CPD recording FAQs

• Why plan and record learning activities?

  To get the maximum benefit from your learning activities it is important to plan and record them. A structured learning programme that builds upon existing knowledge and previous activities will always be more effective than simply attending courses that look interesting.

  Recording learning allows you to reflect on what you have gained from your activities, consider how you are going to apply what you have learned, and plan what further learning you need to undertake. Keeping records also allows you to demonstrate that you have sought to maintain your competence in the event that a claim or allegation is made against you. Finally, your record of learning should help you to demonstrate to us how you have sought to meet the CPD requirement in the Rules of Conduct for Members.

• What should you record?

  When recording CPD you should include the following information:

  1. Learning objective.
  2. Date.
  3. Subject area.
  4. Method of learning.
  5. Number of hours.
  6. Points, if awarded.
  7. Learning outcome.
• How are the records used?

  We are obliged to regulate and monitor members' compliance with the rule on CPD. You have a responsibility to refresh your knowledge regularly and keep up to date in your chosen field.

  You must be able to produce a personal development plan on request, which demonstrates the following:

  • planning
  • that relevant goals and priorities for learning have been set.
  • identifying your goals and how to reach them
  • be prepared to consider and evaluate your current levels of knowledge and competence. 

  Ask yourself these key questions

  • what do I do well?
  • what would I like to improve?
  • what opportunities are facing me?
  • what are the interesting new trends?
  • what obstacles do I face?
  • is my professional role changing?
• What CPD is best for me?

  Setting a learning objective

  After identifying any gaps in your skills and knowledge, you are now able to record your development objectives; they should be realistic and contain an element of challenge. Although the objective could be quite broad, the subject area field must be specific. For example, if your objective is to "improve my contract management and development skills including updates on all legislation and regulations", the corresponding subject area could be "CDM Regulations".

  It is useful to set goals in terms of your current competency levels and those you will require for the future. They should always aspire to best practice both in keeping up-to-date and broadening into new areas. Sometimes learning is unplanned and starts with an action and proceeds to an evaluation of what was learnt. Because it needs to be recorded in a different way, you don't need to complete the objective field when doing learning this way.

  Actions taken

  To fulfil a CPD programme as a guide, we expect each member to be able to show a structured learning.

  Results

  Provide objective assessment of whether the learning has been constructive. An effective approach might include peer or client assessment or a consistent scoring system.

  Reflection

  Consideration of what further skills or knowledge you need to acquire or improve.

  Learning outcome/new level of competence

  This is the most important stage of the learning process because you will now evaluate and reflect on your learning outcomes and establish whether you have achieved your original objective. This can be tested by asking the following questions:

  1. What have I actually learnt?
  2. How will this improve my skills or knowledge?

  By reflecting on what you have gained to date, and the progress made towards your original objective and competence, you may find you need more time to achieve it or it could no longer be valid. The review process will identify this. If, however, your original objective has been fully met, you should complete the 'completion date' field instead.