificates to customize and issue to attendees. The accreditation materials are specific to Biz Links and cannot be shared without permission.
The future of employer engagement in light of changes in the apprenticeship a...The Pathway Group
The future of employer engagement new apprenticeships, apprenticeships 2000. What you need to know regarding the changes in apprenticeships by Safaraz Ali of Pathway Group
Advanced learning loans Funding - a general update as of Feb 2016The Pathway Group
This document summarizes information about advanced learner loans, including eligibility, loan amounts, designated qualifications, and subcontracting changes. Learners aged 19 or older studying at level 3 or above can receive loans, which are available for tuition fees up to a maximum amount. Learners can receive up to four loans to study qualifications like A-Levels, Access to HE Diplomas, and vocational qualifications. Starting in 2017, the SFA will no longer permit subcontracting for loans and is inviting current subcontractors that meet new criteria to enter direct agreements for 2016/2017.
A How to Guide: Kickstart Scheme Applications & Implementation for BusinessesThe Pathway Group
This guide has been created for employers who wish to apply for and use Kickstart Scheme to grow their business and support young people in their careers.
This document provides an overview and update on traineeships in the UK post-COVID labour market. It summarizes recent changes to traineeships including expanding eligibility to those with Level 3 qualifications, extending the maximum length to 12 months, and introducing an employer incentive payment of £1000 per trainee. It also discusses engagement efforts with providers, employers, and young people to raise awareness of traineeships and increase participation through communication plans, webinars, and case studies. Q&A is provided to discuss further steps to boost demand, showcase benefits, and address barriers to growth.
This document provides information to participants of Pro-System Training Services' training programs. It outlines Pro-System's mission to deliver quality, flexible training programs and its commitment to developing people's performance. The document describes Pro-System's competency-based training approach and various course delivery methods including face-to-face, online, and self-paced learning. It also outlines key policies regarding assessment, participant files, support, disciplinary procedures, access and equity, marketing and advertising, and handling of complaints.
The document provides information on management education programs offered by IMT Centre for Distance Learning (IMT-CDL). It summarizes that IMT-CDL offers (1) a two-year PGDM with specializations in various fields, (2) one-year specialized PG diploma programs, and (3) a one-year PG diploma in cyber security. The programs aim to help students advance their careers, develop business expertise, and gain leadership skills to survive economic slowdowns. Students can learn flexibly through distance learning while earning.
The document discusses guidelines for an internship program at a School of Water Technology. It defines internships as unpaid positions providing practical experience approved by the university. The objectives are for students to gain work experience, apply knowledge, and identify gaps to address in final projects. Benefits include improved skills and employability for students, and recruitment and innovation opportunities for companies. The guidelines outline responsibilities for students, mentors, and stakeholders to ensure effective implementation and monitoring of internships.
IMT-CDL offers various distance learning programs including postgraduate diplomas in business management, marketing, finance, and other fields. It aims to equip students with tools and techniques for success in business through quality curriculum, online resources, and faculty support. Students can benefit from career advancement, higher compensation, entrepreneurship opportunities, and more upon completing the programs. The distance learning format provides flexibility while still offering in-person support and instruction.
The document provides information to assist with career planning and education pathways. It includes sections on personal attributes, education history, activities, employment history, job descriptions, personal requirements, tertiary education options, and resources for course information and industry skills shortages. Key points covered are the different certificate levels at TAFE, options for completing the VCE or VCAL at secondary school, pathways from TAFE to university, apprenticeship information, and support services available.
The document provides information on workplace skills planning (WSPs) and annual training reports (ATRs) in South Africa. It discusses how the Skills Development Levy collected from employers is used to fund skills training. It also outlines the benefits to employers of submitting their WSPs and ATRs such as receiving a mandatory grant to offset training costs and qualifying for black economic empowerment points. The roles and responsibilities of skills development committees and their involvement in establishing WSPs are described.
This document provides guidance on completing continuing professional development (CPD) hours. It explains that CPD allows professionals to stay updated on industry trends, enhance skills, and remain competitive. It offers tips for identifying relevant CPD activities aligned with goals and industry, tracking hours using digital tools or journals, setting achievable goals and deadlines, and incorporating learning into daily routines. The document warns that failing to fulfill CPD obligations can lead to lack of competence, loss of professional membership or status, and limited career advancement opportunities.
Social Work Training Development of the professional self Gallery
This document discusses changes to continuing professional development (CPD) requirements for social workers in the UK. It notes that the regulatory body has shifted from focusing on hours to a range of planned learning activities with reflection. Employers are now expected to support social workers' CPD needs and help them maintain registration. This poses a challenge for recruiters to ensure locum social workers can meet CPD standards through opportunities like training, supervision and maintaining a portfolio of learning activities and reflections. The document provides guidance on how recruiters can help locum social workers satisfy the new CPD requirements.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, facilitating knowledge consolidation and future learning, and providing required documentation like agendas and evaluations. Becoming accredited will help activities better support professionals' ongoing development needs.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, facilitating knowledge consolidation and future learning, and providing required documentation like agendas and evaluations. Becoming accredited will help activities better support professionals' ongoing development needs.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
Please feel free to read through our Staff Development Plan. If you would like further information on any of our policies or on Pathway Group please feel free to contact us.
Staff guide to Apprenticeships by Pathway Group for staff. The Pathway Group
The document provides information about apprenticeships, including:
- Apprenticeships combine paid employment, training, and the opportunity to gain nationally recognized qualifications.
- Employers can take on new apprentice staff or enroll existing staff in apprenticeship programs.
- Employers benefit from apprenticeships through improved performance, higher quality work, reduced costs, and increased recruitment and staff retention.
- Employers are responsible for paying at least the national minimum wage for apprentices and providing training, induction, and mentoring.
Letter of cpd confirmation 21024 TheBizLinks December 2013Adam Petford
The letter informs Adam Petford that his company Biz Links' training course "Linked In for Business" has received CPD accreditation from the CPD Standards Office. This means Biz Links is now a registered provider with the office and can issue CPD certificates to attendees. The letter includes best practice recommendations, a CPD activity log, the kite-mark logo to display, and templates for certificates to customize and issue to attendees. The accreditation materials are specific to Biz Links and cannot be shared without permission.
The future of employer engagement in light of changes in the apprenticeship a...The Pathway Group
The future of employer engagement new apprenticeships, apprenticeships 2000. What you need to know regarding the changes in apprenticeships by Safaraz Ali of Pathway Group
Advanced learning loans Funding - a general update as of Feb 2016The Pathway Group
This document summarizes information about advanced learner loans, including eligibility, loan amounts, designated qualifications, and subcontracting changes. Learners aged 19 or older studying at level 3 or above can receive loans, which are available for tuition fees up to a maximum amount. Learners can receive up to four loans to study qualifications like A-Levels, Access to HE Diplomas, and vocational qualifications. Starting in 2017, the SFA will no longer permit subcontracting for loans and is inviting current subcontractors that meet new criteria to enter direct agreements for 2016/2017.
A How to Guide: Kickstart Scheme Applications & Implementation for BusinessesThe Pathway Group
This guide has been created for employers who wish to apply for and use Kickstart Scheme to grow their business and support young people in their careers.
This document provides an overview and update on traineeships in the UK post-COVID labour market. It summarizes recent changes to traineeships including expanding eligibility to those with Level 3 qualifications, extending the maximum length to 12 months, and introducing an employer incentive payment of £1000 per trainee. It also discusses engagement efforts with providers, employers, and young people to raise awareness of traineeships and increase participation through communication plans, webinars, and case studies. Q&A is provided to discuss further steps to boost demand, showcase benefits, and address barriers to growth.
This document provides information to participants of Pro-System Training Services' training programs. It outlines Pro-System's mission to deliver quality, flexible training programs and its commitment to developing people's performance. The document describes Pro-System's competency-based training approach and various course delivery methods including face-to-face, online, and self-paced learning. It also outlines key policies regarding assessment, participant files, support, disciplinary procedures, access and equity, marketing and advertising, and handling of complaints.
The document provides information on management education programs offered by IMT Centre for Distance Learning (IMT-CDL). It summarizes that IMT-CDL offers (1) a two-year PGDM with specializations in various fields, (2) one-year specialized PG diploma programs, and (3) a one-year PG diploma in cyber security. The programs aim to help students advance their careers, develop business expertise, and gain leadership skills to survive economic slowdowns. Students can learn flexibly through distance learning while earning.
The document discusses guidelines for an internship program at a School of Water Technology. It defines internships as unpaid positions providing practical experience approved by the university. The objectives are for students to gain work experience, apply knowledge, and identify gaps to address in final projects. Benefits include improved skills and employability for students, and recruitment and innovation opportunities for companies. The guidelines outline responsibilities for students, mentors, and stakeholders to ensure effective implementation and monitoring of internships.
IMT-CDL offers various distance learning programs including postgraduate diplomas in business management, marketing, finance, and other fields. It aims to equip students with tools and techniques for success in business through quality curriculum, online resources, and faculty support. Students can benefit from career advancement, higher compensation, entrepreneurship opportunities, and more upon completing the programs. The distance learning format provides flexibility while still offering in-person support and instruction.
The document provides information to assist with career planning and education pathways. It includes sections on personal attributes, education history, activities, employment history, job descriptions, personal requirements, tertiary education options, and resources for course information and industry skills shortages. Key points covered are the different certificate levels at TAFE, options for completing the VCE or VCAL at secondary school, pathways from TAFE to university, apprenticeship information, and support services available.
The document provides information on workplace skills planning (WSPs) and annual training reports (ATRs) in South Africa. It discusses how the Skills Development Levy collected from employers is used to fund skills training. It also outlines the benefits to employers of submitting their WSPs and ATRs such as receiving a mandatory grant to offset training costs and qualifying for black economic empowerment points. The roles and responsibilities of skills development committees and their involvement in establishing WSPs are described.
This document provides guidance on completing continuing professional development (CPD) hours. It explains that CPD allows professionals to stay updated on industry trends, enhance skills, and remain competitive. It offers tips for identifying relevant CPD activities aligned with goals and industry, tracking hours using digital tools or journals, setting achievable goals and deadlines, and incorporating learning into daily routines. The document warns that failing to fulfill CPD obligations can lead to lack of competence, loss of professional membership or status, and limited career advancement opportunities.
Social Work Training Development of the professional self Gallery
This document discusses changes to continuing professional development (CPD) requirements for social workers in the UK. It notes that the regulatory body has shifted from focusing on hours to a range of planned learning activities with reflection. Employers are now expected to support social workers' CPD needs and help them maintain registration. This poses a challenge for recruiters to ensure locum social workers can meet CPD standards through opportunities like training, supervision and maintaining a portfolio of learning activities and reflections. The document provides guidance on how recruiters can help locum social workers satisfy the new CPD requirements.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, facilitating knowledge consolidation and future learning, and providing required documentation like agendas and evaluations. Becoming accredited will help activities better support professionals' ongoing development needs.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, facilitating knowledge consolidation and future learning, and providing required documentation like agendas and evaluations. Becoming accredited will help activities better support professionals' ongoing development needs.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure, learning value, and adherence to CPD guidelines. To ensure activities are "CPD Ready" for assessment, providers are instructed to define the activity, establish their authority and educational approach, and consider how the activity supports ongoing professional development beyond the initial training. The submission process requires completed forms and documentation about the activity's design, promotion, delivery, and evaluation.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure, learning value, and adherence to CPD guidelines. To ensure activities are "CPD Ready" for assessment, providers are instructed to define the activity, establish their authority and ensure an educational approach, and facilitate ongoing development beyond the activity. The submission process requires completing an assessment form along with copies of all documentation related to the activity's creation, promotion, delivery, and evaluation.
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
The document is a factsheet that provides information about CPD (Continuing Professional Development) accreditation and Conference Series LLC's accreditation through the CPD Standards Office. The CPD Standards Office researches best practices in CPD and accredits training events to ensure they meet high quality standards. Conference Series LLC has achieved this accreditation, allowing them to provide formal CPD credits to attendees. The factsheet explains that accredited CPD training can help professionals meet requirements, remain knowledgeable in their fields, and potentially increase employment prospects.
The document discusses the importance of continuing professional development (CPD) for faculty. It defines CPD and explores who participates, common approaches, and how to plan an effective personal CPD process. The document also outlines CPD requirements and plans for lecturers at Collective College of Accountancy Ltd to help them improve technical and teaching skills.
This document discusses various types of training provided by employers. It describes 16 different types of training including problem solving training, interpersonal skills training, basic literacy training, diversity training, technical training, refresher training, orientation training, job training, promotional training, apprenticeship training, internship training, quality training, soft skills training, professional training, team training, and managerial training. Each type is defined and examples are provided of how it is used to develop employee skills and knowledge to meet organizational goals.
Chapter 1 Introduction to Training and Development.pptDr. Nazrul Islam
Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.
The document discusses training and development in organizations. It defines training as modifying behavior through learning from instruction, while development refers to learning for future career growth. Training aims to improve current job skills, while development provides general learning for growth. Education refers to training for a different job. The document also discusses the purposes, types, processes, advantages and issues of training in organizations.
Research on HRM Project for Training and Development in any Industry. Whether Training and Developement Programs in the Organisations are necessary or not? How Training Needs Analysis is done?
Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.
The document discusses training and development in organizations. It defines training as modifying behavior through learning from instruction, while development refers to learning for future career growth. Training focuses on current job skills, while development provides broader learning for growth. Education involves learning for a different job. The purpose of training is to improve performance, productivity and reduce errors. Training needs arise from new technologies or methods. It provides benefits like higher efficiency and motivation while potential disadvantages include costs and time away from work.
The document discusses training and development in organizations. It defines training as modifying behavior through learning from instruction, while development refers to learning for future career growth. Training focuses on current job skills, while development provides broader learning for growth. Education involves learning for a different job. The purpose of training is to improve performance, productivity and reduce errors. Training needs arise from new technologies or methods. It provides benefits like higher efficiency and motivation, though it also has costs. Areas of training include building knowledge, technical skills, social skills, and techniques. The training process involves assessing organizational objectives and training needs before designing and implementing programs.
Training and development programs are divided into three categories: training, development, and education. Training involves acquiring skills to perform one's current job, development enables learning for future growth but not related to a specific job, and education involves training for a different job. Training focuses on near-term skills for the current role, development supports long-term career growth, and education qualifies individuals for different future roles. Effective training and development programs can improve productivity, quality, versatility, and job satisfaction while reducing costs from accidents and turnover. However, such programs require resources and take employees away from their regular work.
1. Part of the Professional Development Consortium
3 Minute Guide to CPD
1 Minute: What is CPD?
Continuing Professional Development (CPD) is commonly defined as:
“Intentionally developing the knowledge, skills and personal knowledge
needed to perform professional responsibilities”.
CPD activities can range from formal educational activities such as instructor-led training
courses, through to work based learning such as mentoring, or self directed learning
such as e:learning courses or structured reading.
Who undertakes CPD?
Across the UK workforce, CPD is expected of most individual professionals, and is
generally governed by professional bodies or regulators within each sector. It is also an
increasing expectation from employers.
There are currently over 1300 professional bodies, institutes and membership
associations representing all industries and professions in the UK. All have CPD policies
which are called ‘CPD schemes’. The requirements of the schemes are increasingly
stringent as institutes use the CPD schemes to uphold best practice and professional
standards. As a result, the CPD scheme usually forms a key policy of the institute, and is
often written into the institute’s code of conduct for its members.
Understanding CPD schemes
Professional institutes CPD schemes and their requirements vary on a spectrum of
mandatory to obligatory to voluntary. Typically, if the institute is operating within an
industry where a regulator is present, the regulator will expect the institutes within that
industry to enforce mandatory CPD requirements to their individual members.
2. Regulated industries include healthcare, social work, accountancy, legal and financial
services, hence in a regulated industry individual professionals who do not keep up to
date with their CPD can lose their licence to practice.
Alternatively, CPD schemes can be obligatory, that is, individuals are expected to
undertake regular CPD and record it independently. Here, an institute will ‘spot check’ a
proportion of its members to ensure they are doing so.
Lastly, in a decreasing number of cases, an institute’s CPD scheme can be voluntary, that
is, individual professionals are encouraged to do CPD regularly but are not required to
keep, or submit CPD records to the institute.
There are three main ways that professional bodies structure their CPD schemes:
Input Schemes: Require an individual to gain a set number of CPD hours, points or
credits across a specified time period e.g. financial advisors must
achieve 35 hours CPD over the course of a year by undertaking
different training and learning activities.
Output Schemes: Require an individual professional to plan learning goals or
objectives that are specific to their learning requirements, and then
undertake training activities to meet those goals. To do this
individuals are typically encouraged to follow a professional
development cycle, which does not generally stipulate a set
number of hours to be spent on their training activities.
Outcome Schemes: This scheme is a relatively new development and is utilised heavily
within the medical profession. Here individual professionals must
undertake a number of training activities (often governed by a set
number of hours), but must demonstrate how their learning has
impacted their role positively and improved their professional
practice.
Alternatively, CPD requirements are often mandatory if an institute has a ‘Chartered
Status’ for its members. Here an individual will have completed various professional
qualifications and demonstrated that they can apply their knowledge effectively to the
professional role. Many institutes have a chartered status for example – chartered
marketer, chartered psychologist, chartered statistician.
3. 2 Minutes: Providing CPD
Any organisation, or individual, can become a provider of CPD activities. Professionals in
every sector need to undertake CPD, and so there is a demand for activities that are
appropriate for CPD across every discipline, topic and skill set.
There are a variety of different ways to offer CPD activities. The ‘traditional educational’
methods are typically training courses, workshops or seminars. Recent developments in
work-based learning and technology have seen ‘new forms’ of CPD including online
activities e.g. a webinar, or coaching.
Organisations that provide CPD typically fall into two categories – Providers or
Employers:
3 Minutes: What do we know about CPD?
As well as overseeing the CPD Standards Office, the Professional Development
Consortium is home to the CPD Research Project. This was launched in 2010 at Kingston
University, and has surveyed over 1000 professional individuals and conducted
numerous interviews with professional bodies, institutes and employers.
This comprehensive and ongoing study has provided us with a rich understanding of CPD
and how it should be structured, delivered and recorded, in order to be effective and
worthwhile.
Providers
Delivering activities to external
clients including:
Commercial providers of
training, workshops,
conferences and online
learning activities
Independent coaches and
coaching organisations
Employers who offer
training and development
activities to their clients, as
well as, their employees.
Employers
Providing training and learning
activities for their employees
including:
Private Sector Companies &
Plc’s
Public Sector
Charitable Organisations
Not-for-Profit Organisations
4. The CPD Research Project found that many individuals do not think positively about CPD,
our findings indicate that this is due to:
Training courses are often of poor quality with many professionals reporting
negative or disappointing experiences with bad instructors, death by powerpoint
or sales content.
The majority of individual professionals undertake CPD activities on their own
and as a result feel quite isolated, perceiving it as a burden on top of everyday
workloads.
Few institutes or professional bodies provide any feedback on CPD records. In
many cases, this means that individual professionals submit their CPD record year
after year without receiving any communications on its quality or their CPD
success. It is unsurprising that this becomes de-motivating after some time.
These findings demonstrate that in order to be effective, CPD must be:
Social and collaborative between peer or professional groups
Recognised and rewarded by professional bodies or employers.
Improved through high quality training provision and positive experience of CPD
activities.
To move the findings forward, the Professional Development Consortium is:
Progressing knowledge through research: The third phase of the CPD Research Project
is entitled ‘Celebrating and Rewarding CPD Success’ and is exploring effective
recognition mechanisms for CPD schemes housed by both professional bodies and
employers.
Working to raise the quality of CPD provision: through the work of the CPD Standards
Office.
5. About the CPD Standards Office
Currently, there is no independent CPD standard that accredits all types of CPD
provision, including traditional and new forms of CPD activities. The Professional
Development Consortium has launched the CPD Standards Office to address this gap,
and to raise the quality of CPD provision across all sectors. .
The CPD Standards Office currently accredits learning activities across four different
areas:
Events Coaching
Training Courses Online & Mobile Learning
Each area has its own criteria and requirements which have been established from our
comprehensive research into CPD. There is a set assessment process for each area, and
a dedicated kite-mark:
Once a provider’s training or learning activity has met the criteria successfully, it is
awarded the kite-mark for that area and receives a dedicated mark which includes its
formal provider number and the time period for which it is accredited. The following is
an example for a training course provider:
If you would like to find out more about the CPD Standards Office, or become an
accredited provider or coach, please contact our friendly team at:
T: 0845 862 1386 E: info@cpdstandards.com
W: www.cpdstandards.com