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Professional Practice Assignment
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In my report, I will show you about skills to be more success in life and work. My main content is inside part B ( Contents). I will discuss the importance of teamwork, the need for Continuing Career Development (CPD) and its role. In part C is my conclusion in this report, parts I finished. Finally, In part E is references that are sources I refer on. B. CONTENT 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
1. Definition Continuing Professional Development (CPD) is the process of developing professional skills and knowledge through interactive, participation-based or independent learning. It enables learners to proactively develop their professional capabilities through certified learning or self-guided learning methods. It involves setting objectives for short and long-term progression with a structured and goal- specific plan. People engaging in CPD need to keep records of any knowledge attained and progress made for the purpose of reflecting on their learning and for showcasing skills, and sometimes as evidence of having undertaken CPD. Development should build on technical and non-technical skills, so learners gain the expertise and understanding required to approach professional situations from various angles. 2. Example For updating your teaching and learning skills For updating your subject or vocational specialism Peer coaching (coaching others and being coached in your subject or vocational area) Gaining Skills for Life qualifications to train in supporting and embedding literacy, numeracy and English for Speakers of Other Languages (ESOL) Subject learning coach or advanced learning Gaining further qualifications in your
coach training subject or industrial expertise through accredited courses Mentoring new colleagues Industrial updating through visits, placements, secondments or shadowing Peer review and observation Being a member of a special interest group or another professional body Peer visits to community organisations or partners Taking on examiner, verifier or assessor responsibilities Work shadowing Attending briefings by awarding bodies and colleagues Team teaching Presenting at a conference in your subject area Leading team or department self-assessment Supervising research Carrying out and disseminating action research Subject learning coaching training Designing innovative feedback mechanisms (learners and peers) Leading project development in your subject area Chairing team meetings Writing reports and papers to inform your colleagues Constructing professional dialogue and learning conversation opportunities Planning or running a staff development activity Writing reports and papers to inform your colleagues Becoming an eCPD adviser or eguide Organising trips, residentials and work placements Being an active member of a committee, board, or steering group related to teaching or your subject area Reading the latest journal articles for colleagues Sharing ideas and resources with other teachers and trainers through My QTLS Updating knowledge through the internet, television and other media Curriculum design, development and validation Public service and voluntary work
Opens pathways to career progression or potential redirection , including achieving higher salaries and better job security. Enhances your ability to regularly learn and improve – you’ll learn quicker as you become acquainted with the process and will become a better independent learner. Demonstrates ambitiousness, aptitude, and a dedication to self-improvement to current and prospective employers and clients. Provides valuable examples and scenarios for showcasing professional achievements and growth in CVs, cover letters, and interviews. Reduces feelings of uncertainty or worries about change – CPD gives you a plan for future aspirations and the ability to readily adapt. Promotes independence – self-directed CPD requires you to consciously engage in learning activities and follow your own plan, while some structured CPD activities can benefit from you engaging in further research and study. CPD benefits for the business: Ensures that standards throughout the company are consistently high. Improves efficiency and productivity with highly skilled and motivated staff. Enhances the business’s reputation among customers and clients as well as potential employees. Promotes a healthy learning culture. Improves employee retention as employees feel valued and loyal to the company. Provides a useful benchmark for annual reviews and appraisals. Enables the company to positively react and move with current trends and shifts in the industry. M5. Compare and contrast different motivational theories and the impact they can have on performance within the workplace
1. Definition Motivation is defined as the desire to achieve a goal or a certain performance level, leading to goal-directed behavior. When we refer to someone as being motivated, we mean that the person is trying hard to accomplish a certain task. Motivation is clearly important if someone is to perform well; however, it is not sufficient. Ability—or having the skills and knowledge required to perform the job—is also important and is sometimes the key determinant of effectiveness
2. Some of the famous motivation theories 2.1. Maslow’s hierarchy of needs Human motivation can be defined as the fulfillment of various needs. These needs can encompass a range of human desires, from basic, tangible needs of survival to complex, emotional needs surrounding an individual’s psychological well-being. The needs in Maslow’s hierarchy include physiological needs (food and clothing), safety needs (job security), social needs (friendship), self-esteem, and self-actualization. This hierarchy can be used by managers to better understand employees’ needs and motivation and address them in ways that lead to high productivity and job satisfaction. At the bottom of the pyramid are the physiological (or basic) human needs that are required for survival: food, shelter, water, sleep, etc. If these requirements are not met, the body cannot continue to function. Faced with a lack of food, love, and safety, most people would probably consider food to be their most urgent need. Once physical needs are satisfied, security (sometimes referred to as individual safety) takes precedence. Security and safety needs include personal security, financial security, and health and well-being. These first two levels are important to the physical survival of the person.
Affiliation: a need for love, belonging and social acceptance People with a high need for affiliation are motivated by being liked and accepted by others. They tend to participate in social gatherings and may be uncomfortable with conflict. Power: a need for control own work or the work of others People with a high need for power desire situations in which they exercise power and influence over others. They aspire for positions with status and authority and tend to be more concerned about their level of influence than about effective work performance. 2.4. Vroom’s theory of expectancy Victor Vroom stated that people will be highly productive and motivated if two conditions are met: 1) people believe it is likely that their efforts will lead to successful results and 2) those people also believe they will be rewarded for their success. People will be motivated to exert a high level of effort when they believe there are relationships between the efforts they put forth, the performance they achieve, and the outcomes/ rewards they receive. 2.5. McGregor’s theory X and theory Y Douglas McGregor formulated two distinct views of human being based on participation of workers. The first is basically negative, labelled as Theory X, and the other is basically positive, labelled as Theory Y. Both kinds of people exist. Based on their nature they need to be managed accordingly. Theory X: The traditional view of the work force holds that workers are inherently lazy, self-centred, and lacking ambition. Therefore, an appropriate management style is strong, top-down control. Theory Y : This view postulates that workers are inherently motivated and eager to accept responsibility. An appropriate management style is to focus on creating a productive work environment coupled with positive rewards and reinforcement. McClelland's theory of needs is not the only theory of motivation. Sirota's Three Factor Theory also presents three motivating factors that employees need to remain motivated and excited about what they are doing: fairness, achievement and friendship. Sirota's theory states that we all start a new job with a lot of enthusiasm and motivation. But over time, due to company policies and poor working conditions, many of us lose our inherent motivations and excitement.
This is different from McClelland's theory, which states that we all have a dominant drive to move forward, and that this dynamic is based on our culture and life experiences. Above all, as a manager, understanding a wide range of motivational theories will help you decide which next approach is best for each situation. P8. Produce a development plan that outlines responsibilities, performance objectives and required skills, knowledge and learning for own future goals N To be developed Expected Goal Actions I will Make Success Criteria Application Deadline 1 Public speaking Overcome nervousness
2 Physical Vitality Increase working performance -Exercise every morning before work
3 Language Speak basic Japanese
4 Job position Assistant manager
Currently this is the most common and easily collectable form of evaluative evidence, and it is generally carried out in the immediate aftermath of the CPD event. However, in many ways it is also the least informative as participants’ reactions to the CPD tend to be impressionistic and highly subjective. Questions addressed at level 1 will include whether the participants enjoyed the event, thought it was useful, addressed their needs, was well- presented and well organised etc. Three main types of questions can be answered using this approach: content questions (e.g. were issues addressed relevant, was the material pitched at an appropriate level), process questions (e.g. was the session leader well prepared, were the materials suitable) and context questions (e.g. was the room the right size or temperature) (Guskey 2000). As can be seen from these questions, while they address possible prerequisites of professional development that can facilitate CPD leading to change, they do not themselves measure this. b, Level 2: Participants’ learning from CPD Level 2 in Guskey’s framework comprises participants’ learning from CPD. There are several types of learning: cognitive, affective or behavioural, that can result from CPD. These different types of knowledge are acquired and modified in different ways, thus probably requiring different methods of evaluation. As well as specific knowledge and skills and affective outcomes, CPD may result in renewed commitment of teachers as change agents, and in renewed or extended moral purpose. These outcomes are crucial to teacher effectiveness, and need to be taken into account at this level of evaluation. c, Level 3: Organisational Support and Change CPD activities have been found to transfer more easily into changed behaviours and teaching practices if there is good fit with individuals' professional and personal values and if professional development approaches already existing in the organisation (Knight, 2002). As well as being important in leading to success of CPD programs organisational change can often be a prime goal of CPD programmes. Therefore, organisational level outcomes and support are important parts of CPD evaluation since they would have an impact upon motivation on the one hand and sustainability of change on the other. d, Level 4: Participants’ Use of New Knowledge and Skills When a CPD programme is directly intended to change practice, it is essential to evaluate whether participants are actually using new knowledge and skills acquired. Evaluation of this level will have to take place after a reasonable time, he length of which will depend on the complexity of the knowledge or skills to be acquired and the amount of time participants require to develop and practice these skills (Grace 2001; Guskey 2000).
e, Level 5: Student Outcomes The most common form of measuring cognitive outcomes is through testing. Standardised and non-standardised testing forms a key part of the educational system, and is usually considered to provide the most reliable measure of cognitive outcomes (Muijs and Reynolds 2002). As well as cognitive outcomes, non-cognitive outcomes can often be the goal of interventions. CPD can aim to change teaching in ways that improve pupils’ enjoyment of the subject, attitudes to school or self-esteem. Many different non-cognitive outcomes exist, and, consequently, many different ways of measuring such outcomes which are fit for purposes are needed.
2. Evaluating CPD: Possibilities and Practicalities It is clear that there are a wide variety of levels at which CPD can be evaluated, and that, because of the influences upon, complexities and unpredictabilities of learning, change and development, the most useful evaluations will need to combine methods, marrying the rigour of quantitative measures to the deeper formative information provided by qualitative methods, a process sometimes known as ‘holistic’ evaluation. Especially where CPD programmes are complex and multifaceted, this needs to be reflected in evaluation strategies, with methods appropriate for each component. In addition, any evaluation design needs to take careful account of the important relationship between purposes, and outcomes in order for evaluation processes to be meaningful. Effective evaluation of CPD will usually need to serve two main purposes: summative evaluation and formative. These two goals can best be served by collecting data in different ways, test scores for example often being used summatively, while interview and survey data can be - 34 - used to guide formative evaluation and in order to be authentic, i.e. take account of the different levels identified by Guskey and minimise bias, data needs to be collected from a variety of stakeholders, rather than just one group, and to use a variety of research methods. Evaluation at its best will provide not just an overview of whether CPD itself has been successful, but will also have strong positive learning benefits to teachers in the school. It is important, however, to remember that CPD evaluation should not become too burdensome a procedure on schools and teachers involved in the process. Good evaluation is built in from the outset of the professional development programme or activity not added on at the end.
https://continuingprofessionaldevelopment.org/why-is-cpd-important/#:~:text=CPD %20ensures%20that%20you%20maintain,and%20directions%20in%20your %20profession.
