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.