scholarly journals The impact of CPD workshops on library professional practice

2020 ◽  
Author(s):  
Jennifer Campbell-Meier ◽  
Anne Goulding
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Library Services ◽  
Knowledge And Skills ◽  
The Impact

This paper focuses on the impact that the flow and exchange ideas during Continuing Professional Development (CPD) Workshops has on the professional practice of librarians. Participants in four CPD workshops were invited to participate in surveys at three and six month intervals after attending CPD workshops. Most participants implemented the ideas gained from the workshop in ways that benefited personal practice, library services, and the organisation, transferring the knowledge and skills from the workshops into their professional practice.

scholarly journals The impact of CPD workshops on library professional practice

2019 ◽  
Author(s):  
Jennifer Campbell-Meier ◽  
Anne Goulding
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Library Services ◽  
Knowledge And Skills ◽  
The Impact

This paper focuses on the impact that the flow and exchange ideas during Continuing Professional Development (CPD) Workshops has on the professional practice of librarians. Participants in four CPD workshops were invited to participate in surveys at three and six month intervals after attending CPD workshops. Most participants implemented the ideas gained from the workshop in ways that benefited personal practice, library services, and the organisation, transferring the knowledge and skills from the workshops into their professional practice.

scholarly journals The impact of CPD workshops on library professional practice

2020 ◽  
Author(s):  
Jennifer Campbell-Meier ◽  
Anne Goulding
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Continuing Professional Development ◽  
Library Services ◽  
Knowledge And Skills ◽  
The Impact

This paper focuses on the impact that the flow and exchange ideas during Continuing Professional Development (CPD) Workshops has on the professional practice of librarians. Participants in four CPD workshops were invited to participate in surveys at three and six month intervals after attending CPD workshops. Most participants implemented the ideas gained from the workshop in ways that benefited personal practice, library services, and the organisation, transferring the knowledge and skills from the workshops into their professional practice.

Action Learning and professional formation of youth and community work students

2019 ◽  
Vol 16 (3) ◽  
pp. 38-58
Author(s):  
Julie Flett ◽  
Mary Tyler
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Group Process ◽  
Action Learning ◽  
Continuing Professional Development ◽  
Pedagogical Tool ◽  
The Impact ◽  
Critically Reflective Practice ◽  
Learning Sets ◽  
Professional Formation

This paper follows 3 cohorts of students 2012 -2015  and maps their perceptions of professional development using Action Learning sets as a pedagogical tool . It looks at learning immediately after the Sets have taken place and builds on this up to 3 years after graduating.  The research  found that Action Learning Sets as a pedagogical tool make a valuable contribution to professional formation of youth and community workers by enabling participants to:Consolidate learning  from the courseBecome more confident and assertive about their professionalizationReflect together on practice as a learning community and learn about themselves within the group process  Understand how and when to use appropriate questions to enable reflection by othersUnderstand different ways people perceive issues, their different thought processesCritically understand the importance and benefits of opening up people's thinking/gaining new perspectivesBe open and willing to listen, best for developing relationships Learn to listen in order to understand others and in so doing developing self-knowledge and problem solving skills.Practise some educator / facilitator skills Action Learning Sets outcomes appears especially important where they  helped students develop confidence in their professional identity and in their ability to challenge to achieve recognition and change. However some participants discussed how an organisational culture that is not based on critically reflecting or even discussing professional approaches has impacted negatively on them as developing youth work professionals, echoing Stark’s (2006) similar findings from research on the impact of Sets used with nurses and educators. Many students  commented that there was no supervision in the workplace and no mechanism for group reflective learning so individuals were left to self-reflect without the benefit of alternative perspectives which they had come to value as a result of taking part within the Sets. This implied  a desire on the graduates’ part for continuing professional development . Further research into  critically reflective practice using action learning sets in the workplace could be explored within organisations and any demand developed within HE programmes .   

scholarly journals Developing a theory-based instrument to assess the impact of continuing professional development activities on clinical practice: a study protocol

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
France Légaré ◽  
Francine Borduas ◽  
André Jacques ◽  
Réjean Laprise ◽  
Gilles Voyer ◽  
...  
Keyword(s):  
Professional Development ◽  
Clinical Practice ◽  
Study Protocol ◽  
Continuing Professional Development ◽  
The Impact

scholarly journals Factors that optimise the impact of continuing professional development in nursing: A rapid evidence review

2020 ◽  
pp. 104652 ◽  
Author(s):  
Rachel King ◽  
Bethany Taylor ◽  
Ashfaque Talpur ◽  
Carolyn Jackson ◽  
Kim Manley ◽  
...  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Evidence Review ◽  
The Impact

scholarly journals PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY

Think ◽  
2019 ◽  
Vol 19 (54) ◽  
pp. 37-47
Author(s):  
Andrew Knight
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Professional Education ◽  
Professional Ethics ◽  
Ethical Reasoning ◽  
Codes Of Conduct ◽  
Continuing Professional Development ◽  
The Uk ◽  
Professional Workplace

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.

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