The Career Development Association of New Zealand (CDANZ) Continuing Professional Development Procedure recognises that while entry level skills and qualifications are important, it is essential that career development practitioners participate in Continuing Professional Development (CPD). This is to ensure that they maintain currency in their career development field, provide a professional quality service to clients and contribute to professional learning as an active and informed Member of CDANZ.
For our members to develop and grow in their professional competence, we encourage members to be responsible for identifying their required CPD via a robust and honest self-assessment against the core competencies. Members will be encouraged to undertake an annual self-reflective review on each core competency and through this to identify and construct their personal learning plan. This will form the basis of their professional development.
This is an active and dynamic process of continual learning and review, which supports ongoing competence and professional growth. It is our intention to have a professional body with high commitment to being skilled and knowledgeable, delivering quality career services to clients. Just as we encourage our clients to be “life-long learners” for agility in today’s world, as practitioners we also need to practice this, and become agile in our ways of working, with the ability to adapt to the change and disruption occurring in the world of work today.
The commitment to ongoing learning means that, at minimum, each career development practitioner should do as much learning as needed (a minimum of 30 hours annually for associate and professional members) to maintain these required core competencies.
To achieve the CPD requirements the CDANZ member, National Executive and Branches share responsibility for promoting, planning, implementing and evaluating professional learning activities. Our commitment to our members is that we will develop and provide meaningful and relevant CPD opportunities which will be in line with the core competencies.
Best practice for personal and professional development is to take a planned approach based on identified learning needs. To establish these areas, we encourage you to undertake a reflective self-assessment of your current level of competency against the CDANZ Competency Framework using the self-reflective review form.
Self-reflection involves careful thought of one’s own knowledge, assumptions and past experiences, and the ability to look at self in relation to others, the systems in which practice is embedded, and to standards such as the CDANZ competencies. It embraces the ability to “stand back from the self” and examine critically.
Testing the accuracy of one’s self-evaluation by considering feedback of a colleague is an important component of the self-reflection process. You may wish to engage the assistance of a professional or peer supervisor, mentor, employer or senior colleague to help overcome the natural tendency towards blind spots and “not knowing what you don’t know” and gain feedback on any perceived strengths and areas of development in your practice.
This Continuing Professional Development (CPD) procedure is made up of four stages:
1. Complete the CDANZ Competency Self-Reflective Review form.
- Read through each competency and assess your current level of competency against the evidence requirements, and assign a rating between 5 and 1. When considering one’s professional development it can be helpful to think of the development stages as ranging from novice (1) to expert (5). A useful model developed by Dreyfus and Dreyfus (1986) (see bottom of page), for understanding the level of development of a person in their work context, describes this journey. None of us will be an expert or novice on every competency, but the aim is to work towards being ‘competent’ in each area.
- Remember this is your own assessment and confidential to you. However, you may wish to discuss some or all of the competencies with a professional or peer supervisor, mentor, employer or senior colleague.
- Under each competency, you may wish to note your reflections on what gap you need to fill and what you intend to learn.
2. Complete your Personal Learning Plan
- Based on your ratings and reflections of your learning gaps, summarise how you intend to meet these needs.
- Your plan may include a range of such activities, for example, researching a topic, engaging in supervision, reading professional literature, writing and/or presenting, enrolling in education, attending a webinar, a workshop, or a conference, etc.
- You are not required to address every competency at once - you may decide to initially focus on only one or two. Conversely, you may have more than one learning need arising from a single competency.
- Learning may extend over a period of longer than 1 year, i.e. you may decide to develop a 1-3-year plan.
- You may also identify additional learning needs during the year as opportunities or professional challenges arise. The key here is that your learning is meaningful for you and the context of your practice.
- Please note that this is your personal learning plan and does not need to be submitted.
- It is also acknowledged that new learning opportunities and unforeseen challenges may lead you to evolve in a new direction. However, if you identify that a particular competency needs significant development, this should be seen as a priority.
- Record this on the ‘Professional Development Annual Record’. (the form needs to be downloaded first.)
4. At the time of your Annual Renewal, complete and submit your ‘Professional Development Annual Record’.
- Please download the form and type entries for the Professional Development Annual Record directly into the word document; It is important to include reflections on how the learning has enhanced your career practice, as these are a valued part of the renewal process and demonstrate the awareness you have about your own professional development. Details, dates and number of hours must be specified for each entry.
- Please note that associate, professional and fellow members are required to complete 30 hours of professional development per year to retain their membership.
- Professional development DOES NOT include activities which are about day-to-day work processes, systems and reporting practices also those that build your business e.g. developing a business plan, promoting your business. Although these are important for you to do your job, they are not considered ‘Professional Development’ for career practitioners. These also include the delivery of workshops, staff meetings, performance appraisals and networking meetings that don’t have a PD component to them etc.
- Professional Supervision: Please note that should Supervision be listed as an activity, supervision must be provided by a professionally competent career supervisor, who is not in a direct management or authority relationship with the applicant. Supervision can be provided in several ways although it is important to be clear that supervision is not work-process or sales effectiveness training. Supervision is only deemed 'supervision' if its purpose is to support and enhance the work of the practitioner and the safety and care of their clients.
- CDANZ would like to acknowledge the contributions of members to the Association by allowing PD hours to be claimed for organising career specific or aligned conferences / symposiums / events, contributing to a CDANZ committee, or contributing to career related published material / articles / journals, as follows:
Organising Career specific or aligned conferences / symposiums / events
- Principle organiser
- Committee member organiser
CDANZ committee roles
- National Executive Committee members
- Branch Committee roles (Lead, Communications, Treasurer, PD coordinator)
- Member of a Project Team reporting to National Executive Committee
- Te Mohiotanga Editorial Team
Contributing to career related published material / articles / journals
3 hrs per article (max 3 articles)
Below is a guide to the rating adapted from the Dreyfus & Dreyfus model:
LEVELS OF COMPETENCY
· You have no or limited experience in this competency.
· You judge how well you are doing by how well you are following the rules or instructions from others.
· You need support, including mentoring, as you develop your own experience.
Any person entering a field where they have no experience with the people, goals or tools becomes a novice.
· You have some experience in this competency.
· You are starting to reflect upon and learn from your experiences.
· You need less support as you continue to develop your own experience.
· You can deal with different situations as you gain more experience.
· You have typically been working in the same or similar role for 2-3 years.
· You have a good working and background knowledge of this competency.
· You can readily describe and explain what is involved in what are doing, why doing what you do - based on analysed experiences.
· You are responsible for outcomes and have become efficient and organised - designing own plans to organise situations.
· You have typically been working in the same or similar role for 3 or more years.
· You have a good knowledge of, and depth of understanding of this competency and its relevance to practice.
· You trust the great store of experience and personal, practical knowledge that you now have.
· Your actions are based on broad experience. “I just know what to do and how to do it.”
· You are intuitive and have learned what to typically expect and how to modify your plans in response.
· You have an authoritative knowledge of, and depth of understanding of this competency across practice.
· You have an intuitive grasp on practice and a greater capacity for handling the unexpected.
· You cannot always provide convincing, rational explanations for your “know how”. Things happen unconsciously, naturally, automatically.
· You recognise things holistically, have great perceptual acuity, and zero in on the real problem very quickly and accurately.
Refer to Dreyfus and Dreyfus’ (1986) model to help you understand the development levels (1-5) of people in a work context.