Luke Stevens-Burt: Harnessing CPD: How to make the most of activities and why revalidate
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This document discusses continuous professional development (CPD) and a new model for learning. It begins by defining CPD as intentionally developing knowledge, skills, and expertise needed for one's profession. Various professionals were surveyed about their CPD activities, with attending courses and interacting with experts being highly rated acquisition activities, while being shown by others and reflecting on performance were highly rated participatory activities. The document advocates moving towards deeper engagement with learning and harnessing all CPD opportunities to become a more complete professional through intrapersonal, interpersonal, and cognitive development. Revalidation is also discussed as a way to demonstrate one's commitment through logging CPD hours and submitting a reflective statement.
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Luke Stevens-Burt: Harnessing CPD: How to make the most of activities and why revalidate
- 1. Harnessing CPD: Introducing a new model for learning Luke Stevens-Burt Head of Member Services CILIP
- 2. What is CPD? “Intentionally developing the knowledge, skills and personal knowledge needed to perform professional responsibilities” - CPD Standards Office
- 3. What does CPD mean to you? Image credited by CC: GotCredit (www.gotcredit.com)
- 4. What do other professionals say about CPD? Rank Avg Score Activity Acq’n / Part’n 1 2.56 Attending course etc A 2 2.18 Reading tech material A 3 2.88 Reading mags, journals etc A 4 1.53 Online learning modules A 5= 1.45 Accessing the internet A 5= 1.45 Participating in workshops A/P 7 1.29 Interacting with experts A/P 8 0.97 Doing your job regularly P 9 0.95 Reflecting on performance P 10 0.88 Being shown by others P 11 0.62 Observing others work P
- 5. POST PRESENTATION SLIDE (live poll) – What do LIK professionals say about CPD? Rank Avg Score Activity Acq’n / Part’n 1 2.91 Attending courses etc A 2 2.82 Participating in workshops A/P 3 2.73 Online learning modules A 4 2.32 Interacting with experts A/P 5= 2.18 Being shown by others P 5= 2.18 Reflecting on performance P 7 2.09 Reading mags, journals etc A 8 1.91 Reading tech material A 9 1.68 Observing others work P 10 1.33 Accessing the internet A 11 1.27 Doing your job regularly P
- 6. Relevance of CPD Activities Rank Avg Score Activity Acq’n / Part’n 1 2.65 Accessing the internet A 2 2.44 Doing your job regularly P 3 2.00 Reading tech material A 4 1.96 Reading mags, journals etc A 5 1.90 Attending courses etc A 6 1.88 Reflecting on performance P 7 1.87 Interacting with experts A/P 8 1.45 Being shown by others P 9 1.25 Participating in workshops A/P 10 1.23 Observing others work P 11 0.98 Online learning modules A
- 7. The Changing Professional Landscape Image credits by CC: Professional Association Research Network, Hartwig HKD
- 8. CPD = Spice of Professional Life Knowledge synthesis Information retrieval Copyright & intellectual property Digitisation Information literacy Leadership skills People management Customer service skills Media and PR skills Partnership development
- 9. Moving to deeper engagement with learning ...and on the topic of being back at work... Image credits: Will Evans, Janet Lindenmuth, Sandra Schon, Visilis Galapoulos, Aminorjourney, Oblas Steinhoff, Jason Parks ENGAGED WORKER!!!
- 10. Becoming a Complete Professional intrapersonal interpersonal cognitive CPD and other learning Image reproduced with permission: PARN/Lindsay (2014)
- 11. Title of slide Image reproduced with permission: PARN/Lindsay (2014)
- 12. Revalidation What it means for you and how it works Image credits by CC: CollegeDegrees360, Moyan Brenn, Fredrik Rubensson
- 13. Revalidation In order to revalidate, members need to: • Log 20 hours of CPD activities • Submit a 250 word reflective statement • No evidence required • All submitted and assessed on CILIP VLE • No additional charge
- 14. What will obligatory revalidation mean? • All eligible Members asked to revalidate annually • 5% to be randomly selected for assessment • No sanctions - Support offered to members • Obligatory Vs Compulsory? • Recognition in form of online Register of Practitioners
- 15. What are the benefits to members? • Self satisfaction • Demonstrates commitment • Professional recognition • Deeper engagement • Raises the professional bar
- 16. Common Barriers to CPD Image credits by CC: Sean MacEntee, Lawrence OP, Sima Dimitric, Hobvias Sudoneighm, Noe Alfaro , Sam Davis
- 17. Conclusion – harnessing your CPD opportunities • Make the most of all CPD opportunities that you get • Take time to reflect on your learning • Broaden your horizons as much as you can in terms of CPD activities • Have a plan • Engage with your CPD, job and professional network • Aim for an holistic approach to learning opportunities ...Any questions???
Editor's Notes
- Good afternoon everyone and welcome to my session that is all about CPD. My name is Luke and I am the Head of Member Services at CILIP. My role encompasses aspects of member support and services, including overseeing Member Networks, Professional Registration and, as you would have guessed it, CPD. You may have noticed a slight change to the title, but this is still about how you can harness more from your CPD activities by introducing a new model of learning. Whilst we have enough time to go into masses of detail, I’ll be sticking to introducing you to a few highlights that will enhance your understanding of what constitutes CPD and make better use of it. Feel free to take notes if you like, but I have written a 2-part article for Update that you can refer to. I’ll also be giving a short introduction to the proposed obligatory revalidation scheme for 2016, as it ties in quite closely with the importance of maintaining CPD. My slides will be relatively brief and where possible I have used images to reinforce what I am saying and additionally if the day has been too taxing for you and you would like to day dream then you have some imagery to help kick start the process. There should also be time for questions at the end, so if you don’t mind saving them up till then, that would be great.
- I think it would be useful to start off with a brief introduction to CPD and what it means, but more importantly how broad it really is and it’s place in the modern work force. You can see how the CPD Standards Office defines CPD (“Intentionally developing the knowledge, skills and personal knowledge needed to perform professional responsibilities”). Does this make sense to everyone?
- Before we go any further I would like to take a quick poll as to what you see as CPD activities. I have provided you with a table with responses to fill out. All you have to do is indicate with a cross or a tick how regularly you view each of the activities as CPD. This is not a test; all responses are anonymous. What I would like to do is produce your results before the end of the presentation and compare them with similar research conducted several years ago. We’re only doing this over the next couple of minutes, so just give each activity brief thought and go with your initial instinct. Any questions?
- Similar research was conducted in 2011 with accountants from the Institute of Chartered Accountants in England and Wales (ICAEW). These are their responses. You could argue that the research is a little old and attitudes have changed, but that is not to say that these views do not exist in 2015. You could also argue that this is specific to accountants. Well – we’ll see shortly, but a similar research project was undertaken of PA’s and other professions and the results reflected a similar mindset. I would like to explain the A’s and the P’s in this slide too. What these refer to are Felstead et al’s (2005) ‘learning as acquisition’ and ‘learning as participation’. What this means, in essence, is that there are two main methods we undertake learning, one is gaining knowledge and skills from a source whether it be text or verbally from once place – there is little engagement with the learning other than that it is transferred from one place to the learner. The other main method is when we see development of knowledge and skills through a dynamic interaction with a variety of sources and/or learning shifting through multiple phases, i.e. we engage more actively with it. What we can see from these results is that CPD is predominantly recognised as learning as acquisition activities. But as we will see as we move on in this session is that the modern approach to learning is more dynamic than this. However, subconsciously we might recognise this already.
- These are the results from the live poll held during the presentation (from a sample of 22). The question was the same, i.e. How often do you view the following activities as CPD? The comparisons are very interesting in that there is a stark contrast between the two groups. Whether this is a difference in views that have changed over time, or whether professional views are different is difficult to say. Certainly the respondents show a high engagement with all learning opportunities and there is a good mix of A’s and P’s. The sample is small, but if it is anything to go by, as a profession our response to learning is very positive.
- This is another set of results from the original ICAEW research. This time the question is: What learning activities do you feel are most relevant? Now the responses have changed somewhat when we look at the arrangement of A’s/P’s. It shows that professionals think differently about what a CPD activity is and the relevance of learning activities. Subconsciously it appears that we are more likely to recognise that learning has taken place in a wider variety of activities than we actually see them as learning activities. This is an important aspect to highlight, i.e. that there is a deeper sense of learning than we sometimes acknowledge. Our engagement with learning activities is a lot wider than most professionals would give credit for, but I do believe this is changing (something proved by the poll results during the presentation). I do think that as more research like this is undertaken, that the subconscious and conscious will intermingle a bit more. And this is where the new model of learning that I am introducing is heading.
- Now that we have done some “warm up” thinking around CPD and CPD activities, I want to explore the topic a bit further. From here on I will be introducing further thinking based on research undertaken by Professor Hilary Lindsay, who has proposed the model I’ll be discussing. Her research over a number of years from 2011-2014 became the basis for her book, Adaptability. It explored many different texts about CPD and also included the research highlighted in the previous slides. So, thinking about our approach to CPD activities and how we learn, some might ask why this is so important and that it is an organic process, something that we pick up (quite often subconsciously) as we do our jobs. Well, that is correct, in part, but the professional landscape has changed over the last 2 decades. Traditional career pathways are no longer followed as often and people’s pursuits of healthier work-life balances have meant the way we approach our jobs, and how we train for those jobs, has changed. What this means is that, as professionals, we are required to be highly adaptable. It also means that how we prepare ourselves for different stages of our careers means that we need to take a dynamic approach to learning. Methods need to meet these needs, but fortunately we are no longer constrained solely by classroom-based training, but rather have access to a range of opportunities that meet our diverse needs, both in practical purposes (i.e. fitting in with your resources), and pedagogical (i.e. different learning styles).
- There is a saying that variety is the spice of life. If that is true, then I would liken CPD to our professional lives. Let’s think back to the research results I chatted through earlier on and how wide engagement with CPD actually is. If you think CPD is attending a training course or conference, you’d be right: it is. But it is only one example. Now this is where it can become slightly less tangible because, in effect, CPD takes place when an individual has improved or increased their knowledge through an experience, i.e. development. Think back to the definition I started with. The concept that CPD is attending a course is popular. Research – such as I have shown earlier – has shown that professionals (samples featured accountants and personal assistants) see courses etc as the most recognisable form of learning activity. So what about when you observe a colleague working and learn about something new? Is this less relevant than attending a course? Of course not. That said, research undertaken by CILIP in recent years (2013) shows that, as a membership, we still prefer face-to-face learning. It all counts as CPD, so make the best of Member Network events (both regional and special interests).
- Let’s consider the some finer aspects of learning. Lindsay cites Felstead et al (2005), who came up with the concepts of “learning as acquisition” (i.e. obtaining information from singular sources in a one-directional manner, e.g. a course) and “learning as participation” (i.e. obtaining information through interactions with the environment and/or stakeholders, e.g. doing your job). Whilst we are more likely to recognise learning as acquisition activities as CPD, sometimes the learning as participation activities encourage deeper learning. Let’s consider attendance at a conference for example (acquisition). You listen to speakers who impart knowledge to you, but what about the conversations that you might have afterward (participation), or when you implement your learning at work (participation), or when you teach others these new skills/knowledge (participation)? These are valuable CPD activities that take learning to the next level. And while we are talking about learning at the workplace, there is a further benefit of CPD that is worth mentioning. There is an ongoing piece of research called the CPD Research Project, which engages with a multitude of professions, monitoring perceptions of and engagement with CPD. The Project (which was undertaken by the Professional Development Consortium) also found that a deeper engagement with CPD activities has a correlation with a deeper engagement at work, i.e. those who regularly engage with CPD see positive engagement with their work. Of course, the same could be said the other way round, i.e. deeper engagement with work results in deeper engagement with CPD (to improve skills), but ultimately what can be seen is the positive influence of a bi-directional relationship between the two. Clearly this has benefits for the employer (as well as employee), so if your employer needs some convincing how CPD benefits the organisation, be sure to quote this to them.
- According to Illeris (2002) there are three dimensions of learning: cognitive (this is where we develop our knowledge and understanding, i.e. where we are consciously learning), intrapersonal (this is how, as an individual, we assimilate this knowledge relating it our own development – it is reflective and can happen subconsciously), and interpersonal (this element encompasses how we pass on and develop our knowledge by sharing it with others and getting their insights/perspective on it). I touched on this before in my example of attending a conference and how wide the learning opportunity extends to. If we can get this balance between all three right, it is a good step towards getting the most from learning. This forms the foundations for a new, modern and holistic model for learning. [insert figure 1] Revalidation contributes to this model by encouraging continual engagement with CPD. The CILIP scheme employs an input (hours logged) and output-based (reflective practice). The latter has advantages such as: participation in a wide and evolving range of learning activities; individual influence (i.e. being able to choose what suits you best); focus on developing and maintaining competence (i.e. keeping up-to-date). This is underpinned by the requirement to write a reflective statement, an important part of the learning process. The diagram shows the cognitive aspect placed at the top, but this does not mean that formalised learning is most important. Consider it as the starting point for knowledge both intra- and interpersonally. This is where the important bit comes in, which Livingstone (2002) (cited in Lindsay’s research) defined as the ‘informal learning iceberg’: that deeper, fuller learning happens below the surface. It is here where we develop our overall professional competence, but further than that is developing the full suite of competencies that makes us complete, adaptable professionals, able to cope with the ever-evolving work environment that we have become accustomed to. Failure to do this can create some difficulty, particularly in the modern work environment. The finer aspects of what make up the potential for career adaptability are defined by: self-belief (confidence in yourself), positive attitude (being optimistic), experimenting (trying out new ideas), exploring (researching what else is out there), engaging (interacting with others and the environment). Taking all these elements that have been described thus far and putting them into a model produces this:
- Lindsay’s research shows that “individuals whose learning takes into account all nine elements are described as ‘complete’ professionals”. The model can apply to one’s overall approach to life-long learning, or singular learning activities. Whilst isolated activities will rarely cover all of these elements, it is important to understand how a number of activities will contribute to this complete picture over time. I should clarify that I’m not suggesting that you have to consciously consider all these elements every time you choose an activity. Most of the time this will happen in an organic, subconscious way, but being aware of what makes up the complete picture will ensure that you benefit more from your CPD engagement. Lindsay’s research shows these deeper aspects of learning are echoed in the UKCES report into career adaptability (Bimrose et al, 2011). The report states that developing adaptability at work can be achieved by learning adaptability through: challenging work; updating a substantive knowledge base; interactions at work; self-directed learning and self-reflectiveness. All four of these relate specifically to the top four triangles in the model, but that does not discount the five adaptability elements. These are affected too, but in a more organic and subconscious manner.
- Part of this presentation was to talk about revalidation and why CILIP is proposing to adopt an obligatory scheme in 2016. Revalidation is a professional’s opportunity to showcase the level of engagement that they have undertaken over the previous year. It is a chance for them to reflect on what learning has taken place and what it has meant to them individually. CILIP strongly believe in this concept and also know that our members are good at this, but do not necessarily actively acknowledge it. Maintaining an e-portfolio provides the opportunity to do this, to think deeply about the learning that has taken place, and to be recognised for it. We’re always doing CPD, so all it is, is a case of recording it. The CPD Research Project (2012) did a case study of personal assistants and found that every single respondent undertook a form of CPD very frequently, yet many seemed to think (initially) that they did not engage with CPD at all. Only 8% engaged in formal CPD schemes, it was the informal activities that most respondents made most use of. This demonstrates the 'secret presence' of CPD within any profession and the need to highlight its profile and role.
- So as a provisional outline as to how obligatory revalidation may work. Upon renewal, members who hold Certification, Chartership or Fellowship will indicate on their annual renewal form that they will revalidate their level of Professional Registration during the year. There are currently around 6,000 members who hold ACLIP, MCLIP or FCLIP. Of these members, 5% (or around 300) will then be randomly selected and their portfolios sent to assessors. This method is based on a sound model that was established through conducting research into the CPD recognition of other non-regulatory professional bodies, through organisations such as PARN (Professional Associations Research Network) and the Inter Professional CPD Forum of which CILIP is a member. This was in addition to the internal consultation with members and employers conducted over a two year period as part of the Future Skills Project. From this research, the method of using a 5% sample of all eligible members is very much in line with our colleagues in other professions and their professional bodies. If a member chooses not to submit their annual revalidation, CILIP will contact the individual and offer them support to get their submission in. The nature of obligatory revalidation, as opposed to compulsory revalidation means that any members who do not revalidate when asked to, will not face any sanctions or be penalised in anyway. CILIP recognises that amongst our membership there is appetite for a compulsory revalidation model, however there are also members who are set against seeing such a scheme implemented. We believe that the proposed model offers a solution that will be suitable to all CILIP members. To encourage those members, we will offer support and guidance to help those members submit their revalidation logs, as well as promote the value of the online Register of Practitioners as a method of demonstrating that their skills and CPD is being kept up-to-date.
- Adds value to your ACLIP, MCLIP, FCLIP qualification through: Self satisfaction of completing the process and reflecting on the work you have done during the year Helps you demonstrate to employers your commitment to your career Professional recognition that you are keeping your skills and knowledge up-to-date Encourages deeper engagement with the profession Raises the professional bar equal to that of other professions (e.g. medical, law, construction etc), we believe that this will add significant value to members qualifications and will overtime increase the standing of the profession.
- Finding the time – the delicate art of the work-life balance creates time pressures, but there is always time CPD; this may mean doing activities during free time, but benefits outweigh the “cost”; if you can only do short amounts of CPD, then opt for activities that fit within that time frame – Twitter, blogs and other forms of social media can be engaged with in bite-sized chunks if need be Financing activities – this can be tough, but there are a lot of cheap/free activities that can be taken advantage of especially on the world wide web; CILIP membership grants you access to a wide range of resources to boost your CPD each year: Update Magazine, Weekly eUpdate, Member Network events, Volunteering opportunities, Journal access, And more... CPD activities are boring – find some activities that you enjoy, there are a wide variety to choose from; provide you are learning something and developing yourself, that is what is the most important Unsupportive employer – this can be a tough obstacle to overcome, but research shows that employees who engage with their work better and increase productivity (in a national survey 88% of respondents – project managers – agreed with this), explain to our employer that they will be benefitting from this, perhaps even more than you are Location of learning activities – quite often accessibility it cited as an issue, the CILIP membership survey at the end of 2014 highlighted this issue, but as pointed out above, remote CPD opportunities are available. CILIP is constantly developing content on the VLE, all of which can be accessed online. On-the-job learning is highly valuable too; if a colleague has attended a course lately or developed a new skill, why not take the time to learn from them while you are working? Identifying skills gaps – you may not always be certain what skills you need to develop, but using your PKSB will help with this. You could discuss this with your line manager, or a senior colleague too.
- As mentioned, these are (for me) some of the highlights of an adaptable model that we, as modern day professionals, can adopt so that we can become more complete, confident, adaptable individuals. There are just a few concluding points I would like to make: Make the most of all CPD opportunities that you get Take time to reflect on your learning Broaden your horizons as much as you can in terms of CPD activities Have a plan Engage with your CPD, job and professional network As I mentioned earlier there is a 2-part article in the next 2 issues of CILIP Update that describes CPD in some more detail, although by attending this session you have benefitted from being given a little more information about Professor Lindsay’s model. I hope that you enjoyed this session and will be thinking about this model as you attend the rest of the conference, and of course when you engage with colleagues at some point after it, truly harnessing the learning opportunities that you encounter. There is now time to take questions, but if you don’t get a chance to ask, then please feel free to find me at the CILIP stand or between sessions during the rest of the conference and have a chat.