What coaching can learn from physiotherapy and architecture

Gwyn Owen - Chartered Society of Physiotherapy

Outcomes based approach to CPD

It’s not about the number of hours or courses you go on, but it’s about showing the professional body the learning you’ve engaged with – be it formal, informal, peer learning, or a whole host of different ways in which we learn . You must show the evidence as to how is it influencing your current and future practice and helping you remain a competent practitioner. As a registered practitioner you are duty bound to meet certain HCPC CPD standards:

1. Maintain an on-going record of CPD activity

List the CPD activities engaged with, providing as much evidence as possible:

• date 
• description of learning activity
• learning outcomes
• connection to current and future practice.

2. Demonstrate a variety of learning

This includes informal and formal learning. The regulator wants to see engagement in a mix of activity not just attending courses, self-study and reflection

3. Connecting learning to practice

You must provide evidence of how the learning activity connects to everyday practice. How does it change your approach to work practice? How does the learning ensure the quality of service you provide improves in the setting in which you work?

The Physiotherapy framework provides a structure for reflection through the 17 domains of professional practice: communication, team-working, manual skills, knowledge of anatomy and physiology and a whole host of other things. This provides a real focus for CPD choices and reflection.

Varied reflection models

We encourage people to play with different reflective models and then compare and contrast the different approaches. It’s about getting people to think critically about the whole reflective process – to think about thinking. It’s about encouraging the independent practitioner.

You should always be critical of a preferred reflective model, because the danger is that you stick with one model of reflection it drives one particular way of thinking.

There is great value in peer-working

It's crucial that we make the space for practitioners to work alongside colleagues to learn and question and to work together as a group. Time must be created within practice for staff to learn from each other.

Joni Tyler Head of CPD at the Royal Institute for British Architects

Dedication to education

To become an architect you go through a three part educational degree which takes a total of seven years. In parts two and three we introduce CPD, so the prospective architects of the future understand its importance as part of their everyday life.

During the educational programme there are varied opportunities for studying abroad and the opportunity to gain further qualifications in related fields, so the idea of continually developing and looking to other areas to extend their knowledge is implemented early.

Employability

We want to get the message across that CPD is genuinely beneficial to advancing your career. The messages we continually deliver is that CPD is a way of advancing your career, getting new business, building up business and is a tool for career enhancement.

Understand the industry core skills

When we updated the CPD curriculum we focused on the ten core skills that every architect needs. This didn’t just include the technical skills but also internal management of companies, business/finance management, context, climate and environmental issues and all the other varied skills which architects require on a regular basis.

Architects must complete CPD hours in each area of the ten key skills each year. This method helps individuals recognise which key competencies they must focus on that are required of the profession.

Professional integrity and judgement

Each individual is encouraged to use their professional integrity, judgement and awareness to seek their own CPD. We will communicate the emerging needs of the industry, often regarding new legislation, and offer relevant accompanying CPD. However, it's the individual who knows what their business needs are.

Spectrum of self-directed learning

Much of the CPD can be self-directed be it reading relevant industry journals, websites, blogs or other aspects of appropriate related social media at one end of the spectrum to completing further formal qualification at the other. There are limitless types of activities at various levels in between.

Ownership of CPD choices

RIBA guide individuals by providing the following model/questions:

• Analyse strengths and weaknesses.
• What does the business need?
• Decide what areas need to develop.
• Plan and research your learning activities.
• Record, review and reflect.

This article was first published in The Boot Room magazine in August 2013.