CPE Concept Houle's concept of professional education is grouped into 3 categories of competencies. They are conceptual competencies - requiring as many members of a profession to be actively involved in clarifying its function(s). Professional competencies focus on issues such as the mastering of knowledge, skills, and attributes whereas developmental competency focuses on the futuristic development of the organization, individual and the society. Houle (1980), further defined continuing professional education as the ways in which professionals try, throughout their active lives of service, to refresh their own knowledge and ability and build a sense of collective responsibility to society. This definition stretches the responsibility of
Accordingly, the view that leaders are naturally born is shifted to the notion that leaders can learn and change their behavior to emulate effective leaders (Benson, 2008). Yukl, Gordon, and Taber (2002) identified three behavior categories that depict leaders: task behavior, relations behaviors, and change behaviors. Leaders who display task behaviors develop schedules, provide short-term planning, and monitor unit activities. Relations-oriented leaders demonstrate certain levels of effort to establish and maintain employee relationships (Kilburn & Gates, 2010). Change-oriented leaders encourage creative ideas by seeking improvements (Yukl et al.,
Training can incorporate classes, exhibits, addresses, recreations, and numerous different assets. It may furnish trainees with immediate abilities that could be important in their work. Directors may review or evaluate understudies and give criticism on their performance in training. The objective of off-the-job training is to create new abilities that will make a worker more helpful and more adaptable. It can be exceptionally helpful for workers coming back to the workforce who need to catch up on aptitudes and get to know new improvements in the field.
The aim of this qualitative research is to contribute to the current categorizing between positive and negative career shocks by Akkermans, Seibert & Mol. This will be done by exploring what shocks employees identify as the most impactful. Furthermore, in order to draw conclusions from this research that go beyond the current state of knowledge, participants will be asked to describe how they interpret and deal with such shocks in their
To Kotter the purpose of leadership is to propel an organization into the future by finding opportunities and successfully exploiting them. Effective leading is having a vision and being able to get buy in from people and by empowering them, one can create substantial change (CITE KOTTER HBR 2). It is also important to note that Kotter describes leaderships as strategic procedures that makes an organization adaptable to substantial change (CITE). With this purpose and definition in mind, one can hypothesize that to successfully lead during change a leader needs to; have a future expressed by a vision, align employees to the vision and empower them to overcome problems related to the transition in implementing change.
Personal developmental planning (PDP), is all about creating a long-term goal in one’s career, and thinking about how to achieve it. However, a PDP is a structured process that reflects on current learning and performance, which is then developed into a plan for future personal, educational, and career development. By undertaking PDP, it is natural to consider strengths, weaknesses, opportunities, and threats. Thus, this is to enable one to create a plan that identifies how to best meet his/her developmental needs through planned formal and informal activities. Basically, a performance appraisal is a systematic evaluation of the performance of employees, and understands the abilities of a person for further growth and development.
Career Pathway Plan What is the reason behind a career plan? Essentially everyone has a significant goal or aspiration they long to achieve in the future. Career planning is essential to achieving the goals and aspirations, in the preferred career. Whether there is an ambition to eventually be a manager within the desired field or pursue additional opportunities outside of the field, one must know the direction and the details required to achieve that goal. Having a realistic career plan in place is often an essential part of our growth and development.
Therefore, instead of relying on the theoretical basis, the focus of this study is to investigate the HR roles of nursing line managers in nurses workplace learning. To sum up this section, the devolvement of the HR function to line manager phenomena has forced line manager to the edge. In addition, personality traits also been argued to play a role in executing better workplace learning. Therefore, a study regarding the HR roles of line managers and their personality traits is crucially needed to explore better implementation of workplace learning. The following section, therefore, will explain the three main issues in workplace learning, which are alleged as having connection to research questions and research
It consists of 6 dimensions as follows – Purpose in life is discussed as a key factor of maturity in many developmental theories (Ryff, 1989). As mature individuals are characterized by having life’s purpose, having intentionality, and directedness, it is assumed that people’s well-being is dentified by this component. More specifically, if someone enjoys making plans for his or her future and works for making them a reality; or being an active person in carrying out his plans, he/she has a purpose in life. Self-acceptance is defined as a sense of recognition of personal abilities and achievements as well as acknowledging and accepting personal limitations (Ryff, 1989). Self-acceptance is the most recurring mark of well-being that determines “self-actualization, optimal functioning, and maturity”.