Continuing Professional Development (CPD) and its Role in Workplace and Higher Learning

This document explores the significance of Continuing Professional Development (CPD) in both the workplace and higher education. It examines the need for CPD, its contribution to individual learning, and its role in fostering a positive learning culture. The document also includes a development plan outlining responsibilities, performance objectives, and required skills for future career goals.

Professional Practice
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Table of Contents
LO4 Examine the need for continuing Professional Development (CPD) and its role within the
workplace and for higher-level learning................................................................................................3
P7 Discuss the importance of CPD and its contribution to own learning...........................................3
P8 Produce a development plan that outlines responsibilities, performance objectives and required
skills, knowledge and learning for own future goals..........................................................................4
Reference list.........................................................................................................................................8
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LO4 Examine the need for continuing Professional Development (CPD) and its role within the
workplace and for higher-level learning
P7 Discuss the importance of CPD and its contribution to own learning
Continuing professional development is a part of all formal as well as informal activity, which
supports to develop positive skills and knowledge. According to Ridgway (2015), quality of
teaching is most significant factor to determine the learner outcome, in this landscape, CPD is
supportive to maintain higher standards of teaching. It supports the learners and teachers to maintain
professional practice through up to date as well as stimulating derivatives.
Workplace culture
In the workplace, effective CPD can promote and encourage learning culture with employees. As per
the viewpoint of Kitto et al., (2018), it will exemplify the students that leaning is enjoyable, valuable
as well as lifelong activity. A fulfilled workplace and culture can create positive impact on employee
retentions as well as their commitment.
Educational sector
CPD is effective within wide learner group, parents, teaching community and education sector for
making positive confidence. This confidence can be created among the assessor, lecturers, teachers
and tutors (Tofade et al., 2015). It is required to imp-rive the skill, expertise and knowledge.
Education staff can deliver high quality training through the support of CPD in response to
professional aspiration and carrier development.
Well-crafted and planned CPD can deliver safeguards and positive support to employer, public and
professional career. The primary impotence is to maintain responsibility and ethics in different
practical fields, which have been described below.
 CPD ensures the capacities for keeping pace as well as standard in all fields.
 CPD is ensuring the enhanced skill and knowledge in the professional service.
 In the workplace, CPD is ensuring that knowledge is relevant as well as up to date.
 In the workplace, CPD can lead to increased public confidence
In case of workplace, personal responsibilities are included in CPD. According to McConnell et al.
(2015), CPD is effective on decision-making procedures as well as skill implementation. In future
through this continuous development, individual can maintain employment legislation, rights and
ethics at all level.
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In this landscape, CPD is dominant on own learning process. Often individuals have to abide by code
of ethics for decision-making. Therefore, individuals have to acquire proper understanding on core
values as well as skills of team management. However, professional development is involved in the
core personal responsibilities. In this case, learner often face difficulties to acquire any knowledge and
that becomes there gap in skill development (Roberts et al., 2015). In the practical field, such gap
will reflect gap in internal communication. In this case, CPDF can provide the individual practical
knowledgeable skills, which will support him or her to foster standard performance at all level.
Therefore, in own learning CPD is effective to eradicate practical weaknesses. In workplace, learning,
training and development are the derivative task, where CLPD is affective to incorporate culture for
fostering the committed object (Pool et al., 2015). Therefore, CPD has beneficial point in every
sector in regards to own personal as well as own personal as well as professional development.
P8 Produce a development plan that outlines responsibilities, performance objectives
and required skills, knowledge and learning for own future goals
Development of performance plan happens during the beginning of performance cycle, where
individual can meet the project output as well as target through taking standards initiatives as well as
responsibilities. Based on the factors of CPD, individuals have to follow following plan for own
professional development that can be applied in any field, such as educational, business or other
sector (Yanuarti and Treagust, 2016).
Responsibilities Performance
objectives
Required skills Knowledge or
learning
resource
Action plan time
line
Subjective
presentation
 To
rationalis
e the
concept
with clear
demonstr
ation
 To
represent
theoretica
l
dimensio
n of the
topic
Analytical skills
Critical thinking
skills
Evaluative skills
These
knowledgeable
skills cannot be
acquired from just
reading the books.
In this case,
external support is
a medium but
major skills can
be developed
through
understanding the
subject from the
depth.
These skills will
be gathered
within 6 month. It
will be monitored
through the
review of
teammates or
higher authorities.
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 To justify
the
outcome
of any
presentati
on
Practical
performance
 To
understan
d the
applicatio
n of any
subject or
object in
realistic
dimensio
n
 To
determine
the scope
as well as
outcome
of any
factors
related
evidence
based
subject
 To
understan
d the risks
in
applicable
knowledg
e
Analytical skills
Critical thinking
skills
Risk management
skills
Evaluative skills
These skills can
be acquired from
mentor as well as
team support.
Relevant books or
journal study is
required to
understand the
subject from the
depth.
Application of
this skill will be
effective for
future career.
These skills will
be gathered
within 4 month.
Team
management
 To foster
standard
performa
Analytical skills
Public speaking
It can be applied
from taking
support of
These skills will
be gathered
within 3 month. It
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nces
 To take
effective
decision
skills
Communication
skills
Critical thinking
skills
Risk management
skills
Evaluative skills
relevant
communication
courses,
theoretical study
and motivational
support of mentor
will be measured
through the task
performances
between team
Leadership by
means of ethics,
Workplace
sustainability
through
standard
decision making
 To
maintain
standard
performa
nce
 To
determine
the risks
 To
resolve
the
operation
al
conseque
nces
 To
maintain
team
motivatio
n and
effort
Managerial skills
Communication
skills
Ethics
management
skills
Analytical skills
Critical thinking
skills
Risk management
skills
Evaluative skills
Ethical skills can
be gathered from
understanding the
workplace
regulation and its
implication factor.
On the other hand
team motivation
cam be
maintained
through
empowerment. In
addition, standard
decision can be
taken through
justifying the
teammates as well
as work feedback.
Primarily such
decision can be
fostered through
gathering proper
experience in
practical field. In
addition, Relevant
books or journal
study is required
to understand the
These skills will
be gathered
within 4 month. It
will be measured
through the task
performances
between team
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possible risks.
Table 1: Development plan
(Source: Created by the author)
Through following this developmental, plan as well as core objectives, individual can maintain
standard performance in future workplace, while he or she will play major role of leader, manger or
other authorised role.
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Reference list
Kitto, S., Danilovich, N., Delva, D., Meuser, J., Presseau, J., Grimshaw, J. and Hendry, P.,
2018. Uncharted territory: Knowledge translation of competency-based continuing
professional development in family medicine. Canadian Family Physician, 64(4), pp.250-
253.
McConnell, K.J., Delate, T. and Newlon, C.L., 2015. The sustainability of improvements
from continuing professional development in pharmacy practice and learning
behaviors. American Journal of Pharmaceutical Education, 79(3), p.36.
Pool, I.A., Poell, R.F., Berings, M.G. and ten Cate, O., 2015. Strategies for continuing
professional development among younger, middle-aged, and older nurses: A biographical
approach. International journal of nursing studies, 52(5), pp.939-950.
Ridgway, T., 2015. Continuing Professional Development. South Dakota medicine: the
journal of the South Dakota State Medical Association, 68(9), pp.383-383.
Roberts, M.J., Perera, M., Lawrentschuk, N., Romanic, D., Papa, N. and Bolton, D., 2015.
Globalization of continuing professional development by journal clubs via microblogging: a
systematic review. Journal of medical Internet research, 17(4), p.55.
Tofade, T., Duggan, C., Rouse, M. and Anderson, C., 2015. The responsibility of advancing
continuing professional development and continuing education globally. American Journal of
Pharmaceutical Education, 79(2), p.16.
Yanuarti, E. and Treagust, D.F., 2016. Reflective Teaching Practice. continuing professional
development, 4, p.3.
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