Cpd Essay Research Paper CONTENTSIntroduction To The

Cpd Essay, Research Paper

CONTENTS

Introduction To The Essay

Chapter One:- Theories And Strategies Within CPD

Chapter Two:- The Organisation And CPD

Chapter Three:- Organisation Change And Development

Chapter Four:- Identifying CPD At Team Levels.

Chapter Five:- Highlighting CPD Evaluation And Organisational Opportunities

Conclusions.

Bibliography

Appendices:

1. Company EDS Form

2. CPD Mapping.

3. Training And Development Policy

4. Training Evaluation Forms.

5. IIP Re-Assessment Criteria

The following paper will highlight and discuss the main issues surrounding Continuous Professional Development and its place within the author’s own working environment.

The paper will adopt the following framework.

Chapter One will look at some of the theories and strategies surrounding CPD.

In Chapter Two the author will discuss elements around the organisation and CPD

Chapter Three will discuss organisational change and development.

In Chapter Four the author will identify CPD at a team level, and one which is applicable to the authors environment.

In Chapter Five the essay analyses CPD evaluation and how the organisation judges its effectiveness.

Finally the author will give his conclusions on the subject of CPD and look at areas of improvement.

Chapter One

During the last decade vocational education in the UK has received an even higher profile with the recognition of the central importance of lifelong learning. This has been acknowledged by all stakeholders in the vocational education process and has led to many professional bodies requiring their members to undertake continuing professional development (CPD) on a regular basis, as a requirement for continuing membership and for moving to higher grades of membership. The Institute of Personnel and Development (IPD), the professional Human Resources body, has required all members qualified since 1991 to provide evidence of having undertaken regular CPD. Monitoring began in 1994 with regular surveys. In 1998, 75% of all those upgrading their membership were asked to provide evidence of CPD (IPD, 1999).

Continuing professional development requires individuals, not only to take ownership of their own learning but also to take ownership of the planning management and recording of their development (Cannon, Wiltana & Edwards, 1996).

Translating the concepts of personal and interpersonal development into a practical reality inevitably involves making arbitrary decisions about how complex skills will be presented to facilitate learning, with all the problems of reintegration that this brings (Burgoyne, 1989). This was achieved by making explicit the linkages between the differentiated personal and interpersonal skills and their contribution as the foundation for professional skills.

Ensuring the relevance of content to future professional practice, the importance of transferable skills, was ensured by basing content on past research into the skills and attributes valued by organisations and present in their own competency frameworks (Hirsh & Bevan, 1988; Evers & Rush, 1996). At the same time they had to reflect current thinking on HR specific competencies (Carig, 1996; Yeung, 1996; Warner Burke, 1997; Losey, 1999; Gibb Dyer, 1999).

There are two approaches to the philosophy of learning. The ‘Classical School’ (Hirst 1974) argues that knowledge is per se valid, and can be analysed into distinct forms: mathematics, science, ethics, aesthetics etc. To be a complete, balanced individual you need to acquire (and presumably continuously update) knowledge in all the categories. The ‘Rationalist School’ exemplified by (Ball 1990) argues that knowledge is only valid when applied. Thus, as an example, the management skill of knowing how to calculate a P/E ratio is only valid if use is made of the knowledge in some way.

The dichotomy between the two approaches is evident in the current debate surrounding assessment of training and development, particularly the assessment of NVQs at higher levels. The proposition that competence should be measured as the application of knowledge and skills in a workplace context conforms with the rationalist understanding of knowledge. Against this, the practice of professional bodies is to require assessment of knowledge and understanding in their own right, and to complement this assessment with evidence of sound professional practice (Eraut 1994)

Moreover, a growing number of companies have adopted broadly based HRD strategies to enhance personal development in the “Classical School” mode. Examples include the Ford EDAP scheme, and the Rover Learning Business programme.

Despite these initiatives it remains true that most employers prefer training and development to be relevant to specific jobs and tasks for example, (Wicken’s 1991) description of Nissan’s training and development strategy. Moreover, training and development is not always so carefully planned as in the case of Nissan, as the quote below illustrates:

Employees ask us if they can go on courses, and we pay the fees provided the course will benefit the company. So, if someone wants to do an MBA, we might pay the fees.

(Business Dev

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