Comparing CPE and HRD Programs: Definitions, Theoretical Foundations, Outcomes, and Measures of Quality

Abstract

The problem and the solution.The fields of continuing professional education and human resource development each provide instruction that enables individuals to improve their work performance. However, the fields have different definitions, stakeholder outcomes, and measures of quality, so selecting one type of program rather than the other can greatly influence the instructional experience. This article focuses on how professionals in both fields can improve their practice by better understanding the fields’ definitions, theoretical foundations, outcomes, and measures of quality.

Professional journey of the expert teacher educator

“…It is a process of taking personal responsibility for ongoing learning and development. It is a way of recognizing all relevant activities undertaken to maintain, enhance and further develop knowledge and skills in order to benefit professionals and their clients (Carver 2001;Sleezer, Conti, and Nolan 2004;Van Loo and Rocco 2006;Thomas 2009). Weingand (1999 regards CPE as 'the process of engaging in educational pursuits with the goal of becoming up-to-date in the knowledge and skills of one's profession'.…”

Navigating Professional White Water: Rethinking Continuing Professional Education at Work

“…Cervero () categorized professions as service‐oriented or community‐oriented occupations that apply an expert body of knowledge to problems that society values as highly relevant, for example, education or health care. “Professionals define social problems with which they deal and by extension, actually define social needs” (Sleezer, Conti, & Nolan, , p. 22). Bierema and Eraut () identified three distinctive features characterizing professionals: (a) a body of formal knowledge acquired through professional and continuing education, (b) authoritative knowledge based on specialized knowledge and expertise, and (c) accountability to their clients through adherence to a professional code of conduct, which normally covers both ethical principles and obligations to maintain competence through ongoing learning.…”

(Re) Interpreting Action, Learning, and Experience: Integrating Action Learning and Experiential Learning for HRD

“…The context of ‘becoming’ is ‘knowing’ the interactions of human, resource, and development (trans‐action) through the dialectic of grasping and transforming experience (Russ‐Eft, 2000). This perspective points to the reflexivity of learning (Holland, ), suggesting that HRD is as much a learning as an organizing process (Sleezer et al, ) serving a systemic function in organizations (Elliot, ).…”