Continuing professional development
Graduates - What next?
If you are a graduate in employment, or even if you are still looking, you should be thinking about career progression. It is important that you undertake lifelong learning, continued professional development (CPD) and are aware of the changing professional environment, such as 'matching sections' to gain professional institutional membership.
Talk to the universities, talk to the professional institutions and the Engineering Council. Remember, it's your career - make the most of it.
Continuing professional development
Success as an engineer or technician depends on a number of factors. With increasingly demanding jobs it is critically important to be able to demonstrate continuing competence as a professional. Personal aspirations, developments in technology, changing employment structures, together with increased international competitiveness, require continuing professional development (CPD) to be high on everyone's agenda. CPD can be defined as: the systematic maintenance broadening of knowledge, understanding and skills together with the development of personal qualities necessary for the execution of professional and technical duties throughout the individual's working life.
Individuals have always had to update their knowledge and skills. Although this is important, CPD, as a key part of lifelong learning, has a much wider function. It aims to enhance the potential of all staff by encouraging innovation and enterprise. Engineers must manage technology, be innovative and respond positively to a continuously changing world. Success comes from anticipating needs and recognising opportunities. CPD should be a driving force for change.
Achievement of CPD
The challenges and opportunities of work experience provide the central vehicles for ongoing professional development.
They can be supported by structured activities which include:
- in-house courses
- external courses
- work-based learning
- distance learning programmes
- self-directed private study
- preparation and delivery of lectures and presentations
- attendance at lectures, seminars or conferences
- coaching, tutoring, monitoring, teaching
- secondment and special projects.
CPD is not specified in terms of subject matter or time spent. The focus is on the learning outputs. This requires individuals to manage their learning, treating it as an investment in their career.
Key activities include:
- auditing their competences and experience
- identifying development needs
- planning appropriate activities
- evaluating the results
Role of the Engineering Council
The Engineering Council, as the central body for the profession, is responsible for establishing policies and promoting practice so that CPD underpins the professional competence of engineers throughout their working lives. Key roles are:
- to establish a framework of requirements for CPD, together with criteria and guidance on implementation
- to facilitate and support action, especially by professional institutions, towards the establishment of good practice
- to represent the engineering profession in the UK and overseas in contributing to relevant initiatives and projects
The Engineering Council promotes CPD to emphasise
- the responsibility of individual engineers for continuous improvement and development to ensure high competence as professionals throughout their careers
- the need for development to include a range of technical, commercial, financial and management subjects
- the use of a wide range of structured job-related activities, including courses, distance learning, in-company programmes and professional institution activities
There are four main partners in CPD:
- engineers
- employers
- professional institutions
- providers of CPD, such as universities
The key partnership is between individual engineers and their employers, where opportunities for CPD can be identified and action taken.
Academic and other bodies support this by providing courses, postgraduate programmes and other relevant learning activities and materials.
Professional institutions have a central role in challenging their members to be committed to CPD, and in assisting them to take effective action. Promotion and guidance documents are available. Learned society activities and publications provide valuable sources of help. There are opportunities for networking and important developments in the use of websites. There is an increasing focus on regional and local activities; mentoring is strongly supported.
Commitment and action
A commitment to improving and developing competence is a hallmark of professional staff. Registration with the Engineering Council and membership of institutions include an obligation to maintain professional competence. Engineers should not only be competent but should be in a position to provide evidence of their commitment to remaining competent. They should assess the results of their learning, using relevant benchmarks such as occupational and professional standards and employers' competences.
Assessment through academic and vocational qualifications is encouraged.
The Engineering Council Survey of Registrants shows that some 54% have undertaken more than five days of training sponsored by their employers. Over 12% of Incorporated Engineers and over 21% of Engineering Technicians have undertaken part of an NVQ. Over 18% of Chartered Engineers have gained a relevant Masters degree since their initial education. And over 62% of registrants have a record of their development. For the younger engineers this figure rises to 76%. However, planning of CPD is not well established, with only 37% having plans; or 57% for those under 34 years old.
Code for CPD
The Council, in partnership with the institutions, has developed a Framework for CPD; this includes a model Code of Practice which places obligations on engineers to:
- demonstrate commitment to continually enhancing professional competence through self-managed CPD
- be aware of professional, commercial and legal requirements for evidence of CPD
- be aware of sources of, and ways of providing evidence of commitment to CPD
- have available and, if required, provide suitable evidence of commitment to CPD
- take responsibility for and manage CPD
- identify and prioritise development needs and opportunities
- use appropriate guidelines and competence benchmarks/standards.
- plan and carry out development action using a range of appropriate learning opportunities
- record development achievements
- evaluate achievements and review against needs
Support the learning and development of others:
- be prepared to act as a mentor
- encourage employers to support professional development
- share professional expertise and knowledge
- provide support for the learning of others, especially of immediate staff
- contribute to the activities of a professional body
The last point of this code highlights a central issue of professional development: that learning needs to be a shared activity.
Real achievements in professional and business life depend on group activities, on shared information and values, and on shared learning. Learning, innovation and growth depend on the synergy of individuals committed to continuous improvement. A central expectation of professionals is to look outwards to society rather than inwards to themselves.
Obligation and benefits
A code of conduct requires registered engineers to take all reasonable steps to maintain and develop their professional competence and knowledge. CPD is, therefore, a key obligation on engineers and technicians. Evidence of professional development and of compliance with the CPD Code are requirements for registration.
Professional institutions, as nominated bodies of the Engineering Council, are required to promote and support CPD, and to monitor the CPD carried out by their members. They may use opportunities of registration, upgrading and other relevant occasions to review evidence of the CPD planned and undertaken.
Investment in CPD is a central business activity aimed at maintaining and improving the key competencies needed for success. For employers their staff are more capable, both technically and managerially, and committed to continuous improvement. The benefits for individual engineers and technicians are increased job performance and employability, and enhanced opportunities for career advancement. The overall aims are high competitive performance for industry, and a positive image for the engineering profession.
Copyright Chris Senior, 2002, Engineering & Technology, Inside Careers
http://www.insidecareers.co.uk/.
Chris Senior CEng is the Senior Executive at the Engineering Council responsible for promoting professional development, in partnership with the professional institutions. He links with government, employers and academic bodies, and contributes to national and international initiatives.
Previously he worked in engineering companies establishing programmes for the training and development of engineers and other staff.
