Planning for Professional Development. A guidance document for MTAA members

Transcription

1 Planning for Professional Development A guidance document for MTAA members June 2009

2 Table of Contents 1 Preface 3 2 Purpose of Professional Development 4 3 Outcomes of Professional Development 5 4 Principles of Professional Development 6 5 Operational Framework 7 6 Identifying Learning Priorities and Allocating Resources 8 7 Selecting Appropriate Professional Development Strategies 9 8 Building Commitment and Targeting Support 10

3 1 Preface Workforce capacity is enhanced through effective learning and development. Research suggests that there is a direct link between a company reaching its strategic goals and the capacity of its workforce. The Medical Technology Association of Australia (MTAA) is committed to ensuring that members are equipped to deliver high quality professional development opportunities to their employees. This document draws on the knowledge of effective training and development practices gained from research and best practice. Emphasis is placed on the importance of workplace learning for teams and individuals. Participation in professional development by all staff within the medical technology industry is encouraged. Anne Trimmer Chief Executive Officer, MTAA

4 2 Purpose of Professional Development The purpose of professional development is to ensure a skilled and knowledgeable workforce to achieve business objectives. To be effective, professional development programs should be an integral component of your company s strategic planning processes. Initiatives must be valued and fostered by all levels of management and staff. Strategies should bring long-term improvements for achieving positive organisational change. Research suggests that professional development programs best support company improvement strategies, when they: meet the needs of both the company and individual; are an integral part of the strategic plan; are formulated on best practice adult learning principles; use in-house expertise and resources; actively involve all employees; and are supported by management. Improved practice will not result if: professional development is ad-hoc and uncoordinated; individuals that attend training are not provided with opportunities to transfer his/her learning within and across business units; and/or managers do not support their staff attending professional development activities.

5 3 Outcomes of Professional Development A valued, comprehensive and inclusive professional development program that addresses company priorities and individual staff learning needs; is accessible by all staff; and is based on sound adult learning principles will result in a number of outcomes. For individual staff: Gains greater knowledge, skills and understanding of a broad range of concepts through a range of strategies; Participates in formal and informal learning opportunities; and Engages in life-long learning. For companies: Improves company policy and practice; Achieves company initiatives and priorities; and Meets business objectives.

6 4 Principles of Professional Development Life-long learning means the acquisition of skills, knowledge and understanding beyond the classroom. When viewed along a continuum, it encompasses preemployment education and training, induction, ongoing education and training; and where appropriate, retraining. Professional development programs that reflect best practice of learning principles, access and delivery models are the most effective. Principles: 1. Professional development is valued by the company. 2. All staff can access relevant and timely professional development opportunities. 3. Prior learning and existing skills and knowledge are acknowledged and valued. 4. Initiatives contribute to improved knowledge, skills and/or understanding by participants. 5. Design and delivery of activities is needs-based and reflects company priorities. 6. Training is coordinated, targeted and linked to management and strategic plans. 7. Strategies include mentoring, coaching, researching, personal reflection, discussion with and observation of colleagues; and participation in formal conferences, programs and courses. 8. Team learning as well as individual learning is fostered. 9. Formal and informal learning is encouraged. 10. Technology is embedded to enable equity of access. 11. Activities are evaluated against learning outcomes.

7 5 Operational Framework To be effective, professional development must be strategic and target your company priorities; as well as promoting individual development. National Training Initiatives Initiatives address whole of industry learning needs and are available nationally through MTAA or other external providers. MTAA education, training and information sharing opportunities target the needs of specific medical technology industry groups or individuals with specific roles. Company Initiatives These initiatives are developed by your company to address your company priorities. They are often initiated by the CEO or management. These initiatives require the allocation of internal resources for the development and delivery of activities. They could be designed in-house or outsourced through external training providers. Individual Development Individual staff members have a responsibility to pursue their ongoing professional development. This can be achieved through participation in company initiatives, national training events or education through tertiary providers.

8 6 Identifying Learning Priorities and Allocating Resources To ensure your company strategically targets its priorities and the individual learning needs of your staff; managers will need to gather data, analyse findings and plan future directions. Strategies that will assist your company to determine learning priorities include: 1. identifying strategic plan priorities; 2. conducting a training needs analysis of all staff; 3. determining future in-house programs of learning; 4. nominating training opportunities that are best outsourced; 5. conducting staff focus groups to test planned activities; 6. recognising prior staff learning; and 7. mapping future training needs for each staff member. Traditionally, companies often only consider using internal resources when implementing professional development initiatives. However, in some instances, it may be more cost effective to look beyond internal resources and outsource their delivery to eliminate development costs. Strategies that will assist a company to allocate appropriate resources include: 1. evaluating current in-house training programs; 2. costing potential in-house programs of learning; and 3. costing external training opportunities that may best be outsourced.

9 7 Selecting Appropriate Professional Development Strategies Strategies used to implement targeted professional development will vary. This is dependent upon: the purpose of the activity; the focus of the learning; the learning needs of participants; available resources to support development and delivery; and the learning context. A critical factor that will assist you in determining appropriate strategies is the need to ensure that learning is carried across your company. Establishing processes to ensure this occurs is an integral component. Evidence suggests that participation by staff that are in a position to bring change are best placed to transfer the learning and bring about change. Professional development must be regularly monitored, reviewed and evaluated. This includes asking questions such as: What changes in practice were needed? Is change occurring? What improvements have been made as a result of the training? Was learning transferred to other areas of the business? How can the strategy be improved to ensure it achieves the required outcomes? A comprehensive evaluation plan involving the collection and analysis of relevant information will assist in answering these questions and planning future professional development initiatives.

10 8 Building Commitment and Targeting Support Companies that embrace learning in a managed and planned way will ultimately create a positive learning environment. In these companies, professional development is viewed as an integral part of broader improvement strategies. To achieve this, resources need to be allocated accordingly. Building commitment is achieved by: collaborating with staff in the early planning stages; involving staff in decision making; communicating expected learning outcomes across the organisation; determining strategies to best achieve company targets; targeting activities to meet identified learning needs; and developing processes to allocate appropriate resources to initiatives. There are a range of resources available to assist you access professional development for your staff. Contact MTAA for information on national training, education and information sharing opportunities or view the MTAA website for further details.

11 Acknowledgement: MTAA acknowledges the following references in the development of this document. 1. NSW Department of School Education School focused training and development (1996). Sydney, Training and Development Directorate 2. NSW Department of School Education Ideas for planning and implementing and training and development (1996). Sydney, Training and Development Directorate Contact details: Professional Development Manager Medical Technology Association of Australia P: (+612) E: W: