GR PRACTITIONERS SHOULD TAKE RESPONSIBILITY FOR THEIR CONTINUING EDUCATION (CE)

GR Practitioners are expected to increase and refine their practice knowledge and skills throughout their professional careers through self-study, review of practice outcomes, ongoing education, supervision and/or consultation as appropriate. It is GR Practitioners’ personal responsibility to determine the content and course of Continuing Education (CE). It is a threefold responsibility to clients, to self, and to the profession. This responsibility can be demonstrated by

• Identification of one’s own learning needs
• Self-direction in meeting one’s own learning needs through pursuit of and participation in relevant CE activities
• Active involvement in the learning process afforded by each CE experience
• Assessment of knowledge gained from CE and application of that knowledge to practice.

There are different types of CE  

• Formally organised learning events
• Professional meetings/organised learning experiences
• Individual professional activities

The three broad types of CE described below are necessary for GR Practitioners in order to achieve a well-balanced learning experience. Although there are factors, such as availability and accessibility, that may interfere with a GR Practitioner’s ability to participate in events across all three types, whenever possible, the GR Practitioner should map out a CE plan that encompasses all three.

Formally organized learning events: Formally organised learning events  involve interaction with a teacher for the purpose of accomplishing specific learning objectives. Courses, workshops, practice-oriented seminars, staff development, and training activities offered by accredited programmes of GR education. Distance education that uses such technology as interactive audio or video, computer or other electronic technologies and that also includes interaction between the learner and the instructor and among learners also qualifies for CE. Such events provide GR Practitioners with the opportunity to integrate theoretical and practice components of all forms of GR,  including social change and action, administration and supervision, and planning and policy development.

Professional meetings and other forms of organized learning experiences: Professional meetings and other forms of organized learning experiences for GR Practitioners involve formally structured discussions among professionals about professional issues, whereby participants increase their awareness of new developments in GR and related fields. Conferences, symposiums, and panel presentations sponsored by GR or allied organizations are examples of activities.

Variety of self-directed professional study activities and growth experiences include writing papers and books for presentation or publication; making presentations on major professional issues or programmes; reading professional journals and books; preparing for initial consultation, teaching, or training assignments; and engaging in independent study, research, or tutorial projects.

GR Practitioners should take responsibility for their continuing professional development by:

1. Establishing the knowledge, understanding and skills required to carry out their  job role
2. Evaluating how well their own knowledge, understanding and skills match with those identified
3. Seeking feedback from those with whom they work about their knowledge and practice
4. With support, reflecting on their knowledge and practice and how their life experiences and personal beliefs may affect their work
5. Evaluating how their knowledge and practice contribute to leadership, team working and outcomes for individuals
6. Identifying with individuals, key people and others their strengths and their learning and development needs
7. Drawing up a personal and professional development plan to address their learning and development needs
8. Sourcing development opportunities that will meet identified priorities
9. Implementing their personal development plan through accessing development opportunities
10. Reflecting on how well development activities have met their personal learning needs
11. Evaluating with individuals and others how their practice has been affected by development activities
12. Keeping up-to-date records of their personal and professional development in line with their work setting requirements
13. Acting as a role model to promote continuing professional development to others with whom they work
14. Disseminating information about knowledge and evidence-based practice that will be useful to others with whom they work
15. Challenging poor practice in ways that promote the use of knowledge and evidence-based practice to safeguard individuals and enhance their wellbeing
16. Identifying the skills and knowledge needed in order to carry out the job roles of those for whom they have responsibility
17. Assessing the requirement for specific skills in carrying out these job roles
18. Providing feedback to enable others to identify how their practice supports the achievement of outcomes for individuals
19. Supporting others to identify their strengths and their personal and professional development needs
20. Identifying development opportunities that will meet agreed development needs
21. Supporting others to make use of opportunities for mentoring, assessment, and accredited learning
22. Promoting the ability to learn from every day experiences
23. Maintaining records and reports about the development of others within confidentiality agreements and according to legal and work setting requirements