[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594371-105":59,"doc-detail-594371-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-journal-of-adult-learning-volume-48-november-2008","Australian Journal of Adult Learning - Volume 48 - November 2008","","Australian Journal of Adult Learning Volume 48, Number 3 (November 2008) examines professional development required of professionals through continuing professional development (CPD) and professional standards legislation. The paper questions whether current professional associations and competency-focused regulation foster learning beyond sufficiency. It argues for learning environments enabling effective continuing career development, including work-integrated learning, contextualised constructivism, and self-directed learning, and discusses how associations can build learning cultures and communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-48-november-2008/594371/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-48-november-2008/594371.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper question the role of professional associations in CPD?","Question",{"text":112,"@type":113},"It questions how current professional associations shape a learning culture beyond sufficiency or competency levels, especially under legislation that mandates CPD without specifying outcomes or methods.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main limitation of a competency or standards-focused approach?",{"text":117,"@type":113},"The paper argues that the standards emphasis focuses on compliance and competency assessment, providing less support for deeper career knowledge, integration, and development for complex, ill-structured professional contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning environment does the paper propose for development beyond sufficiency?",{"text":121,"@type":113},"It calls for learning environments including work-integrated learning, contextualised constructivism, and self-directed learning, supported by professional associations that foster learning cultures and communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594371,1792167607,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 48, Number 3, November 2008  \nProfessional development for professionals: beyond sufficiency learning  \nGerald A. Murphy and Bruce A. Calway Swinburne University of Technology, Lilydale, Australia  \nWe question the current role of professional associations in developing a culture of learning beyond a sufficiency or competency level. This brings into question the underlying philosophy of Professional Standards legislation. This legislation mandates continuing professional development for professionals without stating what should be achieved and how to achieve it.  \nProfessional development for professionals is influenced by the twin economic requirements of work-readiness and risk minimisation. These requirements, while important, do not necessarily account for career development of individual professionals needing to deal with complex and ill-structured paradigms. Therefore the paper argues the need for professional associations to develop learning environments which enable the effective continuing career development of professionals and sets out the essential elements for this learning environment –for example, work-integrated learning, contextualised constructivism and self-directed learning. The paper also discusses the potential within professional associations to develop cultures and communities for learning.  \nProfessional development for professionals: beyond sufficiency learning 425  \nBackground and context  \nProfessional associations are the guardians of professional standards. As such, they require members to engage in continuing professional development (CPD) in order to retain membership and any associated credentials. Professional development is necessary for professionals to keep themselves up-to-date within their profession in areas of: technical, legal, conceptual and/or social change. CPD programs should foster development of a learning culture which encourages continual growth of knowledge and professionals’ ability to apply that knowledge.  \nProfessional Standards legislation, enacted in state legislation in Australia broadly from 2003, has reinforced a focus of professional development on competency and standards. The legislation emphasises a need to ensure that professionals comply with the requirements of an ‘approved scheme’ as a means of protecting the public through risk minimisation policies (PSC 2006, Standards Australia 2001) . The emphasis upon standards focuses less on the development of new or deeper career knowledge or on the acquisition of specialisation or integration knowledge (Smith 2005, Standards Australia 2007) .  \nThe qualities expected in graduates has been set out in the United Kingdom by Dearing (1997) and in Australia by West (1997) . In the Department of Education, Science and Training report, Striving for quality: learning, teaching and scholarship, there is a recognition that technical competencies should not be the sole determinant of education policy in Australia. However, the report noted a confusion of terminology in the use of terms such as outcomes, attributes and skills and that the development of graduate attributes has shadowed the adoption of the concept of key competencies within the vocational education sector. The report identified ‘emerging skills and knowledge that have not been previously a focus of higher education curricula’(DEST 2002:1).  \n426 Gerald A. Murphy and Bruce A. Calway  \nThe Dearing and West reports, together with the Bologna protocol (Kohler 2004), have a common message that professionals require not only technical skills and knowledge but also soft or generic skills, together with an ability to process acquired knowledge. As Lambe (2002:n.p.) states, ‘…very little of real working life is run on agreed common definitions …’, professionals often have to work on approximations and most of practice is ‘…highly interpreted, time and place contingent, and constantly shifting’.  \nAll this challenges a competency ","cbCaiu9a6LzT5q14","https://ap.wps.com/l/cbCaiu9a6LzT5q14","pdf",200136,21,"English","# Professional development beyond sufficiency learning\n## Background and context\n## Competency focus challenged","[{\"question\":\"Why does the paper question the role of professional associations in CPD?\",\"answer\":\"It questions how current professional associations shape a learning culture beyond sufficiency or competency levels, especially under legislation that mandates CPD without specifying outcomes or methods.\"},{\"question\":\"What is the main limitation of a competency or standards-focused approach?\",\"answer\":\"The paper argues that the standards emphasis focuses on compliance and competency assessment, providing less support for deeper career knowledge, integration, and development for complex, ill-structured professional contexts.\"},{\"question\":\"What learning environment does the paper propose for development beyond sufficiency?\",\"answer\":\"It calls for learning environments including work-integrated learning, contextualised constructivism, and self-directed learning, supported by professional associations that foster learning cultures and communities.\"}]","Australian Journal of Adult Learning - Volume 48 - November 2008 | PDF",1792079032,53]