What are the differences and similarities between learning, development, training and reflection?
Professional development and learning are multifaceted concepts encompassing learning, development, training, and reflection (Clarke, 2005). Learning is an intentional process that involves acquiring new knowledge or skills (Illeris, 2016). It is the core of professional development and provides the foundation for growth.
Development is more holistic and ongoing. It involves improving existing skills and attributes, allowing for personal and professional growth beyond acquiring specific knowledge (Garavan et al., 2012).
Training is a structured programme to develop specific skills or knowledge (Noe, 2010). It is usually job-specific and goal-oriented and can be measured to assess performance improvement.
Reflection is the process of introspection, where one’s actions and experiences are evaluated (Schön, 1990). This process supports learning and development as it provides insights that can be used to improve future performance. While these processes have distinct characteristics, they are interconnected and enhance an individual’s capabilities and performance (Eraut, 2004).
References
- Clarke, N. (2005). Workplace learning environment and its relationship with learning outcomes in healthcare organisations. Human Resource Development International, 8(2), 185–205. https://doi.org/10.1080/13678860500100228
- Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273. https://doi.org/10.1080/158037042000225245
- Garavan, T.N., Carbery, R., & Rock, A. (2012). Mapping talent development: Definition, scope and architecture. European Journal of Training and Development, 36(1), 5–24. https://doi.org/10.1108/03090591211192601
- Illeris, K. (2016). How we learn: Learning and non-learning in school and beyond (2nd ed.). Routledge.
- Noe, R.A. (2022). Employee training and development (9th ed.). McGraw Hill.
- Schön, D.A. (1990). Educating the reflective practitioner. Jossey-Bass.
What are some professional development models, and how can they be critiqued?
There are various models of professional development, each with its strengths and weaknesses. For example, the ‘Ladder of Professional Development’ model suggests a hierarchical progression from novice to expert. While this model provides a clear structure for professional growth, it is often criticised for its linear and somewhat simplified approach (Stoll et al., 2006). This method may not reflect the reality of many professionals, as their learning journeys are often non-linear and influenced by various factors such as personal circumstances, professional opportunities, and the evolving needs of their job roles (Fraut, 2007).
Another model is the ‘Cycle of Professional Development’, which portrays continuous planning, action, evaluation, and reflection (Kolb, 1984). Although this model recognises the iterative nature of professional development, it may fall short in considering external influences, such as organisational culture or individual learning styles (Beausaert et al., 2011).
Additionally, the ‘Reflective Practice Model’ is a valuable approach to professional development. This model emphasises the importance of critical reflection in learning and improving professional practice (Schön, 1991). However, it may be challenging for some individuals who struggle to analyse their work critically (Moon, 2004).
References
- Beausaert, S., Segers, M., & Gijselaers, W. (2011). The use of a personal development plan and the undertaking of learning activities, expertise-growth, flexibility and performance. Human Resource Development International, 14(5), 527–543. https://doi.org/10.1080/13678868.2011.620782
- Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33(4), 403–422. https://doi.org/10.1080/03054980701425706
- Kolb, D. (2015). Experiential learning (2nd ed.). Pearson FT Press.
- Moon, J.A. (2004). A handbook of reflective and experiential learning. Routledge.
- Schön, D.A. (1991). The reflective practitioner. Routledge.
- Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. http://dx.doi.org/10.1007/s10833-006-0001-8
