Introductions Presenters: Adrian Wheatley Chair of CPD Panel Dave - - PowerPoint PPT Presentation

CONTINUING PROFESSIONAL DEVELOPMENT

Adrian Wheatley & Dave Rumens April 2015

INTRODUCTIONS AND OUTLINE OF WORKSHOP

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Introductions

• Presenters:

– Adrian Wheatley – Chair of CPD Panel – Dave Rumens – Member of CPD Panel

• Attendees

– Who? – Why?

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Outline

• Introductions and Outline of Workshop
• Overview of Continuing Professional

Development (CPD)

– Definitions, Reason, Individual Roles, CPD Cycle

• CPD Administration – Formal Aspects of CPD

– CPD Forms, Assessment Process, Marking Criteria

• Undertaking CPD – Best Practice

– Plan, Learn, Exercise, Review, Report, Submit

• Wrap-up and Clinic – An Exchange of Ideas

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OVERVIEW OF CONTINUING PROFESSIONAL DEVELOPMENT

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What is CPD?

After initial relevant training and work experience, Continuing Professional Development (CPD) is a means by which:

• Individuals plan and develop their careers.
• Members ensure that they are maintaining their

competence and remain current in their elected fields of expertise:

– as a responsibility to those affected by their work.

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Reasons for CPD – it matters that:

• For individual members –

– You have worked hard to achieve, and be recognised for, your competence – You have a duty to ensure that you are competent and current in your claimed fields of expertise

• Compliant with the IEHF Code of Professional Conduct

– Are you going somewhere? Nobody should be more interested in your personal development than you!

• For the Institute –

– Professional standards are maintained across the discipline – Members follow the membership rules

• For everyone else – E&HF is a self regulating discipline –

– Ensure those in receipt of or affected by your services (including employers) are secure (ie not harmed) and benefit maximally from your services – Society at large – E&HF expertise is conserved and that you are worthy of chartered status – Your peers – You can be trusted and relied on!

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The Individual's Role

• Member’s Responsibilities – members need to:

– Understand and meet the professional standards set by the Institute – Follow the quality assurance processes prescribed by the Institute, to ensure both compliance and assurance that professional standards are being maintained – Demonstrate and document skill development that is:

• Appropriate (breadth) ie Suitable
• Substantial (depth) ie Sufficient
• The CPD Cycle – complete annually
• Review, Planning & Execution – devote enough time and

effort

• Meet employer and other organisational demands

without sacrificing professional development needs

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Review Plan Execute The CPD Cycle

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CPD Administration – Formal Aspects of CPD

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What is CPD Administration?

CPD Administration is –

– Partly an aid to reviewing and planning CPD – Partly record keeping – Partly an Assurance process

CPD Administration represents those formal aspects of CPD concerned with –

– Recording evidence of continuing development –

• Capturing and analysing individual development activities
• Planning and capturing individual development needs

– Submitting evidence of CPD (Learning, Exercising and Planning) – Assessing the evidence of CPD as Appropriate and Substantial – Acting on the assessments

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Review Plan Execute The CPD Cycle

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Assess & Feedback Submit

Reasons for CPD Administration – It matters that:

• For individual members –

– Your knowledge and skill development is documented – Your competence is recognised

• For the Institute –

– Compliance with the rules of the PAB – There is consistency and quality of aims and outcomes in the practice of CPD – There is evidence that members are suitably experienced and skilled and are exercising and improving their skills to keep up to date – Members and others can be given assurance that professional standards are being maintained across the discipline – Legal duties are being discharged – tbd with Chartership

• For everyone else –

– Those in receipt of or affected by your services (including employers) – They are assured that members are competent and current – Society at large – E&HF is a self regulating discipline worthy of Chartership – Charlatans are exposed

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The Institute's Role

• IEHF's Responsibilities –

– setting and administering professional standards

• Running CPD Administration Cycle –

– CPD, report & submit, assess & feedback

• Providing CPD Panel –

– Chair & team of assessors

• Policing CPD Criteria –

– ‘appropriate’ and ‘substantial’

• CPD Form –

– designed to guide you through the process of reviewing and planning your CPD and recording your decisions and actions

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The CPD Cycle

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Review Plan Execute

Assess & Feedback Submit

Report and Submit – What you should know

• Not all CPDs are assessed –

– IEHF rules – a percentage sample of all returns must be assessed – Entirely random

• If not selected for assessment –

– Automatic confirmation of acceptance

• If selected for assessment –

– Anonymised - tbd – Assessed by CPD Panel composed of volunteers – please be patient – Receive an email

• Accepted, Accepted with feedback, Not accepted / Insufficient

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THE CPD FORM

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The IEHF CPD Form – Why its there

Its structure and how it supports and aids the CPD cycle & Admin cycle

• Context

– Personal Details (Grade, Job, Years Experience, Tasks) – CPD completed in the last 12 months (Period, % Time in Practice) – Other pertinent information (e.g. Personal Circumstances)

• Reviewing

– Performance against previous objectives – Other achievements (in review period)

• Planning

– CPD forward plan (Period, Goals)

• Other Information – Help Notes
• Not using the form

– IEHF form not mandatory – Other formats acceptable if provide right information

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The CPD Form [1]

Performance against previous objectives Personal Details (Grade, Job, Years Experience, Tasks) CPD completed in the last 12 months (Period, % Time) Context Reviewing

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The CPD Form [2]

Other pertinent information (eg Personal Circumstances) Other achievements (in review period) Reviewing Context Planning CPD forward plan (Period, Goals)

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The CPD Form [3]

Help Notes Other Information

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The CPD Form [4]

Other Information Help Notes (continued)

Assess Returns – What the Panel are looking for

• Two Assessors mark each return
• Assessment Marking Scheme

– Elements Assessed – Assessment Criteria – Ratings

• Overall Assessment (Pass / Going Concern /

Insufficient)

• What Happens Next – Feedback

– Good or suitable CPD – If there is a Cause for Concern – If the Code of Professional Conduct is not met

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Marking Scheme

Element Criteria Rating Rating Rating Rating Criteria Rating Rating Rating Rating

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Marking Scheme

Planned Learning Work Undertaken Planned Development

Substantial < = > Appropriate < = >

Element Ratings Criteria

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Marking Scheme – Elements

Three elements are assessed:

• Planned Learning – skills and knowledge < acquired

during the year >

• Work Undertaken – skills and knowledge < being

exercised during the year >

• Planned Development – skills and knowledge < in

planned development >

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Marking Scheme – Criteria

For each element, two Assessment Criteria are considered:

• Appropriate (breadth) [suitable]

– Is the scope and variety of skills and knowledge acquired, exercised or planned sufficient to maintain capability / currency at the given grade / role?

• Substantial (depth) [sufficient]

– Is the depth and quality of skills and knowledge acquired, exercised or planned sufficient to maintain capability / currency at the given grade / role?

Note: The significance of grade and role. A Registered member specialising in DSE will need different skills to a consultant specialising in MOD HFI, or a Fellow managing a team in the rail sector.

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Marking Scheme – Ratings

For each element and criteria, one rating is given:

• Unknown – No or insufficient information is provided to make a

determination.

• Less (Inappropriate/Insubstantial) – At risk of losing < capability /

currency > in relevant competences due to the limited < scope and variety / depth and quality > of skills and knowledge < acquired / exercised / in planned development >.

• Enough (Appropriate/Substantial) – Maintaining < capability /

currency > in relevant competences due to the < scope and variety / depth and quality > of the skills and knowledge < acquired / exercised / in planned development >.

• More (Advanced) – Maintaining and advancing < capability /

currency > in relevant competences due to the < scope and variety / depth and quality > of skills and knowledge < acquired / exercised / in planned development >.

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Overall Assessment

(Pass / Going Concern / Insufficient)

Taking account of the six ratings and any personal circumstances, each assessor determines an overall assessment

• Assessor Rating

– Pass – all marks <Enough> or <More> – Going Concern – some marks <Unknown> or <Less> – Insufficient – too many marks <Unknown> or <Less>

• Written assessment notes and recommendations for

further actions

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What Happens Next – Feedback

• The more positive of the two assessments determines which
• f three emails is sent –

– Accepted (Pass) – Accepted with feedback (Going Concern) – Insufficient with feedback

• If insufficient you may:

– Resubmit – Appeal – Do nothing

• Rules: Name removed from publicly visible register if next CPD also

insufficient

The assessment process and judgements are designed to presume that the member is undertaking suitable CPD

Exercise – Assessing a Return

• Assessment Tool
• Sample Returns

A Fellow, Freelance Human Factors Consultant, 16y B Registered, Senior HCI Consultant, 10y C Registered, Senior Human Factors Engineer, 11y Z Registered, Principal Human Factors Consultant, 20+y

• The Assessment

(part filled in)

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Marking Scheme – Learning + Appropriateness

Learning Appropriateness

Appropriateness of Learning Is the scope and variety of skills and knowledge acquired during the year sufficient to maintain currency at the given grade / role? Unknown AL No or insufficient information is provided to form an assessment. Inappropriate (Less) At risk of losing capability in relevant competences due to the limited scope and variety of skills and knowledge acquired. Appropriate (Enough) Maintaining capability in relevant competences due to the scope and variety of the skills and knowledge acquired. Advanced (More) Maintaining and advancing capability in relevant competences due to the scope and variety of skills and knowledge acquired.

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Marking Scheme – Learning + Substantiveness

Learning Substantiveness

Substantiveness of Learning Is the depth and quality of skills and knowledge acquired during the year sufficient to maintain currency at the given grade / role? Unknown SL No or insufficient information is provided to form an assessment. Insubstantial (Less) At risk of losing capability in relevant competences due to the limited depth and quality of skills and knowledge acquired. Substantive (Enough) Maintaining capability in relevant competences due to the depth and quality of the skills and knowledge acquired. Advanced (More) Maintaining and advancing capability in relevant competences due to the depth and quality of skills and knowledge acquired.

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Marking Scheme – Work Undertaken + Appropriateness

Work Undertaken Appropriateness

Appropriateness of Work Undertaken Is the scope and variety of skills and knowledge being exercised during the year sufficient to maintain currency at the given grade / role? Unknown AW No or insufficient information is provided to form an assessment. Inappropriate (Less) At risk of losing currency in relevant competences due to the limited scope and variety of skills and knowledge exercised. Appropriate (Enough) Maintaining currency in relevant competences due to the scope and variety of the skills and knowledge exercised. Advanced (More) Maintaining and advancing currency in relevant competences due to the scope and variety of skills and knowledge exercised.

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Marking Scheme – Work Undertaken + Substantiveness

Work Undertaken Substantiveness

Substantiveness of Work Undertaken Is the depth and quality of skills and knowledge being exercised during the year sufficient to maintain currency at the given grade / role? Unknown SW No or insufficient information is provided to form an assessment. Insubstantial (Less) At risk of losing currency in relevant competences due to the limited depth and quality of skills and knowledge exercised. Substantial (Enough) Maintaining currency in relevant competences due to the depth and quality of the skills and knowledge exercised. Advanced (More) Maintaining and advancing currency in relevant competences due to the depth and quality of skills and knowledge exercised.

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Marking Scheme – Planned Development + Appropriateness

Planned Development Appropriateness

Appropriateness of Planned Development Is the scope and variety of skills and knowledge in planned development sufficient to maintain currency at the given grade / role? Unknown AP No or insufficient information is provided to form an assessment. Inappropriate (Less) At risk of losing capability in relevant competences due to the limited scope and variety of skills and knowledge in planned development. Appropriate (Enough) Will maintain capability in relevant competences due to the scope and variety of the skills and knowledge in planned development. Advanced (More) Will maintain and advance capability in relevant competences due to the scope and variety of skills and knowledge in planned development.

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Marking Scheme – Planned Development + Substantiveness

Planned Development Substantiveness

Substantiveness of Planned Development Is the depth and quality of skills and knowledge in planned development sufficient to maintain currency at the given grade / role? Unknown SP No or insufficient information is provided to form an assessment. Insubstantial (Less) At risk of losing capability in relevant competences due to the limited depth and quality of skills and knowledge in planned development. Substantial (Enough) Will maintain capability in relevant competences due to the depth and quality of the skills and knowledge in planned development. Advanced (More) Will maintain and advance capability in relevant competences due to the depth and quality of skills and knowledge in planned development.

Undertaking CPD – Best Practice

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Undertaking CPD

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Plan Review Execute 5 Submit Return 1 Plan 3 Review 2 Execute

• Learning
• Exercising Capabilities

4 Record & Report

Working with the Form

Your CPD activities – CPD cycle –

1 Plan

Setting Objectives

• As with most things, the key to CPD is to develop an effective plan before

executing it

• Your plan is for self-improvement, thus it should focus on personal

development goals rather than task oriented goals (for example, take on more project responsibility, rather than complete XYZ company task)

• Consider long term objectives (eg where you wish to be in ten years) and

determine intermediate goals to achieve this)

• Competence (ie skills and knowledge) and currency are maintained and

strengthened by learning and doing, so include both

• Make sure you consider a broad range of competences –

– Ergonomics / Human Factors – Complementary professional domains (eg legal, medical, safety, systems, …) – Application domain knowledge (eg terminology, standards, working practices, …) – Business and management skills (eg project and man management, …) – Professional competencies (eg languages, maths, statistics, tools, …)

• But don’t forget your role in the near term and career in the longer term

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2 Execute – Learning

• Learning takes many forms –

– Undertake XYZ training course – Attend a conference or meeting – Read books, journals and other research papers – ‘On the job’ learning of new skills/methods/techniques (ideally under supervision or peer review)

• Manage learning so that there are opportunities to refresh, rehearse and

apply what is learnt

• Include exploratory behaviour to allow for serendipitous discovery and

new learning opportunities (eg attend local group meetings)

• Try to keep track of, and abreast with, relevant developments (and

fashions) in the businesses, sciences, technologies, politics and so on that may impinge on your competence and currency

• Where possible, attempt to vary your work content and approach so as

to maintain the breadth as well as depth of ‘on the job’ learning

• In extreme cases, consider a change in job (eg a sabbatical or

secondment) or undertake further education or a higher degree (ie become a full or part-time student) to further your knowledge and skills

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2 Execute – Exercising Capabilities

Work Undertaken (Use it or lose it!)

• Work usually provides the best opportunity to exercise your capabilities – it

is both highly relevant and you get paid for the privilege

• However, this is not always true
• If your current job does not provide the right opportunities consider

voluntary activities, create useful practical exercises or, even, just play

• It does no harm to be active within the Institute –

– you get to apply pertinent skills and knowledge – You do so with peers who can help and support you – you potentially have a much richer exposure and access to the discipline than is possible through work alone

• A big difficulty is the economic imperative to satisfy work demands that are

not always aligned to your professional development needs

• One benefit of the Institute’s CPD mechanism is that you own your CPD and

can review, plan and manage your career independently from your employer

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3 Review

For example –

• Attended a conference or workshop
• Completed a technical project

– Contributed to a project

• Conducted a specific assessment

– posture, environmental, task analysis, error identification, …

• Contributed to the IEHF
• Developed / Delivered a

presentation

• Furthered awareness of a little

utilised / practiced aspect of HF

• Improved management /

leadership skills

– Managed a team – Mentored someone – Prepared a Bid

• Read a book on …
• Revised a specific topic in order

to carry out an assignment

• Took on more project

responsibility

• Undertook XYZ training course
• Wrote an article on PQR
• Wrote / co-author a technical

report / paper

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Identify Gaps & Deficiencies

Ask questions of what you have done. Eg If asked to demonstrate how you have kept current within the discipline, could you defend yourself in court? (Consider needs, goals, activities and outcomes)

Identify Achievements and Experiences

4 Record & Report

Working with the Form

• What do I need to demonstrate?

– That you are:

• Still a competent ergonomist for your membership grade
• Maintaining currency in the skills and knowledge required to perform your role
• Managing your personal development
• What do I need to record/capture?

– Your grade, experience and role – Evidence of appropriate and substantial CPD (according to your grade and role), covering –

• In-year improvements and learning
• Exercising your skills and knowledge (ie practice)

– A development plan

• When do I need to submit the record?

– As soon as possible after the period being reviewed and as early as possible in the period being planned

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Record – Context

• It is important to record contextual information both for your
• wn records and to aid the Institute’s assessment
• Key details are –

– Membership grade and experience (years) – Role: job and tasks – Review period and time active (%)

• Anything else that is pertinent can be recorded under ‘Any
• ther information?’, for example –

– Changes in job or grade – Other Personal Circumstances –

• IEHF make allowances for any inability to comply with CPD requirements (for

example, maternity leave, career breaks, illness)

• If you have any concerns talk to the office

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Record – Review

• The review is recorded in two parts –

– Progress against previous objectives: your goals, what you did, what was learnt and how this will be applied – Other achievements and experiences: what you did, what was learnt and how this will be applied Note: the CPD form needs to be reworded to make this clear

• It is important that the record includes not just learning

activities but also work undertaken in the field of E&HF and beyond –

– Thus: project work, research, assessments, presentations, training, conference attendance, reading, skills/methods/techniques used or developed, … – Often the worst recorded aspect of CPD, it should be the easiest

• This record can be maintained throughout the year

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Record – Plan

• The development plan is recorded for a defined period
• It sets objectives in terms of:

– Goals – What is to be learnt or achieved – Actions – What you will need to do – Resources – What support, tools, etc you will require – Criteria – How you will know that your goals have been met – Timescales – When you should expect to review and complete the objectives

• Your objectives this year will become next year's points

for progress review

• You should make your objectives specific, achievable,

demonstrable and finite

• ne

box

5 Submit Return

• Anonymity

– Forms can be anonymous (no name required) – PAB Rules:

“The assessors are required to declare if they have a conflict or vested interest in accepting or rejecting particular CPD. In these cases the panel Chairman shall appoint alternative assessors for the relevant CPD.”

– If you have any concerns – call the office

• Sensitive Information (Security, Commercial, etc)

– Security considerations are no excuse for not submitting a properly completed CPD return – If concerned, be as generic as necessary – Use standard / generic tasks & domains. Specifics are not needed (ie no clients, systems, proprietary methods, etc)

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WRAP-UP AND CLINIC

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Summary

• What and why Continuing Professional

Development (CPD)

• The CPD cycle and each Individual's role
• CPD Administration and the Institute’s role
• The CPD form and how it is assessed
• Undertaking CPD activities and using the

form to help review, plan and record your CPD

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An Exchange of Ideas

• What do you want to know that we haven't

told you?

– If we can't answer now, we will put the answer

• n the FAQ site
• What do you want to tell us that you haven't

had the opportunity to do so before?

• How can we help you?

– A one-to-one clinic … Next …

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END

Thank You

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