scholarly journals Continuing Professional Development (CPD) for Library Professionals in Academics Libraries of Ahmedabad/Gandhinagar

2021 ◽  
Vol 9 (10) ◽  
pp. 528-537
Author(s):  
Mrugesh R. Solanki
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Job Performance ◽  
Job Training ◽  
Continuing Professional Development ◽  
Technical Skills ◽  
Training And Development ◽  
Continuous Professional Development ◽  
Library Professionals

Abstract: The main objective of this paper is to find out the training and development of LIS Professionals of and various aspects of Continuous Professional Development (CPD). Most of library professionals are satisfied with the standards of training meet the standards and they prefer on job training. Overall, the training and development activities improve job performance and it will enhance the technical skills and knowledge. They all recommend the training should be of week duration. Keyword: Training and Development, Continuous Professional Development (CPD), Staff development, HRD

scholarly journals ‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

2021 ◽  
pp. 147821032098570
Author(s):  
Lewis Winks ◽  
Paul Warwick
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Educational Institutions ◽  
Outdoor Learning ◽  
Wild Pedagogies ◽  
Policy Shift ◽  
Social Gathering ◽  
The Uk ◽  
Practitioner Development

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

scholarly journals Pengembangan Profesional Keperawatan Berhubungan dengan Kemampuan Perawat dalam Mengatasi Nyeri Pasien

2017 ◽  
Vol 20 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Tri Mulia Herawati ◽  
Rr Tutik Sri Hariyati ◽  
Efy Afifah
Keyword(s):  
Professional Development ◽  
Pain Management ◽  
Random Sampling ◽  
Continuing Professional Development ◽  
Simple Random Sampling ◽  
Continuous Professional Development ◽  
Career Ladder ◽  
Primary Data ◽  
Cross Sectional ◽  
Ladder System

Pengembangan Profesional Berkelanjutan (PPB) merupakan komponen sistem jenjang karir dimana perencanaan dan implementasi perencanaan karir dapat memengaruhi proses kehidupan perawat. Jenjang karir di beberapa RS telah dilaksanakan namun kadangkala belum selaras dengan pelaksanaan rekrutmen, rotasi, pengembangan professional berkelanjutan dan promosi yang menjadi komponen tidak terpisah dari jenjang karir. Penelitian ini bertujuan mengidentifikasi pengaruh PPB dengan implementasi manajemen nyeri di rumah sakit. Disain penelitian menggunakan deskriptif korelasi dengan pendekatan cross sectional. Data dikumpulkan melalui data primer sebanyak 121 perawat pelaksana serta data sekunder dokumen rekam medis pasien berisi catatan keperawatan terkait manajemen nyeri yang terdiri dari pengkajian, intervensi dan re-evaluasi. Teknik pengambilan sampel adalah simple random sampling. Analisis menggunakan regresi linier berganda. Hasil penelitian didapatkan bahwa variabel implementasi sistem jenjang karir yang paling berpengaruh terhadap implementasi manajemen nyeri oleh perawat klinik adalah pengembangan profesional berkelanjutan (PPB) (p= 0,027) . Peneliti merekomendasikan perlunya perencanaan terstruktur melalui analisis kebutuhan training bagi masing-masing perawat Kata kunci: sistem jenjang karir, perawat, pengembangan profesional berkelanjutan, manajemen nyeri Abstract The effect of continuous professional development to the implementation of pain managment by nurses in hospital. Continuing Professional Development (CPD) is a component of a career ladder system which its planning and implementation can affect in a nurse's life process. In some hospitals, the nursing career ladder system were not associated with recruitment, rotation, continuous professional development and promotion process. This study aimed to identify the effect of CPD to the implementation of pain management in a hospital. The design research was descriptive correlative with cross sectional approach. Data were collected through primary data as much as 121 nurses and also secondary data from patient medical records related to pain management nursing documentation included assessment, intervention, and re-evaluation. The sampling technique was simple random sampling. Data were analyzed by multiple linear regression. The result showed that the variables of the career ladder system implementation that most affected on the pain management implementation by clinical nurses is continuing professional development (CPD)(p= 0.027). It is recommended to make structured planning through training needs analysis for each nurse.

Development of Non-Technical Skills Required by Future Global Practitioners in MSE and Corrosion Engineering

2015 ◽  
pp. 397-415
Author(s):  
John Robertson-Begg
Keyword(s):  
Professional Development ◽  
Environmental Sustainability ◽  
Career Planning ◽  
Continuing Professional Development ◽  
Technical Skills ◽  
Strategic Thinking ◽  
Global Environment ◽  
Global Ethics ◽  
Sustainability Ethics ◽  
Subject Specific

Traditionally, engineers have been taught a subject specific curriculum that would have made them technically proficient in their specialist area. In this chapter, the author argues that currently a broader educational base is needed to prepare them for work in the global environment. Engineers need to become aware of, and be able to embrace, issues such as sustainability, ethics, human rights, social justice and at the same time develop their own skills through continuing professional development. They need to be able to continue keeping themselves technologically aware, take control over their own future career paths, and as their career progresses, they have to think strategically. The chapter covered the following subject matter: The Global Engineer, Strategic Thinking, Global Ethics (Engineering, Business, Social, and Environmental), sustainability, and career planning. It discussed the best approaches to deliver the materials on these topics to engineers from the author's reflections on his own experiences.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

Co-creating spaces on an adventure playground: using participatory action research as an approach to continuing professional development

2017 ◽  
Author(s):  
John Fitzpatrick ◽  
Bridget Handscomb
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Story Telling ◽  
Participatory Action ◽  
Adults And Children ◽  
Training Courses ◽  
Adventure Playground

Using participatory action research as an approach to reflective playwork practice and continuous professional development this research took place on an Adventure Playground in London. Key themes include co-investigation; reflective playwork practice; dialogue; mapping; story-telling; and working with meaning. The adventure playground team brought a critical and reflective lens to the production of the Adventure Playground, its everyday rhythms, routines and habits, and the ways in which adults and children co-create play spaces. It also brought opportunities to experiment with approaches that could deepen understandings of play and playwork practice in a variety of situations from training courses to conference workshops leading to more relevant and reflective approaches to adults working with children’s play.

scholarly journals The relative importance of managerial competencies for predicting the perceived job performance of Broad-Based Black Economic Empowerment verification practitioners

2016 ◽  
Vol 15 ◽  
Author(s):  
Barbara M. Seate ◽  
Raborale I.D. Pooe ◽  
Richard Chinomona
Keyword(s):  
Job Performance ◽  
Interpersonal Skills ◽  
Technical Skills ◽  
Training And Development ◽  
Economic Empowerment ◽  
Relative Importance ◽  
Managerial Competencies ◽  
Managerial Skills ◽  
Black Economic ◽  
Black Economic Empowerment

Orientation: There is a need for the growing Broad-Based Black Economic Empowerment (B-BBEE) verification industry to assess competencies and determine skills gaps for the management of the verification practitioners’ perceived job performance. Knowing which managerial competencies are important for different managerial functions is vital for developing and improving training and development programmes.Research purpose: The purpose of this study was to determine the managerial capabilities that are required of the B-BBEE verification practitioners, in order to improve their perceived job performance.Motivation for the study: The growing number of the B-BBEE verification practitioners calls for more focused training and development. Generating such a training and development programme demands empirical research into the relative importance of managerial competencies.Research approach, design and method: A quantitative design using the survey approach was adopted. A questionnaire was administered to a stratified sample of 87 B-BBEE verification practitioners. Data were analysed using the Statistical Package for Social Sciences (version 22.0) and Smart Partial Least Squares software.Main findings: The results of the correlation analysis revealed that there were strong and positive associations between technical skills, interpersonal skills, compliance to standards and ethics, managerial skills and perceived job performance. Results of the regression analysis showed that managerial skills, compliance to standards and ethics and interpersonal skills were statistically significant in predicting perceived job performance. However, technical skills were insignificant in predicting perceived job performance.Practical/managerial implications: The study has shown that the B-BBEE verification industry, insofar as the technical skills of the practitioners are concerned, does have suitably qualified staff with the requisite educational qualifications. At the same time, from the present study the industry can now determine the priority skills.Contribution: The study identified the needed skills as managerial skills, standards and ethics and interpersonal skills, in that order. The verification agencies will now be in a better position to know where they should focus their training and development.Keywords: Managerial competencies; Job performance; Broad-Based Black Economic Empowerment

scholarly journals Relationship between Teachers’ Continuous Professional Development Practices and their Job Performance in Secondary Schools in Eobnyi State, Nigeria

2019 ◽  
Vol 6 (6) ◽  
Author(s):  
Paul Nwakpa
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Research Question ◽  
The State ◽  
Continuous Professional Development ◽  
Correction Coefficient ◽  
State University ◽  
The Relationship

The main purpose of this study was to determine the relationship between teachers’ continuous professional development practices and their job performance. It was a co-relational study, and was carried out from the three education zones of the state. Population of the study was 4500 teachers’ from the state public secondary schools. The sample for the study was 450 teachers’ selected from the three education zones of the state representing 10% of the population. Researchers-developed instrument, titled: questionnaire on teachers continuous professional development practices and job performance (QTCPDJP) was used to elicit information from the respondents. The instrument was face-validated by three experts from the department of Educational Foundations of Ebonyi State University, Abakaliki. The reliability of the instrument was established through test retest procedure using twenty teachers in public secondary schools in Enugu State, and the reliability index of 0.87 was obtained using the pearson product moment correlation coefficient. The researcher administered the instrument directly on the respondents with the help of three research assistants. The study was guided by only one research question and one null hypothesis. Data collected were analyzed using pearson product moment correction coefficient. Findings of the study revealed that there is a moderate positive correlation between teachers’ continuous professional development practices and their job performance in secondary schools in Ebonyi State. The study among others recommended that teachers should take interests in professional growth and development through regular workshops, seminars and conferences in order to increase their job performance.

scholarly journals Continuous Professional Development on Job Performance of Registered Nurses in Ghana

2019 ◽  
Vol 7 (1) ◽  
pp. 116-128
Author(s):  
SIMON AKWASI OSEI ◽  
Antwi Fiskvik Boahemaa ◽  
Williams Kwasi Peprah ◽  
Akua Asantewaa Marfo-Kusi ◽  
Blesslove Nimako Pinamang
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Registered Nurses ◽  
Clinical Experience ◽  
Pearson Correlation ◽  
Healthcare Setting ◽  
Continuous Professional Development ◽  
Correlational Research ◽  
Significant Difference ◽  
Healthcare Administrators

INTRODUCTION: Continuous Professional Development (CPD) offers nurses the opportunity to improve their knowledge, skills, and also improve their performance in the healthcare setting. The purpose of the study was to examine if there is a relationship between CPD and job performance and to find if there is a significant difference of job performance when sex, age, and clinical experience are considered.  METHOD: Correlational research design was utilized; 164 registered nurses were conveniently sampled from Ghana. The study utilized a self-constructed survey questionnaire for continuous professional development while Six Dimension Scale of Nursing Performance (SDNS) developed by Schwirian (1978) was adopted and modified to measure the job performance of nurses. The statistical treatments used were Pearson Correlation, t-test, and ANOVA to address the research questions. RESULTS: The study showed that there was a moderate positive significant relationship between continuous professional development and job performance. There was no significant difference in job performance when age, sex, and clinical experience are considered.  DISCUSSION AND RECOMMENDATION: Healthcare administrators should encourage and advocate for the participation of nurses in continuous learning to improve nurses’ knowledge and skills. Institution policies should be properly aligned to help nurses in the participation of professional roles. Further research should explore other variables in relation to continuous professional development to improve the job performance of nurses.

scholarly journals One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Martin Compton ◽  
Timos Almpanis
Keyword(s):  
Professional Development ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Technology Enhanced Learning ◽  
Key Stakeholders ◽  
Growing Body ◽  
Compliance Mechanism ◽  
Enhanced Learning ◽  
The Way

Despite extensive investment, levels of enthusiasm for technology enhanced learning (TEL) are notoriously varied amongst the key stakeholders. A growing body of research shows that TEL is often expected by students and, when used effectively, has a positive impact on engagement and outcomes. Despite this, transmissive models of continuous professional development (CPD) that focus on the technology and systems over the pedagogic underpinnings can feel like a compliance mechanism ripe for resistance. We argue that a more effective approach utilises simpler, cloud based tools to highlight pedagogic approaches and that adaptations in the way CPD happens provide an environment within which exploration, utilisation and even transformation in practice can occur. 

scholarly journals Assuring quality and improving competence in practice teaching

2012 ◽  
Vol 7 (1) ◽  
pp. 39-49
Author(s):  
Harry Douglas ◽  
Evelyn Magee
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Social Work ◽  
Social Services ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Practice Teaching ◽  
Work Education ◽  
Practice Development ◽  
And Training

This article describes how the Education, Training and Development arm of one social services agency has responded to the twin imperatives of quality assurance and continuing professional development in relation to practice teaching. The framework which has been developed to meet the requirements of both imperatives is discussed. The model’s transferability to other spheres where social work education and training and practice development can converge is identified.

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