But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

Roessger, Kevin M.

doi:10.1080/13639080.2013.805186

Cited by 16 publications

(28 citation statements)

References 60 publications

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“…Organisational demands for evidence of HR development are thus problematic, when different conceptualisations of professional learning (Roessger 2013) are implicit in performance contracts.…”

Section: Sense-making Of Cpdmentioning

confidence: 99%

Identity formation: professional development in practice strengthens a sense of self

Mackay

2015

Studies in Higher Education

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This paper explores how practitioners in a hostile context make sense of continuing professional development (CPD). Critics worldwide question the professional status of human resources seeing the function as an underdog to well-established professions. The study uses an interpretivist approach to examine the conceptual interweaving of learning and identity development. Findings reveal that continuing development expands knowledge capabilities which affirm professional identity coherence. Professionalisation of the human resources field matters for the effective staff management of diverse multicultural workforces. This suggests a need for CPD providers to support practitioners better articulate and critically demonstrate the significance of sourcing, coordinating and retaining global talent. To counter pejorative views, practitioners base cumulative improvements in people management skills to a claim for renewed respect. This robust approach provides a resilient pathway for other occupational groups who aspire to professional status.

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Section: Sense-making Of Cpdmentioning

confidence: 99%

Identity formation: professional development in practice strengthens a sense of self

Mackay

2015

Studies in Higher Education

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“…I define trades training here as formal on‐the‐job and classroom training to provide learners with current and specialized skills to perform a job. These skills are often specific, demonstrable, and consequential to organization, employee, and client welfare (see Roessger, ). Although not limited to specific industries, trades training programs often serve construction industry occupations such as carpentry, electrical work, pipefitting, masonry, and tile setting.…”

Section: Trades Trainingmentioning

confidence: 99%

“…I define trades training here as formal on-the-job and classroom training to provide learners with current and specialized skills to perform a job. These skills are often specific, demonstrable, and consequential to organization, employee, and client welfare (see Roessger, 2013 ).…”

Section: Trades Trainingmentioning

confidence: 99%

An Evaluation Tool for Reflective Activities in Trades Training: Gilbert's Worthy Performance Theorem Reformulated

Roessger¹

2015

Perf. Improv.

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Despite pervasive advocacy, there is little empirical support for reflective activities' effect on performance. This has made performance‐focused professionals reluctant to incorporate reflective activities into training interventions, particularly in industries with performance standards for ensuring stakeholder welfare, such as in the building and construction trades. In this article, I present an evaluation tool based on Gilbert's worthy performance theorem for identifying how reflective activities affect performance in trades training. I first outline the requirements for constructing an effective evaluation tool for trades training and next detail the tool's structure. I conclude by discussing its potential applications and implications for research and practice.

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“…The idea that reflection will lead to learning and improvement is based on the work of Dewey from the 1930s and continued with models such as Schön and Gibbs designed to support reflective practice . Whether reflection prompts learning and change has been questioned, although some studies have identified changes in behaviour as a direct result of reflection taking place within clinical practice settings . Reflective practice is now mandated for most health professionals, with documented evidence of reflecting on patient and colleague feedback required for continuing professional development and revalidation.…”

Section: Introductionmentioning

confidence: 99%

“…[13][14][15][16] Whether reflection prompts learning and change has been questioned, although some studies have identified changes in behaviour as a direct result of reflection taking place within clinical practice settings. [17][18][19][20] Reflective practice is now mandated for most health professionals, with documented evidence of reflecting on patient and colleague feedback required for continuing professional development and revalidation. Despite the focus on retrospective written reflection, increasingly, arguments are being made that reflection, and in particular reflection in action, should instead be fully embedded within the multiple contexts of clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Reflection in practice: How can patient experience feedback trigger staff reflection in hospital acute care settings?

Jones

Bion

Brown

et al. 2019

Health Expectations

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Background Patient and staff experiences provide important insights into care quality, but health systems have difficulty using these data to improve care. Little attention has been paid to understanding how patient experience feedback can act as a prompt to reflection in practice in the clinical setting. Objective We aimed to identify the ways in which different types of patient experience feedback act as a trigger or prompt for engagement in reflection in clinical practice in acute hospital settings and identify important considerations for enhancing the value of patient experience data for reflective learning. Methods We conducted an ethnographic study in eight acute care units in three NHS hospital trusts in England, including 140 hours of observations and 45 semi‐structured interviews with nursing, medical and managerial staff working in acute medical units and intensive care units. The data were analysed thematically. Findings We distinguished between formal patient experience data sources: data purposively collected and collated to capture the patient experience of care, generally at organizational level, including surveys, complaints and comments; and informal sources of feedback on the patient experience recognized by staff alongside the formal data. We also identified patient narratives as an ‘in between’ source of data. The impact of different types of patient feedback in triggering reflection primarily depended on the extent to which the feedback was experienced as personally relevant, meaningful and emotionally salient. Discussion Patient experience feedback is multi‐faceted, but our study suggests that all types of feedback could be harnessed more effectively to prompt reflection.

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But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

Cited by 16 publications

References 60 publications

Identity formation: professional development in practice strengthens a sense of self

Identity formation: professional development in practice strengthens a sense of self

An Evaluation Tool for Reflective Activities in Trades Training: Gilbert's Worthy Performance Theorem Reformulated

Reflection in practice: How can patient experience feedback trigger staff reflection in hospital acute care settings?

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