professional development research meaning

Why is Professional Development Important?

Learn the role of professional development in advancing your career.

Lian Parsons

Professional development is an important aspect of continuing your career growth and striving to reach your goals.

This blog post will explain what professional development is, its benefits to both employers and their employees, and how to seek different opportunities out to reach your full potential.

What is Professional Development?

Professional development is gaining new skills through continuing education and career training after entering the workforce. It can include taking classes or workshops, attending professional or industry conferences, or earning a certificate to expand your knowledge in your chosen field.

Some companies offer in-house opportunities for professional development, such as training sessions or mentoring programs, but many professional development programs are done independently. 

Professional development is important because it has the potential to open opportunities for career advancement, such as promotions. It can assist you in honing existing skills and in learning new ones. 

It can also help you stand out in a pool of applicants; showing that you have completed professional development programs or additional industry certifications on your resume can go a long way in showing your expertise in your field.

Employees who show initiative in independent learning can signal to employers that you are open to new experiences and are enthusiastic about continuing to grow. 

Benefits of Professional Development for Employers

Professional development can be instrumental in growing a stronger team.

Employers who encourage their employees to seek out professional development opportunities are in turn encouraging higher productivity and job satisfaction. 

Higher Retention Rates

According to a Business News Daily article, businesses should offer professional development opportunities to their employees to improve potential turnover.

Professional development can help to bolster employees’ confidence in their work. Greater confidence can, in turn, translate into higher overall job satisfaction, employee performance, productivity, and overall morale. 

Investing in professional development training programs also shows employees that their company is invested in their success and interested in cultivating their advancement.

Attract Better Talent

It can be challenging to find — and retain — talented employees. Offering professional development opportunities can help employers fill open positions by attracting and retaining skilled employees.

According to talent management platform Clear Company, 74 percent of employees say that a lack of professional development opportunities are preventing them from reaching their full potential. Additionally, 94 percent of employees would stay longer at a company if it invested in staff development.

Employers offering these benefits are more likely to attract potential employees who are interested in striving for excellence and pursuing advancement. 

Investing in professional development for employees can grow an existing team’s skills and entice new talent to join with the incentive of a clear learning and development plan. 

Help Employees Stay Up to Date With Industry Trends to Keep Skills Sharp

Industry trends move rapidly, and it’s important for companies to keep pace with the times. Ongoing professional development can prevent potential stagnation by maintaining — and improving — employee skills. 

Look for programs that will help you stay up to date, such as those for agile leadership for hybrid work, or for innovation strategy .

Employees engaged in professional development are also more likely to stay engaged in their work and to be enthusiastic about pursuing their goals. 

Get started on your professional development journey today.

Benefits of Professional Development for Employees

From gaining confidence in your abilities to building potential for advancement, professional development offers employees many benefits for not only your career, but your personal goals as well. 

Learn new skills

Through professional development, you may hone both hard and soft skills in your work. Hard skills pertain to job-specific knowledge you can obtain through formal training or education. Soft skills are personal competencies, such as effective communication or the skills that contribute to emotional intelligence . 

Developing both types of skills is important to reaching your professional goals — and even some of your personal ones.

Boost Confidence and Credibility

Adding additional skills or certification from a professional development program to your resume is one way to boost your confidence in your skills and show your credibility to employers.

Professional development opportunities can expose both new and experienced professionals to new ideas and expertise. Seeking out these opportunities shows ambition and the space to practice those new competencies. 

Develop Leadership Skills

A confident employee is also likely an enthusiastic employee. If you take the step to grow and develop your skills, the incentive to seek out additional opportunities can continue to expand along with it. 

If you are an employee who wants to advance your career but isn’t sure how to do so, professional development can encourage you to put your hand up for leadership opportunities you may not have sought out otherwise. 

This blog post offers helpful tips on how to choose a leadership development program.

Build Your Network

Professional development can provide many opportunities for networking. Workshops, conferences, classes, and webinars are all spaces in which professionals can meet new people within their industry and make new connections.

These connections can lead to new opportunities, mentorship, and support which may provide the next stepping stone in your career. 

Advance in your career

A well-qualified employee attracts employer attention. Employees who are invested in professional development display commitment to their work and an interest in continuing to improve.

Professional development can also boost your earning potential by increasing your value through obtaining credentials, certifications, and designations. 

Where to Take Professional Development Courses

There are a broad range of professional development opportunities. 

Harvard Division of Continuing Education’s Professional & Executive Development offers dozens of courses spanning multiple industries. Your employer may even help you pay for these opportunities if you effectively show their worth.  

There are both in-person and online options available, so choose what works best for your goals and lifestyle.

Seek out programs, workshops, seminars, mentorship programs, and more within your industry. Investing in yourself is just the first step.

Take the next step to advance your career. Find the program that’s right for you.

Browse all Professional & Executive Development programs.

About the Author

Lian Parsons is a Boston-based writer and journalist. She is currently a digital content producer at Harvard’s Division of Continuing Education. Her bylines can be found at the Harvard Gazette, Boston Art Review, Radcliffe Magazine, Experience Magazine, and iPondr.

Strategic Leadership

Senior level managers must tackle complex problems using creative problem-solving and a portfolio of skills and styles. Here’s a look at how being a strategic leader can move an organization—and your career—forward.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Professional Development

In education, the term professional development may be used in reference to a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. When the term is used in education contexts without qualification, specific examples, or additional explanation, however, it may be difficult to determine precisely what “professional development” is referring to.

In practice, professional development for educators encompasses an extremely broad range of topics and formats. For example, professional-development experiences may be funded by district, school, or state budgets and programs, or they may be supported by a foundation grant or other private funding source. They may range from a one-day conference to a two-week workshop to a multiyear advanced-degree program. They may be delivered in person or online, during the school day or outside of normal school hours, and through one-on-one interactions or in group situations. And they may be led and facilitated by educators within a school or provided by outside consultants or organizations hired by a school or district. And, of course, the list of possible formats could go on.

The following are a representative selection of common professional-development topics and objectives for educators:

• Furthering education and knowledge in a teacher’s subject area—e.g., learning new scientific theories, expanding knowledge of different historical periods, or learning how to teach subject-area content and concepts more effectively.
• Training or mentoring in specialized teaching techniques that can be used in many different subject areas, such as differentiation (varying teaching techniques based on student learning needs and interests) or literacy strategies (techniques for improving reading and writing skills), for example.
• Earning certification in a particular educational approach or program, usually from a university or other credentialing organization, such as teaching Advanced Placement courses or career and technical programs that culminate in students earning an industry-specific certification.
• Developing technical, quantitative, and analytical skills that can be used to analyze student-performance data, and then use the findings to make modifications to academic programs and teaching techniques.
• Learning new technological skills, such as how to use interactive whiteboards or course-management systems in ways that can improve teaching effectiveness and student performance.
• Improving fundamental teaching techniques, such as how to manage a classroom effectively or frame questions in ways that elicit deeper thinking and more substantive answers from students.
• Working with colleagues, such as in professional learning communities , to develop teaching skills collaboratively or create new interdisciplinary courses that are taught by teams of two or more teachers.
• Developing specialized skills to better teach and support certain populations of students, such as students with learning disabilities or students who are not proficient in English.
• Acquiring leadership skills, such as skills that can be used to develop and coordinate a school-improvement initiative or a community-volunteer program. For related discussions, see leadership team and shared leadership .
• Pairing new and beginning teachers with more experienced “mentor teachers” or “instructional coaches” who model effective teaching strategies, expose less-experienced teachers to new ideas and skills, and provide constructive feedback and professional guidance.
• Conducting action research to gain a better understanding of what’s working or not working in a school’s academic program, and then using the findings to improve educational quality and results.
• Earning additional formal certifications, such as the National Board for Professional Teaching Standards certification, which requires educators to spend a considerable amount of time recording, analyzing, and reflecting on their teaching practice (many states provide incentives for teachers to obtain National Board Certification).
• Attending graduate school to earn an advanced degree, such as a master’s degree or doctorate in education, educational leadership, or a specialized field of education such as literacy or technology.

In recent years, state and national policies have focused more attention on the issue of “teacher quality”—i.e., the ability of individual teachers or a teaching faculty to improve student learning and meet expected standards for performance. The No Child Left Behind Act, for example, provides a formal definition of what constitutes high-quality professional development and requires schools to report the percentage of their teaching faculty that meet the law’s definition of a “highly qualified teacher.” The law maintains that professional development should take the form of a “comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement.” Similar policies that describe professional-development expectations or require teachers to meet certain expectations for professional development may be in place at the state, district, and school levels across the country, although the design and purpose of these policies may vary widely from place to place.

Generally speaking, professional development is considered to be the primary mechanism that schools can use to help teachers continuously learn and improve their skills over time. And in recent decades, the topic has been extensively researched and many strategies and initiatives have been developed to improve the quality and effectiveness of professional development for educators. While theories about professional development abound, a degree of consensus has emerged on some of the major features of effective professional development. For example, one-day workshops or conferences that are not directly connected to a school’s academic program, or to what teachers are teaching, are generally considered to be less effective than training and learning opportunities that are sustained over longer periods of time and directly connected to what schools and teachers are actually doing on a daily basis. Terms and phases such as sustained , intensive , ongoing , comprehensive , aligned , collaborative , continuous , systemic , or capacity-building , as well as relevant to teacher work and connected to student learning , are often used in reference to professional development that is considered to be of higher quality. That said, there are a wide variety of theories about what kinds of professional development are most effective, as well as divergent research findings.

While few educators would argue against the need for and importance of professional development, specific programs and learning opportunities may be criticized or debated for any number of reasons, especially if the professional development is poorly designed, executed, scheduled, or facilitated, or if teachers feel that it is irrelevant to their teaching needs and day-to-day professional responsibilities, among many other possible causes.

In addition, school leaders may encounter a variety of challenges when selecting and providing professional development opportunities. For example, one common obstacle is finding adequate time during the school day for teachers to participate in professional development. Securing sufficient funding is another common complication, particularly during times when school budgets are tight or being cut. The amount of funding allocated for professional development by states, districts, and schools may also vary widely—some schools could have access to more professional-development funding than they can reasonably use in a given year, while other schools and teachers may be expected to fund most or all of their professional development on their own. Other common challenges include insufficient support for professional development from the administrative leadership, a lack of faculty interest or motivation, or overburdened teacher workloads.

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Professional Development: Importance & Best Practices

By: Grace He | Updated: December 11, 2023

This is a guide to the importance and best practices of professional development for employees.

Professional development is the step towards increasing an employee’s skill set to open up opportunities and career progression. The practice may accelerate advancement in the workplace by improving competencies and skills. Participating in professional development programs allows workers to demonstrate their dedication to personal and professional growth.

These concepts often appear in career-planning books and books on employee training and development , and factor into job satisfaction statistics .  Professional development is an employee engagement best practice .

This article contains:

• definition of professional development
• importance of professional development
• benefits of professional development for employees
• best practices for a professional development program

Let’s get started!

Definition of professional development

Professional development involves employees getting better at their jobs and progressing in their careers. This process includes formal activities, like classes and workshops, and informal methods, such as self-study and networking. Engaging in professional development helps employees acquire new skills and knowledge. This process enhances employees’ appeal to potential employers and keeps them competitive as jobs continuously evolve.

The advantages of professional development extend beyond simply securing a better job or a higher salary. This process also fosters confidence and creativity in the workplace. When employees are more self-assured in their abilities, they are more likely to embrace new challenges and come up with innovative solutions. In summary, professional development is a commitment to lifelong learning and growth in employees’ jobs, leading to career success while fostering confidence and fulfillment.

The importance of professional development

The importance of professional development cannot be overstated. This process plays a crucial role in the personal and career growth of individuals and the overall success of organizations.

Here are some key reasons why professional development is essential:

• Skill Enhancement : Professional development helps individuals learn and refine skills and knowledge relevant to their field. This ongoing learning allows employees to stay up-to-date with industry trends, technological advancements, and best practices. As a result, workers become more proficient at their jobs, contributing to improved job performance and productivity.
• Career Advancement : A commitment to professional development often leads to career progression. Employees who continue to develop their skills and expertise are more likely to be considered for promotions and leadership roles. Skill development opens doors to new opportunities within an organization and enhances employability in the job market.
• Adaptation to Change : In today’s fast-paced world, industries and job requirements can change rapidly. Professional development gives individuals the flexibility and adaptability to thrive in evolving environments. This process helps workers embrace change with confidence and competence.
• Innovation and Problem-Solving : Learning new skills and gaining diverse experiences through professional development encourages innovation. Employees who engage in continuous learning are more likely to bring fresh ideas and creative solutions to their workplaces, contributing to the growth and competitiveness of their organizations.
• Employee Satisfaction and Retention : Companies that invest in their employees’ professional development are committed to their growth and well-being. This commitment, in turn, leads to higher job satisfaction and increased employee loyalty. When employees feel valued and supported in their development, they are more likely to stay with their employers.
• Maintaining Competitiveness : Organizations that prioritize professional development stay competitive in their industries. These workers are better equipped to attract and retain top talent.
• Compliance and Industry Standards : In certain fields, adhering to industry regulations and standards is essential. Professional development often includes training and certifications that ensure employees comply with industry-specific requirements.
• Networking and Collaboration : Professional development opportunities often involve networking with peers and experts in the field. Building a robust professional network can lead to collaboration, knowledge sharing, and valuable partnerships that benefit both individuals and organizations.

In summary, professional development is vital for personal growth, career advancement, and the overall success of individuals and organizations. Development fosters continuous learning, adaptability, and innovation while boosting job satisfaction and ensuring compliance. Embracing professional development is an investment in the future.

Types of professional development

Professional growth is not necessarily linear and structured, and a wide variety of activities and approaches may help you grow. On-the-job training, formal education, and unstructured, hands-on education all fall under the umbrella of professional development. In the end, your chosen type will depend on the areas you want to grow. Developing an individualized professional development plan is up to you, so long as you know your workplace’s demands and prospects.

There should be various learning opportunities available in today’s contemporary workplace, including official and informal professional development activities. These learning possibilities fall into one of three categories:

1. Structured and active learning

Structured professional development takes participatory learning and an interactive approach. This method includes training sessions, workshops, conferences, seminars, lectures, and e-learning courses. Structured professional development also includes assessments and tests geared toward advancing the employee’s career. However, keep in mind that preparing for these tests fits under self-directed learning.

2. Reflective or passive learning

Reflective professional development is one-way and passive, and there is no interaction between the instructor and the participants. Podcasts and reading relevant articles, case studies, and business updates are good examples of this learning activity. If the employee’s overall professional development plan reflects the learning goals of an informal meeting, then the meeting falls under the reflective professional development category.

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3. Unstructured or self-directed learning

All unsupervised professional development activities, such as reading papers and publications online or in print, fall under self-directed learning. Peer-reviewed books and research, industry journals, trade publications, and industry-specific news feeds are examples of unstructured educational resources. On-the-job training is just one aspect of professional growth. Any additional training or education outside of the workplace falls under this umbrella term.

Benefits of professional development

Some of the benefits of continuing professional development include:

1. Better organizational culture

One of the significant benefits of professional development is its role in creating a positive organizational culture. When employees engage in continuous learning and skill enhancement, it boosts their individual growth. In addition, this process contributes to a workplace atmosphere of collaboration, respect, and a commitment to improvement. As employees develop new skills and share their knowledge, they foster a culture of innovation and teamwork. This positive culture, in turn, enhances job satisfaction, reduces turnover rates, and creates a workplace where individuals feel valued and motivated. Ultimately, a positive organizational culture nurtured through professional development initiatives creates a more productive work environment.

2. Boosted confidence

Professional growth might help you feel more confident in your abilities as an employee. As your knowledge grows from expanding your skillset and learning new skills, you may gain greater self-assurance and mastery of your role. In other words, a long-tenured employee will have learned a great deal more than when they first started. This skill upgrade makes individuals more confident in their ability to carry out their duties at work. In addition, self-assured employees are more likely to take advantage of opportunities, make well-informed judgments, and demonstrate leadership qualities.

3. Improved employability

Developing your skills, knowledge, and abilities through professional development programs improves employability. Employers may consider you a more appealing candidate if you have increased your skillset via professional development. Employers may be more inclined to hire you if they see you as a competent applicant.

4. A bigger pool of available work options

If you want to get a raise or promotion in your present position, then you should focus on your professional development. You may have a better chance of moving up the corporate ladder if your boss sees that you are working hard to improve yourself. The firm will know how you are becoming more informed and skillful and that you are a self-taught individual. Employers may see your progress and opt to promote you, which might open up more work prospects for you.

5. More networking opportunities

Participating in professional development activities such as seminars, webinars, conferences, workshops, volunteer events, and classes can provide a chance to network with other professionals.

Professionals from your sector are usually present at these events, making them excellent venues for meeting industry experts and influencers. By meeting colleagues, mentors, and potential employers via networking, you may advance your career. Mentors and coworkers can provide advice on your professional path, while hiring managers may be able to point you in the right direction.

6. Mentorship opportunities

Finding a mentor or role model to look up to might also help you advance your career. With the support of a mentor, you can achieve your objectives. The mentor may also help you learn new things or offer suggestions to improve your situation. If you can identify a mentor or role model in your field who has the position or characteristic you can, you may get insight into their work and how they achieved their success. Mentors might also provide information about other career opportunities that are a good match for your skills and interests.

Here is a list of books on mentorship and a list with unique mentor program ideas .

Best practices for a professional development program

The following are professional development program best practices:

1. Conduct a needs assessment

In professional development, a needs assessment is like a survey or study that helps determine what skills and knowledge employees need to improve their jobs. This study is a way to identify the areas where folks might need more training or support. By doing this assessment, organizations can ensure that the training they provide is exactly what employees need. Firms can customize a learning plan for each team so they can do their job better and help the organization succeed.

2. Clarify the goals of your employee development program and get management buy-in

Several employee professional development initiatives lack defined goals or sufficient support from management. Since there is no metric for success, these projects often fail. SMART goals—specific, measurable, achievable, relevant, and time-bound—are essential to achieving success. Setting the program’s goals ensures participants and leaders understand why they should participate or support it. You should have a metric to define the attrition rate of your program if your objective is to keep talented employees in your company. Every quarter, conduct a satisfaction survey of employees and track the findings over time to enhance the program’s efficacy. You should consider appointing an executive who is enthusiastic about the program and ready to act as its advocate. This executive will be an invaluable supporter and resource.

3. Choose your executive sponsor or a good program director

The success of any professional development project hinges on your choice of a program manager. A competent program manager does not assure success, but a bad one is certain to provide disappointing outcomes. The program managers can ensure participants get continuous support and training. The managers look for new possibilities and solve the existing issues while collaborating with other parties to ensure the program’s long-term viability. The manager will work to promote the program to prospective participants and act as the program’s representative to the company. This role requires passion, excellent communication, and meticulous planning.

4. Allow for flexibility when developing a learning and development strategy

Employee career development programs that are well-balanced between structure and flexibility are more likely to succeed. Standards are important, such as participant training, progress monitoring, and communication to ensure that the program runs successfully. However, since the focus of mentoring and coaching programs is on the personal development of participants, the results and preferred approaches will differ from one participant to the next. Therefore, identifying and incorporating areas that demand flexibility into a company’s employee career development program is critical. Areas for consideration include program type, length, and participant engagement tools.

5. Do some marketing

When presenting new employee career development initiatives, excitement does not necessarily convert into high participation rates. One of the most prominent causes of non-participation is a lack of efficient marketing. Participants may not be aware of all the advantages of the professional development program. The process may demand showing the employees that participation is worth their time and effort.

You could utilize internal promotions to spread the word about your program. Some strategies include lunch and learns, corporate communications, launch parties, milestones, and presentations at business meetings. You should ensure every employee has adequate information.

For more advice, here is a list of books on marketing strategies .

6. Ensure participants’ preparation

Participants should understand their responsibilities, recommended practices, and training methods. You also need to ensure mentors, coaches, and mentees know the goal. After the first orientation, there is still a need for more training and assistance. You should provide tips and best practices during each training session to ensure participants remain focused and maximize results.

7. Talk about successes

After kicking a professional development program for employees, the attention naturally switches to administering and maintaining the program. To illustrate the importance of the mentoring and coaching program to prospective and present members, continue to acknowledge and highlight the successes and milestones. These steps can boost participation and support for the program.

8. Acknowledge and reward success

Success for an employee may not always mean a promotion or some other public recognition, depending on their goals. You can track an employee’s progress through the number of hours spent on training, the skills or proficiency levels attained, or any other metric and award badges. You can also acknowledge progress through peer support and recognition programs.

Here are employee recognition ideas .

9. Make development a part of a larger system

Succession planning, performance management, recruiting and hiring, and even pay and incentives are integral parts of the most effective professional development strategies.

Talent management may benefit significantly from an integrated approach to development. For instance, you can widen the recruiting pool by finding applicants who, with a minor investment in training, may become valuable long-term workers.

This approach can turn a performance assessment into a window for growth and success. Training personnel to replace crucial positions that may become vacant can help firms strengthen their workforce and maintain stability.

10. Implement feedback mechanisms

Feedback mechanisms are tools that help participants share their thoughts about training programs. These tools allow participants to share their opinions and suggestions on things like the program’s content and teaching style. In professional development, feedback is crucial because it helps organizers understand if the training was effective and how they could improve. Feedback is a way to make sure that the training is interesting and useful for the attendees. This process also shows that the organization cares about improving employee learning.

It takes time and effort to train and develop your personnel. Well-executed professional development programs indicate an organization’s commitment to employee growth and retention. The program provides the employee with a wide range of skills for a lifetime. Even yet, a professional development program may be difficult to maintain and, if mishandled, can be detrimental to both the organization and the person.

Next, check out this list of employee engagement strategies , this guide to virtual lunch and learns and these professional development ideas for work .

We also have a guide to employee advocacy in the workforce .

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FAQ: Professional development

Here are answers to some common questions about professional development

What is professional development?

Professional development refers to the continuing education and training for employees to gain new knowledge, keep abreast of industry developments, and advance their position in the workplace.

Why is professional development important in the workplace?

Professional development in the workplace is important for upscaling employees’ talents, boosting employee retention, and improving service rendering to clients or customers.

What makes a professional development program good?

A professional development program requires marketing, employee participation, and a qualified program manager to be successful.

Author: Grace He

People & Culture Director at teambuilding.com. Grace is the Director of People & Culture at TeamBuilding. She studied Industrial and Labor Relations at Cornell University, Information Science at East China Normal University and earned an MBA at Washington State University.

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What Does Research Tell us About Professional Development in Education?

What does the research and evidence tell us about high-quality professional development in education and how can we ensure we are providing the best quality development for the teachers in our schools?

Why is Professional Development essential in education? High quality professional development for teachers is essential if we are to give our students the best education possible. Schools should ensure the development they are providing is sustained and ongoing. It should be linked to the school’s mission statement. One-offs do not work as they lack structure or purpose.

Why is Continuing Professional Development Important for Teachers?

The best way to ensure students learn best and achieve their potential is to give them high-quality teaching ( Sutton Trust, 2011 ).

High-quality teaching can be facilitated and supported through a program of professional development that increases the effectiveness of teachers ( Cordingley et al 2015 ) and also acknowledges that the main aim of every teacher should be to improve.

To quote Dylan Wiliam:

“All teachers need to improve their practice—not because they are not good enough, but because they can be better” – Dylan Wiliam Center

So, that being said, how can schools ensure that they have in place the best possible programs for professional learning and development for their staff?

There is a wealth of research and evidence as to ‘what works’ (or at least ‘what has worked somewhere’ – we must be critical consumers of research at all times) and also how evidence-informed approaches help change our gut instincts to ‘best bets’.

The prime starting point for many schools in the present education climate is the EEF Toolkit – teaching & learning strategies detailed with evidence of their impact–cost-effectiveness, progress opportunity and validity.

As an arm of the aforementioned Sutton Trust, the EEF do great work in pulling together evidence from the widest range of available sources and making it accessible for teachers and school leaders.

However, professional development is more than just a list of possible interventions that could take place on a microcosmic or classroom level – it requires structure, intent and clarity, as well as being a tool for driving up standards of teaching in schools.

All schools have a program of professional development but what do we know about what works best?

How can we ensure such programs are designed and implemented effectively , synthesizing the wealth of information into sensible and manageable chunks for staff to devour?

As David Weston and Bridget Clay detail in their excellent work Unleashing Great Teaching , saying a conference or session is ‘great professional development’ is the same as saying that a shopping trip is a ‘great meal’; it’s what you do with what you are given that counts.

Here we can explore some of the main evidence and how this can be implemented.

As Mary Kennedy reminds us in her 2019 paper:

‘ An important reason for conducting research is to be able to identify effective practices so that others can adopt them ’. – Sage Journals

Firstly, let’s address the issue of terminology and naming – when is CPD different from INSET? (in the UK, INSET is what we call teacher training days, schools have five of these per year)

Why is it called Professional Learning in some areas and Professional Development in others?

Often this is simply down to choice by the provider or the institution – what perception do they wish to foster from their audience?

Names aside, we are looking at the concept of programs of instruction aimed at teachers with a vision for improving their practice and developing them as excellent practitioners.

However, beware Mastery – if we ‘master’ something there is an implication that we have no more to learn, and that is never the case!

Now, why do we have programs of professional development? What does the evidence tell us about the effects of a good program?

There has been a large body of research into the effectiveness of a range of professional development approaches. As Kennedy again states, ‘‘ The central premise underlying all PD is that there is something the researcher knows about teaching that teachers do not know ’.

Setting up a Professional Development Program

All schools have programs (or should have!) of professional development, often linked directly to their own aims and vision.

However, as time is such a limited resource and the focus has naturally been on productivity and output from the classroom, the focus has often fallen on the students and not the teachers.

Very often Professional Development is an after-thought, a ‘tick-box’ exercise, a means to an end to fill calendared training days.

However, as I will look at later, there is a strong body of evidence to support the fact that high quality professional development has massive impacts on the effectiveness and retention of teachers.

There are national standards for professional development as detailed by the Government:

• 1. Professional development should have a focus on improving and evaluating pupil outcomes.
• 2. Professional development should be underpinned by robust evidence and expertise.
• 3. Professional development should include collaboration and expert challenge.
• 4. Professional development programs should be sustained over time.

And all this is underpinned by, and requires that:

• 5. Professional development must be prioritized by school leadership.

The final standard is key – the need to prioritize professional development so it is at the forefront of school vision and thinking; not reactive to identified need necessarily (although this is also important) but proactive, outward- facing and designed with impact in mind.

However, it is important to remember that there is no statutory entitlement for schools to offer professional development; this can often be the cause of a lack of drive or rigour in the process.

The Department for Education in the UK (DfE) also state that:

‘High-quality professional development requires workplaces to be steeped in rigorous scholarship, with professionals continually developing and supporting each other so that pupils benefit from the best possible teaching’,

‘the design of high-quality professional development is as complex a discipline as the design of high-quality teaching. It requires the planning of programs of connected activities with clarity about intended outcomes, and evaluation’.

Such an expectation comes rich with workload implications as well as balancing time – school leaders need to find time to invest in PD to maximize its effect and its potential, but finding that time is difficult.

This is why an increasing evidence-base of ‘what has worked’ is most useful!

In their ‘ Developing Great Teaching Report ’ from 2015 the TDT tell us that the most effective professional learning programs ‘ which aim to bring about significant organizational and cultural change need to last at least 2 terms ’, ensuring that the offer ‘ features multiple, iterative activities following the initial input ’; sequenced professional learning curricular planned to have impact.

They focus on the following as essential aspects to be considered:

• The duration and rhythm of effective support.
• The consideration of participants’ needs.
• Alignment of professional development processes, content and activities.
• The content of effective professional development.
• Activities associated with effective professional development.
• The role of external providers and specialists.
• Collaboration and peer learning.
• Leadership around professional development.

In their Schools Guide to Implementation the EEF also investigate professional development from an evidence-informed perspective and offer the following suggestions:

• Treat professional development as one part of a package of implementation strategies.
• Effective professional development includes both initial training as well as high-quality follow-on coaching .
• Introduce new skills, knowledge and strategies with explicit up-front training.
• Reinforce initial training with expert follow-on support within school.
• Use highly skilled coaches.
• Carefully structure and monitor peer-to-peer collaboration.
• Professional development activities should be appropriately spaced and aligned—avoid one-off inputs.
• Ensure a tight focus on pupil outcomes by supporting staff to apply general pedagogy to specific subject domains.

Back in 2008 Helen Timperley stated that:

‘ Professional learning is strongly shaped by the context in which the teacher practises. This is usually the classroom, which, in turn, is strongly influenced by the wider school culture and the community and society in which the school is situated. Teachers’ daily experiences in their practice context shape their understandings, and their understandings shape their experiences .’

She went on to remind us of the need for iterative, supported and sustained programs:

‘ teachers need extended time in which to learn and change ’, ‘ to understand how existing beliefs and practices are different from those being promoted, to build the required pedagogical content knowledge, and to change practice ‘.

Timperley again:

‘ Time, however, is not a sufficient condition for change: teachers also need to have their current practice challenged and to be supported as they make changes ’. – Educational Leaders

For me the iterative nature of the input is key to its success – staff must see professional development as a valuable and essential part of their work; they are receiving high-quality, expert instruction designed to help them improve over time.

In a bid to invest more in to their PD offer, some schools have taken the step of altering the timings of their academic day to allow for dedicated PD time, usually in an afternoon slot.

Schools have also begun to appoint Research Leads to act as a gateway, a filter for the wealth of information out there with regard to improving Teaching & Learning.

Schools must not forget, however, that there are more than just classroom teachers on their books – the best school environments will ensure there are development and training opportunities for all, including support and pastoral staff.

A recent report published by the Education Policy Institute examined the effects of PD on both teachers and students and reached the following key conclusions:

• High-quality PD for teachers is as effective for improving pupil outcomes as having a teacher with a decade’s experience in the classroom.
• Quality PD programs have a greater impact on pupil outcomes than other measures such as performance- related teacher pay or increasing the length of the school day.
• Increasing the availability of high-quality PD is likely to improve acute teacher retention problems, particularly for early-career teachers (we will look at retention in a moment).
• PD programs are more effective if they receive sustained support from school leaders and can adapt to high staff turnover and teacher workload.

Again the key message appears to be one of sustained support and iterative input; one-offs do not work as they lack structure or purpose.

In the same way that we teach a curriculum of carefully planned content to students so must we for adult learners; interleaved, regularly retrieved ideas that are cohesive and relevant, designed with a clear goal in mind.

In order to achieve success, one must know what success in a venture actually looks like – this is at the heart of the design of high-quality PD programs.

To go back to the EEF and their advice:

• ‘ Overall, the evidence suggests that professional development should be viewed as an ongoing process rather than a single event ’.
• ‘ The content of professional development activities should also be aligned and purposeful, so that individual learning activities collectively reinforce one another and revisit the same messages ’.
• ‘ The aim is to build a system of professional development that encourages ongoing learning and application to practice ’.

The Impact of Professional Development on Teacher Practice.

Once established, high quality PD can be a clear advantage with reference to rates of staff retention.

In a study in 2014 Kraft & Papay found that ‘ In supportive schools, teachers not only tend to say and be more effective in their classrooms, but they also improve at much greater rates over time ‘.

The quality and consistency of teaching therefore improves as there is less staff fluctuation – patterns can be developed, interventions can be implemented and followed through, students can rely on consistent quality in their lessons.

Kraft & Papay also found that ‘ over ten years, teachers working in schools with stronger professional environment improved 30 percent more than teachers in schools with weak professional environments ’.

Now, of course, there is always the issue of how ‘effectiveness’ and ‘improvement’ are quantifiably measured.

They are largely subjective and qualitative, but the concept stands firm.

Better teachers stem from supportive environments, and those environments are better fostered where there is a rich and informative program of iterative PD clearly tethered to school aims and improvement goals.

Those responsible for designing PD should also consider the need for the explicit connection between theory and practice; staff must have an opportunity to practice what is being ‘preached’, as cited from Weston & Clay earlier in the piece.

A significant amount of this comes from the opportunity to translate generic theory and research into subject / domain-specific areas; staff value the support given to them by their colleagues in their subject and support areas, and enabling this can also be hugely effective.

A good model is one of Learning Groups or Professional Learning Communities, where staff collaborate in small, non- hierarchical clusters to work on a particular focus, supporting each other through coaching and non-threatening peer observation.

Schools must avoid growing a culture where PD is perceived as something that staff have ‘done to them’ – it needs to be inclusive, focused and responsive to all staff needs.

The curriculum for PD needs to be as carefully thought out and planned as the curriculum for subject areas and key stages to ensure that the approaches are effective, streamlined and full of impact.

To go back to the TDT report, ‘ All the reviews found that an essential element of successful [PD] is overt relevance of content to its participants and their day-to-day experiences and aspirations for pupils .’

To return too to Mary Kennedy:

‘As we have become more aware of the many contingencies involved in teaching, we have shifted our focus away from telling teachers what to do and toward deepening their understanding of their students so that they can make better in-the-moment judgments about how to respond to students.’.

It is evident that one of the key facets is that empathetic awareness of the end-user – expert input linked directly to the daily needs of the professional in their own context and domain.

Evaluating Professional Development Programs

The final key facet of successful PD design is the on-going evaluation – a cycle of implementation regularly interspersed with opportunities for reflection, feedback and formative decision-making based on identified areas of need or improvement.

Evaluation needs to be appropriate, systematic and, like any form of assessment, needs to provide information that can be used to make positive decisions in the future.

Qualitative information can always be gathered through staff and student voice approaches but a popular model and framework is that refined by Thomas Guskey.

Guskey proposed five levels of evaluation, each increasing in complexity and depth and building on the previous to create a sense of unity and cohesiveness.

Guskey’s Five Levels

• 1. Participants’ reactions.
• 2. Participants’ learning.
• 3. Organization support and change.
• 4. Participants’ use of new knowledge and skills.
• 5. Student outcomes.

The last one is key and linked intrinsically to success – How did the professional development activity affect students?

Did it benefit them in any way?

This is of course framed within the original goals set out for the program and whether or not they have been fully, partially or not achieved.

Guskey states that ‘ good evaluations of professional development do not have to be costly […] nor do they require sophisticated technical skills ’.

He goes on to remind us that they ‘ require the ability to ask good questions and a basic understanding of how to find valid answers ’ Essentially, all PD programs need to withstand critical assault to justify their worth – more damage can be done with a poor or misguided program than no program at all.

Guskey continues by saying that good evaluations ‘ provide information that is appropriate, sound, and sufficiently to use in making thoughtful and responsible decisions about professional development ’.

Caveats and Conclusions

As Harry Fletcher-Wood cites in ‘ Designing Professional Development for Teacher Change ’ (2018), ‘ the consensus is rarely specific enough to be useful’ and that ‘a list of best practices may not help make design choices ’.

Fletcher-Wood concludes that ‘ no recipe for effective professional development exists ’.

The EPI report also draws out attention to the fact that ‘ many teachers cannot currently access high-quality professional development ’.

This needs to change, and an increased focus on the quality and availability of provision to meet the ever-increasing demands of workload balance and staff wellbeing, alongside the improved outcomes, is helping make that change a foreseeable reality.

Key Suggestions for Good Professional Development Programs

• Ensure they are iterative and planned efficiently to support the delivery of curricula.
• Ensure they are focused, supportive and supported.
• Remove the hierarchy from any aspect that simply aims to improve the effectiveness of teaching.
• Align them to the over-arching vision and ethos of the school.
• Create a positive and enriching culture of support for all staff – culture is what happens when no-one else is watching!
• Support development in teacher quality with non-judgemental quality assurance and peer support; sometimes the best professional development is conversations with colleagues.
• Anticipate changes in climate – staff turnover, time, leadership support; be proactive.
• Give space and time for the exploration and implementation of learning theories and strategies in domain- specific areas.
• Use and synthesize the latest in pedagogical research.
• Take advantage of the expertise in your school to help deliver meaningful content.
• Beware of ‘magpie’ approaches or surface-level initiatives – ‘a little knowledge is a dangerous thing’/ ‘all that glisters is not gold’.

To return to the Teacher Development Trust – they have 8 ideas that underpin their work in making teachers and teacher educators better:

• 2. Challenge.
• 3. Environment.
• 4. Evidence.
• 5. Collaboration.
• 6. Coaching.
• 7. Subject-specific application.
• 8. Leadership support.

What we must not do is assume that teachers are capable of managing their own training needs and development when considering all other aspects of their role also.

Schools have a responsibility to support their staff.

As Timperley et al state:

‘The first [myth] is that teachers should be treated as self-regulating professionals who, if given sufficient time and resources, are able to construct their own learning experiences and develop a more effective reality for their students through their collective expertise’.

There is no evidence to support this and the assumption should not be made.

PD is not PPA!

Kennedy gives us an alternative view that a strategic approach ‘ enables teachers to continue to improve their own practice independently after the formal PD is finished. I suspect that the reason for this delayed success has to do with its emphasis on purpose, which in turn helps teachers function autonomously after the PD providers are gone ’.

This leads us back to the phase of planning and implementation – identifying a need, assessing the options for solving that need and then putting in place appropriate support.

In conclusion:

Students need good teachers . Teachers get better with support, investment and belief at ALL career stages.

Providing teachers with the opportunity to develop is the best way to ensure students get the best education, allowing them to achieve their potential.

The key to a successful professional development program is that it should be one of sustained support and iterative input; one-offs do not work as they lack structure or purpose . Your professional development program should take into account the following suggestions. 1. Ensure they are iterative and planned efficiently to support the delivery of curricula. 2. Ensure they are focused, supportive and supported. 3. Remove the hierarchy from any aspect that simply aims to improve the effectiveness of teaching. 4. Align them to the over-arching vision and ethos of the school. 5. Create a positive and enriching culture of support for all staff – culture is what happens when no-one else is watching! 6. Support development in teacher quality with non-judgemental quality assurance and peer support; sometimes the best professional development is conversations with colleagues. 7. Anticipate changes in climate – staff turnover, time, leadership support; be proactive. 8. Give space and time for the exploration and implementation of learning theories and strategies in domain- specific areas. 9. Use and synthesize the latest in pedagogical research. 10. Take advantage of the expertise in your school to help deliver meaningful content. 11. Beware of ‘magpie’ approaches or surface-level initiatives – ‘a little knowledge is a dangerous thing’/ ‘all that glisters is not gold’.

Once established, high quality professional development can be a clear advantage with reference to rates of staff retention. The quality and consistency of teaching therefore improves as there is less staff fluctuation – patterns can be developed, interventions can be implemented and followed through, students can rely on consistent quality in their lessons. What we must not do is assume that teachers are capable of managing their own training needs and development when considering all other aspects of their role also.

Evaluation needs to be appropriate, systematic and, like any form of assessment, needs to provide information that can be used to make positive decisions in the future. Qualitative information can be gathered through staff and student voice approaches. Thomas Guskey proposed five levels of evaluation, each increasing in complexity and depth and building on the previous to create a sense of unity and cohesiveness. 1. Participants’ reactions. 2. Participants’ learning. 3. Organization support and change. 4. Participants’ use of new knowledge and skills. 5. Student outcomes.

• Fletcher-Wood, H (2018); Designing Professional Development for Teacher Change; IfT.
• Sutton Trust (2011) Improving the impact of teachers on pupil achievement in the UK.
• Kennedy, Mary. (2019). How We Learn About Teacher Learning. Review of Research in Education. 43. 138-162.
• Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., Coe, R. Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. 2015.
• H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development: Best EvidenceSynt hesis Iteration Wellington, New Zealand: Ministry of Education.
• Fletcher-Wood, H and Zuccollo, J (2020); The effects of high quality professional development on teachers and students; EPI.
• Timperley, H; (2008); Teacher Professional Learning and Development; International Academy of Education.
• Guskey, T; (2000); Evaluating Professional Development; Corwin Press.
• Weston, D and Clay, B; (2018); Unleashing Great Teaching; Routledge (Taylor Francis).

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Professional Development

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What is Professional Development?

Professional development refers to the process of acquiring and enhancing the knowledge, skills, competencies, and experiences necessary to excel in one's profession or career. It encompasses a broad range of learning and growth activities designed to improve an individual's performance, effectiveness, and overall career prospects.

Professional development can take various forms, including formal education, on-the-job learning, workshops, online courses, mentoring, and networking. It is a continuous and lifelong journey that adapts to the evolving needs and aspirations of individuals in the workforce.

Importance of Professional Development

Professional development offers a wide array of benefits for both individuals and organizations, making it a critical component of personal and professional growth:

Benefits for Individuals

• Career Advancement: Professional development provides individuals with the skills and knowledge needed to climb the career ladder. It opens doors to new opportunities and positions of greater responsibility.
• Skill Diversification: Continuous learning allows individuals to diversify their skill set. They can acquire a broader range of competencies, making them more versatile and adaptable in their roles.
• Increased Earning Potential: As individuals enhance their skills and qualifications, they become more valuable to employers. This often translates to higher earning potential and better compensation.
• Personal Growth: Engaging in professional development fosters personal growth and a sense of accomplishment. It enables individuals to pursue their passions and interests within their chosen field.
• Job Satisfaction: Gaining new skills and achieving professional goals can lead to higher job satisfaction and a greater sense of purpose in one's career.

Benefits for Organizations

• Improved Employee Performance: Employees who engage in professional development are more proficient in their roles, resulting in improved overall performance and productivity.
• Talent Retention: Organizations that invest in employee development demonstrate a commitment to their workforce, leading to higher employee retention rates and reduced turnover costs.
• Innovation and Adaptation: A culture of continuous learning fosters innovation and encourages employees to explore new ideas and approaches. This can lead to improved processes and products.
• Enhanced Competitive Advantage: Companies with a highly skilled and motivated workforce gain a competitive edge. They can respond more effectively to market changes and outperform competitors.
• Succession Planning: Professional development identifies and prepares employees for leadership roles, ensuring a pipeline of skilled talent for future leadership positions.
• Positive Organizational Culture: A commitment to employee development contributes to a positive organizational culture, where employees feel valued and motivated to excel.

In conclusion, professional development is a mutually beneficial investment. Individuals who prioritize their growth become more valuable contributors to their organizations, while organizations that support their employees' development reap the rewards of a skilled and motivated workforce. It is a win-win strategy that drives personal and organizational success.

How to Assess Professional Development Needs?

Before embarking on your professional development journey, it's crucial to assess your current skills and identify areas where improvement is needed. Here's how to get started.

Self-assessment

Self-assessment involves introspection and reflection on your strengths and weaknesses. Ask yourself questions like:

• Strengths: Identify your key strengths and competencies. What do you excel at in your current role or profession?
• Weaknesses: Recognize areas where you need improvement. Are there skills or knowledge gaps holding you back?
• Interests: Consider your passions and interests. What areas of professional development align with your interests?

By conducting a thorough self-assessment, you gain valuable insights into your current capabilities and can identify areas for growth. Self-awareness is the first step towards meaningful development.

Identifying Organizational Needs

Understanding your organization's goals and needs is equally important. Consider:

• Organizational Objectives: What are your organization's short-term and long-term goals? How can your development contribute to achieving these goals?
• Skills Gaps: Are there specific skills or knowledge gaps within your team or company? Conduct surveys or interviews to identify these gaps.
• Market Trends: Stay updated on industry trends and changes. What skills or competencies are in demand? How can your development align with these trends?

Aligning your professional growth with organizational needs not only benefits you but also positions you as a valuable asset to your employer.

Feedback and Performance Reviews

Regular feedback from supervisors, peers, or mentors can provide valuable insights into your development needs. Performance reviews and constructive criticism help you identify areas requiring improvement. Here's how to make the most of feedback:

• Request Feedback: Actively seek feedback from your superiors, colleagues, and mentors. Constructive criticism can highlight areas for growth that you may have overlooked.
• Performance Metrics: Review your performance metrics and key performance indicators (KPIs). Where are you excelling, and where are you falling short?
• Goal Alignment: Discuss your development goals with your supervisor. Ensure that your goals align with your team's and organization's objectives.

Feedback and performance reviews serve as a reality check, helping you make informed decisions about your professional development path.

How to Set Professional Development Goals?

Setting clear and achievable professional development goals is a pivotal step in your journey.

SMART Goals

Your goals should be Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). Here's how to craft SMART goals:

• Specific: Define your goals with precision. Avoid vague objectives. Instead of saying, "I want to improve my communication skills," specify, "I will enhance my public speaking skills."
• Measurable: Determine how you will measure your progress. What metrics or indicators will signify success? For instance, you might track the number of successful presentations given.
• Achievable: Ensure your goals are realistic and attainable. Consider the resources and time required to achieve them. Can you realistically commit to the necessary activities?
• Relevant: Align your goals with your broader career objectives and the needs of your organization. Ask yourself, "Is this goal relevant to my role and career aspirations?"
• Time-bound: Set specific deadlines for your goals. When do you intend to achieve them? Establishing timeframes creates a sense of urgency and accountability.

SMART goals provide clarity and direction, making it easier to track your progress and stay motivated.

Aligning with Career Objectives

Consider your long-term career objectives when setting development goals. Your goals should align with your career aspirations and the direction you want to take in your professional life. Here's how to ensure alignment:

• Career Vision: Clearly define your career vision. Where do you see yourself in five or ten years? What roles or positions do you aspire to?
• Skill Mapping: Identify the skills and competencies required to reach your career objectives. Your development goals should directly contribute to acquiring these skills.
• Long-Term Goals: Break down your long-term career goals into smaller, actionable development objectives. Each goal should be a stepping stone toward your ultimate career destination.

Aligning your development goals with your career objectives ensures that your efforts are purposeful and contribute to your professional advancement.

Prioritizing Development Areas

Not all skills and competencies are of equal importance at a given point in your career. To maximize the impact of your development efforts, prioritize areas that are most relevant to your current role or future career path. Here's how to prioritize effectively:

• Role Relevance: Assess the skills and knowledge directly related to your current job responsibilities. Prioritize areas where improvement will have an immediate impact.
• Future Needs: Consider the skills and competencies that will be crucial for your next career move. Focus on developing skills that will set you apart in your desired role.
• Industry Trends: Stay informed about industry trends and emerging technologies. Prioritize skills that are in high demand or likely to become essential.

Prioritization ensures that you allocate your time and resources to the areas that will yield the greatest return on your investment in professional development.

Types of Professional Development Opportunities

Professional development opportunities come in various forms, allowing you to choose the most suitable path based on your goals, learning style, and schedule.

1. Formal Education

Formal education includes pursuing degrees, certifications, and specialized training programs. This structured approach to learning offers in-depth knowledge and often leads to recognized credentials. Here are some key points to consider:

• Degrees: Pursuing a bachelor's, master's, or doctoral degree in your field can provide comprehensive knowledge and open doors to advanced career opportunities.
• Certifications: Industry-specific certifications validate your expertise and proficiency in a particular area. They are valuable for career advancement and often required for specific roles.
• Training Programs: Many organizations offer formal training programs to enhance employees' skills. These programs can range from technical training to leadership development.

Formal education is an excellent choice for individuals looking to gain in-depth knowledge and establish themselves as experts in their respective fields.

2. On-the-Job Learning

On-the-job learning involves acquiring new skills and knowledge through practical experience within your current role. It's a hands-on approach to professional development that allows you to learn while performing your job responsibilities. Here's how to maximize on-the-job learning:

• Challenging Projects: Seek out challenging projects or assignments that require you to acquire new skills or expand your knowledge.
• Mentorship: Collaborate with experienced colleagues or mentors who can guide you and provide valuable insights.
• Job Rotation: If possible, explore opportunities for job rotation within your organization to gain exposure to different functions and roles.

On-the-job learning is an effective way to develop practical skills and deepen your understanding of your industry.

3. Workshops and Seminars

Workshops and seminars provide focused, often interactive learning experiences on specific topics or skills. They are typically shorter in duration than formal education programs and can be highly practical. Consider the following:

• Hands-On Learning: Workshops and seminars often include practical exercises, case studies, and group discussions, allowing you to apply what you've learned immediately.
• Networking: These events provide opportunities to connect with industry peers, share knowledge, and build professional relationships.
• Topics: Workshops and seminars cover a wide range of topics, from technical skills to leadership and soft skills development.

Attending workshops and seminars can be an efficient way to acquire new skills and stay updated on industry trends.

4. Online Courses and E-Learning

Online courses and e-learning platforms have become increasingly popular for professional development. They offer flexibility and accessibility, allowing you to learn at your own pace. Consider these advantages:

• Flexibility: Online courses can be taken from anywhere, at any time, making them convenient for busy professionals.
• Wide Range of Subjects: E-learning platforms offer courses on a diverse array of topics, from coding and data analysis to project management and creative skills.
• Self-Paced Learning: You can progress through online courses at your own speed, ensuring that you thoroughly understand the material before moving on.
• Cost-Effective: Many online courses are affordable or even free, making them an accessible option for learners on a budget.

Online courses and e-learning are ideal for self-directed individuals who want to acquire new skills or explore new interests on their own terms.

5. Mentoring and Coaching

Mentoring and coaching involve partnering with experienced professionals who provide guidance, support, and feedback as you work towards your development goals. Here's what you should know:

• Mentoring: Mentors offer guidance, share their experiences, and provide career advice. They can help you navigate challenges and make informed decisions.
• Coaching: Coaches focus on skill development and performance improvement. They provide structured feedback and strategies to help you achieve specific goals.
• Benefits: Mentoring and coaching relationships offer personalized support, accelerate your learning curve, and boost your confidence.

Finding a mentor or coach can significantly impact your professional growth and career trajectory.

6. Networking

Networking involves building and maintaining relationships with professionals in your industry or field. It can be a powerful tool for professional development. Consider these networking strategies:

• Industry Events: Attend conferences, seminars, and industry-specific events to connect with peers and leaders in your field.
• Online Networking: Utilize social media platforms like LinkedIn to expand your professional network and engage in industry-related discussions.
• Mentorship: Networking can lead to mentorship opportunities, where experienced professionals offer guidance and advice.

Effective networking can open doors to new opportunities, provide valuable insights, and help you stay informed about industry trends.

How to Create a Professional Development Plan?

Creating a well-structured professional development plan is essential to ensure your growth is intentional and effective.

Designing a Personal Development Roadmap

A personal development roadmap serves as a detailed guide for your professional growth. Consider the following steps:

• Identify Goals: Based on your assessment and chosen development opportunities, define clear and achievable goals.
• Actionable Steps: Break down each goal into actionable steps or milestones. What specific actions will you take to achieve them?
• Timeline: Set realistic timelines for each milestone. When do you aim to complete each step?
• Resources: Identify the resources you'll need, such as courses, books, or mentorship, to support your development.

A well-designed roadmap provides clarity and direction, helping you stay on track towards your professional development objectives.

Budgeting and Resource Allocation

Effective professional development often requires financial investment and resource allocation. Consider these financial and resource planning strategies:

• Budget: Estimate the costs associated with your chosen development opportunities, including courses, workshops, and certifications.
• Allocate Time: Dedicate time in your schedule for learning and skill development. Consistency is key to progress.
• Resource Accessibility: Ensure you have access to the necessary learning materials, tools, and support.

Balancing your budget and allocating resources wisely ensures that your professional development plan remains sustainable and achievable.

Timeline and Milestones

Establishing a timeline with specific milestones is crucial for tracking your progress and staying motivated. Here's how to create an effective timeline:

• Set Milestones: Break down your development goals into smaller milestones. Each milestone should represent a significant step towards your overall objective.
• Assign Deadlines: Assign realistic deadlines to each milestone. Deadlines create a sense of urgency and accountability.
• Regular Review: Periodically review your timeline and milestones to ensure you're making progress. Adjust as needed based on your evolving needs and circumstances.

A well-structured timeline with achievable milestones keeps you focused and motivated on your professional development journey.

By incorporating these strategies into your professional development plan, you'll be well-prepared to embark on your journey of growth and achieve your career aspirations.

How to Implement Professional Development Plans?

Once you've designed your professional development plan, the next step is to implement it effectively.

Time Management and Goal Tracking

Effective time management is essential for balancing your daily responsibilities and committing to your professional development goals. Here's how to manage your time efficiently:

• Prioritize Tasks: Identify high-priority tasks and allocate time for them in your daily or weekly schedule.
• Create a Study Schedule: If your development plan involves coursework or self-study, establish a consistent study schedule. Block out dedicated time for learning.
• Use Productivity Tools: Utilize productivity tools and apps to help you stay organized and manage your time effectively. Tools like calendars and task lists can be invaluable.
• Track Progress: Regularly review your development goals and milestones. Track your progress to ensure you're staying on course.

Effective time management ensures that you make consistent progress toward your development objectives without neglecting your current responsibilities.

Seeking Support and Guidance

Seeking support and guidance from mentors, peers, or professional organizations can greatly enhance your professional development journey:

• Mentors: Engage with mentors who have expertise in your chosen area of development. They can provide valuable insights, advice, and a fresh perspective.
• Peer Learning: Collaborate with colleagues who share similar development goals. Peer learning can involve knowledge sharing, joint projects, or study groups.
• Professional Organizations: Join industry-specific associations or groups. These organizations often offer networking opportunities, resources, and events related to your field.

By leveraging the expertise and experiences of others, you can accelerate your learning and gain valuable guidance along the way.

Overcoming Challenges

Professional development can present challenges, but overcoming them is an integral part of the journey:

• Resilience: Stay resilient in the face of setbacks or obstacles. Understand that setbacks are opportunities for learning and growth.
• Adaptability: Be adaptable and open to change. The professional landscape is dynamic, and the ability to adapt to new circumstances and opportunities is a valuable skill.
• Growth Mindset: Cultivate a growth mindset, believing that your abilities and intelligence can be developed with effort and dedication.
• Support System: Lean on your support system, whether it's friends, family, or colleagues, during challenging times. They can provide encouragement and motivation.

Overcoming challenges is a testament to your commitment to professional development. Embrace these challenges as opportunities for personal and career growth.

Professional Development Examples

Professional development can take many forms, tailored to individual goals and organizational needs. Here are some concrete examples that illustrate the diversity of professional development opportunities:

• Pursuing a Degree: Enrolling in a bachelor's, master's, or doctoral degree program to deepen knowledge and gain expertise in a specific field.
• Attending Workshops or Short Courses: Participating in specialized workshops, seminars, or short courses relevant to your profession or industry.
• Job Rotation: Taking on temporary assignments in different departments or roles within your organization to gain a broader understanding of the business.
• Stretch Projects: Volunteering for challenging projects or initiatives that require you to acquire new skills or expertise.

3. Online Courses and E-Learning

• Enrolling in MOOCs: Participating in Massive Open Online Courses (MOOCs) offered by universities and educational platforms on a wide range of subjects.
• Utilizing Learning Management Systems: Accessing company-provided learning management systems or e-learning platforms to take courses and acquire new skills.

4. Mentoring and Coaching

• Mentoring Relationships: Forming mentor-mentee relationships with experienced professionals who provide guidance, advice, and knowledge transfer.
• Executive Coaching: Engaging in one-on-one coaching sessions with a certified coach to improve leadership and interpersonal skills.

5. Networking

• Attending Conferences and Seminars: Participating in industry-specific conferences, seminars, and networking events to learn from experts and make valuable connections.
• Joining Professional Associations: Becoming a member of professional associations related to your field to access resources, publications, and networking opportunities.

6. Self-Study

• Reading Books and Publications: Regularly reading books, industry journals, and articles to stay updated on trends and acquire new knowledge.
• Podcasts and Webinars: Listening to podcasts and attending webinars hosted by experts to gain insights and industry knowledge.

7. Certifications and Credentials

• Earning Professional Certifications: Pursuing certifications such as Project Management Professional (PMP), Certified Public Accountant (CPA), or Certified Information Systems Security Professional (CISSP).
• Obtaining Industry-Specific Credentials: Gaining credentials specific to your industry, such as real estate licenses, teaching certifications, or nursing certifications.

8. Language and Communication Skills

• Language Courses: Learning a new language or improving language skills relevant to your profession, such as business English or technical writing.
• Communication Workshops: Participating in workshops on effective communication, public speaking, or negotiation skills.

9. Soft Skills Development

• Emotional Intelligence Training: Enhancing emotional intelligence skills, including self-awareness, empathy, and relationship management.
• Leadership and Management Programs: Participating in leadership and management development programs to improve leadership skills.

10. Technology and Digital Skills

• Coding Bootcamps: Attending coding bootcamps to acquire programming skills, such as web development or data science.
• Digital Marketing Courses: Learning digital marketing strategies and techniques to stay competitive in the digital age.

These examples demonstrate the breadth of professional development opportunities available. Depending on your career goals, interests, and the needs of your organization, you can select the most suitable methods to continuously enhance your skills and knowledge. Remember that professional development is a personalized journey, and the combination of approaches that works best for you may evolve over time.

Measuring the Impact of Professional Development

To ensure that your professional development efforts are paying off, it's essential to measure their impact. Here's how to effectively evaluate your progress:

Professional Development KPIs

Key Performance Indicators (KPIs) are measurable metrics that indicate your progress and success in achieving your development goals. Consider these KPIs based on your specific objectives:

• Skills Mastery: Measure your proficiency in the skills you aimed to develop. This could involve assessments, exams, or practical evaluations.
• Project Outcomes: If your development plan includes practical projects, evaluate the outcomes and results achieved.
• Feedback Surveys: Collect feedback from colleagues, supervisors, or mentors to gauge improvements in your abilities and performance.
• Career Advancement: Track your career progress, such as promotions, salary increases, or job transitions, as indicators of the impact of your development efforts.

Establishing clear KPIs allows you to quantifiably measure the effectiveness of your development plan.

Feedback and Evaluation

Regular feedback and evaluation are vital components of assessing the impact of your professional development:

• Self-Evaluation: Continuously assess your own progress and performance. Reflect on your achievements, areas for improvement, and lessons learned.
• Peer and Mentor Feedback: Solicit feedback from peers, mentors, or supervisors who have observed your development journey. They can provide valuable insights and constructive criticism.
• Performance Reviews: If your organization conducts regular performance reviews, use these as opportunities to discuss your development progress and receive feedback.
• Surveys and Assessments: Utilize surveys or assessments to gather feedback from those affected by your development, such as colleagues or team members.

Regular feedback and evaluation help you identify areas where you've excelled and areas that may still require attention.

Adjusting the Development Plan

Flexibility is key to successful professional development. It's essential to be open to adjustments and refinements to your development plan based on your evaluation results:

• Reevaluate Goals: Assess whether your initial development goals are still relevant and aligned with your career objectives.
• Modify Strategies: If certain strategies or approaches are not yielding the expected results, consider adjusting them or exploring alternative methods.
• New Opportunities: Stay alert to new opportunities for learning and development that may emerge as your career progresses.
• Lifelong Learning: Embrace the concept of lifelong learning, understanding that professional development is an ongoing journey.

By regularly measuring the impact of your professional development efforts and making necessary adjustments, you ensure that your growth remains effective and aligned with your evolving goals and aspirations.

How to Support Employee Development as HR?

For HR professionals responsible for assessing and developing employees within an organization, here's how you can provide effective support for their growth:

Identifying Employee Needs

Identifying and understanding the development needs of your employees is the foundational step in supporting their growth:

• Skills Assessment: Conduct skills assessments or surveys to identify specific areas where employees may require training or development.
• Performance Reviews: Utilize performance reviews as an opportunity to discuss employees' career goals and aspirations, identifying areas for improvement.
• Employee Input: Encourage employees to voice their own development needs and goals. They often have valuable insights into their strengths and areas they wish to improve.
• Feedback from Managers: Collaborate with managers to gather feedback on their team members' strengths, weaknesses, and development needs.

By actively listening to your employees and using various assessment methods, you can gain a comprehensive understanding of their development requirements.

Providing Resources and Opportunities

Once you've identified employee development needs, it's crucial to provide the necessary resources and opportunities for growth:

• Training Programs: Offer a range of training programs, both internal and external, that address the identified development areas.
• Mentorship Programs: Establish mentorship programs that pair employees with experienced mentors who can guide and support their growth.
• Educational Assistance: Provide financial assistance or time-off options for employees pursuing further education, certifications, or courses.
• Access to Tools: Ensure employees have access to the tools, software, and materials they need for their development efforts.

By providing ample resources and opportunities, you empower your employees to take ownership of their growth and development.

Monitoring and Assessing Progress

Monitoring and assessing employee progress is essential to ensure that development efforts are effective and on track:

• Regular Check-Ins: Conduct regular check-in meetings with employees to discuss their progress, challenges, and accomplishments.
• Performance Metrics: Establish performance metrics or key performance indicators (KPIs) related to their development goals and track these over time.
• Feedback Loops: Encourage ongoing feedback from managers, peers, and mentors to gauge an employee's growth.
• Adjustment and Support: Be prepared to make adjustments to an employee's development plan based on their evolving needs and circumstances.

By actively monitoring and assessing employee progress, you can identify areas that require additional support or modification of development plans.

How to Promote a Culture of Continuous Learning?

Fostering a culture of continuous learning within your organization can have a profound impact on employee development and overall success:

Leadership's Role

Leaders within the organization play a pivotal role in setting the tone for continuous learning:

• Lead by Example: Demonstrate a commitment to your own professional development, setting an example for others to follow.
• Communication: Encourage open communication about the importance of learning and growth. Share your own learning experiences and success stories.
• Support and Resources: Ensure that leaders have access to resources and opportunities for their own development, which reinforces the value of learning.

When leaders actively engage in continuous learning, it sends a powerful message that encourages employees at all levels to do the same.

Incentives and Recognition

Recognizing and rewarding employees for their commitment to continuous learning can be a strong motivator:

• Recognition Programs: Implement programs that acknowledge and celebrate employees' achievements in learning and development.
• Performance-Based Incentives: Tie performance-based incentives, such as bonuses or promotions, to an employee's commitment to ongoing learning.
• Peer Recognition: Encourage peer recognition, where employees acknowledge and celebrate each other's efforts in learning and growth.

By providing incentives and recognition, you reinforce the importance of continuous learning as a core value within your organization.

Learning and Development Policies

Establish clear policies and guidelines that support and promote continuous learning:

• Professional Development Budget: Allocate a budget specifically for professional development and ensure that employees have access to these funds.
• Flexible Learning Opportunities: Create a flexible environment that allows employees to pursue learning opportunities without disrupting their work responsibilities.
• Learning Paths: Develop structured learning paths or career development plans that employees can follow to achieve their growth objectives.
• Feedback and Evaluation: Integrate feedback on learning and development into regular performance evaluations.

Clear policies and guidelines provide a framework for employees to navigate their development journey effectively and with confidence.

By implementing these strategies and creating a culture that values continuous learning, HR professionals can play a significant role in nurturing the growth and development of employees, ultimately contributing to the organization's long-term success.

Professional development is a journey of growth and learning that can transform both individuals and organizations. By continually enhancing skills, pursuing knowledge, and embracing opportunities, you can unlock new horizons in your career. Remember, the path to success is a lifelong adventure, and professional development is your trusted guide along the way.

So, take those first steps toward your goals, whether it's through formal education, on-the-job experiences, or other avenues. Invest in yourself, nurture your talents, and foster a culture of learning within your organization. In doing so, you'll not only achieve personal fulfillment but also contribute to a brighter and more prosperous future for yourself and your workplace.

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What is a professional development plan (PDP)? 6 steps to create one

A professional development plan is an ever-changing document that assesses your current skill set, helps you set career goals, create strategies, and uncover resources that will help you reach them. Read on for examples of professional development goals and plans, and discover tools to help track your progress.

Times have changed. While our parents and grandparents typically picked one job and stuck with it until retirement, following a very straightforward career path, the modern knowledge worker is presented with a variety of new industries, jobs, and ways to prove ourselves.

This abundance of opportunities is amazing but can also be overwhelming. If you’re looking to streamline your career goals, a professional development plan, or PDP, is the tool you need.

A professional development plan is a document that outlines your current skills and knowledge, your goals, and the steps you need to take to achieve these goals.

We’re going to cover the six steps your PDP should include, examples of professional development goals and plans, and tools that will help you track your career development.

How to create a professional development plan in 6 steps

Your professional development plan is not a one-time project. Rather, it’s an ever-changing document that you update as your goals, surroundings, and priorities change. 

The visual below illustrates the lifecycle of your professional development plan.

So let’s dive into the six steps you need to take to create your own professional development plan (PDP).

Step 1: Assess yourself

You have to first identify where you stand with your current skills and knowledge of relevant topics so you can figure out what you need to improve or change to progress in your career.

Assessing yourself isn’t always easy. To jump-start this process, try using an assessment tool or personality test. Here are a few popular ones to try:

The Big Five

Myers-Briggs Type Indicator

DISC personality

These tests can help you get a better understanding of who you are and what you want out of your life and career.

Step 2: Set your goals

Now that you’ve evaluated your current position and skills, it’s time to set your goals. To break up your main goals, you’ll want to set long-term, mid-term, and short-term goals . 

Long-term goals can be months or even years into the future.

Mid-term goals should range from a couple of weeks to a couple of months.

Short-term goals should range from a couple of days to a couple of weeks.

Generally speaking, aim to set one long-term goal and then break the mid- and short-term goals up into manageable chunks. The number of short- and mid-term goals you set depends on how far into the future you’re planning and how many steps you need to complete to reach the finish line.

Setting more than one long-term goal only makes sense if they’re on different tracks. For example, you could set a long-term goal for your career, another one for your fitness, and a last one for your finances. While the progress you’re making in each of these aspects of your life may influence one another, these goals are different enough to require unique mid- and short-term goals. 

If you do set more than one long-term goal, consider the mental, emotional, and physical strain that multiple goals can have on you and adjust your schedule accordingly so you don’t burn out .

Whether you’re setting long-, mid-, or short-term goals, use the SMART goal technique to ensure that your goals are specific, measurable, achievable, relevant, and timebound. We’ll cover some examples later on.

Step 3: Develop strategies

To reach your goals you need an action plan. To create one, ask yourself how you can advance your competencies, learn new skills, or get that promotion you’ve been eyeing. 

Take a look at your current skill set or position, as well as your goals, and write down what you need to do to reach them. Whether that’s going to a conference to broaden your knowledge, finding a mentor who can help you build meaningful connections within the organization, or signing up for a workshop to hone your skills—write down your action plan so you know which steps you’ll have to take to reach your goals. 

Step 4: Gather your resources

Once you’ve developed an action plan, think through the professional growth you need to succeed. Here are a few examples of resources that can be relevant to your professional development:

Seminars, webinars, or workshops that elevate your skill set

Learning and development resources that can advance your knowledge

Professional networks that connect you with new peers or mentors

Continuing education institutions that provide you with the degree you need for your promotion.

Social media platforms, like LinkedIn, where you can connect with your virtual team outside of work

List all the resources you can think of and then narrow them down to the ones that align best with your strategies and goals.

Step 5: Create a timeline

Creating a timeline and deadlines for your goals can be extremely helpful in sticking to them. It’s also the “T” of any SMART goal (time-bound). 

Depending on the type of goals you set for yourself, you may want to think in weekly, monthly, or quarterly increments. Try to find a happy balance between giving yourself enough time to achieve your goals but also challenging yourself.

If your main goal is tied to a specific date (for example, a new position that you want which needs to be filled by the beginning of the next year), your timeline will hold you accountable to your short- and mid-term goals so you don’t miss this career opportunity.

Step 6: Track your progress

With your timeline at hand and your SMART goals defined, it should be easy for you to track your progress and assess where you are. This brings us back to the beginning because your PDP isn’t a linear plan—it’s a lifecycle. 

Remember to keep your PDP alive by updating and adjusting it as you go. That’s the only way it can help you to continually improve yourself and grow in your career. You should also add your goals to a goal-setting software that allows you to track your progress and connect with others.

Professional development goal examples

We already have an entire article on advancing your career with professional goals but let’s sum up some of the most important information regarding professional development goals.

Professional development goals are concrete objectives that you want to achieve during your career. They’re a combination of short-term, mid-term, and long-term goals. Setting these goals should keep you motivated and ensure that you don’t get stuck on your career path.

Here are a few examples of what these goals can look like:

Objective: Start a new job

Long-term: Get a good offer and quit your current job.

Mid-term: Apply for at least five positions that you’re really interested in.

Short-term: Find five job opportunities by the end of the week.

Objective: Get more involved in company activities

Long-term: Participate in and help organize at least one event by the end of the year.

Mid-term: Join a group or committee that sparks your interest.

Short-term: Find three opportunities that you’re interested in (e.g., a networking group, a charity committee, etc.) and contact them about getting involved by the end of the month.

Breaking your main objective up into manageable chunks will take some of the pressure off and allow you to approach your goal step by step. Plus, it’ll give you reasons to celebrate your smaller achievements along the way.

Professional development plan examples

Everyone’s professional development plan is going to look different. To give you a quick overview of what it can entail, here are a few brief examples of what you can write in your professional development plan:

Self assessment

Joined the company only six weeks ago

I feel welcomed by my team but I’m holding back on social interactions because I am intimidated by their closeness

Create a network of at least three people that I connect with outside of work by the end of the year.

Speak up and get involved in meetings

Attend conferences, workshops, and after-work activities

Find a mentor

Connect with colleagues on LinkedIn

Company networks and after-work activities

Mentor 1:1 meetings

By next week: Add colleagues on LinkedIn and participate in at least one after-work activity

By next month: Secure a mentor and schedule bi-weekly meetings

By next quarter: Attend a conference or workshop with a colleague

By the end of the year: Have three or more colleagues that I feel comfortable hanging out with after or outside of work

When tracking these goals, you may realize that they were easier or harder to reach than you thought. That’s no problem! Simply adjust your goals or timeline and keep going. 

In this case, you may realize that making these connections doesn’t just help you feel more welcome and comfortable in the team but that your team considers you a natural leader. That could lead to a whole new development plan you can create to ensure you keep growing as a person.

Professional development plan vs. leadership development plan

Technically, a professional development plan doesn’t differ too much from a leadership development plan. Both require you to assess your current situation, set realistic goals, and track your progress.

However, if your goals are focused on improving your leadership skills or advancing into a leadership role at your organization, creating a leadership development plan will help you focus on the exact skills you’ll need to turn that plan into action. 

The first two steps remain the same: assess where you stand professionally and set your goals. After that, step three is to engage in leadership training and hone your leadership skills. During this step, you’ll also meet other leaders who can become your mentors and eventually your peers.

Step four of your leadership development plan is to build and interact with your network. To become a respected and successful leader, you’ll have to connect with like-minded people and seek out feedback whenever possible.

The last step is to learn or improve soft skills like effective communication , your emotional intelligence , and conflict resolution . All of these are critical to succeed in a leadership role and will distinguish a mediocre leader from a great one.

Help your team set trackable professional goals

Whether you’re working on your own PDP or helping out a teammate, the most important thing is that whatever goals you set are measurable and precise. This will allow you to track your progress and celebrate milestones.

With Asana’s goal tracking software, you can align your personal goals with those of your team or organization and always stay on top of your latest achievements.

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• 03 May 2024

France’s research mega-campus faces leadership crisis

• Barbara Casassus

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Paris-Saclay University formed from a merger of several institutions. Credit: Alain Jocard/AFP via Getty

The board of directors of Paris-Saclay University, one of Europe’s biggest research campuses, has failed to elect a president after three rounds of voting. The result reflects an ongoing row over the leadership and management structure of Paris-Saclay, which was formed by merging more than a dozen institutions in 2020 .

The two candidates had disagreed about how best to solve problems around staff morale and working conditions at the university but, in a vote on 30 April, neither received enough support to be named president. Yves Bernard, an electrical engineer and former director of Polytech Paris-Saclay, one of the institutions that merged to form the university, won more votes than former president Estelle Iacona in all three voting rounds, but failed to score the 19 out of 38 votes needed for an outright victory.

The stalemate means the recruitment process must start afresh. Paris-Saclay’s temporary administrator, Camille Galap, who has been at the helm since Iacona’s term ended in March, has said that a new call for candidates will be published as soon as possible.

“Clearly, the recruitment process will take quite some time,” says Patrick Couvreur, a pharmacologist at Paris-Saclay. “It is not good news for the university, after all the work that has been accomplished to give it an international dimension.” Couvreur supported Iacona for the presidency.

Flawed organization

Saclay accounts for around 13% of French research and brings together 220 labs, nearly 50,000 students, 8,100 researchers and members of academic staff and 8,500 technical and administrative staff members. The mega-campus has arguably achieved its goal of shining on the world stage: it was the first French university to appear on the Academic Ranking of World Universities' top 20 list, in 2020, and has done so every year since, placing 15th in 2023.

Massive shake-up of French science system is biggest in decades

But Paris-Saclay’s complex structure has led to a number of issues for its researchers. Paris-Saclay completely subsumed ten faculties and institutes of the Paris-Sud University, while four of France’s grandes écoles — elite higher-education institutions — along with the Institute of Advanced Scientific Studies (Institut des Hautes Études Scientifiques) and two associate universities were brought under the same banner, but retained control over their budget and recruitment.

The leadership has become increasingly multilayered, says Couvreur, which has increased the number of managers and the administrative burden on staff at all levels. “This is leading to burnout, and is a disincentive to young scientists, who complain they have to undertake work they weren’t hired for.”

In 2021, a study by Paris-based human-resources consultancy Degest concluded that working conditions for staff members had deteriorated since the merger. Despite a massive communications campaign, staff had only a hazy idea of what the Paris-Saclay project was all about, the study said. They also lacked motivation because they felt management did not listen to them, and they questioned the purpose of a number of plans, such as creating links between the various components of the institution, and creating new graduate schools and a bachelor’s-degree institution. Some researchers feared a lack of resources for research, excessive time spent on coordinating operations and bidding for funding, competition between teams for the cash available and heavier administrative workloads.

Competing visions

The two presidential contenders had quite different visions for the future of the university, and views on how to address its problems. Bernard calls for a federated rather than centralized structure, with individual institutions working side by side. The distance of decision-making centres and central services from labs and teaching entities complicates management and procedures, Bernard says.

Iacona’s expired term as president began after she took over the post from education and research minister Sylvie Retailleau , who headed Paris-Saclay until 2022. In her reelection campaign, she said she is against “massive change” and rejects the idea of returning to a federated structure.

“I am in favour of adjusting what we have already in order to build an integrated — not a centralized — structure, where we all decide on policy together, and award the same degrees at each level,” she says.

The university’s board of directors is divided on which is the best approach, and so far shows no signs of rallying behind a single candidate. It is possible that a future contest will include new contenders. Iacona is undecided about whether she will continue her reelection bid, but Bernard intends to stand again. “I can’t identify any particular point in my programme that posed a problem,” he says, adding that he needs “to think about that before deciding on any adjustments”.

doi: https://doi.org/10.1038/d41586-024-01319-7

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Discrimination Experiences Shape Most Asian Americans’ Lives

3. asian americans and the ‘model minority’ stereotype, table of contents.

• Key findings from the survey
• Most Asian Americans have been treated as foreigners in some way, no matter where they were born
• Most Asian Americans have been subjected to ‘model minority’ stereotypes, but many haven’t heard of the term
• Experiences with other daily and race-based discrimination incidents
• In their own words: Key findings from qualitative research on Asian Americans and discrimination experiences
• Discrimination in interpersonal encounters with strangers
• Racial discrimination at security checkpoints
• Encounters with police because of race or ethnicity
• Racial discrimination in the workplace
• Quality of service in restaurants and stores
• Discrimination in neighborhoods
• Experiences with name mispronunciation
• Discrimination experiences of being treated as foreigners
• In their own words: How Asian Americans would react if their friend was told to ‘go back to their home country’
• Awareness of the term ‘model minority’
• Views of the term ‘model minority’
• How knowledge of Asian American history impacts awareness and views of the ‘model minority’ label
• Most Asian Americans have experienced ‘model minority’ stereotypes
• In their own words: Asian Americans’ experiences with the ‘model minority’ stereotype
• Asian adults who personally know an Asian person who has been threatened or attacked since COVID-19
• In their own words: Asian Americans’ experiences with discrimination during the COVID-19 pandemic
• Experiences with talking about racial discrimination while growing up
• Is enough attention being paid to anti-Asian racism in the U.S.?
• Acknowledgments
• Sample design
• Data collection
• Weighting and variance estimation
• Methodology: 2021 focus groups of Asian Americans
• Appendix: Supplemental tables

In the survey, we asked Asian Americans about their views and experiences with another stereotype: Asians in the U.S. being a “model minority.” Asian adults were asked about their awareness of the label “model minority,” their views on whether the term is a good or bad thing, and their experiences with being treated in ways that reflect the stereotype.

What is the ‘model minority’ stereotype?

Amid the Civil Rights Movement in the 1960s, another narrative about Asian Americans became widespread: being characterized as a “model” minority. In 1966, two articles were published in The New York Times Magazine and U.S. News and World Report that portrayed Japanese and Chinese Americans as examples of successful minorities. Additionally, in 1987 Time magazine published a cover story on “those Asian American whiz kids.” The model minority stereotype has characterized the nation’s Asian population as high-achieving economically and educationally, which has been attributed to Asians being hardworking and deferential to parental and authority figures, among other factors. The stereotype generalizes Asians in the U.S. as intelligent, well-off, and able to excel in fields such as math and science. Additionally, the model minority myth positions Asian Americans in comparison with other non-White groups such as Black and Hispanic Americans.

For many Asians living in the United States, these characterizations do not align with their lived experiences  or reflect their diverse socioeconomic backgrounds . Among Asian origin groups in the U.S., there are wide differences in economic and social experiences. Additionally, academic research has investigated how the pressures of the model minority stereotype can impact Asian Americans’ mental health and academic performance . Critics of the myth have also pointed to its impact on other racial and ethnic groups, especially Black Americans. Some argue that the myth has been used to minimize racial discrimination and justify policies that overlook the historical circumstances and impacts of colonialism, slavery and segregation on other non-White racial and ethnic groups.

More than half of Asian adults (55%) say they have not heard of the term “model minority.” Just under half (44%) say they have heard of the term.

There are some differences in awareness of the term across demographic groups:

• Ethnic origin: About half of Korean and Chinese adults say they have heard of the term, while only about one-third of Indian adults say the same.
• Nativity: 57% of U.S.-born Asian adults have heard the term “model minority,” compared with 40% of immigrants.
• Immigrant generation: Among immigrants, 60% of those who came to the U.S. as children (“1.5 generation” in this report) say they have heard of the term “model minority,” compared with 32% of those who came to the U.S. as adults (first generation). And among U.S.-born Asian Americans, those who are second generation are more likely than those who are third or higher generation to say the same (62% vs. 40%).
• Age: 56% of Asian adults under 30 say they have heard of the term, compared with fewer than half among older Asian adults.
• Party: 51% of Asian adults who identify with or lean to the Democratic Party say they’ve heard the term, compared with 34% of those who identify with or lean to the Republican Party.

Awareness of the term ‘model minority’ varies across education and income

Asian adults with higher levels of formal education and higher family income are more likely to say they have heard of the term “model minority”:

• 53% of Asian adults with a postgraduate degree say they have heard the term, compared with smaller shares of those with a bachelor’s degree or less.
• 54% of Asian adults who make $150,000 or more say they have heard the term, higher than the shares among those with lower incomes. Among Asian Americans who make less than $30,000, only 29% say they have heard of the term “model minority.”

Notably, awareness of the term is higher among those born in the U.S. than immigrants across all levels of education and income.

Among Asian adults who have heard of the term “model minority,” about four-in-ten say using it to describe Asians in the U.S. is a bad thing. Another 28% say using it is neither good nor bad, 17% say using it is a good thing, and 12% say they are not sure.

These views vary by ethnic origin, nativity, age and party. Among those who have heard of the term:

• Ethnic origin: Among Indian adults, the gap between those who say the term “model minority” is a bad thing and those who say it is a good thing (36% vs. 27%) is smaller than among other ethnic origin groups.
• Nativity: 60% of U.S.-born Asian adults say describing Asians as a model minority is a bad thing, while 9% say it is a good thing. Meanwhile, immigrants’ views of the model minority stereotype are more split (33% vs. 21%, respectively).
• Immigrant generation: Among immigrants, 43% of 1.5-generation Asian adults say using the term “model minority” is a bad thing, compared with 26% of first-generation Asian adults.
• Age: Asian adults under 30 are far more likely to say the model minority label is a bad thing than a good thing (66% vs. 8%). Meanwhile, Asian adults 65 and older are more likely to say describing Asian Americans as a model minority is a good thing (36%) than a bad thing (17%).
• Party: 52% of Asian Democrats say describing Asians as a model minority is a bad thing, about three times the share of Asian Republicans who say the same (17%). 

Among those who know the term “model minority,” views of whether using it to describe Asians in the U.S. is a good or bad thing does not vary significantly across education levels. By income, Asian adults who make less than $30,000 are somewhat less likely to say it is a bad thing than those with higher incomes. 18

Views of the ‘model minority’ label are linked to perceptions of the American dream

In the survey, we asked Asian Americans if they believe they have achieved the American dream, are on their way to achieving it, or if they believe the American dream is out of their reach. Among those who have heard of the term “model minority”:

• 54% of Asian adults who believe the American dream is out of their reach say describing Asian Americans as a model minority is a bad thing. This is higher than the shares among those who believe they are on their way to achieving (44%) or believe they have already achieved the American dream (30%).
• Meanwhile, 26% of Asian adults who believe they have achieved the American dream say the model minority label is a good thing. In comparison, 14% of those who believe they are on their way to achieving the American dream and 11% of those who believe that the American dream is out of their reach say the same.

In this survey, we asked Asian Americans how informed they are about the history of Asians in the U.S.

Whether Asian adults have heard of the model minority label is linked to their knowledge of Asian American history:

• 62% of Asian adults who are extremely or very informed of U.S. Asian history have heard of the term “model minority.”
• Smaller shares of those who are somewhat informed (44%) or a little or not at all informed (29%) about U.S. Asian history say they are aware of the term.  

However, among those who have heard of the “model minority” label, views on whether using it to describe Asian Americans is good or bad are similar regardless of how informed they are on Asian American history. About four-in-ten across knowledge levels say describing Asian Americans as a model minority is a bad thing.

The model minority stereotype often paints Asian Americans as intellectually and financially successful, deferential to authority, and competent but robotic or unemotional , especially in comparison with other racial and ethnic groups. Additionally, some stereotypes associated with the model minority characterize Asian Americans as successful in fields such as math and science, as well as lacking in creativity.

Nearly two-thirds of Asian adults (63%) say that in their day-to-day encounters with strangers, they have at least one experience in which someone assumed they are good at math and science or not a creative thinker.

Broadly, Asian adults are far more likely to say someone has assumed they are good at math and science (58%) than not a creative thinker (22%).

Across these experiences, there are some differences by demographic groups:

• Ethnic origin: 68% of Indian adults say strangers have assumed they are good at math and science, a higher share than among most other origin groups. Meanwhile, about half or fewer of Japanese (47%) and Filipino (43%) adults say people have made this assumption about them.
• Immigrant generation: About seven-in-ten Asian adults who are 1.5 generation and second generation each say people have assumed they are good at math and science, compared with 50% among the first generation and 46% among third or higher generations.
• Education: About two-thirds of Asian adults with a postgraduate degree or a bachelor’s degree say strangers have assumed they are good at math and science, compared with roughly half of those with some college experience or less. Similar shares regardless of education say people have assumed they are not a creative thinker.
• Income: 69% of those who make $150,000 or more say strangers have assumed they are good at math and science, compared with 43% of those who make less than $30,000.  
• Race: 59% of single-race Asian adults (those who identify as Asian and no other race) say someone assumed they are good at math and science, compared with 45% of Asian adults who identify with two or more races (those who identify as Asian and at least one other race).

In our 2021 focus groups of Asian Americans, participants talked about their views of and experiences with the “model minority” stereotype.

Many U.S.-born Asian participants shared how it has been harmful , with some discussing the social pressures associated with it. Others spoke about how the stereotype portrays Asians as monolithic and compares them with other racial and ethnic groups.

“You have to be polished. There’s no room for failure. There’s no room for imperfections. You have to be well-spoken, well-educated, have the right opinions, be good-looking, be tall. [You] have to have a family structure. There’s no room for any sort of freedom in identity except for the mold that you’ve been painted as – as a model citizen.”

–U.S.-born man of Pakistani origin in early 30s

“As an Asian person, I feel like there’s a stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

“The model minority myth … mak[es] us as Asians [and] South Asians monoliths. … I’ve had people go, ‘Oh, so your dad’s a doctor? Is he a lawyer? Do you have money? Do you have this? Do you have that? Are you [in] an arranged marriage?’ And just the kind of image that portrays and gives us. But the expectations put on us as being high performing and everyone assumes you’re going to be smart. … I am a black sheep in many ways, not only within my family, but within Asian [and] South Asian culture, being [in my profession], someone who’s not a doctor, who hasn’t gone the professional, traditional, educational route. So, it’s very harmful, that too, for those communities within the Asian diaspora who have come to the United States. … [M]any of them come from impoverished and underrepresented communities and the expectations put on them to produce or the types of jobs and menial labor they have to take on as a result is really a very poisonous mythos to have out there.”

–U.S.-born woman of Indian origin in early 40s

“One of the reasons the model minority fallacy works so well as an argument against affirmative action [for Indians is] they are a newer immigrant group that has come here and … [t]here’s a lot of education [in India]. People have opportunity there that then they can come [to America] and continue with those connections. Whereas Blacks and Hispanics have had generations of oppression, so they don’t have anything to build off of. So when you bucket everybody – Black, Hispanics and Asians – into one group, then you can make those arguments of, ‘Oh, [Asians] are the model minority, they can do it.’”

Some participants talked about having mixed feelings about being called the “model minority” and how they felt like it put them in a kind of “middle ground.” 

“I feel like Asians are kind of known as the model minority. That kind of puts us in an interesting position where I feel like we’re supposed to excel and succeed in the media, or we’re seen in the media as exceeding in all these things as smart. All of us are not by any means. Yeah, I feel like we’re in this weird middle ground.”

–U.S.-born man of Chinese origin in early 20s

“A lot of people believe that Japanese are the most humble and honest people, even among other Asians. I feel like I need to live up to that. I have to try hard when people say things like that. Of course, it is good, but it’s a lot of work sometimes. As Japanese, and for my family, I try hard.”

–Immigrant man of Japanese origin in mid-40s (translated from Japanese)

Others had more positive impressions of the model minority label, saying it made them proud to be Asian and have others see them that way:

“Whenever I apply for any job, in the drop-down there is an option to choose the ethnicity, and I write Asian American proudly because everyone knows us Asians as hardworking, they recognize us as loyal and hardworking.”

–Immigrant woman of Nepalese origin in mid-40s (translated from Nepali)

“I think any model is a good thing. I mean the cognitive, the word ‘model,’ when you model after somebody it’s a positive meaning to it. So personally for me I have no issues with being called the model minority because it only tells me that I’m doing something right.”

–U.S.-born man of Hmong origin in early 40s

• Some of these groups had relatively small sample sizes. For shares of Asian adults who have heard of the term “model minority” and say using the term to describe the U.S. Asian population is a good or bad thing, by education and income, refer to the Appendix . ↩

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Safety update about recent campus events

The safety and well-being of our campus community is our top priority. In that vein, we would like to share a safety update related to recent events on our campus. 

Dear Carolina Community,  

First, we will reopen the Campus Y building on Monday, May 6, with revised hours from 8 a.m. to 5 p.m. It was initially closed on Tuesday with other buildings in the area for safety reasons and concerns about after-hours door security. We are now cleaning a significant amount of debris and ensuring that hallways, entrances and exits are clear. We will continue to monitor the building.

We must support the safety and security of our entire campus and surrounding community. The recent protesters on our campus, many of whom are not students, have continually and aggressively overstepped boundaries and shown that they are not interested in a peaceful demonstration. Their actions and rhetoric prove they are willing to escalate their tactics to the point of putting everyone in danger.

In recent days, members of this group and others have caused damage to Polk Place, broken into academic buildings after hours, propped doors open to locked buildings, torn down barricades, pounded on windows and attempted to push through officers to forcibly enter South Building, hit police and other vehicles, thrown furniture in front of police vehicles injuring officers, entered classrooms during finals to cause disruptions, taken down the American flag flying over Polk Place twice, and thrown water bottles and fluids at University workers, police and administrators.

Most troubling, we have learned of an arson threat against a Jewish fraternity building and seen multiple instances of clearly antisemitic messages and threats in buildings.

Such activities cannot be tolerated, as they interfere with student learning, safety and well-being, as well as University operations. These activities are particularly disruptive at the end of the academic year, when students are taking final exams and we are preparing for our Commencement celebrations.

We have been closely watching the events happening at other universities around the country, and we have seen how demonstrations by similar groups have turned into significant disruptions to the entire community and threatened the safety of everyone involved.  

We will continue to make decisions that we think best protect our community, and we are following our established procedures to assess disciplinary consequences.

We are aware there are many questions about the details surrounding a variety of University decisions and ongoing actions; please see answers to frequently asked questions . 

Sincerely,  

Nate Knuffman, Vice Chancellor for Finance and Operations

Amy Johnson, Vice Chancellor for Student Affairs

George Battle, Vice Chancellor for Institutional Integrity and Risk Management

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Gsas students shine in 2024 three minute thesis competition.

April 30, 2024

Ayla Cordell | Graduate School of Arts and Sciences

The 2024 Three Minute Thesis Competition (3MT) at Brandeis Graduate School of Arts & Sciences was not Will Dahl’s first rodeo. “It took me two tries,” the Molecular and Cell Biology PhD student said. “On my first attempt last year, I missed a line and stood silent for what felt like ages. To be honest, I was terrified!” This year, Will took home the first place prize for the Sciences of $1,000 and the overall win. He credits his success to careful planning, refinement, and lots of practice. He focused on formatting his talk as a story that would resonate with a wide audience: “Every sentence must be calibrated to communicate, and there is no room for asides. The talk converges from broader impacts to the actual thesis.”

Explaining your research in just three minutes is a tall order, but on April 5, the third annual 3MT Competition, founded by the University of Queensland , saw ten GSAS students meet that very task. Marika McCann, Associate Director of Professional Development at GSAS and member of the 3MT team, alongside Associate Professor of Anthropology and Faculty Director of Professional Development Jon Anjaria; Anahita Zare of MRSEC ; and Becky Prigge, Assistant Dean of Student Affairs at GSAS, said this about the 2024 competitors: “Our team was very impressed with how hard our students worked and the overall enthusiasm they brought to their talks. The audience learned so much from our students in this short time, including the possibility of early detection of Parkinson’s Disease, the importance of examining circadian rhythms, patterns in Honduran ceramics, and Tamil transfeminine performance in post-war Sri Lanka.”

Under the bright white stage lights and looking out upon an audience of friends, family, members of the Brandeis community, and a panel of five judges, finalists took to the Spingold Theatre stage. While it was certainly nerve-wracking, contestants noted the benefits of presenting in this format.

Manning Zhang, who won first place in the Humanities/Creative Arts/Social Sciences category, said the best moment of the competition was standing on the stage for the final round with rushing adrenaline. Acknowledging that few friends and family know about what she researches in Sociology and Health Policy, she began sharing more with them to understand how different people would react to her research. While this helped her prepare for the competition, it ended up holding deeper meaning for Zhang: “It took me a really long time to pursue my research and say, ‘This is meaningful.’ Getting feedback from people and hearing that they understand what I’m doing is really important to me.”

Victoria Khaghani, a Master’s student in Anthropology who was Runner Up in the Humanities/Creative Arts/Social Sciences category, echoed this sentiment. “You have to push yourself pretty hard to be able to condense your research down. But being able to then present my research to my family and have them say, ‘We finally understand what you’re doing,’ where they can understand the importance of it…that was huge.”

While contestants hoped to teach their audience something about their research, some finished the competition having learned new things about themselves. “I really like speaking in front of people,” Pranav Ojha, a Molecular and Cell Biology PhD student, discovered. “Figuring out what words to say, how to communicate them to inspire care - I enjoyed that process, and I’m coming out of it with different career ideas.” His passion for public speaking was evident - Ojha finished the competition with a total $1,250, after winning both Runner Up in the Sciences and the People’s Choice Award, which is determined through audience vote.

The final round may have showcased three minutes of individual presentation, but 3MT thrives as a collective and collaborative effort. “This is one of the only opportunities GSAS students at Brandeis have to share their research with the overall Brandeis community, outside of their departments,” McCann noted. Zhang (Sociology and Health Policy) even reached out to 2022 winner Emiliano Gutierrez-Popoca (PhD English ‘23), whose talk on Master-Servant Relations in Early Modern Drama led him to the National 3MT competition. Though they come from different disciplines, 3MT provided a platform for shared experience, and Popoca helped Zhang revise her draft for the final round. “I’ve gained a lot of rapport with people I didn’t think I could have rapport with…networking is very precious,” Zhang said. The 3MT community at Brandeis continues to strengthen and grow, and we cannot wait for next year!

Special thanks to 3MT sponsors: Graduate School of Arts and Sciences, Materials Research Science and Engineering Center, Mandel Center for the Humanities, Office of the Vice Provost for Research, and the Division of Sciences

This year’s winners include:

First Place - William Dahl (overall winner), Molecular and Cell Biology, Stressed Cells' Secret Weapon for Survival

Runner Up - Pranav Ojha, Molecular and Cell Biology, What Makes our Clock Tick: A Look at Where It All Starts

Humanities/Social Sciences/Creative Arts

First Place - Manning Zhang, Sociology and Health Policy, Move It or Lose It

Runner Up - Victoria Khaghani, Anthropology, The Devil’s in the Details: Neglected Patterns of Honduras

People’s Choice

Pranav Ojha