Promote Professional Development Essay Example for Free

Promote Professional Development Essay Principles * Professional development deepens and broadens knowledge of content. Knowledge of a common core of content—which we deï ¬ ne as including the â€Å"various ways of knowing† that are intrinsic to each discipline—allows us to communicate, to work together toward common ends, to function as a cohesive democratic society, and to ï ¬ nd shared ground on which to build tolerance for our differences. * Professional development provides a strong foundation in teaching. * Professional development develops an understanding of: 1. The most useful ways of representing ideas 2. The most powerful illustrations and analogies for representing a concept 3. It makes learning speciï ¬ c things in a content area easy or difï ¬ cult; 4. It bring kinds of questions that help to reveal and develop understanding 5. It is the most effective strategies to address the misconceptions that commonly arise with regard to particular content at particular developmental levels, given with speciï ¬ c background experiences and prior knowledge. see more:what are the components of a personal development plan * Professional development provides knowledge about the teaching and learning processes. 1. Creates and maintains appropriate, orderly teaching and learning environments 2. It brings any assessment issues and clears any misunderstanding. * Professional development contributes to measurable improvement in one’s achievement. * Professional development is intellectually engaging and addresses the complexity of one’s job role. * Professional development is job-embedded and site speciï ¬ c that helps in the day to day growth of one’s knowledge and skills. * Importance: It is a tool for self-management of your development. It can provide a framework to support your development in a number of different ways. Fundamentally, its a question of regularly setting yourself objectives for development and then charting your progress towards achieving them. Its about being clear where you are, where you want to be, how you plan to get there, and how this meets current and future business needs and it is about a continuing process of reflecting on your learning and your experience to maximise its value. There is an expectation that regulators will be life-long learners in order to keep their professional skills, knowledge and experience up to date in an ever changing legislative, social and economic environment, and to ensure positive development through the right experience, and by getting the most (in terms of learning) from that experience. As a professional, you have a responsibility to keep your skills and knowledge up to date. It helps many of us already to externally verify our accreditation. Reflective learning provides a positive opportunity to identify and achieve your own career objectives. Reflecting on past experience and planning for the future in this way makes your development more methodical, and helps you to assess, and get the most from your learning. Potential Barriers to professional development: * Time Time is a crucial factor in personal growth and development, and many individuals lack enough of it. Between work responsibilities, childcare issues and just trying to survive on a day-to-day basis, you may find yourself lacking the hours necessary to devote to your own goals. * Attitude A negative attitude is a major factor in this area. If you start out with the belief that positive development is unlikely to occur, then no matter how hard you work on it, your belief will sabotage any efforts you may make. * Family Family also can be a hindrance when it comes to personal growth. Often, individuals are entrenched with ideas from their families about how much someone can develop as a person, so they dont seek to move past these set levels. * Peers Peers also can complicate our efforts to improve ourselves. Peers often try to sabotage our goals, either consciously or unconsciously. They degrade our efforts toward growth because those efforts remind them of the growth they could be pursuing, but have chosen to forgo. * Motivation Lack of motivation can be an enormous barrier to personal development. Without motivation, you have little energy to accomplish tasks leading to growth. With the right amount of motivation, however, those tasks can seem easy, and even enjoyable, to accomplish. * Money Personal growth does not have to take a great deal of money to accomplish, but depending on your goals, a lack of it can stall your efforts. Materials to learn about new topics and ways of living often cost money, but they are an investment in you. * Failure to Plan Lack of proper planning and preparation can lead to haphazard attempts to fulfil goals a recipe for wasted energy and efforts. If you are trying to break a habit, start a new career or glean insights into your thought processes, be sure to have at least a rudimentary plan to reach these goals. * Distractions Distractions, whether in the form of minor demands or activities that offers immediate gratification, can be counted on to undermine your efforts toward personal growth. * Perseverance Finally, when trying to reach personal goals, we often forget that perseverance is a key. Dont expect to achieve your dreams overnight. Overcoming obstacles consistently is the only way to become the individual you want to be. Different sources and systems of support for professional development The following are the different sources and systems of support for professional development * Inductions given for new staff. These includes giving information regarding the policies and procedures, what the company expect from them, their rights, etc. (copy of 24 hour induction form attached) * Appraisals The Annual Staff Appraisal scheme is based on objective setting in all aspects of an individual’s job, based on the contributions that they make. The review period will cover the previous 12 calendar months * Development plans A Professional Development Plan (PDP) is a short planning document that examines an individual’s current CPD needs, looks at how these might be met and lists objectives for the future. It helps the individual to structure and focus one’s training needs and should address the following points: Where am I now? Where am I going? How am I going to get there? In producing a PDP, one should: Consider once current job and the skills they need to do it competently. What changes are likely to occur in the next few years? The individual should list both short and long-term ambitions. Be realistic about their ambitions and the time needed to achieve them. Think about the areas in which they will need to target the CPD to achieve their ambitions – be realistic and prioritise. A PDP is not a request for unlimited training. Their employer will be interested in the business case for their PDP. Look to the future; don’t restrict one’s self to thinking about current professional responsibilities. Should they strengthen existing skills or develop new ones? List their priorities for the next two years. These will form the basis for deciding what CPD opportunities to take up. It is important to remember that their priorities are not cast in stone; they may decide to change them in the future. They should review and update their PDP regularly to respond to changing needs, challenges and opportunities. * Shadowing – when an individual require more supervision to ensure the quality of their job and provide teaching how do we expect them to work. * in-house training – providing all the in house training will make an individual feel that they are valued and this help them to practice in a safe way. * Training organisations – using other training organisations helps build relationship outside and helps with building competence in dealing with other individual. * Mentoring is providing support and encouragement to individual to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be. * Supervisions is one of the most important drivers in ensuring positive outcomes * Reflective Practice Reflective practice is a way of studying your own experiences to improve the way you work. It is very useful for health professionals who want to carry on learning throughout their lives. The act of reflection is a great way to increase confidence and become a more proactive and qualified professional. Engaging in reflective practice should help to improve the quality of care you give and close the gap between theory and practice. The following examples of reflective practice which will provide some idea of the various methods one can choose from. Gibbs reflective cycle Gibbs reflective cycle is a process involving six steps: * Description What happened? * Feelings What did you think and feel about it? * Evaluation What were the positives and negatives? * Analysis What sense can you make of it? * Conclusion What else could you have done? * Action Plan What will you do next time? It is a cycle because the action you take in the final stage will feed back into the first stage, beginning the process again. Johns model for structured reflection This is a series of questions to help one think through what has happened. They can read the questions here This can be used as a guide for analysing a critical incident or for general reflection on experiences. John’s model supports the need for the learner to work with a supervisor throughout the experience. He also recommends that the student use a structured diary. He suggests the student should ‘look in on the situation’, which would include focusing on yourself and paying attention to your thoughts and emotions. He then advises to ‘look out of the situation’ and write a description of the situation around your thoughts and feelings, what you are trying to achieve, why you responded in the way you did, how others were feeling, did you act in the best way, ethical concepts etc Rolfe’s framework for reflective practice Rolfe uses three simple questions to reflect on a situation: What? so what? and now what? He considers the final question as the one that can make the greatest contribution to practice. * What is the problem? was my role? happened? were the consequences? * So what was going through my mind? should I have done? do I know about what happened now? * Now what do I need to do? broader issues have been raised? might happen now? Factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date * Relevance -It has to be relevant to the job role. * Time The length of the activity should be consider/ or how long will it take for you to finish the training or course. Sometimes you can get bored and loose the motivation because it is dragging to your job role or to your other responsibilities. * Benefits – It has to benefit the company, yourself, other staff and most especially people receiving your service. * Benefits for you: 1. enhanced reputation and job satisfaction 2. increased confidence and self esteem 3. improved career prospects and employability 4. improved professional status 5. Development is a transferable skill. * Benefits for your other staff: 1. better quality training 2. up-to-date advice and information 3. training that employs new approaches and methods 4. training that better meets needs 5. Greater confidence in the training provided for your organisation. * Benefits to the people who receives service: 1. enhanced reputation more likely to be seen as credible and reliable and to become a trusted organisation in care 2. more influence from the MDT’s 3. Family and friend of the people who uses services can be good ally and so as the service user 4. A more exciting learning environment and opportunities to learn from each other. (MDT’s) * Benefits to the organisation: 1. staff who can do the job 2. more likely to achieve evolving organisational goals 3. managers can be confident that staff skill levels are compliant and up-to-date with requirements 4. improved employee engagement 5. enhanced external reputation * Refresher course to be available – This help you update if there is a refresher course available for some of the trainings you take. * Cost – cost of the training usually is an issue especially if the training budget should be distributed amongst staff. Check for charity organisations who provide courses and take the opportunity to take it as long as it is related to your job role * Availability – it is difficult when the training you like to do is not available straight away and you will need to wait for it to be available. This can be frustrating at times and hinders the development plan. Beyond these factors it is good to get a balance of learning across: * Maintenance and development needs What you need to keep refreshed and up-to-date against what will be new areas of learning for you. * Specialist subjects and training skills/knowledge If you train in a particular subject area you will need to maintain you technical abilities and knowledge, as well as developing your skills and knowledge as a trainer. * Performance requirements and personal aspirations As well as the learning you have to undertake for your job and professional requirements, you may also have personal aspirations or long terms plan you want to prepare for. * Different learning methods Even if you have a preferred learning style it is important to involve yourself in a range of different approaches. Challenge your preferences sometimes – maybe opting for a highly participative learning activity, even though you would normally choose to learn through researching or reading – and develop your other styles in doing so. Continuing professional development (CPD) is the action we take to maintain, update and grow the knowledge and skills required for our professional role. As the name suggests, it is an on-going commitment, lasting for as long as we remain within our profession. There are many reasons why we are motivated to learn new things. The fact that we are in this profession suggests that we are already enthusiastic learners. CPD requires us to focus a part of our learning specifically on areas that are related to our profession. One of the key features of CPD is that it has to be: SMARTSpecific – be clear about what you want to achieve; what is the actual result or outcome that you want?Measurable – how will you know that you have achieved? What will you see, hear and feel that will tell you that you have achieved?Achievable – the objectives in your plan should be realistic and achievable steps to take you closer to your overall ambitions.Relevant – your objectives should be steps to larger career and personal aspirations, not just random pieces of learning.Time-bound – each outcome should have an achievable end-date – ideally within the timescale of your CPD planning period.|

Origins of World War II :: World War II History

Origins of World War II World War II was much more than battles, statistics, politics, and opinions. The things that contributed to its beginning, what happened during the war, and the effects of the war are still being debated and discussed. Patrick Finney assembles some of the best writings for a number of subjects relating to World War II. First the reader is introduced to the basic views, where they originated, and why they are still discussed today. The truth is, even fifty years after the end of the war, it is still very much part of our lives. Finney's first collection of readings are written on the subject of what contributes to the war. Two of the authors have very different opinions on Chamberlain, and they focus on his actions preluding the war. There is also an writing describing the French during this period, and finally there are two authors whom debate about the state of Germany at this time. After the conditions of Great Britian, France, and Germany have been addressed, Finney explains the goals, economics, strategies, and policies of the countries that contributed to the breakout of war. The last section addresses the topics of the Spanish Civil War and its effects on World War II, what happened at Munich and how it effected Hitler in the long run, the strategies and policies regarding a German attack on Poland, and finally the major points of the war and the post-war effects. The selection of essays and writings were excellent for supporting the theme Finney was aspiring to fulfill. His goal in writing was to represent the major powers World War II and keep the attention balanced between all of the involved countries. The credibility of the writers involved in this book appeared to be very good. Simply by listing their credentials in Finney's commentaries, one can assume that they are respectable. Most of the authors have written extensively on the topic that Finney publishes in his book, therefore you know that they researched more than what was written in Finney's book. Since most of Finney's commentary consisted of interpretations and explanations of the readings that would follow, there was not a great deal of facts to be misrepresented by Finney himself. The commentaries were a excellent was to start off the readings. Finney provided an understanding of what the writer was going to say, not only in support of what they were going to say, but also provided some comments on opposing opinions.

Training Need Analysis

This paper investigates the literature on Training Need Analysis (TNA). The theoretical underpinnings of TNA and the various approaches used in firms are discussed in this paper. The different levels of analyses of training needs and the need for TNA in a firm are also discussed in this paper. The paper also throws light on the limitations of the conventional measures and approaches of TNA. Hence, the paper directs scholars towards the characteristic requirements of a TNA approach more suited for today’s world of work.1. What is Training Needs Analysis (TNA) Needs assessment, or needs analysis, is the process of determining the organization’s training needs and seeks to answer the question of whether the organization’s needs, objectives, and problems can be met or addressed by training. In addition to this TNA should include the determination of tasks to be performed, behaviors essential to the performance of those tasks, type of learning necessary to acquire tho se behaviors, and the type of instructional content best suited to accomplish that type of learning.An illustration of the various steps involved in training need analysis was given by Lawrie and Boringer :1) Use all possible internal and external sources of training need information, 2) Generate a large pool of items describing the trainee on the job behavior, 3) Administer the checklist to trainee behavior, 4) Cluster the training needs, and 5) Obtain information from training feedback. Influence of theory in understanding training needs.Motivation theory According to Campbell , Campbell, Weick, Dunnette, and Lawler have cited evidence for the motivational influence of an individual’s self efficacy on the perceived training needs. General systems theory  Odiorne , describes the eight systems found in training. These also include the systems view on training needs as the cybernetic system view and the organism system view. The cybernetic system view says that the needs wil l  be identified from within the organization itself and the organism system view says that the information centers at the extremities of this organism, provide the training need information to its brain stimulators.2. Different approaches to TNA2.1. Conventional TNA, The O-T-P model The conventional TNA approach adopted in organizations usually includes analysis at three levels, the organizational level, task level and person level. This was suggested by McGehee and Thayer . The organizational level training needs describe the needs of the organization as a whole, taking into consideration future business opportunities. The task level analysis considers the basic training needs of particular tasks at hand in each job. The person level analysis, considers the training requirements of each person to surpass their skill deficiencies to perform the task at hand satisfactorily.2.2. Task Analytic Approach to TNA Technical trainings deal with jobs or tasks being done by human beings. Su ch training should produce qualified task performers. So, a technical TNA encompasses three activities: need detection, task identification and collection of task performance. Training needs are detected when new equipment is brought into use or the performance quality falls below industry standards. The task identification is done with the help of a task identification matrix (TIM). Similarly a basic task information record (BTIR) is used to collect the task performance data.2.3. Performance appraisal approach to TNARumler and Brache , were of the opinion that if training was to make any significant contribution to an organization; it should be in the form of effective performance enhancement for each individual. Hence their idea of gauging training needs, sprouted from understanding the variable that went into defining the performance systems of each individual employee. Mager and Pipe, suggest analyzing training needs by first differentiating a lack of performance due to skill de ficiency, from that due to lack of motivation. 2.4. Integrated Approach to TNALeat and Lovell, propose an approach to understand training needs by combining the various levels of analysis and integrating it into one model.Figure : Integrated approach to TNA Source: Taylor and O’Driscoll, also attempt to provide an integrated approach to TNA. This includes an integration of the O-T-P and performance appraisal approaches to TNA.Figure : Integrating OTP and Performance appraisal models to TNA Source:2.5. Competency based Approach to TNA An interesting study by Agut, Grau and Peiro , suggested that managerial competency needs and technical needs are completely different from each other in the same sample. This study also indicated that the sample did not demand training to meet their need of generic managerial competencies. From this we can understand that a dichotomy does lie between competency needs and technical training needs. Therefore a competency based approach to TNA migh t not be suitable for all kinds of jobs. It might be more suitable for managerial or executive level jobs where the technical demands are lesser.2.6. Individual or Customized Approach Guthrie and Schwoerer , found that the self assessed training needs were positively influenced by perceptions of training utility, self efficacy, managerial support, and span of control positively and negatively influenced by educational level. A study on the individual training needs of music teachers and vocal trainers revealed significant differences in the training demands of the sample. This study also revealed significant differences in the target behaviors to be assessed, and assessment statuses needed by the various participants .2.7. Economic approach The economic approach to training advises managers to select and prioritize training needs based on three criteria: the profit improvement they can bring to the organization, the addition to human capital and the investment  in human capital to meet future contingencies.3. Need for TNATo develop a healthy and vital long range human resource plan, an organization must first understand the training needs of the firm, the people and the future of the firm in conjunction with cooperative strategic planning. Organizational meeting, personnel review and position review are some of the ways in which an effective training need assessment can be carried out in a firm. 4. Different levels of analysis suggested in the various approaches to TNA McGehee and Thayer, considered three levels of analysis; organization, task and man.Morano , suggested looking at the organization’s training needs at two levels i.e. organization and man. The three levels suggested by Taylor and O’Driscoll include, organization, inter organization and man. Rather than levels of analysis these are actually various categories of training need content. For example, the training needs that arise from a man, a task or the organizational content, can all be analyzed at individual, group or organizational levels. Ostroff, Ford, and Goldstein have described this level-content dichotomy in their study. Their level-content framework to assess training needs gives a better picture of the levels of TNA.Table : Level Content Framework of TNA Source: 5. Limitations of a conventional TNA Leat and Lovell, questioned the competency of a traditional TNA in determining training and development needs effectively. They say that a traditional TNA lack the ability to combine the training need analyses at different levels. A few authors have been quoted to say that the traditional TNA is a mechanistic process and its antecedents can be traced back to the industrial revolution over 200 years ago.The rigid behavioral objectives of conventional TNA are antipathetic to current notions of competence . Knight , says that the conventional TNA is not suited to meet the needs of different unique environments i.e. the different patterns of workforce, diffe rent cultures, organizational objectives, strategies and resource constraints. Oatey , criticized the conventional approaches to TNA in their lack of ability to distinguish the specific and general skills  requirements of a firm.6. Conventional measures of training needs Four major approaches were suggested by Kirkpatrick , to gauge the organization’s training needs. These included performance appraisals, supervisor tests, supervisor surveys and forming advisory committees with key personnel. Kirkpatrick , gives eleven approaches to determine the training needs in an organization. They include looking at an organization’s processes and supervisory behavior, analyzing the problems, supervisory actions, and performance appraisals and asking supervisors, superiors and subordinates. As can be seen on closer inspection, these are specific methods to measure training needs rather than approaches.Management appraisals, survey, critical incidents analysis, job analysis, asse ssment centers, psychological tests, skills inventory and data obtained while coaching had been some of the conventional methods used by organizations till that time, to understand the prevalent training needs. Otto and Glaser , suggested certain general guidelines to understand the organization’s training needs. These included, talking to the staff, gathering opinions from all levels in the firm, talking to other department and organizational heads, and reading a variety of the industry literature.ConclusionIn today’s world the concept of a job itself has become blurred. Today’s jobs include concepts as broad banding, multi skilling and path planning. The organizations of this age require a results oriented and deliberate organization strategy. Hence, the TNA in such organizations should also follow suit and be strategic and integrated in its approach. TNA should have direct and unambiguous results. Training should be designed to build on what employees already know. The present age TNA emphasizes on assisting the employees in their work and careers and helping them achieve greater future proficiency and satisfaction at work.This paper investigates the literature on Training Need Analysis (TNA). The theoretical underpinnings of TNA and the various approaches used in firms are discussed in this paper. The different levels of analyses of training needs and the need for TNA in a firm are also discussed in this paper. The paper also throws light on the limitations of the conventional measures and approaches of TNA. Hence, the  paper directs scholars towards the characteristic requirements of a TNA approach more suited for today’s world of work.

Relationship Between The Child And Parent - 952 Words

Introduction In the two presented books, the main theme outlined in both texts is the theme of relationship between the child and parent. Chinua Achebe in his book, Marriage is a Private Affair developed this theme in the marriage perception outlining the conflict which occurred between a father and his son (Achebe 22). On the other hand, Alice Walker in her book, Everyday Use, developed a story of family who consist of a mother and her two daughters. One of her daughters proved to be rebellious and went against the family norms (Walker 47). This paper will outline some of the similarities and differences in the parent child relationship in these two books. The differences and similarities will be developed from the themes, settings and character traits of the characters of the specific texts. Comparison of the parent/child relationships in Everyday Use and Marriage Is a Private Affair In comparing the relationship between parent and the child as evidenced in the texts, it clear that in both cases the parents and the child tend to know each other perfectly. In many situations this is naturally and as that is the first person a child interacts with. In focusing on the two texts, we find that as much as Nene tries to convince Nnaemeka to write a letter to his father telling him about their new life, he refuses since he knows his father better than Nene. He knows that it will shock his father and such news should be broken through face to face conversation. The same isShow MoreRelatedRelationship Between The Child And The Parent1219 Words   |  5 Pages(Bowlby, 1969), the relationship between the child and the parent originates from a behavioral system that is noticeable by the infant’s need for safety, security, and support from their caregiver. Parents function as both a secure place for their child to discover their surrounding world and safe place in which they can return to the comfort and safety when they experience fear or discomfort (Ainsworth et al., 1978). If parents are thoughtful and respond to their child’s needs, the child is more proneRead MoreRelationship Between The Child And Parent922 Words   |  4 PagesIn the two-presented books, the main theme outlined in both texts is the theme of relationship between the child and parent. Chinua Achebe in his book, Marriage is a Private Affair developed this theme in the marriage perception outlining the conflict that occurred between a father and his son (Achebe 22). On the other hand, Alice Walker in her book, Everyday Use, developed a story of family who consist of a mother and her two daughters. One of her daughters proved to be rebellious and went againstRead MoreRelationship Between A Parent And Child Relationship1710 Words   |  7 Pagesphotographers alike. 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An excellent example of a complicatedRead MoreInvestigating The Relationship Between Parents On How They Deal With Child Rearing852 Words   |  4 PagesThe aim of this research paper is to investigate relationship between parents on how they deal with child-rearing as a couple wanting their child to become a well-rounded little person. Parents’ positive and negativism of excessive high standards tend to be negatively linked with indulgent parenting child rearing practices. â€Æ' Child Rearing in Infancy This research essay will focus on some of the thoughts and obstacles a parent might face in child rearing in infancy Parenting styles plays a pivotalRead MoreAttachment Theory : Relationship Between Parent Or Other Caregiver And The Child1408 Words   |  6 PagesAccording to Susan Robbins (2011), attachment theory emphasizes the importance of the interaction between parent or other caregiver and the child. The child participates in the interaction, which results in emotional bonding. She argued that the basic principles of attachment theory state that a relationship exists between experience and being able to later bond with others, hence the importance of bonding. She also states that the behavior of the parent’s is complementary to attachment behaviorRead More The Relationship between a Parent and Their Child in Khaled Hosseini ´s The Kite Runner1094 Words   |  5 Pagesshowing his fatherly affection to Amir which causes bitterness within their father/son relationship. In this novel, we will explore how the relationship between a parent and a child is shown through their yearning o f affection and how it can affect how one would be in the future. Baba is the most important person to Amir because he is Amir’s role model and world. How Baba express his feelings of being a parent is shown through his interactions and speeches with Amir. In Baba’s eyes, he finds it hard