Continuous Personal Development Criteria

Continuous person-to-person Development CriteriaContinuous professional increase (CPD) A case theater of operations to examine why we need to shake off set criteria as to what constitutes round-the-clock professional development.This paper sets out a object to establish the actor by which certain hypotheses around societal Work CPD may be tested, with direct research. It does so substantively through a limited, pilot field of study of the views of Social Workers themselves, focusing on the repute and nature of their own stream and previous CPD experience. The latter were also invited to comment on proposals for alternative frame pop offs for SW CPD. The objective of this process was to evolve circumstantial lines of enquiry and aras of interest for wider research. As repenny research by Doel et al. moots, At an individual level thither is clear evidence that professional development is highly valued, and that participating in these opportunities is a great deal li kely to annex confidence, only non for ein truth iodine. (Doel et al., 2008 p.563) The question is, what soft of CPD is most valued by practitioners themselves, and who determines the types of development paths they follow? Does the element of unnecessaryct determine the utility of grouchy CPD for individual practitioners? How far-off does the authorized melodic phrase of assessment and managerialism impinge upon self-determination in professional development?The egression of self-determination is a theme from the arcminuteary literature which is embedded in this research. As MacDonald et al. argue, hearty charm as an activity assholeful be understood as an integral part of the modernist project of g everywherenance true and institutionalised in the nineteenth and twentieth pennyuries (MacDonald et al., 2003 p.195). Whilst this can be right away authorized, it arguably masks the dynamic of client age which government well-kept, non precisely over social work, clean now other professional companys. The latter were ever involved in approximately take of campaign to exert leverage on official circles for recognition in institutional terms. In Britain, social work looked directly to the state for its legitimizationAccordingly, the political opportunity provided by the issue of the Kilbrandon and Seebohm Reports was seized by proponents of the professional social work project, who campaigned for the implementation of the Reports, for example through the Seebohm Implementation Action Group. (MacDonald et al. 2003 p.198). As this suggests, Social Work was liable to be co-opted into the social projects of the state on a utilitarian basis, with reciprocal implications for the liberty of the profession. As Jordan and Jordan point out, In subject matter, social work is non a means of implementing policy course everyy and directly, just of mediating the local conflicts generated by tonic programmes, and engaging with service phthisisrs ov er how to fit new measures to their ineluctably. They further argue that, It is a waste of its po ecstasytial for these tasks to treat it as a crying(a) instrument for the imposition of government rules or the quasi-scientific application of research findings. (Jordan and Jordan, 2000 p.10).What atomic number 18 the implications of this exsion for CPD in SW? Potentially considerable, it is argued here(predicate). The debate around Social Work education has become focused on whether there has been the come after of education by training the sequestering of discourses of depth by those of surface the consideration aside of knowledge for skills, and the general triumphof competencies over the complexities of abstraction. (Webb, 1996 p.186)It follows from this that the definition of usable CPD epitomises a continuation of a lot(prenominal) debates through other means other bea through which to contest who exactly defines what is relevant, or outmatch shape, in terms of de veloping solutions for practitioners and service users. How far, for example, do such resources merely polish the ideas of Lisham, that official ideas most practice tend to be externally compel and based much(prenominal) on the requirements of managerial instruction and less on the professional business to evaluate practice and policy and thereby increase their usefulness. (Lisham 1999 p.4). Subsumed within this is a more subliminal question, which is, where is the space in which SW practitioners can express their views or develop dialogues most professional issues? It would fall out that we now assimilate a situation where the parameters defined by the GSSC represent the lone(prenominal) legitimate channels for debate.Methodology and Research IssuesIn essence the research enquiry followed two themes, one evaluative, one predictive. Within both, it was intend to elicit views without some(prenominal) leading or rhetorical influence, although current conditions in public sector SW may make this fractious to achieve, as leave behind be discussed below. The specialized evaluative enquiry offered practitioners the opportunity to in short assess their own level of satisfaction with their current and previous CPD. The specific predictive proposal made was that CPD be more focused, through the introduction of an agreed range of activities, designed to augment and enhance SW practice. The general theme of this was to explore the idea that CPD could be more relevant to SW practice, in the perception of practitioners themselves.This proposal acknowledges the necessity for inclusion of both plus (quantitative) and phenomenological ( soft) elements in the enquiry. These labels are arguably less important than the characteristics they represent however. These will explored in more detail below, exclusively it is important here to learn the positivist simulacrum as supposedly value-free, and the phenomenological as (in relative terms) value bearing. O bviously, these two model absolutes represent the research ideal, and should not, in any case, be assumed to correlate with the parallel categories of objectivity and subjectivity. Research paradigms in any category would arguably rely on objectivity for their integrity and utility. It is here that the design and operation of a particular model will force the most stringent scrutiny, specially from its assessors or counter-theorists. Also, when ascribing the different paradigm labels to particular research strands and evidence, it is perhaps important to consider Collis and Husseys idea of an indispensable symbiosis amidst the two. Although we accept identified two main paradigms, it is best to regard them as the two extremes of a continuum. As you move along the continuum, the features and assumptions of one paradigm are gradually relaxed and replaced by those of the other paradigm. (Collis and Hussey 2008 p.48). In other words, the quantitative and qualitative paradigms beco me less discrete and more difficult to distinguish, once the process of interpretation begins. Absolute objectivity is maintained with difficulty, thus far in the context of an exacting statistical survey stave purely qualitative work starts to move along the continuum, as short as repetitive patterns are sought for collateral in phenomenological terms. variant interpretations are likely in any statistical model, whilst even the clearest qualitative conclusions are arguably subject to bias, as soon as a possible conclusion begins to frame subsequent enquiries. As Patton argues, A paradigm of plectrums rejects methodological orthodoxy in favour of methodological appropriateness as the primary criterion for judging methodological quality. (Patton 1990 pp.38-39).In terms of this study, the methodological issues are basically two-fold. In the first instance, we have a very weakened sample of data in proportion to the overall scale of what is potentially a national issue. The sam ple occupied here was contracted from one area, and so is immediately vulnerable to the charge that it fails to analyse possible regional variations in both strategy and best practice. Although it reflects differentiated levels of satisfaction with the CPD process, it does not integrate the views of those who might express with varying objectivity the most exacting critiques i.e., those who have left the profession due to dissatisfaction with the career structure, or CPD possibilities. In the number instance, we have trio discrete form of data to integrate, i.e. binary yes/no questionnaire responses, write answers, and more in-depth, qualitative converses, as well as randomness from secondary sources. The necessary fusion of these sources in a cogent form inevitably becomes an editorial process, vulnerable to charges of subjectivity and bias. This is arguably what Ely refers to as the peckish out what is considered the essential meaning of the data obtained. (Ely, 1991,p. 140). (Quoted in Wright et al 1995). This, arguably, is especially pertinent because we are researching a matter of public policy, where positivist data tends to be adapted to value judgements by governments, and governing bodies. As Denzin and capital of Nebraska point out, Qualitative research is inherently multi-method in focusHowever, the use of multiple methodsreflects an attempt to secure an in-depth understanding of the phenomenon in question. Objective ingenuousness can never be captured. We know a thing only through its representations. (Denzin and Lincoln, 2005 p.5).In term of representation, the specific enquiries made here are designed to produce data at micro level, although their collective implications may have a meso function in terms of the local dialogue of control over CPD standards and access. Only a numerically wider and more alter study could produce data which might function at big level. However, the eventual connection between micro and big is implicit ly accepted here as Strauss and Corbin point out, the distinction between micro and macro is an artificial one. (Strauss and Corbin, 1998 p.185). The point is though that this limited sample cannot establish such tautology in absolute terms, only suggest ways in which it may be researched further.To these two empirical issues may be added more complex ethical issues around confidentiality and contractual obligation. To employ the current phrase of Human Resources Management, all employees have a mental contract with their management, wherein conversationally agreed tenets of fairness operate. As Williams indicates. ..this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect this to be part of the psychological contract. (Williams, 1998 p.183). It has to be conceded that any debate engendered around CPD has the potential to impinge upon the any side of the psychological contract, a fa ct which may influence and limit the format of questions.30 brief questionnaires were sent out, of which 22 were returned cardinal of these respondents agreed to be interviewed, and the uniform interview pro-forma was employed in each context. There were 14 female person respondents and 8 male in keeping with contemporary returnlines, age was not elicited. The criteria for subject selection was that the respondent should be an established practitioner, i.e. have at least two years service, but no managerial responsibilities. The interviewees were invited to insert and the customary protocols followed in terms of permission to use the material, based on anonymity and the right to withold use of the material.Analysis and FindingsThe mode of analysis employed was substantially one of triangulation. The binary responses were tallied and are expressed as percentages. In doubt 4 the written responses were grouped into those turn outive, unsupportive and uncomitted with regard to th e proposal (of an agreed ten-part choice of CPD activities). Based on this polarisation, qualitiative responses were then taken from the interview transcripts to illustrate and overstate upon the themes identified.22.75 per cent of respondents agreed that 90 hours of CPD was sufficient for SWs over a three year period 18.2 per cent imagination it insufficient, whilst a majority, 59.15 per cent thought the whole idea of a prescribed touchstone of hours too arbitrary. 18.2 per cent considered that the current SW guidelines were effective, with an able amount disagreeing with this proposition. A majority 63.7 per cent expressed the view that some kind of change was necessary. Only 13.65 per cent of respondents thought that the CPD options available to them in person had been sufficient for their demand as a practitioner. 27.3 per cent meanwhile thought such resources had been insufficient. 22.75 per cent thought the available CPD had at least been consistent, whilst 36.4% disagr eed with this idea.The written responses still produced a fairly polarised set of information. 35 per cent of those who answered support the idea of being able to select their own CPD activities from a ten choice range. Of the latter, a majority gave some kind of indication that they precept within such a development the opportunity for gaining more control over their own professional development. This was evident from responses such as Yes, cracking idea, expect practitioners are involved in bill of exchange it up, and Yes, perfect. If we cut to choose whats on the magnetic dip, otherwise its only another(prenominal) form of management control, and we already have too much of that. (Appendix 3). Interestingly, the same line of work underpinned the rationale of the 55 per cent who did not support the idea. As one respondent put it, I dont hold it could work because CPD is all round standardisation, this idea involves too much individual choice for the powers that be to acc ept it. This was expressed more directly in the views of another, who remarked that no(prenominal) CPD exclusively ticks a management niche, it doesnt really serve me, so I dont command four or ten or whatever it is boxes to tick. (Appendix 3). The 10 per cent who were uncommitted raised concerns about relevance and the numbers of available options. (Appendix 3)The twenty two tallied responses to fountainhead 5, about practitioners preferences for CPD areas, produced an overwhelming choice for a specific vocational focus in the form of Multi Agency Working, at 36.4 per cent. All of the nine other activities suggested scored 9.1 and 4.5 per cent respectively. (Appendix 3)As might be expected, the interview questions produced the most detailed qualitative data. When asked to evaluate the personal importance of CPD for them, two respondents identified pressure of work rather than management imposition as the main impediment to their prosecute more professional development. The fir st respondent stated that it wasVery Important. I know I dont devolve enough epoch doing it very often, but thats just the nature of the job at the moment, where we are all running to stand still. Its very difficult to commit a worthwhile timetable of CPD when you know for a fact that you wont very do half of it, due to unfore meetn commitments. . The second respondent meanwhile acknowledged that it was no as important as it probably should be. Its a box I know I should tick, but in a subdivision where we cant even recruit at the moment, its not a priority. Sorry. (Appendix 5). The third respondent explained their wishing of commitment to CPD in terms of their lack of control over it I know its vital, but who is it for exactly? If its just stuff they think I should be doing, rather than what I want to do, then I could well suffer without it. (Appendix 5).In terms of the specific proposal, i.e. that of providing practitioners with a framework of choice for CPD, the responses w ere varied. answerer 1 replied, I cant think of ten.for me in person at the moment, it would be team-building, and insecurity assessment, plus maybe multi-agency working. (Appendix 5). respondent 2 indicated Communication, risk assessment, leadership, policy development as their preferred foci. responsive 3 indicated interest in IT skills, communication, multi-agency working, risk assessment, adding that .the joust is endless (Appendix 5)Provisional ConclusionsConcerns about who would take responsibility for more liberal and diffuse CPD should be noted here, as in the response , Who would monitor it? Ill bet it would just be an extra job dumped on somebody like me. (Appendix 3) Such objections reflect trends in management which have already been highlighted in the related literature. As Watson points out, The driving for local and central government to modernise and become more responsible has led to a rise in responsibilities of managers for performance management and trans parence in decision making. (Watson, 2008 p.330)The extent of interest in multi-agency working as a useful area for practitioner CPD, is something which has already been noted in the related literature. As Farmakopoulou has indicated, The main inter-organizational inhibitory factors were related to structural difficulties and lack of joint training. Education and social work departments embody different statutory responsibilities (Farmakopoulou 2002 p.1064). Whilst this specific point is obviously vocationally limited, a wider one about inter-professional cooperation may arguably be abstracted from it.In terms of generalisability, it has to be acknowledged that this research and its findings is vulnerable to usual charges of subjectivity which may be levelled at triangulation. As Denzin and Lincoln concede, Triangulation is the simultaneous display of multiple, refracted realities. Each of the metaphors working to realise simultaneity rather than the sequential or linear. Readers and audiences are then invited to explore competing visions of the context, to become immersed in and merge with new realities to comprehend. (Denzin and Lincoln 2005 p.6).However, in terms of putative research questions, enough areas of potential interest have arguably been identified to warrant further investigation. Themes would beInvolve a self-aggrandisingr cohort of respondents.Involve local management as respondents, to obtain views from both sides of the psychological contract.Involve the GSCC on their views about possible change. appurtenance ONE motionnaire. Are you male .. female..For each question, divert indicate the statement with which you agree most by ticking it.Question 1.a. 90 hours CPD is sufficient for a SW practitioner over three years. b. 90 hours CPD is insufficient for a SW practician over three years. c. 90 hours is far too arbitrary an amount of CPD for a SW practitioner it should be varied for individuals. Question 2.a. Would you agree that the curren t SW CPD guidelines are effective? b. Would you disagree with the idea that the current SW CPD guidelines are effective? c. Do you think that changes are necessary in current SW CPD? Question 3.a. Has the available SW CPD been sufficient for your of necessity as a practitioner? b. Has the available SW CPD been insufficient for your needs as practitioner? c. Has the available SW CPD been consistent? Inconsistent? Question 4 Please explain why you would support OR not support the idea of a ten-criteria list from which to select SW CPD activities?Question 5 Which areas of professional competence would you include in a ten-criteria list? supplement 2Tables of Questionnaire Results.Question 1.90 hours CPD is sufficient for a SW Practitioner over three years.90 hours CPD is insufficient for a SW Practitioner over three years.90 hours is far too arbitrary an amount of CPD for a SWpractitioner it should be varied for individuals.5413Question 2.Would you agree that the current SW CPD guid elines are effective?Would you disagree with the idea that the current SW CPD guidelines are effective?Do you think that changes are necessary in current SW CPD?4414Question 3.Has the available SW CPD been sufficient for your needs as a practitioner?Has the available SW CPD been insufficient for your needs as practitioner?Has the available SW CPD been consistent?Has the available SW CPD been inconsistent?3658APPENDIX 3Question 4 Please explain why you would support OR not support the idea of a ten-criteria list from which to select SW CPD activities?Why ten? It should be about relevance, not a number.Yes I would, but only if I got to choose them, so they were relevant to my needs.No, because it would expound what is already a drain on my time.I dont think it could work because CPD is all about standardisation, this idea involves too much individual choice for the powers that be to accept it.No who would enforce or administer it?Yes, although why settle on that number?Yes, great id ea, assuming practitioners are involved in drawing it up.Yes, perfect. If we capture to choose whats on the list, otherwise its just another form of management control, and we already have too much of that.Yes, if we can get everyone to agree on it.No. It sounds to me like the thin end of a very large wedge which Ill have to fit into my diary.No. Im still trying to catch up with my existing CPD, so I definitely dont need any more.No. champion CPD target is enough, I wouldnt want any more than that.Yes, if it happens, but I cant see it.No. Wouldnt this just be more big fellow stuff from the GSSC?No. I imagine the bureaucracy the government would create around it.No. Who would supervise it? Ill bet it would just be an extra job dumped on somebody like me.I like the idea in principle, but I think a smaller number of options would be more helpful.No, because I think the current system is OK, and manageable within veridical constraints of time.No. CPD just ticks a management box, it doesnt really help me, so I dont want four or ten or whatever it is boxes to tick.Yes, its just what we need to give us more of a voice in our own professional development.The 20 written responses obtained for Question 4, though qualitative in nature, have been sorted into three categories supportive, unsupportive, and uncommitted.Supportive 35%2.Yes I would, but only if I got to choose them, so they were relevant to my needs6. Yes, although why settle on that number?7. Yes, great idea, assuming practitioners are involved in drawing it up.8. Yes, perfect. If we get to choose whats on the list, otherwise its just another form of management control, and we already have too much of that.9. Yes, if we can get everyone to agree on it.13. Yes, if it happens, but I cant see it.20. Yes, its just what we need to give us more of a voice in our own professional development.Unsupportive 55%3. No, because it would expand what is already a drain on my time.4. I dont think it could work because CP D is all about standardisation, this idea involves too much individual choice for the powers that be to accept it.5. No who would enforce or administer it?10. No. It sounds to me like the thin end of a very large wedge which Ill have to fit into my diary.11. No. Im still trying to catch up with my existing CPD, so I definitely dont need any more.12. No. One CPD target is enough, I wouldnt want any more than that.14. No. Wouldnt this just be more big brother stuff from the GSSC?15. No. I imagine the bureaucracy the government would create around it.16. No. Who would supervise it? Ill bet it would just be an extra job dumped on somebody like me.18. No, because I think the current system is OK, and manageable within realistic constraints of time.19. No. CPD just ticks a management box, it doesnt really help me, so I dont want four or ten or whatever it is boxes to tick.Uncommitted 10%1.Why ten? It should be about relevance, not a number.17. I like the idea in principle, but I think a s maller number of options would be more helpful.Question 5 Which areas of professional competence would you include in a ten-criteria list?Team Building skills 2Leadership skills. 2Multi-Agency Working. 8IT skills. 1Risk Assessment. 2Intercultural Skills. 2Communication Skills. 1Policy Development. 2Strategic Development. 1Self-Reflection being a ruminative practitioner. 1APPENDIX 4Interview Pro-Forma.Time in SW Current persuadeQuestion 1. How important is CPD to you as a Practitioner?Question 2. Would you change any aspect of current CPD practice?Question 3. What do you see as the principal issues in current SW CPD practice?.Question 4. Could you separate some of the areas you would include in a ten-item range of activities for SW CPD?APPENDIX 5INTERVIEW TRANSCRIPTS.Question 1. How important is CPD to you as a Practitioner?Respondent OneVery Important. I know I dont spend enough time doing it very often, but thats just the nature of the job at the moment, where we are all runnin g to stand still. Its very difficult to commit a worthwhile timetable of CPD when you know for a fact that you wont actually do half of it, due to unforeseen commitments. Respondent dickens non as important as it probably should be. Its a box I know I should tick, but in a department where we cant even recruit at the moment, its not a priority. Sorry.Respondent ThreeI know its vital, but who is it for exactly? If its just stuff they think I should be doing, rather than what I want to do, then I could well live without it.Question 2. Would you change any aspect of current CPD practice?Respondent OneNot all of it, as some of it can be very good. I would definitely give people more choice, and the group/team learning idea is a very good one.Respondent bothPersonally, I think its all about resources I mean, Id let people timetable for it, and relate it closely to what they demand as practitionersbutthat would cost money money which, as far as I can see, we just dont have at the momen t.Respondent ThreeYepId I either get rid of it.or do it properlyI cant see either happening at the moment though.Question 3. What do you see as the principal issues in current SW CPD practice?Respondent OneTime. All the time its an add-on, when it really needs to be a practice-centred activity which you could timetable for, and really concentrate on.Respondent TwoFor me its all about relevance and real value. I can spend any amount of time becoming a more reflective practitioner, but that doesnt help me if my case-load is increasing while Im doing it.Respondent ThreeWell, I can only comment on what they are for me.the real issue is, a lot of what I get given or I should say, is inflicted upon me as CPD, has very little to do with my case-load and the real problems I face. Maybe its because Im old-school, pre-graduate and all that. Yes its all very interesting, but, well, Im not an academic There, Ive said it This is what I do, and no amount of CPD seems to change that.Question 4. Could you identify some of the areas you would include in a ten-item range of activities for SW CPD?Respondent OneI cant think of ten.for me personally at the moment, it would be team-building, and risk assessment, plus maybe multi-agency working.Respondent TwoCommunication, risk assessment, leadership, policy development.Respondent ThreeIT skills, communication, multi-agency working, risk assessment.the list is endlessBibliographyBrown, K., and Keen, S., (2004), Post Qualifying Awards in Social Work (Part 1) unavoidable Evil or Panacea? 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