an investment in your professional future cilip professional registration emily hopkins cilip nw...

An investment in your professional future

CILIP Professional Registration

Emily Hopkins CILIP NW Candidate Support Officer


What is it?

• Professional Registration is about completing a process that demonstrates that you have attained a certain level of professional practice; enabling you to be added to the register of practitioners that CILIP maintains under the Royal Charter. As a member, being added to the register is recognition of both your achievements and your commitment to continuing professional development (CPD) and the profession.


Certification

• Certification is aimed at those who are at the beginning of their professional career or who want to gain some recognition for the knowledge and skills they have developed working in a library, information or knowledge role.

• Certification is a great way to examine and develop your skills and knowledge and make improvements. There is no time constraint – take as long or as short a time as is appropriate for your development.


Chartership

• Chartership is the level of Professional Registration for those working in the information professions who wish to be recognised for their skills, knowledge, and application of these in the form of reflective practice.

• Chartership is a great way to further develop your foundation of skills and knowledge and apply these skills and knowledge in your current and future activities.


Fellowship

• Fellowship is the highest level of Professional Registration and if you’re a Chartered member, hold a senior position in your organisation, or have made a significant contribution to the Information Professions, it is appropriate for you.

• Fellowship is a great way to evaluate the impact you have had on your organisation and the wider profession. There is no time constraint; you can take as long or as short a time as is appropriate for your development.


Revalidation• Revalidation is relevant for all current CILIP members

registered with Certification, Chartership and Fellowship.• As a member of CILIP, you show a commitment to CPD. One

way to demonstrate this commitment on an ongoing basis is through Revalidation of your Registration.

• The Revalidation process is designed to enable you to record your CPD activities, and to reflect on them through a short evaluative statement. It is recommended that you revalidate once per year throughout your CILIP membership.

• CILIP is currently working towards an obligatory Revalidation scheme which would be implemented in 2016.


Professional Registration & CPD: Why do it?

• What makes a professional?• Recognition• Honing skills• Demonstrating value & standards• Professional parity• Requirement for some roles!• Keeping up to date• Applying skills learned on academic courses• 'Gold standard' for information (para-)professionals


Future Skills Project

• Accessibility – removing barriers and bureaucracy • Broadening the appeal and relevancy of CILIP

qualifications• Clearer assessment criteria• Alternative methods for delivering and assessing

revalidation• Online submission


ProfessionalKnowledge and

Skills Base (PKSB)


Professional Knowledge and Skills Base (PKSB)

• Succeeds & replaces the Body of Professional Knowledge

• Key tool in the new application process for Professional Registration

• Replaces the PPDP/PDP• Can also be used by individuals and employers• Vast range – not every section will be relevant to

every member


PKSB Exercise


Professional Registration

Knowledge and Skills

Professional practice / Reflection

Certification Chartership Fellowship

• Minimal changes• Purpose• PKSB

• Mentor requirement

• Largely unaltered• Direct

application

• Removal of routes and pathways

• ‘Not where you start it’s where you finish’

• Knowledge, Skills and ability to apply them


Changes to Professional Registration 1

• Accessibility• Pathways removed • CILIP Membership is only prerequisite for application

• Candidates now decide what level they want to follow

• Timescales completely removed

• New clearer assessment criteria implemented


Certification, Chartership and FellowshipCertification Chartership Fellowship

Personal performance

Identified areas for improvement in their personal performance and undertaken activities to develop skills and enhance knowledge

Identified areas for improvement in their personal performance, undertaken activities to develop skills, applied these in practice, and reflected on the process and outcomes

Identified areas for improvement in their personal performance, undertaken activities to develop skills, applied these in practice, and reflected on the process and outcomes

Organisational context

Considered the organisational context of their service and examined their role within the organisation

Examined the organisational context of their service, evaluated service performance, shown the ability to implement or recommend improvement, and reflected on actual or desired outcomes

Examined the organisational context of their work and evidenced substantial achievement in professional practice

Wider professional context

Enhanced their knowledge of information services in order to understand the wider professional context within which they work

Enhanced their knowledge of the wider professional context and reflected on areas of current interest

Established their commitment to, and enhanced their knowledge of, the information professions in order to have made a significant contribution to all or part of the profession(s)


Changes to Professional Registration 2

• PKSB self assessment introduced• Online submission using new CILIP Virtual

Learning Environment (VLE)• All levels now must have a mentor• Assessors can change assessment level• Evaluative statement 1,000 words for all levels• Charges to remain the same• Annual obligatory revalidation – free!


Revalidation

• Members are able to revalidate annually• 20 hours CPD and 250 word reflective statement• Range of CPD activities encouraged – not just

formal training/conferences• Evidence not required• Free of charge!


“Unwritten rules”

• How long should it be? • Cross referencing & links• Evaluative statement as “map” of the evidence• Format• What to include...and leave out• Reflect, reflect and reflect...• “So what?”


Tips for an effective relationship with your mentor

• At the initial meeting make sure you agree the structure for how the relationship will continue

• Expect to do most of the work – this relationship is about your professional development

• Do the work – in between meetings make sure you do the tasks you and your mentor agreed. If there are any problems then let your mentor know

• Actively listen to your mentor and ask questions • Ask for feedback • Remember that you are responsible for deciding what to

submit and when; your mentor won’t tell you what to do, they just offer advice


What to expect from a mentor

• Mentors will be well informed about the profession

• They will be trained and knowledgeable about Professional Registration

• Mentors will have made a time commitment to be involved in mentoring

• They will listen and support you • Offer guidance and facilitate progress, but not

decision making


Guidance for completing the mentor / mentee completion form

• The mentor / mentee completion form has been introduced to give both parties the opportunity to reflect on the effectiveness of the relationship.

• The mentor is expected to write 250 word maximum and email this to you. You can then use their report to populate the completion form.

• You are also expected to write 250 words maximum on the mentor / mentee partnership.


Things to consider

• Reflect on the overall relationship • Evaluate the effectiveness of the partnership • Be constructive – offer both negative and

positive comments as appropriate • Consider the mentors approach to mentoring

– did it meet your needs, etc


What to do if you think the relationship isn't working

• There are many reasons why mentor / mentee relationships don’t work out; personal circumstances, workplace demands, personality clashes.

• If you feel that your relationship with your mentor isn’t meeting expectations there are a number of things you can do, depending on the seriousness of the situation.

• Contact CILIP or your CSO/MSO for advice


Help & support

• CILIP website & VLE - handbook, regulations, forms...• Discussion forum on VLE• Mentor• Candidate Support Officer (me!)• Fellow candidates• LIS-CILIP-REG, LIS-CILIP-ACLIP, LIS-CILIP-REVAL lists• NW Member Network - visits, courses• #chartership twitter chats


Reflection & evidence


What makes a good piece of evidence?

• Piece of reflective writing• Annotated photographs• Meeting notes; showing your

input/contribution• Excerpts of writing; e.g. something you’ve

written for your organisation’s website• Training plans/feedback• Videos? Multimedia?


Reflective practice

• Not a new idea– Donald Schon The Reflective Practitioner (1983)– John Dewey How we think (1933)

• Gained in prominence in healthcare – clinical governance & accountability

• Also commonly used in education, leadership/coaching & other professions


Why we reflect?

We tend to reflect on why something has not worked, in order to:

• Make decisions or resolve uncertainty • Critically review something [the process, our

own behaviour or when learning something new]

• Engage in personal or self-development (Moon, 1999,

p.23)


Reflective writing

Reflective writing does not come easy for most of us in fact “many of us find it quite difficult to write reflectively: like most skills, the earlier you start and the more practice you have; the easier it becomes”

(Watson, 2008, p.23)


Reflection

• You do something • You think about it • You draw conclusions from the experience • You plan how to do it better • You do it better


ReflectionWhat • A statement of what has happened, describe the situation; • Achievements, consequences, responses, feelings, and problems. So what • How it fits in the larger picture of your development discuss what has

been learnt; • Learning about self, relationships, attitudes, cultures, actions, thoughts,

understanding, and improvements. Now what • Identify what needs to be done in order to; improve future outcomes, and

develop learning.

Having reflected you now need to capture that reflection and write reflectively.


Reflection exercise

• Think of a recent experience you’d like to reflect on – training course, meeting you attended, interaction with a customer, presentation you gave, piece of work you did...

• Use the template if you like• Reflect on what you learned, what went well

or not so well• So what? How will you put this into practice?

Or do it differently next time?


VLE & Portfolio system


VLE/Portfolio Exercise

• Login to the CILIP website, navigate to “VLE” and then “Portfolio”

• Either have a look at the example portfolio, or practice navigating to the “portfolio” tab

• Create a page & play with the layout!• The portfolio system (“Mahara”) is where

you’ll actually put together your portfolio • VLE is where you submit & is also a source of

information


Contact Details for Support

• CILIP NW Candidate Support OfficerEmily Hopkins [email protected]

• CILIP NW Mentor Support OfficerLinda Ferguson [email protected]

• CILIP Member Services

[email protected] or 020 7255 0613

mailto:[email protected]



an investment in your professional future cilip professional registration emily hopkins cilip nw...

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