LO4 Examine the need for Continuing Professional Development (CPD) and its

role within the workplace and for higher-level learning

CONTINUING PROFESSIONAL DEVELOPMENT

CPD stands for Continuing Professional Development. It refers to the process of

tracking and documenting the skills, knowledge and experience that we gain both
formally and informally as our work, beyond any initial training. It's a record of what
we experience, learn and then apply. The term is generally used to mean a physical
folder or portfolio documenting our development as a professional. Some
organizations use it to mean a training or development plan, which I would argue is
not strictly accurate. This article is about CPD as a process of recording and reflecting
on learning and development.[ CITATION Viv14 \l 1033 ]

IMPORTANT OF CPD
a) CPD (Continuing Professional Development) ensures our capabilities keep
pace with the current standards of others in the same field.

b) Which is ensures that we maintain and enhance the knowledge and skills
we need to deliver a professional service to our community.

c) Which ensures that we and our knowledge stay relevant and up to date. We
are more aware of the changing trends and directions in our profession.
The pace of change is probably faster than it’s ever been – and this is a
feature of the new normal that we live and work in. If we stand still we
will get left behind, as the currency of our knowledge and skills becomes
outdated.

d) Continuing Professional Development helps us continue to make a

meaningful contribution to our team. We become more effective in the
workplace. This assists us to advance in our career and move into new
positions where we can lead, manage, influence, coach and mentor others.
 e) CPD helps us to stay interested and interesting. Experience is a great
teacher, but it does mean that we tend to do what we have done before.
Focused CPD opens our up to new possibilities, new knowledge and new
skill areas.

f) It can deliver a deeper understanding of what it means to be a professional,

along with a greater appreciation of the implications and impacts of our
work.

g) CPD helps advance the body of knowledge and technology within our
profession

h) Continuing Professional Development can lead to increased public

confidence in individual professionals and their profession as a whole

i) Depending on the profession, which contributes to improved protection

and quality of life, the environment, sustainability, property and the
economy. This particularly applies to high risk areas, or specialized
practice areas which often prove impractical to monitor on a case by case
basis.

ITS CONTRIBUTES TO MY OWN LEARNING.

CPD (Continuing Professional Development) was a requirement of membership of a
professional body. The CPD process helped me to manage my own development on
an ongoing basis. It was helped me to reflect, review and document my learning to
develop and update my professional knowledge and skills. It was provided an
overview of my professional development to date, reminded me of my achievements
and reminded how far they have progressed, directed my career and helped me to kept
my eye on my goals and vision, uncovered gaps in my skills and capabilities, opened
up further development needs, provided examples and scenarios to my CV and also
helped me with my career development and a possible career change.
Figure 1: CPD of My Self

<Developed by Author>
 MOTIVATIONAL THEORY

Motivational Theory Mean

Motivation is the characteristics that help us to archive our goal. It is the drive that
pushes us to work hard it is energy that gives us the strengths to get up and keep going
even when things are not going to our way.

Motivational Theories

Content Theory Process Theory

Figure 2: Motivation theories types

<Developed by Author>

Content Theory

Content theory emphasizes on the reasons for changing the human needs frequently.
Content theories are also called needs theories, because they are generally associated
with a view that concentrates on the importance of determining 'what' motivates us. In
other words they try to identify what our 'needs' are and relate motivation to the
fulfilling of these needs

Process Theories

Process theories of motivation are about a cognitive rational process and concentrate
on the psychological and behavioral processes that motivate an individual.
 Maslows' need theory

Herzberg's Motivation
M otivation theories

Hygiene Theory
Content Theories
Mccleclland's Need
theory

Alderfer's ERG Theory

Vroom's Expectancy
theory

Adam's Equity theory

Process Theory
Goal Setting Theory

Reinforcement Theory.

Figure 3: Motivational Theories types

<Developed by Author>
Content Theories.

Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs (often represented as a pyramid with five levels of

needs) is a motivational theory in psychology that argues that while people aim to
meet basic needs, they seek to meet successively higher needs in the form of a
pyramid.
Thereby

1) Self-actualization – includes morality, creativity, problem solving.

2) Esteem – includes confidence, self-esteem, achievement, respect.
3) Belongingness – includes love, friendship, intimacy, family.
4) Safety – includes security of environment, employment, resources, health, and
property.
5) Physiological – includes air, food, water, sex, sleep, and other factors towards
homeostasis.

Figure 4: Steps of Maslow’s theories

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Alderfer's ERG Theory

Clayton P. Alderfer's ERG theory from 1969 condenses Maslow's five human needs
into three categories- Existence, Relatedness and Growth.

Existence Relatedness Growth

Figure 5: Steps of ERG

<Developed by Author>

1) Existence needs include all material and physiological desires (e.g., food,
water, air, clothing, safety, physical love and affection). Maslow's first two
levels.

2) Relatedness Needs Encompass social and external esteem; relationships with

significant others like family, friends, co-workers and employers. This also
means to be recognized and feel secure as part of a group or family. Maslow's
third and fourth levels.

3) Growth Needs Internal esteem and self-actualization; these impel a person to

make creative or productive effects on himself and the environment (e.g., to
progress toward one's ideal self). Maslow's fourth and fifth levels. This
includes desires to be creative and productive, and to complete meaningful
tasks.

Even though the priority of these needs differ from person to person, Alberger's ERG
theory priorities in terms of the categories' concreteness. Existence needs are the most
concrete, and easiest to verify. Relatedness needs are less concrete than existence
needs, which depend on a relationship between two or more persons. Finally, growth
needs are the least concrete in that their specific objectives depend on the uniqueness
of each person.
Differences between ERG theory and Maslow's theory

Alderfer's ERG motivation theory differs from Maslow's theory in three ways

1) A lower level need does not have to be gratified

2) If a relatively more significant need is not gratified, the desire to gratify a
lesser need will be increased.
3) Alderfer's ERG theory allows the order of the needs to differ for different
people.
4) Maslow’s hierarchy mode was categorized into five levels of needs in the
place where ERG needs are classified into three levels of needs.

Relationships between Alderfer's ERG theory concepts

There are three relationships among the different categories in Alderfer's ERG theory:

1. Satisfaction-progression- moving up to higher-level needs based on satisfied

needs. With Maslow, satisfaction-progression plays an important part.
Individuals move up the need hierarchy as a result of satisfying lower order
needs. In Alderfer's ERG theory, this isn't necessarily so. The progression
upward from relatedness satisfaction to growth desires does not presume the
satisfaction of a person's existence needs.

2. Frustration-regression- if a higher level need remains unfulfilled, a person

may regress to lower level needs that appear easier to satisfy. Frustration-
regression suggests that an already satisfied need can become active when a
higher need cannot be satisfied. Thus, if a person is continually frustrated in
his/her attempts to satisfy growth, relatedness needs can resurface as key
motivators.

3. Satisfaction-strengthening- iteratively strengthening a current level of

satisfied needs. Satisfaction-strengthening indicates that an already satisfied
need can maintain satisfaction or strengthen lower level needs iteratively when
it fails to gratify high-level needs.
 Process Theory

Adam's Equity theory

John Stacey Adams' equity theory helps explain why pay and conditions alone do not
determine motivation. It also explains why giving one person a promotion or pay-
raise can have a demotivating effect on others.

There are 2 Components which is Inputs and Outputs.

At the core of this theory is the idea that employee inputs and outputs need to match
up as closely as possible. In other words, what an employee brings to the organization
should be relatively equal to what that employee takes from the organization.

Input Equity Output

Fair Balance

Loyalty Salary
Comitment Benifits
Hard Work Recognition
Trust Achievement

Figure 6: Components of Equity theory

<Developed by Author>
 Skills

The
Inputs
What Brings to
Knowledge
Organization Balance
and
Betwee
Outputs
n
Attitude
Adam's Equality
theory
Reward

What Takes From

Recognition
Organization.

Achivement.

Figure 7: Adam's equity theory

<Developed by Author>
Goal Setting Theory.

In 1960’s, Edwin Locke put forward the Goal-setting theory of motivation. This
theory states that goal setting is essentially linked to task performance. It states that
specific and challenging goals along with appropriate feedback contribute to higher
and better task performance. In simple words, goals indicate and give direction to an
employee about what needs to be done and how much efforts are required to be put in.

In goal setting theory, goals must be set based on 5 principles. To motivate, goals
must have these.

Task Complexity.
Clarity.
Feedback.
Challenge.
Commitment.

a) Clarity- Clear goals are measurable and unambiguous. When a goal is dear
and specific, with a definite time set for completion, there is less
misunderstanding about what behaviors will be rewarded. “Reduce job
turnover by 15%” or “Respond to employee suggestions within 48 hours” are
examples of dear goals.

b) Challenge- One of the most important characteristics of goals is the level of

challenge. Persons are often motivated by achievement, and they’ll judge a
goal based on the significance of the anticipated accomplishment. Rewards
typically increase for more difficult goals. If we believe we’ll be well
compensated or otherwise rewarded for achieving a challenging goal that will
boost our enthusiasm and our drive to get it done.
c) Commitment- Goals must be understood and agreed upon if they are to be
effective. Employees are more likely to “buy into” a goal if they feel they were
part of creating that goal. The notion of participative management rests on this
idea of involving employees in setting goals and making decisions.

d) Feedback- In addition to selecting the right type of goal, an effective goal

program must also include feedback. Feedback provides opportunities to
clarify expectations, adjust goal difficulty, and gain recognition. It’s important
to provide benchmark opportunities or targets, so individuals can determine
for themselves how they’re doing.

e) Task complexity- The last factor in goal setting theory introduces two more
requirements for success. For goals or assignments that are highly complex,
take special care to ensure that the work doesn’t become too overwhelming.
Goal setting theory has certain eventualities such as Self-efficiency and Goal
commitment.

Figure 8: All Components of Goal Setting theory

Vroom's Expectancy theory

Vroom's expectancy theory separates effort (which arises from motivation),

performance, and outcomes. Vroom's expectancy theory assumes that behavior results
from conscious choices among alternatives whose purpose it is to maximize pleasure
and to minimize pain. Vroom realized that an employee's performance is based on
individual factors such as personality, skills, knowledge, experience and abilities.

He stated that effort, performance and motivation are linked in a person's motivation.
He uses the variables Expectancy, Instrumentality and Valence to account for this.

Expectancy Instrumentality Valence

Figure 9: Steps of Expectancy Theory

<Developed by Author>

1. Expectancy is the belief that increased effort will lead to increased

performance. I.e. if I work harder than this will be better. This is affected by
such things as…
Having the right resources available
Having the right skills to do the job
Having the necessary support to get the job done (e.g. supervisor support, or
correct information on the job)
 2. Instrumentality is the belief that if we perform well that a valued outcome
will be received. The degree to which a first level outcome will lead to the
second level outcome. I.e. if I do a good job, there is something in it for me.
This is affected by such things as…
Clear understanding of the relationship between performance and outcomes.
Trust in the people who will take the decisions on who gets what outcome
Transparency of the process that decides who gets what outcome

3. Valence is the importance that the individual places upon the expected
outcome. For the valence to be positive, the person must prefer attaining the
outcome to not attaining it.

Difference between Expectancy Theory and Equity Theory

a) Definition
Expectancy Theory- Persons perform actions in exchange for rewards based
on their conscious expectations. If the reward is fair with their expectation,
they are motivated.
Equity Theory- Persons derive job satisfaction by comparing their effort and
reward ratio with others. If the ratio is fair or equitable, they feel satisfied.

b) Motivation
In expectancy theory, motivation is said to occur due to the personal effort
and reward system. If the reward is sufficient as per the perception of the
employee, he / she is motivated.

In equity theory, motivation is a third party construct where employees

compare the effort and reward ratio with others (peers, friends, neighbors). If
they feel the ratio is fair in line with others, only they are motivated. If not,
they will face distress.
c) External Influence
In expectancy theory, external forces (third party) do not affect motivation.

In equity theory, external forces play a crucial role as individuals are said to
compare their rewards with others in the society
Measurement of Effective CPD

Check List
A checklist is a list of items we need to verify, check or inspect. Checklists are used in
every imaginable field. From building inspections to complex medical surgeries.
Using a checklist allows us to don’t forget any important steps.

Steps Of Create Our Check List

Ensure our
Notes,
Make Each Group our Make Each Don’t Skip Evidence Or
Item Clear Items By Item Anything On Other Results
And Concise Category Actionable The List Are Used To
Improve
Performance

Figure 10: Steps of making checklist

<Developed by Author>

Self-Management Evaluation
Self-management- Which strategies as way to help us take responsibility for our
behavior. Self-management used in conjunction with reinforcement strategies, and it
is important to have a student focus on appropriate behaviors when using self-
management strategies.

Self-Monitoring- We record our demonstration of a specified, observable behavior.

Self-Evaluation- We evaluate our performance demonstrating a specified, observable

behavior to be compared against pre identified performance expectations.

I used which technique to monitor and manage my own behaviors to support with
independent regulation of emotions or behaviors. Self-management systems include
self-monitoring, self-evaluating behaviors, or both in conjunction with reinforcement
strategies.
Check List Scale

Name- Srishkantharajah Suresh. Date- June 2022.

Current Position: Degree Holder in Network Engineering.

Tick “” If Achieve Or Mark “X” If Not Achieve For the Following
Skills.

 Soft Skills development 

o Finding solutions to problems 
o Time Management Skill 
o Decision Making Skill 
o Negotiation Skill 
o Behavioral skill 
 Professional Skill Development 
o Public Speaking 
o Team Work 
o Flexibility 
 Communicating Skill 
o Listening 
o Non Verbal communication 
o Clarity & Concision 
o Friendliness 
 IT Skills 
o Creativity 
o Presentation 
 Leadership Skills 
o Motivation 
o Delegating 
o Trust worthiness 
o Positivity 
Figure 11: Checklist scale

<Developed by Author>
Self-Management Evaluate

Self-Management

It’s developed my motivation and concentration. Helped to overcome the lure of

procrastination and Evaluate my future goal and achievement.
4. What Are the Weakness that you have and how do they impact on your job?
 Have No Proper time Management.
 Have No Self-Motivation
 Have No Mentor
 Don’t Have Trust In Others
Figure 12: Management form

<Developed by Author>