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Continuing personal and professional development

3. 2 use personal reflection and opinions to build up own knowledge, practice and skills, including literacy, terms, numeracy and ICT skills.

3. 3 plan appropriate opportunities to handle own recognized learning needs.

Continuing Personal and Professional Development (CPPD), Continuing Professional Development (CPD) and Personal Development Plan (PDP) are all recognised conditions for a way of managing just how that experts plan and record the road of their own development. It includes many parallels in its framework such as time and project management. Going for a starting point in the past and researching what has already been achieved gives preliminary give attention to our talents to learn and for that reason a clearer information into the option towards our possible goals. Whilst there are standardised formats designed for the actual taking, each CPPD, by its very character, is unique in its flow and individuality.

As a catering trainer and assessor it is vital that I continue up to now with current tendencies and the legislative requirements of my very own specialist area. Although I have already been a qualified chef for quite some time with job assignments ranging from restaurants to professional development work, it is vital that I expand my knowledge in order to meet the requirements of the awarding body and therefore deliver an appropriate level of subject specific understanding how to my students. All certification and CPPD are regularly checked by the City and Guilds external verifier.

The formal training within my work environment includes not only professional coaching skills required by the federal government but also those related to Offender Learning. To be able to enrol for the DTLLS course I had fashioned to stay Level two literacy and numeracy exams even though I already possessed 'O' levels in these subjects. Currency of requirements is essential and can easily be outlined within CPPD tracking.

Experiential learning is part of my daily personal development and pertains to every part of my job from overcoming creation problems in your kitchen through to finding better ways of motivating students to try different approaches to learning. A lot of the latter comes as a result of asking peers for instruction and research via on the internet. Personnel development days are another chance to fine-tune coaching skills, but sadly, those folks who work in Offender Learning, are not often free to attend.

My CPPD ranges consequently from formal tutor training such as the Diploma in Coaching in the Lifelong Learning Sector (DTLLS) and joining standardisation workshops run by City and Guilds through to watching tv cookery programs, reading trade publications and other similar varieties of research. In order for my CPPD to be effective, it requires to become more than only a diary of what was done and a singular goal. It necessitates the taking of not only that which was achieved but also could felt about the experience and any ideas of how future outcomes may be modified.

All observations of my lessons are saved as identified by an impartial observer who compares my teaching against set requirements, records my advantages and weakness and features any areas that may require further skills development (appendix 1). This action is always accompanied by my own evaluation written as a reflective learning journal entry (appendix 2).

Personal tutorials (Appendix 3) are being used throughout the DTLLS course to be able to map my improvement and re-focus my learning to the outcomes which need to be achieved.

Self Evaluation Reporting (SAR Appendix 4) can be an obligatory dependence on my job role and another valuable tool for highlighting current talents and areas for development within the classes I educate. When completing my previous SAR I found out that I needed to pay more attention to the embedding of numeracy and basic computer skills. This has now been rectified by the launch of costing and nutritional analysis. After talk with another teacher, I am now working towards producing spreadsheet templates that my students can utilise during this lesson in order to fulfil the requirements of another course as well as my very own.

As a member of the Institute for Learning (IfL) it is mandatory to track record and think about my professional development in order to evidence determination to CPPD. Substantiating at least thirty time of CPPD is amazingly easy anticipated to working in Offender Learning where the updating of legislation and jail regimes requires currency of knowledge within rigid governmental guidelines and deadlines.

My first connection with 'representation' was as a young man learning kung fu where I had formed to think about my actions during a training session and make clear to my si'fu (teacher) not only what I thought I needed gained but also what I may have missed. Inside a great deal of respects, this process appeared to do it again itself after i started DTLLS and I went through the same anxieties; how was learning achieved, what proceeded to go well with my coaching and what could/should I do to make advancements. I often considered if the plenary section of my lesson strategies was misused space when one lessons went well and the same lessons to another group was hard-going. Experience and constructive reflection shows that the lesson content remains solid but it was my coaching that had to vary in rate and delivery method in order to achieve the desired final results.

Reflection in a variety of forms is becoming part of my daily routine and that of my students. Every diagnosis observation reports my feedback to the learner and their own reflection about the duty. As a group, we will critically analyse how a catering function went according of reviews from customers and our own feelings about the event. Even very favourable feedback from a two legend Michelin chef didn't avoid the group informing me what they could have done better. All kinds of reflection and examination of activities help me become a more reflective practitioner.

"By three methods we may learn intelligence: First, by representation, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. " Confucius (500BC)

I agree with Confucius in his affirmation that the best method of learning is by reflection and this is by reviewing and assessing what has been done to be able to comprehend what and how exactly we have discovered and how exactly we may become far better inside our chosen career route. This intelligence has been transported through the age ranges but its truth and value only recently recognised by society as observed in the following quote.

"Without reflection, we go blindly on our way, creating more unintended outcomes, and failing to achieve anything useful. " Margaret J. Wheatley (2002)

It also needs to be noted that there a difference between wisdom and knowledge. Knowledge is knowing that a tomato is a super fruit - knowledge is not adding one in the berry salad.

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