Continuous Development - The Way Ahead

Copyright 2009 Mr Paul Gauci - All Rights Reserved

by Mr. Paul Gauci B.A.(Hons.) M.Ed.(Sheff) MCIPD MIM

Continuous Development:  The Challenge

The philosophy of ‘continuous development’ (CD) referred to in Europe as ‘permanent education’ also poses a major challenge to traditional practices - acknowledging that self-directed learning has become a pre-requisite for individual and organisational development.

The traditional philosophy of training seems to be given place to the continuous development concept and that there is a growing recognition that more effective training is often achieved when less emphasis is placed on formal instruction and trainees are given responsibility for their own learning.  Flexible learning, open access learning centres, or computer-based training are excellent examples.

“CD philosophy as it has emerged is essentially a commentary on how business and management has naturally evolved...particularly over the last dozen years: from stability to dynamism, from descriptions to objectives, from systemisation to creativity, from management command to participative decision, from teaching to learning.  To summarise, from training alongside work to learning within it.”

(Wood, 1988, p.17)

For example, the aim of the Continuing Professional Development process promulgated by the UK Institute of Personnel and Development (IPD) is to enable individuals themselves to identify learning opportunities and to decide how best to exploit them.  Continuing Professional Development means constantly updating our professional knowledge throughout our working life.  This requires self direction, self management and responsiveness to the development opportunities offered by our real work experience.   

Indeed, professionals have long recognised that traditional professional education and training cannot fully meet the needs of individuals or organisations in a rapidly changing world.  Studying for the award of a professional qualification at the beginning of a career provides a valuable base.  It cannot, however, do more than ensure the acquisition of expertise which is relevant at the time the qualification is obtained.  Our professional development is a unique and personal journey. 

Qualification studies will still have an important role to play but as part of a wider learning and development process.  This process needs to be ‘owned’ by the individual utilising a much wider range of learning opportunities than formal, off-the-job training.  Continuous Development is not self development (although it may include self development).  Rather, it is self-directed learning which is evident when a ‘focused’ approach by organisations is adopted towards employee development as suggested by the Ashridge Management Research Group (1988).  

Following a literature review and a study of leading-edge UK companies, this research group presented findings in an important report: “Management for the Future” distinguishing between three approaches:

Figure   The Ashridge Model ‘Management for the Future’

(Source: Osterweil, 1992, p.31)

The report gave insight into the attitudes of organisations towards training and development suggesting a move from a ‘fragmented’ approach, where human resource development interventions are seen as peripheral activities via a more systematic or ‘formalised’ approach, towards the ‘focused’ end of the spectrum, where development  is seen as a  continuous learning process, linked to individual and organisational goals.