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Professional Development and Training Programs for Parliamentary Officers Lyndel Bates

Professional Development and Training Programs for Parliamentary Officers Lyndel Bates Acting Research Director Travelsafe Committee Queensland Parliament. This presentation. Definition Theory and learning styles Types Examples Discussion. What is professional development?.

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Professional Development and Training Programs for Parliamentary Officers Lyndel Bates

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  1. Professional Development and Training Programs for Parliamentary Officers Lyndel Bates Acting Research Director Travelsafe Committee Queensland Parliament

  2. This presentation • Definition • Theory and learning styles • Types • Examples • Discussion

  3. What is professional development? Professional development is the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional, managerial and technical duties through the practitioner’s working life (Walsh & Woodward in Enniss and Brodie, 1999).

  4. What is professional development? Professional development is the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional, managerial and technical duties through the practitioner’s working life (Walsh & Woodward in Enniss and Brodie, 1999).

  5. What is professional development? Professional development is the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional, managerial and technical duties through the practitioner’s working life (Walsh & Woodward in Enniss and Brodie, 1999).

  6. What is professional development? Professional development is the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional, managerial and technical duties through the practitioner’s working life (Walsh & Woodward in Enniss and Brodie, 1999).

  7. Kolb Learning Cycle concrete experience activeexperimentation observation and reflection generalisation and abstract conceptualisation Source: Kolb Learning Cycle (Kolb, 1984)

  8. Learning Styles • Activist: A person who learns through constant and enthusiastic activity • Reflector: A person who stands back, observes and thinks a lot before getting actively involved • Theorist: A person who likes to rationalise and synthesise information into logical patterns • Pragmatist: A person who likes to try out ideas and turn theories into practice (Honey and Mumford, 1986)

  9. Types of professional development and training • Instruction and coaching • Observation and role modelling • Mentoring • Simulation and transfer

  10. Instruction and coaching • Instruction: repeating knowledge or skill-related principles to one or more individuals at the same time • Coaching: one to one learning support tailored to the needs of an individual (Cheetham and Chivers, 2001)

  11. Observation and role modelling • Observation and role modelling: Learning practical skills and behaviours by watching others (Cheetham and Chivers, 2001)

  12. Mentoring • Mentoring: Providing a numberof services to an individual including one or more of: • Coach • Counsellor • Role model • Sounding board • Advisor • Confidant (Cheetham and Chivers, 2001)

  13. Simulation and Transfer • Provision of a ‘fake’ experience • Used if ‘real’ experience would be disruptive, expensive or dangerous (Cheetham and Chivers, 2001)

  14. Example 1: ANZACATT/QUT course • Course on parliamentary law, practices and procedures • Post graduate course • Opportunity to discuss issues with participants from Parliaments around Australia and New Zealand

  15. Example 2: Training increments • Offered to individuals in certain job classifications who complete further training • Training fully funded by the Queensland Parliament • Broader view used to identify courses that relate to positions

  16. Discussion Q’s

  17. References Cheetham, G. and Chivers, G. 2001, Part 1 – How Professionals Learn – The Theory, Journal of European Industrial Training, 25 (5), 250-269. Enniss, E. and Brodie, I. 1999, Continuing Professional Development in Social Work: The Scottish Context, Social Work Education, 18 (1), 7-18. Honey, P. and Mumford, A. 1986, The Manual of Learning Styles, P. Honey, Maidenhead. Kolb, D. A. 1984, Experiential Learning, Prentice-Hall, Englewood Cliffs, New Jersey.

  18. Further information from: Lyndel Bates Phone: 61 7 3406 7931 Fax: 61 7 3406 7070 Lyndel.Bates@parliament.qld.gov.au

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