Human resource. Tesco case study – Coursework Example

Download full paperFile format: .doc, available for editing

Individuals must decide in their own the learning needs and how to achieve them We all have distinctive paths towards our destiny. Family, friends and colleagues may walk along with us on the way but they cannot life on our behalf. Several people are in careers that were decided by family and schoolmates rather than their own choices. A professional makes a choice on their work and their employer. A times consciously, and sometimes unconsciously and can alter- if they need to (Johns, 2000). Looking at CPD can assist us to be conscious that we continuously make choices and to appreciate the range of available options The targets of learning should be articulated clearly and must reflect the needs of clients and employers as well as the goals of individual practitioners. Even if we limited source of formal employment, we have to think in a portfolio manner-create our own portfolio of skills, knowledge and experience which can be transformed into new opportunities.

There are several perspectives to this. First and foremost, you can see yourself adding value to employers. Secondly, you can develop the mission and purpose of your life.

The difference between these two can be somehow illusory-especially if you start with the purpose in life-since people chase after their dreams tend to add value everywhere they go (Eraut, 2008). Thirdly, you can look at yourself as being on transit with various attractive stopping stations (clients or employers) where you take a break then you continue. You may not be certain about your destination- what a matter is the developing and moving forward. Fourthly, CPD may not necessarily mean that we have to do everything unique- instead it may assist us to have a different view on what we are doing.

Reflective practitioner A reflective practitioner is a person who looks back at regular intervals at the kind of work he/she has done, and the work process, and put into consideration on how he/she can make necessary improvements. In this case, the practitioners are not happy on the current standards on what they are doing; they want to better the way they are doing things so as to become better people in the future.

In any organization, the practitioners do not believe in the saying that if something is not broken, and then don’t fix it (McDonough, 2004). As in the case of Tesco Company, practitioners are engaged in an on-going cycle of self-evaluation and self- observation so as to appreciate their own actions and reactions they prompt in themselves and those of other employees.

Bibliography

Campbell, B. a. G. M., 2001. Continuing competence: An Ontario nursing regulatory programme. Nursing Administration , Volume 25, pp. 22-30..

Costa, A. F. V. H., 2007. Continuing medical education in Europe: Towards a harmonized System. European Journal of Cancer 46, no. , Volume 13, pp. 2340-2343.

E., W., 2001. People Development and lmproved Business Performance. Ashridge Management Research, 2(1), p.212.

Epstein, R.M.&.E.M., 2002. Defining and assessing professional competence. Berkshire: Open University Press.

Eraut, M., 2008. Concepts of competence. Journal of Interprofessional Care, 2 ( 12), pp.127-139.

Friedman, 2000. Continuing Professional Development. London: Sage.

Johns, C., 2000. Becoming a reflective practitioner.. Oxford: Blackwell Science.

Lengrand, P., 2002. An Introduction to Lifelong Education,. London: Croom Helm.

Lumb, J., 2002. “Prepare Yourself For Mandatory CPD. The Pharmaceutical Journal, p. 268.

McDonough, R., 2004. The reflectivepractitioner. Work Based Learning, 4(2), pp.373-376.

Novak, J.D..&.G.D.B., 2007. Learning how to learn.. New York: Cambridge University Press.

P., W.L.a.W., 2005. Continuing Professional Development. London: Cangage Dept. of Education and Science Cambridge University.

Rae, L., 2006. Howt to Measure Training Effectiveness,. Aldershot: Gower.

Rutter, L., 2006. Supporting Reflective, Practice-Based Learning and Assessment for Post Qualifying Social Work. Reflective Practice, 7(3), pp.469-482.

SADLER-SMITH, E. A. C. W., 2009. Learning prefer­ences and cognitive style: some implications for continuing professional development. Management Learning. , p. 239–256..

SANKAR, V., 2003. Big Brother is watching (your CPD).. British Medical Journal. , p. 230.

Schon, D.A., 2006. The Reflective Practitioner, Aldershot, Arena. Aldershot: Arena.

Scriven, M.(.“., 2009. Prose and Cons about Goal-Free Evaluation. American Journal of Evaluation, 2, p.54.

Todd, F., 2008. Planning Continuing Professional Development, London, Croom Helm. London, : Croom Helm.

TAMKIN, P. B. L. a. H. W., 2009. Personal development plans:. case studies of practice, pp. 23-27.

Download full paperFile format: .doc, available for editing
Contact Us