Continuing Professional Development
Supplementary Guidance Notes

Reading as CPD Credit

Please be aware that ‘reading’ on its own cannot be counted for CPD credit. Courses that require delegates simply to read materials will not count for CPD. Reading must result in a reflective analysis of how material may impact on practice. To count for CPD credit a Reflective Summary of learning and intended applications must be kept in your CPD log (e.g. What have you learned? What would you change as a result? How would it impact on your practice?).

Distance Learning

Time spent on distance-learning courses such as courses offered by video-cassette, by audio-cassette, by CD-ROM, via the Internet, and/or by using written materials can qualify for up to 75 per cent of an assessor’s continuing professional development (CPD) requirement.

The aims and objectives of the course should be made clear at its outset, e.g. to provide updates or detailed knowledge on specific subject areas. It is important to check the level of the course to ensure that you have the requisite knowledge/experience to undertake the activity.

All distance-learning courses must have provision for the answering of enquiries, or for discussion, to enable participants to raise queries and to ensure that the information has been understood. Assessors might be required to answer a number of questions per subject in order to determine that the appropriate level of knowledge and understanding of the subject has been gained; alternatively, each course might build on a previous one, so that, over a period of time, the level of knowledge and understanding would be developed. It would be useful to agree a timetable with the provider for completion of such a course, with an indication of the level you are expected to achieve.

Assessors should ensure that they study the materials (e.g. video-cassette, audio-cassette, CD-ROM, the Internet and/or written materials) in detail, in order to answer test questions satisfactorily, as providers should not indicate in any of the materials where the answers may be found. The correct number of questions must be answered in order to claim CPD credit; this will be advised by the provider. You should be aware of the time-scale for answering the questions. The provider will advise you of your individual test score, but it is likely that the correct answers will be issued via the same medium as the course.

Before embarking on a distance learning programme, assessors should check whether the provider offers technical support both during and after office hours, particularly when the use of electronic equipment is necessary.

Coaching and Mentoring

The following guidance provides some practical advice to assessors on coaching and mentoring relationships, and explains how these activities can count for continuing professional development (CPD) credit. It suggests some characteristics that are often present in these types of relationships, and outlines the processes involved in typical coaching and mentoring programmes.

However, it should be noted that the relationship between the coach or mentor and the individual is a personal relationship that will be developed in a unique way to meet the specific needs of the particular individual. It is not possible, therefore, to provide an exhaustive list of the functions or responsibilities of the parties involved or to provide guidance that will cover all possible arrangements.

Gaining CPD credit through coaching and mentoring

structured coaching and mentoring sessions of one hour or more, delivered face-to-face, which have written aims and objectives, and are documented showing an outcome, can count for up to 100 per cent of an assessor’s CPD requirement

structured coaching and mentoring sessions of between 30 minutes and one hour, delivered face-to-face, which have written aims and objectives, are documented showing an outcome, and are accredited under an authorisation agreement, can count for up to 75 per cent of an assessor’s CPD requirement

structured coaching and mentoring sessions of 30 minutes or more, delivered at a distance (e.g. by telephone, email or fax), which have written aims and objectives, are documented showing an outcome, and are accredited under an authorisation agreement, can count for up to 75 per cent of an assessors’ CPD requirement.

Both the coach or mentor and the individual being coached or mentored can claim CPD credit for the time spent on the sessions.

Coaching

Coaching is a structured, two-way process centred on enhancing the individual’s performance through behavioural change. It has a performance-based focus, and is achieved through the transfer of specific skills from the coach to the individual. Skills that can be transferred include

professional skills

technical skills

personal skills

communication skills

The coach is usually a more-experienced member of staff who can provide the individual with access to both technical knowledge and knowledge about the organisation and the organisational context of the individual’s role.



Coaching programmes will usually incorporate the following stages:

identifying the individual’s development needs

establishing and agreeing the objectives of the coaching programme and the criteria for measuring success

discussing options and agreeing an action plan for achieving the objectives

monitoring and reviewing performance

receiving and giving feedback

analysing performance against the agreed objectives

reviewing the individual's development and identifying further development needs.

A coaching programme can be

short term – concerned with achieving a relatively short-term goal, e.g. completing a specified task within one month

long term – concerned with achieving a much broader objective or set of objectives within a longer time frame, e.g. completing a major project within one year

flexible – concerned with achieving specific objectives on an ongoing basis.

For the coaching to be successful, ownership of the process must rest with the individual. The coach should empower the individual to identify personal performance-related goals and to determine an action plan for achieving these goals. By offering support and guidance, the coach will encourage the individual to review performance and to understand for himself or herself what has been learnt.

Although coaching programmes will usually be concerned with meeting agreed, specified objectives, it should be recognised that the individual's needs and priorities may change during the course of the coaching programme; it is important to incorporate flexibility into the programme to accommodate such changes. The performance review and analysis stages of the process allow for changes to be identified and accommodated.

Mentoring

Mentoring is a structured, one-to-one relationship centred on the development needs and career progression of the individual. It has a longer-term perspective, and is not specifically performance based. It focuses on helping individuals to learn and develop, and achieves its purpose through the development of the relationship between the mentor and the mentee. The mentoring relationship is a confidential relationship; it provides an opportunity for individuals to explore their strengths and weaknesses, identify their development objectives and explore ways of achieving these objectives. Matching the mentor to the mentee is particularly important in these types of relationships, as the mentor must have credibility and respect. It is important that the individual feel confident in discussing issues openly and honestly. The mentor is usually a more-senior member of the organisation, and will provide continuing support and feedback; the mentor need not be someone in the same department as the mentee.

Mentoring programmes will usually incorporate the following stages:

identifying the individual's learning and development needs

agreeing the objectives of the mentoring relationship and the support required by the individual

discussing options for achieving the objectives and agreeing a development plan

monitoring development

receiving and giving feedback

analysing learning outcomes against agreed objectives

reviewing the development plan and identifying further development needs.

Mentoring encourages the individual to take responsibility for their own development, by identifying development needs and utilising resources to meet their learning objectives. The mentor can provide advice to the individual on resources, useful contacts, organisational culture and strategic context, for example. In addition to informational support, the mentor can also provide emotional support. The mentor should encourage independent decision making, facilitate learning opportunities for the individual and provide continuing support.

Mentoring relationships are usually developed over a longer period of time allowing the mentor to support the mentee throughout their development. The ultimate aim of the mentoring relationship is to develop the individual and empower them reach their full potential.