I had a good day last week with a session I run called employee development centre. The session isn’t your usual workshop or class; the contents of the day are entirely directed by the participants from pre event activity. Beforehand, they have a number of areas to reflect on and are asked a range of questions about their personal development. This is reflection of their previous development activity and history of activities undertaken. It also asks about their plans for the future and already scheduled activity.
I am no longer surprised after having run this session a number of times by the lack of clarity that individuals have in terms of personal aspiration. It is not unusual for attendees to have a plan for 12 months ahead but a plan for 3, 5 or 10 years? These are rare.
I tend to find I have more discussions about what the learners don’t want to do. The first motivation for many is to move from a place/behaviour/circumstance they don’t want to be. This motivation will give the individual the required drive and energy to stop the circumstance happening but this drive lessens as a normality is established. If learner finds no motivation to move to an alternative place they will eventually run out of steam.
This is why I was especially interested in this serendipitous post from Jane Hart.
I subscribe completely to the creation of a portfolio; this blog is an example of reflective practice. Similarly, maintaining a form of portfolio won’t be unknown to many professionals; accrediting bodies expect Continuing Professional Development to be recorded. I do have a concern with the certificate mentality that goes hand in hand with many current forms of CPD – spend £s, attend for 6 hours, get a certificate . Similarly, do these traditional forms of CPD have reflection built into them?
So why do professionals complete this all too popular form of CPD? Is it to move towards a higher level of ongoing practice, or is it to avoid some form of censure, to prevent loss of a level of accreditation?
If it is the former, the ideas Jane suggests of review and curation of learning achievement will be a success. If the latter, I wonder if these accrediting bodies will accept a more personal form of development portfolio.
As always, comments welcome.