Engineering Examples
Example 1
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The Construction Industry and CPD
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The circles for 'Government', 'Professional Bodies', and 'Construction Industry Reports' surround and point to a central circle 'The need for C P D of construction professionals'.
Example 2
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Milestones in Goal Setting.
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Boxes connected with arrows from left to right, Current Position (A) to Milestone Step 1 (B) to Milestone Step 2 (C) to Milestone Step 3 (D) to Milestone Steps (E to Y) to Achieve Goal (Z)
Example 3
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Adapted from Locke's goal-setting theory derived from Locke, et al., (1986).
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Line of arrows progression from left to right, Event to Cognition to Evaluation to Intention to Performance.
Example 4
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SWOT Analysis.
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A grid of four squares. Two horizontal by two vertical. The top left square has the heading 'Strengths', the top right square has the heading 'Weaknesses', the bottom left square has the heading 'Opportunities' and the bottom right square has the heading 'Threats'.
Example 5
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SWOT Analysis to help identify goals.
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A two-by-two grid with the top left box is strength with bullet points Achieved University Degree, Enthusiastic and highly motivated, good I T skills. Bottom left box is Opportunities with bullet points Many colleagues to learn from, further formal and informal study, can start journey to charted professional. Top right box is Weaknesses with bullet points Limited project experience, Poor presentation skills, low office confidence. Bottom right box is Threats with bullet points competition for promotions from colleagues, economic performance of construction industry may go down resulting in redundancies.
Example 6
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SWOT as a goal setting tool.
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A Strength, Weakness, Opportunities, Threats grid; in weaknesses limited project experience is circled and arrows point to a milestones in goal setting array with Current Position (A) gaining ‘limited presentation experience’ which passes through the milestone steps until it reaches Goal (Z) ‘increase presentation experience’.
Example 7
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SWOT Analysis to help achieve a goal.
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A two-by-two grid with the top left box titled Strength with bullet points: awareness of current Q S role requirements, lots of time to dedicate to the process after work, enthusiasm to become chartered. The top right box titled Weaknesses with bullet points: lack of understanding of some concepts, not very organised, poor interview technique. The bottom left box titled Opportunities with bullet points: lots of chartered professionals at current office, colleagues undergoing same process simultaneously, online resources and course available. The bottom right box titled Threats with bullet points: time demands may change if I gain promotion, Limited opportunity to experience some competencies, redundancy may hinder completion requirements.
Example 8
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Goal Setting Model.
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Four linear stages leading to each other with arrows. Starting from the left the first stage is Goal Identification. It contains Swot Analysis, Quick Goal Setting, and Insightful Goal setting. The second stage is Goal Analysis and contains Short Term Goals, Medium Term Goals, and Long Term Goals. The third stage is Goal Setting and contains SMART goals. The fourth stage is Milestone Setting and contains FAST Goals and STEEPLE Analysis.
Example 9
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CPD review process map.
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A flow diagram that starts with the instruction to 'Review CPD plan'. The next option is the question 'has progress against a milestone been achieved?'. If 'Yes' then the next instruction is to 'Update progress CPD plan'. Then the next instruction is to 'Review and amend applicable goals and milestones' before going back to the start. At the start, once back at the first question, if the answer is 'no' the instruction is to 'Reflect on performance with SWOT analysis' before the next question is 'can methods to progress be identified?'. If 'Yes' the next option is to 'continue on CPD plan' before returning to the start. If 'no' the instruction is to 'ensure all current goals and milestones are SMART' before the option of 'Review and amend applicable goals and milestones' is used again and then ultimately ending up back at the start of the flow diagram.
Example 10
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Objectives and Key Result.
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A table with three vertical columns and six horizontal rows. The heading of the horizontal row on the left is 'Objective' and the headoing of the column on the right is '/100percent'. Under the objective column each row states 'Key Result' and then the number 1-5 in sequential order. The same rows in the right hand column state '/100percent', '/15nr', '/32 visits', '/100percent', and '60 emails'.
Example 11
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CPD plan Example 1.
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A line graph entitled 'CPD Plan'. The Y axis states 'Metrics (how the goal is measured)' running from 'zero' to 'ten' and the X axis 'Progress reviewed and plotted every month' and the headings run from 'month one' to 'month six'. There are three lines plotted each rising from left to right and each representing a different goal.
Example 12
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CPD plan Example 2.
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A table with seven columns each with a different headings. These are 'Number, Goal Title, Date to achieve by, Details, Progress percent, Reflection on progress to date, Further Details'. There are then a series of rows underneath the headings, with the first entitield (under the 'Goal Title' heading') 'Main Goal Title'. Underneath this are 'milesone one', 'milestone two' and 'milestone three'.
Example 13
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CPD plan Example 3.
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A radar graph with the title 'Snapshot of progress against desired CPD plan goals' with five goals around the outside of the radar graph. There are then three pentagonal shapes plotted on the graph, one small, one medium and on large representing progress against each goal over time.
Example 14
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CPD plan Example 4.
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A table with twelve columns each with a different headings. These are 'Number, Timescale, Goal, Success Criteria, Milestones, Motivation, Barriers, Start, Achieve by, Currently on target, Milestone Progress, Goal Progress'.
Example 15
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CPD plan Example 5.
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A grid with three main divisions along the top, Short Term with subordinate goals 1 and 2, Medium Term with subordinate goals 3 and 4, and Long Term with subordinate goals 5 and 6. Down the left are two divisions, professional and personal, each with the subordinate rows for milestones, opportunities, and threats. Each box in the grid is to be filled with a percent completed value.
Example 16
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WBL model.
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A circle with 'the learner' written inside, with the circle inside a box that states 'continuous learning and reflection'. There are two arrows points upwards from the circle to the heading 'The workplace: industrial learning' and two arrows pointing downwards from the circle to the heading 'The Classroom: educational learning.
Example 17
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adapted from The Kolb ELT cycle.
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A circle split into four equal sections, from clockwise starting from top left the circle state 'active experientation', 'concrete experience, 'reflective observation' and 'abstract conceptualisation'.
Example 18
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adapted from The Kolb ELT cycle.
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Two rows each with two words connected by a dashed line. First row 'Feeling' connects to 'Thinking'. Second row 'Doing' connects to 'Watching'.
Example 19
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Learning styles adapted from Kolb (1974).
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A circle split into four equal sections, from clockwise starting from top left the circle state 'active experientation', 'concrete experience, 'reflective observation' and 'abstract conceptualisation' There are double headed arrows crossing the circle from bottom left to top right and bottom right to top left. The arrows each point to a word, from clockwise these are 'doing', 'feeling', 'watching', 'thinking'.
Example 20
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Reflective Cycle adapted from Gibbs (1988).
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A circle split into six equal sections numbered one to six, from clockwise starting with circle one the headings of each circle are 'description', 'feelings', 'evaluation', 'analysis, 'conclusion', 'action plan'.
Example 21
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reflection-in-action/reflection-on-action model adapted from Schon (1930).
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Two arrows along the same horizontal line are pointing right, with the left arrow stating 'reflection in action' and the right arrow stating 'reflection on action'. There uis a heading under each arrow with the left heading stating 'the event as it happens' and the right arrow stating 'post event'.
Example 22
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Adapted from Atkins and Murphy’s reflective model.
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A circle split into five equal sections numbered one to five, from clockwise starting with circle one the headings of each circle are 'awareness', 'describe the situation', 'analyse feelings and knowledge', 'evaluate the relevance of knowledge', 'identify any learning'.
Example 23
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Adapted from Driscoll’s (1994) model of reflection.
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A circle split into three equal sections numbered one to three, from clockwise starting with circle one the headings of each circle are 'what?', 'so what?', 'now what?'.
Example 24
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Employee appraisal review.
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A form headed 'performance and development review' asking for employee and line manage names and job titles, the period under review, date of review, the 'reviewee to demonstrate any achievements (or training) within the period' and the reviewer to provide feedback and information on support given over the period. The reviewee should add any 'Future Goals (use SMART Methodology)' and also any training needs identified before both the reviewee and reviewer sign the bottom of the form.
Example 25
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Exploration, understanding, and planning.
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Three horizontal arrows from left to right. The first states 'exploration' the second 'new understanding' and the third 'action planning'.
Example 26
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Grow Model adapted from Whitmore (1992).
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A circle split into four equal sections with two clockwise arrows around the centrea of the circle. From top right clockwise the sections are headed 'goal', 'reality', 'obstacles options', and 'way forward'. Four boxes are around the perimeter of the circle. The top left box states 'agree actions'. The top right box states 'Set the objectives for the session', the bottom right box states 'Establish the base line of knowledge and experience' and the bottom left box states 'Establish the base line of knowledge and experience'
Example 27
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Development review results (figures are in percentages).
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A fractured box with pieces showing relative percentages. Counter-clockwise from the top-left values are: Regular Development Review 82. Total Respondents 100. Beneficial 55. No Benefit 27. Have a Development Plan in Place 4. Have no Development Plan in Place 14. No review Takes Place 18.
Example 28
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Annual and frequent reviews (figures are in percentages).
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A fractured box with pieces showing relative percentages grouped into two rows. Top row values are: Annual Reviews 30. With answers: Employers take them seriously 9. Employers don't take them seriously 21. Bottom row values are Total Respondents 100, Bi-annual or Quarterly or Monthly Reviews 70. With answers: Employers take them seriously 58. Employers don't take them seriously 12.