Themes and Issues in Continuing Professional Development

Dr Nigel Hemmington FICPD

Editor of the Journal of Continuing Professional Development

from the Insitute of Continuing Professional Development Newsletter,

Issue, March 1999

http://www.openhouse.org.uk/virtual-university-press/cpd/

http://www.trainingzone.co.uk/microsites/icpd/index.html

In this article I will explore the emerging themes and issues in continuing professional development (CPD) as represented in the articles published in the journal of Continuing Professional Development during 1998. I will also mention some of the articles that are due to be published in 1999. This is necessarily a personal view and I apologise in advance to those authors whose work I have not discussed.

The journal of Continuing Professional Development is a refereed journal that aims to enrich the understanding and practice of continuing professional development both in the UK and internationally. It is written for practitioners, educators, consultants, researchers and managers in all areas of professional development including professional bodies. As such it seeks to be accessible, stimulating, pragmatic and jargon free! The articles published in the journal reflect current practice and research in organizations across a range of industries; they include case studies, reviews of current practice, comparative studies and, of course, more conceptual explorations of the nature of learning, knowledge and professionalism.

I believe that five key themes have emerged during the year; the importance of CPD in the context of rapidly changing work and organizational environments, developing the learning organization, new learning technologies, the relationship between industry and the universities, and the contribution of professional associations. The identification of these themes is supported by the findings of the two Internet conferences we held during the year; Emerging Issues in Continuing Professional Development (Sandelands 1998b), and Continuing Education and Professional Development - a comparative perspective (Davies 1998b).

CPD and Organizational Change

The crucial role of CPD for maintaining both personal and organizational effectiveness in rapidly changing work and organizational environments is discussed by Kennie (1998), Sandelands (1998a), Jones and Robinson (1998), and Peach (1998). Kennie (1998) identifies recent changes in the business environment and then explores implications for the individual's professional competence and the role of CPD in developing professional competence. He concludes that there is a need for clearer links between CPD and organizational strategy; that to be effective CPD should be continuous, profession/organization focused, and broad based (including both formal and informal learning); and that CPD should be conducted within the context of a structured learning plan (personal development plan).

Jones et al (1998) also recognise the importance of relating CPD to the strategic aims of the business. They observe that, "managers need to acquire strategic awareness if they are to manage their development responsibilities for both themselves and their subordinates", and taking this concept further, note that evidence of links between CPD and business strategy would provide justification for the allocation of resources to training and development.

Sandelands (1998b) focuses on the importance of managers taking responsibility for their own learning. He identifies the need for managers to "learn to learn" and discusses the use of effective learning strategies including double loop learning and self-directed learning. He then uses a case study of the Swedish retailer IKEA to demonstrate the successful application of self-directed learning.

Developing the Learning Organization

The concept of developing the learning organization is addressed from a number of perspectives. Francis and Mazany (1998) present a model for developing a learning organization based on a dynamic strategic planning process with high levels of employee participation, a high performing team-orientated culture, a participative and empowering continuous improvement system, proactive and visionary leadership and learning that is experientially based. They then go on to focus on experiential learning and describe the use of experiential workshops in the ambulance service to improve team functioning, job performance and ultimately service to the public.

Munro-Faure, Teare, Munro-Faure, Scheuing and Bowen (1998) develop the concept of team-orientation in learning organizations further. In their study of the contribution of teamworking to learning and organizational development in fourteen firms in the UK and the USA they provide examples of how involving employees through quality improvement teams can unlock human and intellectual potential. This is perhaps best illustrated by the Britannia Airways Wombats who said that as a result of their participation as a quality improvement team they were now more open minded about change and "always thinking about ways to improve".

Jones et al (1998) discuss whether the responsibility for continuing development lies with the organization, the individual, or both; and goes on to look at the role of mentoring as a means of facilitating professional development. Fisher (1998) explores the development of mentoring infrastructures and the process of mentoring for the professional development of librarians. Sandelands (1998b) is a clear advocate of mentoring and states that mentors are essential whatever the implementation strategy.

New Learning Technologies

Several articles look at the impact of new technology on learning, particularly wider access through new electronic media. Pincas (1998a) suggests that electronic media may change social attitudes to knowledge, partly because of the ability to spread information more widely, but also because increased interaction and the use of keyword searches that "sweep across information stores" are likely to break down the boundaries between established disciplines. Pincas believes that this will herald the end of the institution as the prime channel through which learners access knowledge; she says, "In short the monopoly is broken".

Nixon and Helms (1998) and Teare (1998) discuss examples of the use of the Internet to deliver a virtual university learning experience. The School of Business Administration at the University of Tennessee (Nixon and Helms 1998) developed a distance learning programme based on case studies. They conclude that their "virtual classroom" approach offers organizations the opportunity to access development programmes from remote locations, and that the case study approach encourages a more independent approach to learning.

Teare (1998) describes an innovative approach to workplace learning and organizational development for the hospitality industry called "Our University for Industry - hospitality worldwide". This model takes the concept of Internet based learning a step further by linking it with action learning; an approach that encourages employees to capture the learning contained in their jobs. This is an initiative that clearly moves university education and traditional graduate and post-graduate qualifications closer to industry and is very consistent with the concept of continuing professional development. As Peach (1998) states; "If mechanisms or processes are created which enable employees to learn while performing their job, then that is the beginning of creating a learning organization". On a cautionary note, Pincas (1998b) discusses the concerns of a number of authors about the development of virtual universities and potential drift into global standardization which she characterises as "McEducation".

The Industry-University Relationship

A number of external pressures over the last decade have encouraged universities and colleges of higher education to look more closely at the commercial opportunities offered by industry. Davies (1998a) argues that mass higher education and the need for wider educational opportunity have meant that institutions have had to reshape their provision both in terms of access and the diversity of provision. He concludes that institutions will have to provide "learning pathways which transcend traditional boundaries", that they will have to create an innovative educational culture and that this is likely to come about through "unlikely alliances".

Otala (1998) describes a model for lifelong learning based on the industry-university relationship. He shows how the model can be implemented by identifying the company's core competencies related to its strategy and then transferring the competence development needs of the company into lifelong learning programmes for individuals. The article then outlines the roles of the employer and the university in implementing the programmes.

A more critical consideration of the role of universities in CPD is provided by Bryans, Gormley and Stalker (1998). They argue that there has been a commercialization of CPD by employers, professional associations and universities and this has led to "short-term approaches, impoverished learning and a distorted view of knowledge". They suggest that the universities should assume a neutral position from where they can encourage critical dialogue between the interested parties that will enhance long-term approaches to CPD.

Professional Associations

Although none of the articles focus on the role of professional associations, several discuss them within the context of the other themes. Peach (1998) believes that professional bodies have a part to play in ensuring that "standards are relevant and stretching" and that mechanisms are put in place to enable managers to attain these standards. I discussed the role of professional organizations as impartial mentors to their members in the journal editorial (Hemmington 1998). It is my belief that with less secure employment, greater competition for jobs and with companies focusing on short-term profitability, the role of professional associations in providing the strategic long-term, planned approach to their members' professional development through formal CPD schemes will be fundamental to both individual and organizational success.

This view of the key role of professional associations is to be confirmed by Jones et al (1998) in their study of organizations in South-east Wales. They found that the most common source of CPD documentation was that provided by professional associations to their members, and that 59% of the organizations that responded in their study said that professional associations were the only source of information on individual professional development.

It is clear that professional associations are likely to be key players in the development of CPD in many organizational areas. The University of Bristol has conducted major research into the future of professional associations and the journal will be publishing a series of three articles by Watkins and Drury over the coming year that look at the strategic directions of professional associations, the education and training of professionals, and the contribution of professional associations to CPD.

Conclusion

In this article I have explored five themes that emerge from the articles that have appeared in journal of Continuing Professional Development during 1998; CPD and organizational change, developing the learning organization, new learning technologies, industry-university relationships, and professional associations. I believe that these themes will continue to be significant and will be central to the development of CPD into the wider world of work beyond "the professions". This is confirmed, to some extent, by the content of articles scheduled for 1999. It is interesting, however, that new themes such as establishing the right culture for CPD and the nature of professionalism are also starting to emerge.

Bibliography

Bryans, P., Gormley, N. & Stalker, B. (1998), From Collusion to Dialogue, Continuing Professional Development, Vol. 1 Issue 4, pp135-137.

Davies, D. (1998a), From the Further Education Margins to the Higher Education Centre?,Continuing Professional Development, Vol. 1 Issue 3, pp86-100.

Davies, D. (1998b), Continuing Education and Professional Development - a comparative perspective, Continuing Professional Development, Vol. 1 Issue 4, pp125-136.

Ebey, T. (1998), Genius in Education on Pedagogy, Continuing Professional Development, Vol. 1 Issue 3, pp116-119.

Fisher, B. (1998), Mentoring Post Publication, Continuing Professional Development, Vol. 1 Issue 2, pp46-50.

Francis, S.D. & Mazany, P.C. (1998), Developing Elements of a Learning Organization in a Metropolitan Ambulance Service, Continuing Professional Development, Vol. 1 Issue 1, pp23-38.

Hemmington, N.R. (1998), Professional Associations; in the mainstream or slipstream of CPD?, Continuing Professional Development, editorial, Vol. 1, pp v.

Jones, N. & Robinson, G. (1998), Do Organizations Manage Continuing Professional Development?, Continuing Professional Development, Vol. 1 Issue 2, pp51-61.

Kennie, T.J.M. & Enemark, S. (1998), The Growing Importance of CPD, Continuing Professional Development, Vol. 1 Issue 4, pp156-167.

Munro-Faure, L., Teare, R., Munro-Faure, M., Scheuing, E. & Bowen J.T. (1998), Professional Development Through Teamworking, Continuing Professional Development, Vol. 1 Issue 2, pp61-73.

Nixon, J.C. & Helms, M.M, (1998), Developing the Virtual Classroom; a business school example, Continuing Professional Development, Vol. 1 Issue 2, pp39-45.

Otala, L. (1998), Industry-University Partnership, Continuing Professional Development, Vol. 1 Issue 3, pp101-111.

Peach, L. (1998), Individual and Organizational Learning, Continuing Professional Development, Vol. 1 Issue 1, pp11-15.

Pincas, A. (1998a), New Media, Homogenous Knowledge and Education, Continuing Professional Development, Vol. 1 Issue 1, pp16-22.

Pincas, A. (1998b), Danger - new learning technologies, Continuing Professional Development, Vol. 1 Issue 3, pp120-125.

Sandelands, E. (1998a), Learning Strategies for Professional Advancement, Continuing Professional Development, Vol. 1 Issue 1, pp1-10.

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Tarr, M. (1998), Distance Learning - Bringing out the best in training, Continuing Professional Development, Vol. 1 Issue 3, pp112-115.

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