Author: Lester Stan
Publisher: Action Learning Institute Journals
ISSN: 1460-7468
Source: Continuing Professional Development, Vol.2, Iss.4, 1999-04, pp. : 110-121
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Abstract
Professional bodies in the UK are increasingly adopting formal continuing professional development schemes to encourage and in theory compel members to keep up-to-date and enhance their competence. Many of these schemes are based on a minimum time spent on approved development activities, although subsequent research has indicated that they may be relatively ineffective at generating useful updating while creating a burden of recording and evidencing. More recent developments include drawing on the Kolb/Honey and Mumford learning cycle to encourage individual relevance and planning, and while this is more supportive of informal activities it can downplay the value of serendipitous and intuitive learning. A scheme recently developed for conservators of cultural heritage aims to promote broader reflection on all kinds of learning while minimising unproductive recording.