ChallengeCPD - What's changed?

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In our ChallengeCPD proposal we promised to make 'quick wins' - changes to our existing programmes of CPD - based on what we are learning. From our initial literature review and Advisory Group meeting, it was clear that any training intervention is part of an ongoing process of professional development, and that we should always take this into account.

This isn't new to us, but I think I'd underestimated the importance of it. When we've been asked to deliver training for other parts of the university (DTE's, departments or particular courses), we ask about the rest of the professional development, but haven't always pushed on this. Which means that it's not always clear to me, or the participants, how the PER work complements the rest of the programme.

Because of this, I've started to be more demanding about understanding the broader CPD offer, to make sure that our PER bit complements and enhances the bigger picture. Developing material for the Bath Course, Physics Department and CDTs have all been influenced by this.

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  • This is a really good point, Helen. At the University of Glasgow's College of Medical, Veterinary and Life Sciences, we recently ran a big staff survey on engagement and communication - asking about people's recent experiences and ambitions for the future. Feeding back the results is giving us a good chance to signpost the support we can offer, particularly in response to popular requests. But it's also made us think about how we tie in with the priorities of our individual Institutes and Schools. Some of them have clear ideas about their PER focus, whereas for others PER is more devolved to individual PIs. We're helping people work out where they want to concentrate their efforts but for some, the most useful thing is to see how our CPD can support multiple other agendas and skills (especially if engagement is currently one more thing for them to feel stressed about finding time for).