RESEARCH
RESEARCH
Development that benefi ts the
individual and their organisation
Practice-centred continuous professional development (CPD) is important for educators
and encouraging on-the-job training can help them feel valued and reduce staff turnover
By Dr John Gregory
Many people belong to professional
bodies that require their members to
demonstrate they are maintaining their
knowledge and keeping abreast of
changes within the industry.
Continuing professional development
(CPD) is one way that this can be
done. CPD does not just benefit the
practitioner: organisations too are likely
to reap the rewards of having a sound
CPD model in place.
Such organisations are likely to
have employees who are both
competent and motivated. In addition,
organisations are able to demonstrate
accountability, and they are likely to
improve the service that they provide.
As a result of acquired knowledge,
professionals are often given a title of
‘expert’ but, with an ever-increasing
need to demonstrate CPD, many
professionals have less freedom to
practise autonomously.
It would be easy to take a negative
view towards these changes, although
some embrace them willingly.
Smith (2005) commented that: “For
some, change and transition is exciting
and stimulating – they cannot wait to
make the changes and get to the new
state of things. For others, change is
deeply unsettling… something to be
resisted at all costs.”
Having spent several years working in
both schools and colleges, as well as
spending some time as a corporate
trainer, it became evident to me that
there was often a reluctance to
undertake much of the training
provided by organisations.
Intrigued, I carried out research to
look at individual perceptions towards
CPD in order to find out what motivated
people to undertake it, and what put
them off (Gregory, 2011).
This research looked at a variety of
motivational theories to ascertain their
relevance for the motivation to
undertake training.
EXAMINE MOTIVATIONS
I looked at needs (or content) theories
which examine motivations such as
hunger, security and recognition.
These suggested that individuals
have the capacity for self-actualisation
or growth, and that organisations that
accept this ability are more likely
to encourage training and have
adequate resources in place to
enable personal development.
I also looked at process (or cognitive)
theories which look past basic needs to
the perceptions of our environment,
including the value of rewards
and benefits.
These factors may be diff erent for
each employee, but can be broadly
REFERENCES
• Daley, B. (2001) ‘Learning and professional practice: A study of four
professions’, Adult Education Quarterly. 52, 1: 39-54
• Gregory, J.C. (2011) ‘An interrelated model of the motivation to undertake and
sustain training’, Ed.D thesis, University of Southampton
• Smith, I. (2005) ‘Continuing professional development and workplace learning’
Library Management 26:3: 152-155
16 ISSUE 28 • SUMMER 2017 INTUITION
categorised under: personal
and workplace commitments;
organisational culture and limitations;
content concerns and a lack of
perceived benefits.
While the categories
suggested are broad, they
encompass the many reasons that
an individual may have for trying
to avoid training. They provide
food for thought about individual
influences and drivers.
Much of my research focused on
work-based training, and it quickly
became clear that a change in attitude
among managers and team leaders
could have an impact on the take-up
of training.
By providing employees in advance
with a reason to conduct CPD, and
pointing out the benefits and time
commitment required, managers
helped people overcome issues
before they developed.
This helped ensure that the right
people were on the right courses. It
encouraged employees to turn up with
a level of self-eff icacy that reduced the
need for the trainer to spend valuable
time motivating staff before the start
of a course.
CPD can be obtained from a wide
range of providers, including
professional associations, educational