Approaches To Professional Developmentv2
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This document discusses strategies for effective professional development of staff. It recommends determining the categories of staff and their learning needs, and providing induction and continuous learning opportunities. Learning is most effective when it is experiential, embedded in work practices, and allows for peer learning and learning on the job. Approaches can include workshops, online resources, and communities of practice. Learning must be tailored to staff's schedules and contexts, and focus on essential skills first before attempting to learn everything at once.
Approaches To Professional Developmentv2
- 1. Strategies for professional developmentDr Janet MacdonaldNational Train the E trainers workshop, Abuja, March 2011
- 2. Who What WhereWhat categories of staffWhat do they need to learnWhere will they be
- 3. Staff needs
- 4. Staff needs
- 5. Staff needs
- 6. Staff needs
- 7. We can’t learn everything at once!InductionWithin two yearsContinuous professional development
- 8. Effective staff developmentMuch of the learning in a staff development event is informal and takes place in the spaces around the formal event (Eraut, 2004)Learning activities should be embedded in actual working practices, and should take account of peer-learning (Boud, 1999)Staff development works when the learning is experiential (Stefani & Elton, 2002)
- 9. ApproachesContent: event/ website resourcesLearning by doing/ seeing others do itWorkshops with hands-on, discussionActivity based courses
- 10. Learning on the job..Social learning, peer learning always important in professional developmentContext and timing important too“Just in time” learning often significant
- 12. Continuous professional developmentPeer community of practiceChampions within FacultiesHelp forum/wiki/FAQsBuilding a portfolio/reflection/accreditationFocused events: which can also work well online
- 15. Tutor Moderators moduleIntroduction to online tutoring using online forums, synchronous online software (Elluminate), wikisStandard training for online tutors in most faculties3000 course participants since 2004, 1000 in last year76% completion rate
- 16. Tutor Moderators home page
- 18. Participant observations“The most important learning came from being a participant.”“ I have benefited from the wealth of experience volunteered by colleagues.”“Given me personal experience & empathyfor students.”“There's nothing like learning by doing. This was my first experience of an online forum so doing it was great.”
- 23. Lessons to considerWhat is the bottom line – what must they learn first in order to survive?Choose a strategy which fits their working patterns, access, geographyPlan for continuing professional development to top up skillsAbuja wasn’t built in a day…
- 24. ReferencesEraut, M., (2004) Informal learning in the workplace. Studies in Continuing Education, 26(2) 247-273Boud, D. (1999) Situating academic development in professional work: using peer learning. International Journal of Academic Development, 4(1), 3-10Stefani, L & Elton, L (2002) Continuing professional development of academic teachers through self-initiated learning, Assessment & Evaluation in Higher Education, 27(2), 117 - 129