All membership grades are expected to demonstrate commitment to CPD to support their professional development.

Those who are working towards FCIPS have to demonstrate commitment to CPD

Some CPD schemes focus on recording and reporting process. Although you will need to record and report, writing objectives, making plans and recording activities are not ends but are the starting point for self-development in the CIPS CPD scheme.

CIPS CPD is based on a cycle of:

• Planning
• Choosing
• Doing
• Reviewing
• Judging
• Recording/Reporting

The main purpose of CIPS CPD process is to improve reflective practices which is at the heart of all personal change.

CPD activities broadly comprise:

'Formal' learning events - these have explicit objectives, and are designed and run by others, often for groups. Events can include study and qualifications, training courses, seminars, e learning, facilitated workshops and knowledge-sharing presentations.

Work based methods - learning from the natural course of work. These include projects, business development, new tasks and responsibilities, important meetings, informal exchanges, feedback, coaching, observing colleagues and trial and error.

Self-managed activities - things we choose to do in our own time. These include branch events, hobbies and interests, self- study, reading, and charity and community work.

The scheme is 'impact' based, and encourages you to think about the extent to which any learning activity has had developmental benefits and real results.

The scheme does not specify 'how much' CPD to do. You should do at least enough to maintain your competence and expertise - and this is for you and your organisation to judge.

Fewer effective and well- planned activities can have far more impact than hours of unfocused activity, unrelated to your current development objectives.. You are asked to think through what your development objectives really are and record your progress against them. As a general guidance CIPS recommends CPD submissions should include a minimum of 3 activities.

The scheme does not specify how long your CPD period should be and you can chose from 1,2,or 3 years. An ongoing reminder of your CPD period is built into the system

Your development is the aim of CIPS CPD not record keeping and the CPD demo will help you to understand how you can record your CPD.

CIPS is concerned with individual, organisational and professional 'value' of any CPD activity.

Recording the duration and completion of activities against objectives is a relevant tracking mechanism. However, more important to CIPS is the rating and comments received on the impact an activity has had on a particular development need and any resulting changes in competence.

CIPS assess impact according to the following 4 criteria:

1. Anticipated and Actual Impact on Development
2. Priority
3. Competency Gains
4. Reflection

Information in your CPD log can be printed as a report and can be submitted as a spreadsheet report to cpd@cips.org

All development needs met within the CPD period appear as 'completed', and the priority/level of impact and competency gain will also be included.

CIPS does not require you to use the Institute's reporting tool. Where you belong to another scheme you are also able to submit those logs, providing they show evidence of the impact of your learning.

On receipt of the CPD log, a random sample of submissions will be monitored to check if the development achieved is appropriate.

Individuals may also be asked to provide evidence of 'formal' CPD activities undertaken; for example training course programmes, certificates of academic accreditation.

Further advice can be obtained from cpd@cips.org

There are a variety of resources you can draw on to achieve your plan:

CPD team cpd@cips.org

CIPS Qualification Ladder Framework

Public Sector Faculty - information and resources dedicated to Public Sector Professionals

Branch Network scheme and contacts at Membership services: branch.events@cips.org

Membership publications e.g. Supply Management Magazine

Professional Practice at www.cips.org

• P & S information
• Research information

CIPS Inside - e-learning packages: www.cips.org/CIPSacademy

CIPS Library and information services: info@cips.org

CIPS bookshop at: bookshop.cips.org

CIPS Public Training at: training.cips.org / conferences.cips.org

• Flexible learning programme,
• Modular training courses,
• Courses, seminars and workshops,
• Specialist conferences

Do I have to follow CIPS CPD process as well as CPD for my Organisation?
No. As long as any scheme you belong to meets the CIPS requirements, you are welcome to submit those records.

Why is the CIPS scheme not compulsory for all members?
We believe that most people are developing continually and therefore the CIPS scheme places responsibility for CPD with the individual.

What is wrong with measuring 'Points' or 'Hours' of CPD?
Nothing... Hours measure the 'input' into development activities, and tend to concentrate on 'formal' programmes rather than a range of different experiences. CIPS however, believes that monitoring the results of many types of learning activities are more valuable to the individual and the profession.

What does 'Impact' look like?
A very broad definition is used. It can be:

• 'Soft' - subjective, qualitative. Some examples are, feedback from others, changes in feelings and attitudes, working more effectively.
• 'Hard'- objective, quantitative. Some examples are, acquisition of new skills and techniques, achievement of qualifications, improvements in measurable standards, repeat business, reduction in complaints.

'Soft', measures are often the inputs that affect the 'hard' outcomes. Both are valid in terms of personal development.

Where to go for help?
For guidance and advice on the CIPS CPD scheme contact cpd@cips.org

CPD - Continuing Professional Development. Systematic and sustained improvement in professional performance. Can be related to job, personal and career goals.
Competence - Overall ability to do a job.
Competency - Defined element that contributes to good performance. Usually based on behaviour rather than knowledge.
Development - Longer term and broad improvements in skills, abilities and results, achieved by sustained learning.
Development Need - Identified area in which development is desired.
Development Plan - List of development needs, objectives and planned activities to achieve improvements.
Impact - The effect or results of learning and development activities. Can be hard or soft.
Knowledge - Facts or theory that can be 'learned' or know-how gained as a result of experience.
Learning - Anything that makes a change in knowledge, skill or attitude. 'The constant process of becoming different to what we were.
Learning Activity - Any experience or activity that produces learning.
Learning Objective - Planned outcome of a learning activity.
Learning Outcome - What actually was learned as a result of a learning activity.
Log - Record of completed activities and plan items.
Reflection - The process of thinking about the causes and effects of what has happened, what to do next and why.
Skill - What someone is able to do. A component part of a 'competency'.
Training - A formal type of learning activity.