Continuing professional development

Collin, Kaija; Heijden, Beatrice van der; Lewis, Paul

doi:10.1111/j.1468-2419.2012.00410.x

Cited by 71 publications

(72 citation statements)

References 31 publications

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“…At other times it may be unstructured and incidental (for instance, when seeking help through personal contacts or spontaneous knowledge exchanges with others). Such learning incorporates a range of workplace activities and practices that ‘generate learning without learning being an express objective’ (Collin et al ., , p. 155). Workplace activities, guided by work‐based goals, with learning as a by‐product, are rarely acknowledged as learning activities, because they are a normal part of everyday working life (Eraut, ).…”

Section: Introductionmentioning

confidence: 97%

Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals

Margaryan

Littlejohn

Milligan

2013

International Journal of Training and Development

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The research reported here is an exploratory qualitative study aimed at identifying professionals' self-regulatory strategies underpinning the planning and attainment of learning goals in the workplace and showing how a number of organizational factors affect these strategies. The rationale for the study is that existing research tells us little about how professionals regulate their learning, largely because much of the literature on the self-regulation of learning has been conducted with pupils and students in schools and universities rather than with professionals. Data were obtained through 29 semi-structured interviews with professional employees in a company in the energy sector -including engineers, scientists and managers of various kinds -in 12 countries. Findings suggest that self-regulatory learning practices in, from and for work are iterative and fluid rather than delineated into discrete stages as suggested by phase models of self-regulation. There was little deliberate, systematic self-reflection on learning in the workplaces studied. Learning goals were driven by short-term work tasks and individuals' longer term development needs. Professionals draw extensively upon supervisors, mentors and colleagues when planning and attaining their learning goals. Formation of learning goals was constrained by individuals' perceptions of their career development potential and of how their progression potential is viewed by the organization in which they work.

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Section: Introductionmentioning

confidence: 97%

Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals

Margaryan

Littlejohn

Milligan

2013

International Journal of Training and Development

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“…The upper shoes (1-5) and sole (6)(7)(8)(9)(10)(11)(12) are the major parts of the footwear, being the sole composed by three parts: insole (6 and 9), inner sole (7 and 8), and external sole (10)(11)(12) (Fig. 2) [26].…”

Section: Footwear Structure and Required Propertiesmentioning

confidence: 99%

“…There are many parts of shoes in direct contact with upper and mainly lower part of foot, being the sole important factor related to weight distribution, the muscle activity and vertebral column [5]. The material sole must resist for the impact attenuation and forces received by the musculoskeletal [6], because it must be flexible, resistant and have adequate design [7]. In addition to these qualities, others properties are required to select the materials, like the venting capacity, heat dissipation, impact absorption, water resistance, etc.…”

Section: Introductionmentioning

confidence: 99%

Panorama of natural fibers applied in Brazilian footwear: materials and market

et al. 2019

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Footwear material is of great importance mainly considering the user's health. There are many components in contact with upper and mainly lower part of foot, being the sole essential part to weight distribution, muscle activity and vertebral column. This study aimed to verify how the natural fibers are applied at Brazilian market footwear, demonstrating the types of raw materials utilized, textile constructions and other variables. As well as comparing the information at natural fibers applications data from economics sources and material employment at the footwear international market. The methodology was based in literature research and interviews with Brazilian companies. The employment of natural fibers in footwear corresponds to a small part in comparison of synthetic fibers. Cellulosic fibers have been researched to reinforce rubbers and they are applied to sole as snow footwear. In addition, these fibers are being researched as biodegradable materials, showing innovations for instance, the use of leather waste, coconut fiber and latex, multilayers fabrics and finishing process adding bactericide properties to cotton. Brazilian footwear industry is finding solutions to reduce production costs in order to compete in the international market. One of the strategies is the gradual replacement of leather by fabrics, synthetic polymers and rubbers. The interviews identified the employment of cotton, raffia and jute fabrics especially in footwear summer collections. Thus, the increasing of researches about recycling footwear components and the development of biodegradable materials points a sustainability trend in this sector.

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“…Experiential learning, i.e. learning by doing also contributes (Collin, Van der Heijden, & Lewis, 2012). Particularly with the advent of online sources of learning, the nature of the learning is less explicit than with formal courses, making evaluation and recording harder to carry out (Little, 2009).…”

Section: Continuing Professional Development (Cpd)mentioning

confidence: 99%

Situating Continuing Professional Development in Life Long Learning in Qatar

Weerakkody¹,

Osmani²,

Waller³

et al. 2016

IJBM

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<p>Continued professional development (CPD) has been at the centre of capacity building in most successful organisations in western countries over the past few decades. Specialised professions in fields such as Accounting, Finance and ICT, to name but a few, are continuously evolving, which is necessitating certain standards to be followed through registration and certification by a designated authority (e.g. ACCA). Whilst most developed countries such as the UK and the US have well established frameworks for CPD for these professions, several developing nations, including Qatar (the chosen context for this article) are only just beginning to adopt these frameworks into their local contexts. However, the unique socio-cultural settings in such countries require these frameworks to be appropriately modified before they are adopted within the respective national context. The purpose of this paper is to examine the role of CPD in Qatar through comparing the UK as a benchmark and drawing corresponding and contrasting observations to formulate a roadmap towards developing a high level framework.</p>

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Continuing professional development

Cited by 71 publications

References 31 publications

Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals

Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals

Panorama of natural fibers applied in Brazilian footwear: materials and market

Situating Continuing Professional Development in Life Long Learning in Qatar

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