...CPD stands for Continuing Professional Development and is a means of supporting people in the workplace to understand more about the environment in which they work, the job they do and how to do it better. As an initiative, CPD was largely unknown until at least the 1960s. Professional bodies only started to take systematic steps to ensure their members continue their development on an ongoing basis within the last ten to fifteen years of the twentieth century. Recognition of the need for CPD is now well-established at least among the majority of professional bodies. CPD is an ongoing process throughout our working lives. The concept of CPD both generically and within HR is very important as it can be part of an individual’s personal ambition to be a better practitioner, enhance his/her career prospects or to simply feel more confident about their work and make it more personally fulfilling. The CIPD HR Profession Map is a very useful tool giving a wide-ranging vision of how HR can add value to any organisation it operates within. It covers the types of skills, behaviours and knowledge that HR people require in order to become a successful HR professional. It is useful in identifying areas that may need to be developed. What the HR Profession Map Covers: Professional areas (2 core and 1 other): Strategy, insights and solutions: Fosters legitimate insights and solutions, which aid understanding in the business and how it works (or should work), and allows well-defined...
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...ideas and approaches emerge. New problems arise and new solutions are sought. The world of work is therefore a constantly moving and evolving one. What this means, then, is that, if we are not constantly learning as we go about our day-to-day business, then each day we are getting further and further out of touch with the demands of the modern working world. It can be dangerous to get into a rut whereby we continue to carry out our duties in much the same way as we have done in the past. Expectations change over time and, if we do not adapt to the new circumstances, then we will be steadily more out of tune with what is required of us. It is therefore important that we enter into a process of what is known as 'continuous professional development' (or CPD for short). CPD does not simply mean constantly going on training courses; it is much broader than this. It involves being clear about what is required of us in our job to ensure high-quality practice. It also involves making sure that we have, as far as possible, the knowledge and skills required to carry out our duties appropriately and filling any gaps in our knowledge base and skills repertoire as these become identified. In addition to the knowledge and skills, there is also the question of values. We need to make sure that our work is consistent with the value base on which it is premised. For example, people working in a commercial setting will need to be in tune with the value of customer care and I would...
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...The concept of a portfolio is often discussed by my nursing educators, but what is a portfolio and what purpose will it serve throughout the Bachelor of Nursing program and my future nursing career? Having had a long career in the Australian public service I am familiar with the concept of a resume which is typically limited to a brief summary of previous employment and education. However, a portfolio is more than just a resume. When used to its fullest potential, a portfolio serves as a repository for documents, certificates and other related artefacts, a workspace for reflecting on professional competence and evaluating learning needs, and as a showcase for presenting evidence that demonstrates current competence and future abilities across a range of criteria in a variety of contexts (Andre & Heartfield, 2007). The structure and content of a portfolio can vary and is dependent on the context, having consideration for the target audience and purpose of presenting the portfolio to them (Andre, 2010). The NRSG137 unit of study includes a requirement to develop a portfolio that I will continue add to as I progress through the Bachelor of Nursing (BN) program. In this context, I will be presenting my portfolio to university lecturers for the purpose of assessing my performance against defined learning outcomes which in turn are mapped to the university’s graduate attributes. The BN program is accredited by the Australian Nursing and Midwifery Accreditation Council, which means...
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...Placement Essay 20 Appendix 4 – Industrial Placement Report Cover Page 27 Appendix 5– Essay Clearance Form 28 Appendix 6 – Student Feedback Form 29 Assessment and Grading Appendix 7 – Industrial Placement Essay Assessment 31 Appendix 8 – Industrial Placement Visit Report Form 34 Appendix 9 – Industrial Placement Assessment Forms 36 Introduction 1. Industrial Experience Rationale The aim of the Industrial Experience programme is to enable students to gain industrial or professional learning experiences to develop transferable skills for employability and thereby to enhance their future value to employers. Familiarity with all common processes is essential and exposure at a practical level to a wide variety of processes is required at a level appropriate for young professional. Whilst it is clearly desirable for students to get a feel for the skills involved, the central aim is to achieve appreciation of business processes. Industrial training is a key component of learning in an integrated academic curriculum. 2. Part 2-Industrial Experience Period 12 weeks of industrial experience programme is equivalent to 5 credits. As per the requirement of the Malaysian Qualifications Agency, the industrial experience will be undertaken during the year-end break after their 2nd Semester of Year 2. This means they could enrol in Semester 1 of Year 3 upon returning...
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...Continuing Personal and Professional Development 2 CONTINUING PERSONAL AND PROFESSIONAL DEVELOPMENT AT UCL Contents: 1. Introduction 2. The CPD Context 3. UCL Support 4. Feedback and Appraisal 5. The CPD Cycle and Where to Start 6. Evaluation and Impact 7. Recording Your Learning and Development 8. A CPD Portfolio 9. Conclusion Appendix 1 Approaches to Learning and Development Appendix 2 Tools to Help With Portfolio Development Appendix 3 A Change of Career Appendix 4 Learning Styles Appendix 5 Definitions Appendix 6 Continuing Professional Development Record Appendix 7 Basic Principles of CVs And Applications Appendix 8 Resources 3 CONTINUING PERSONAL AND PROFESSIONAL DEVELOPMENT AT UCL 1. INTRODUCTION PURPOSE: This document is intended to provide staff at UCL with a clear understanding of continuing professional development (CPD), and its importance, within the context of UCL. It is also intended to encourage equality of opportunity by encouraging everyone to plan their development and record their skills. The guide will act as a transportable toolkit to help with the planning and recording of your personal and professional development. It should be used in conjunction with any continuing professional development (CPD) related specifically to your profession or professional registration. The guide also explains why you should record your learning and development, and how to do it. WHAT IS CPD? The Chartered Institute of Personnel and Development...
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...September 2013 | Hand in Date | 13th June 2014 | Learner Name | | Assessor name | Adelaide McLaughlin & New Lecturer (TBC) | | Assignment title | Vocational Experience | Criteria Assessed | P1 explain the structure and function of a health or social care organisationP2 report on own contributions to a specific team activity relating to health and social careP3 make regular reflective entries in a personal journal related to own contributions to work in a health and social care settingP4 present a portfolio of evidence from all placements that demonstrates the development of own practice in health and social care settingsP5 explain how continuing development of staff influences practice in settings.M1 assess how their contributions to the team influenced the success of the activityM2 assess how own development of knowledge, skills and understanding has made a difference to teams and individuals in health and social care settings M3 assess how continuing development of staff can enhance the care of patients/ users of services.D1 make recommendations as to how they could have adapted their own contributions to the team to enhance the success of the activityD2 evaluate how own effectiveness as a carer has developed as a result of workplace experiences. | The purpose of this assignment is to: to explore a health and social care organisation, participate in teamwork and reflect on learning from the 100 hours of health and social care work experience incorporated in the unit...
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...September 2013 | Hand in Date | 13th June 2014 | Learner Name | | Assessor name | Adelaide McLaughlin & New Lecturer (TBC) | | Assignment title | Vocational Experience | Criteria Assessed | P1 explain the structure and function of a health or social care organisationP2 report on own contributions to a specific team activity relating to health and social careP3 make regular reflective entries in a personal journal related to own contributions to work in a health and social care settingP4 present a portfolio of evidence from all placements that demonstrates the development of own practice in health and social care settingsP5 explain how continuing development of staff influences practice in settings.M1 assess how their contributions to the team influenced the success of the activityM2 assess how own development of knowledge, skills and understanding has made a difference to teams and individuals in health and social care settings M3 assess how continuing development of staff can enhance the care of patients/ users of services.D1 make recommendations as to how they could have adapted their own contributions to the team to enhance the success of the activityD2 evaluate how own effectiveness as a carer has developed as a result of workplace experiences. | The purpose of this assignment is to: to explore a health and social care organisation, participate in teamwork and reflect on learning from the 100 hours of health and social care work experience incorporated in the unit...
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...expected by the professional bodies and by the public. The scenario given presents different situations that radiographers and radiography students may face in the workplace; the main issues are professionalism, continuing professional development and bullying at work. All these in turn have an effect on the level of patient care staff provide since staff attitudes and team-working do influence this. A profession can be described as ‘A vocation...esp. one requiring advanced knowledge or training’ (p2386, Brown, 1993, vol 2), linked to this is the definition of professionalism which is ‘The body of qualities or features, as competence, skill, etc., characteristic of a profession or professional’ (p2368, Brown, 1993, vol 2). There are instances within the scenario in which each character does not adhere to the Code of Conduct and Ethics presented by the Society and College of Radiographers (SCoR; SCoR, 2008). SCoR states that you should engage in the teaching and training of other members of staff, however both Rob and Asha fail to support staff within their team: Asha fails to support Rob, and Rob in turn fails to support the radiography student. SCoR specifically states that radiographers should develop the skills to be a good teacher and trainer which neither Asha nor Rob demonstrate. Furthermore Asha does not adhere to the SCoR guideline which states that you should 'avoid inappropriate criticism of them [staff]' (p6, SCoR, 2008). Meena also fails in her professional duty by not...
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...Kelly Menzel - Educational Development Manager Sharon Messina - Director, Education and Research Submitted to: Endorsed by College Council, 21 July 2011 ABN 37 000 029 863 Copyright for this publication rests with The Royal Australian and New Zealand College of Radiologists ® The Royal Australian and New Zealand College of Radiologists Level 9, 51 Druitt Street Sydney NSW 2000, Australia Email: ranzcr@ranzcr.edu.au Website: www.ranzcr.edu.au Telephone: + 61 2 9268 9777 Facsimile: + 61 2 9268 9799 2 CONTENTS 1. INTRODUCTION……………………………………………………………….3 2. WHAT IS A TRAINING NEEDS ANALYSIS? ………………………...……4 3. BENEFITS OF UNDERTAKING A TNA……………………………………..6 4. INITIAL QUESTIONS ………………………………………………………..6 5. METHODOLOGY………………………………………………………………8 6. TRAINING NEEDS IDENTIFIED……………………………………………11 7. RECOMMENDATIONS………………………………………………………18 8. CONCLUSION………………………………………………………………...22 9. REFERENCES………………………………………………………………..24 10. BIBLOGRAPHY……………………………………………………………….26 11. APPENDIX 1…………………………………………………………………..27 12. APPENDIX 2…………………………………………………………………..28 13. APPENDIX 3…………………………………………………………………..36 Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 2 1) INTRODUCTION This training needs analysis (TNA) has been conducted to ascertain the training needs and priorities of members of the Royal Australian and New Zealand College of Radiologists (“the College’). Findings from the TNA will assist in shaping the Learning and Development Framework, which, in turn...
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...clinical excellence) nursing clinical ladder program for registered nurses who serve as clinicians. Registered nurses can progress from registered nurse (RN) 1 through 4 by demonstrating superior clinical expertise and completing a combination of continuing education courses Advanced training or professional certification, participating in research and by demonstrating continued development clinical practice. Through self-development activities, continuing education and professional development, you have the opportunity to move up the clinical ladder, achieving greater responsibility and accountability as you progress. Applicants are reviewed and approved by your peers. Clinical ladder promotions are rewarded financially at each step in the ladder. ADVANCE program eligibility • registered nurse (RN) clinician • Budgeted and benefit-eligible employee • RN that has successfully completed the probationary period (first 90 days of employment) • RN that is not in the positive discipline process • Performance appraisal at present level is rated competent (3) or above in each performance standard Application process • Performance appraisals • Clinical narrative(s) • Self-development hours • Advancement levels The ADVANCE Program provides the opportunity for the RN to apply for advancement to RN 3 and RN 4. Continued movement up the ladder (after RN2) is a voluntary progressive advancement program. A nurse must complete the...
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...whether unique customer service, communicating across the social media with customers and employees, produces What’s In IT For Me (WIIFM) experience which means revenue. TD Bank strengths rely upon their ability to WOW their customer base with being Americas Most Convenient Bank, providing a unique branding within the banking community. Proven business models they have ignored. The only bank that stays open until 8 pm, provides doggie stations equipped with water and snacks for customers animals, and is open most holidays. In the state of South Carolina in which I live and work, The South Carolina TD Bank Campus is the only bank owned property and is the jewel of the TD Canada and TD US. The company has brought the largest amount on professional banking jobs in largely manufacturing state. Community involvement the bank has it. There is a TD Convention Center which hosts most major indoor invents in the state. However, there are always vulnerabilities. Weaknesses exist in every facet of the banking industry; however, TD Bank ultimate weakness exits because of its unique market share entirely focused solely on the East Coast. Of which TD faces the challenges from larger financial institutions such as Bank of America by not having a larger foothold across the continental United States. Thus, larger financial institutions have a significant advantage in regards to TD Bank. Opportunities continue to make...
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...LECTURER JOB DESCRIPTION AND PERSON SPECIFICATION Job Details Post: Lecturer in Health and Social Care Grade: Pay Scale Range Points: 20 to 35 Responsible to: Head of Department Key Purpose: To plan, deliver and evaluate creative and innovative teaching and learning to learners from levels 1-3. To act as course/subject leader as deemed necessary. To adhere to and administrate Health and Safety policies and procedures. To assist in the coordination of recruitment, enrolment and induction of students. To contribute towards the planning and effective running of the curriculum and department. Specific Responsibilities 1. To deliver high standards of teaching and learning and to monitor assessment processes in accordance with examination requirements. To be responsible for creating and maintaining a safe working environment. • The delivery of Core and additional programmes including Key Skills/Functional Skills and additional support as appropriate. • Producing schemes of work, lesson plans, assessment plans, learning materials and any other related activities that impact on the effectiveness of learning. • To ensure compliance with collegiate Health and Safety policy. • To ensure compliance with health and safety requirements/supervision of learners in vocational work placements • To work pro-actively to forward the success and vision of the department. 2. To act as a course and/or subject team leader by undertaking the following...
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...Determination Alphonse Onyeagwa Grand Canyon University: SPE-522-0101 02/06/13 1) Developing Self-determination Skills: (Teaching Toolbox E-Portfolio (Benchmark Assessment) a) This portfolio is for you to preserve what you learned in this class for future use in the classroom. The Benchmark Assessment is comprised of two components: Self-determination Skills PowerPoint and Reflective Evaluation. i) Professional Presentation: Self-determination Skills PowerPoint 1) Create a PowerPoint presentation (PPT) that defines and describes self-determination. a) Include the process of teaching self-determination and the outcomes (15 slides required). b) Cite references in-text (three references required). c) If possible, present the PPT to colleagues and include the evaluation/feedback form at end of the PPT. d) Include slide notes at bottom of each slide. ii) Reflective Evaluation: 1) Take the time to reflect on the course modules and the topics covered. Reflect on what kind of teacher you would like to be. How are you going to get there? Which topics were of most relevance to you? a) Review the course objectives and write a statement about what you learned. b) Develop plans for continuing your professional development in the field of special education. Summarize your reflections in a 500-750 word essay. c) Prepare this assignment according to the APA...
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...the concept plan for Mr Stephens Hanyane (13029322) to acquire the following: Registration as Professional Mechanical Engineer with ECSA; & Complete one five-year Continuous Professional Development (CPD) cycle. For convenience, Mr Hanyane, as the future candidate engineer, will be referred to as the FCE for the rest of this plan. This plan will be revised and updated frequently in order to: Compensate for any unforeseen changes that might affect the plan; & Ensure the accomplishment of the goals in the shortest time span possible while retaining the quality of the results. Vision The FPE developed an interest in Thermodynamics and Heat & Mass Transfer during his studies. As one of his vacation work projects at Exxaro...
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...NM3272 CH3020 NMM108 Student Mentor’s Name | | Supervising Mentor’s Name | | Date Commenced | | Date Completed | | Overall Portfolio Result | Pass Fail | This portfolio is the compulsory part of your module and must be submitted alongside your final written summative assignment Please refer to your module handbook for details of where to submit this portfolio with your final assignment. Contents Overall Assessment of Achievement 3 Portfolio Instructions & Your Responsibility 4 Guidance for the Supervising Mentor 6 Who can be your learner during the mentorship course? 7 Key meetings and activities with your Learner 8 Record of your initial meeting with Supervising Mentor 9 Learning Contract 10 Assessment of the eight domains of mentorship 11 1 - Establish effective working relationships 12 2 - Facilitation of learning 13 3 - Assessment and accountability 14 4 - Evaluation of learning 16 5 - Creating an environment for learning 17 6 - Context of practice 19 7 - Evidence-based practice 20 8 - Leadership 21 Record of progress meetings 23 Record of final meeting 24 Future developmental Action Plan 25 Acknowledgements This portfolio was developed by the Supporting and Assessing Learning in Practice Settings module team at City University London, with the kind help of practice facilitators who are the members of the Mentorship Programme Board. The table of key meetings and activities (page 7) is adapted from ‘A...
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