Continuing professional development (CPD) aims to maintain or improve the quality of professional performance. So far, it tends to have been designed for specific professional groups such as teachers, doctors, architects or engineers. Approaches, as a result, have often been local, separatist or idiosyncratic in nature. This book, first published in 1987, argues that CPD designers should consider strategies used for professional groups other than their own. This title will be useful to anyone with a responsibility for developing and implementing courses and also to practitioners themselves, as well as to students of business studies.
Introduction; Part One: Profession-Wide Strategies; 1. The Practice Audit Model: A Needs Assessment/Programme Development Process Donna S. Queeney 2. Planning Continuing Medical Education for General Practitioners in the Netherlands Peter A. J. Bouhuijs 3. Planning Continuing Education for Nurses – A Survey of Needs and Developments Jill Rogers; Part Two: Organisation Based Strategies; 4. Planning Continuing Professional Development to Improve Performance Frankie Todd 5. An Architecture for Learning Dr Stewart Harris 6. Teachers’ School-Focused Action Research Ian Lewis; Part Three: Practitioner Based Approaches; 7. The Use of Teacher Biographies in Professional Self-Development Peter Woods and Patricia J. Sikes 8. Appraisal of Teacher Performance Dr Terence Keen 9. Learner-Centred Learning for Professional Development John Cowan and Anna Gary; Afterword; Notes on Contributors; Index
The 40 volumes in this set, originally published between 1918 and 1996, draw together research by leading academics in the area of human resource management and provides a rigorous examination of related key issues. The volumes examine interview techniques, staff appraisal, and workforce training and development. This set will be of particular interest to students of business studies and HRM.