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.

Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform

2020 ◽  
Vol 10 (2) ◽  
pp. 63-76
Author(s):  
Allan B. I. Bernardo ◽  
Barbara Wong-Fernandez ◽  
Mateo D. Macalaguing Jr ◽  
Romel C. Navarro
Keyword(s):  
Professional Development ◽  
High School ◽  
Education Reform ◽  
High School Teachers ◽  
Career Planning ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Senior High School ◽  
School Teachers ◽  
Teachers Professional Development

The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.

Continuing Professional Development

2020 ◽  
pp. 356-377
Author(s):  
Shari A. Whicker ◽  
Alisa Nagler
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Career Planning ◽  
Continuing Professional Development ◽  
Self Determination Theory ◽  
Self Determination ◽  
Motivating Factors ◽  
Regulatory Requirements

Continuing professional development is a critical responsibility within the complex role of today's physician. This chapter provides an overview of continuing professional development for physicians. The authors propose self-determination theory (SDT) as a foundational framework for discussing physician continuing professional development. They also address a variety of motivating factors for physicians being involved in continuing professional development. These factors include regulatory requirements, continued competence, career planning, and their own commitment to learn. Lastly, the authors include a discussion of various continuing professional development formats and the benefits of each, as well as challenges and barriers to effective continuing education.

Remaining the Vocational Professional: A Grounded Theory Study of IVET Teachers’ Continuing Professional Development

2019 ◽  
Vol 3 (2) ◽  
pp. 04-23
Author(s):  
Rachel Curmi
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Career Planning ◽  
Continuing Professional Development ◽  
Specific Area ◽  
Subject Area ◽  
Full Time ◽  
Grounded Theory Study ◽  
Industry Professionals ◽  
Depth Interviews

The Malta College of Arts, Science, and Technology (MCAST), Malta’s leading VET provider, opened its doors in 2001 and has since invested heavily in recruiting industry professionals to teach a variety of vocational subjects. New full-time educators commit to complete an in-service pedagogy course within the first five years of employment. However, as full-time IVET educators become seasoned teachers and academics, they run the risk of losing technical competences related to their former vocational profession or discipline. The aim of this grounded theory study is to explore Continuing Professional Development (CPD) practices that enable IVET educators to maintain and update subject-related technical competences. Five in-depth interviews were carried out with IVET lecturers within the Institute of Business Management and Commerce (IBMC) at MCAST. The findings show that, whilst the notion of what constitutes CPD was interpreted differently, all participants had participated in some form of technical CPD at their own initiative, ranging from reading, conferences, seminars, and courses, or practising in the subject-specific area. However, all teachers agreed that the value derived from work placements cannot be replicated by other forms of CPD. Teachers also expressed the need for individually tailored technical CPD, depending on the stage of professional development and subject area taught. Finally, the findings suggest that those teachers who are bound to carry out CPD to meet the requirements set by a professional board (e.g. Accountancy Board or Chamber of Engineers) engage in CPD more systematically and mindfully, highlighting the need for MCAST’s own career planning and CPD policy.

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 P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S63
Author(s):  
S. Addleman ◽  
M. Yeung ◽  
S. Yiu ◽  
G. Mastoras ◽  
S. Tse ◽  
...  
Keyword(s):  
Professional Development ◽  
Faculty Development ◽  
Best Practice ◽  
Career Planning ◽  
Clinical Skills ◽  
Academic Career ◽  
Low Frequency ◽  
Continuing Professional Development ◽  
Academic Learning ◽  
Departmental Leadership

Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and procedural skillset while fulfilling their academic roles as teachers, researchers and administrators. Most academic departments do not have a regular, affordable, formal continuing professional development (CPD) and faculty development (FD) curriculum for their staff. We set out to design and implement a novel continuous practice enhancement program to address this issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD and FD as priorities. A program was created to support high quality, monthly CPD/FD courses provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee composed of local meded experts and experienced clinical teachers was tasked with overseeing the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds, physician metrics and departmental leadership priorities) and participant feedback. The committee identified local experts to present on their areas of expertise in order to promote group best practice. Topics to-date have included clinical skills updates, teaching and coaching strategies and academic career planning. A comprehensive monthly simulation-based curriculum was rolled out simultaneously to give participants the opportunity to develop crisis resource management and critical care skills. Except for sessions requiring advanced equipment or cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty academic learning and engagement is an important goal and participation in this curriculum is reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group) have presented topics and 92% of physicians have participated in at least one session with 63% having attended three or more. Evaluations have been overwhelmingly positive, and a recent survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We introduced an innovative, structured CPD/FD program in response to perceived and ascribed needs of our physicians and departmental leadership. Our successful CPD/FD curriculum represents a model for other departments who are considering similar initiatives.

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