WEBVTT 00:00:00.000 --> 00:00:02.819 Welcome to the debate. So today we are turning 00:00:02.819 --> 00:00:05.679 our lens toward a ritual that is, I think, as 00:00:05.679 --> 00:00:08.660 universal as it is contentious. The training 00:00:08.660 --> 00:00:12.439 day. Whether you are a structural engineer, a 00:00:12.439 --> 00:00:15.740 nurse, a teacher, or an architect, you, you know 00:00:15.740 --> 00:00:18.929 the drill. You log into a webinar. Or you sit 00:00:18.929 --> 00:00:21.750 in some fluorescent lit seminar room to clock 00:00:21.750 --> 00:00:24.329 the hours you need to keep your license valid. 00:00:24.550 --> 00:00:27.769 But we have to ask, is this engine of professional 00:00:27.769 --> 00:00:30.829 development actually driving economic adaptation 00:00:30.829 --> 00:00:33.969 and public safety? Or is it, as the data might 00:00:33.969 --> 00:00:36.990 suggest, just a massive bureaucratic box checking 00:00:36.990 --> 00:00:40.130 exercise? Right. It's the question. I mean, it's 00:00:40.130 --> 00:00:42.670 the question everyone asks themselves about what 00:00:42.670 --> 00:00:45.390 40 minutes into a mandatory PowerPoint presentation. 00:00:46.479 --> 00:00:48.960 And I think we need to be very precise about 00:00:48.960 --> 00:00:50.880 what we are discussing here right out of the 00:00:50.880 --> 00:00:53.619 gate. We aren't just talking about learning and 00:00:53.619 --> 00:00:56.420 the broad, you know, liberal arts sense of expanding 00:00:56.420 --> 00:00:59.179 your mind. We are talking about professional. 00:00:59.850 --> 00:01:02.590 development, or PD. The literature specifically 00:01:02.590 --> 00:01:05.670 defines this as learning that emphasizes praxis. 00:01:05.950 --> 00:01:08.510 Right. And for the listeners, praxis is the crucial 00:01:08.510 --> 00:01:11.150 concept here. It isn't just theory, it's the 00:01:11.150 --> 00:01:13.730 practical application of that theory in a workspace. 00:01:14.069 --> 00:01:16.890 It is the bridge between what you learned in 00:01:16.890 --> 00:01:19.349 university and what you actually do on a Tuesday 00:01:19.349 --> 00:01:22.450 morning when the pressure is on. Exactly. And 00:01:22.450 --> 00:01:24.870 my argument today is going to be that while praxis 00:01:24.870 --> 00:01:27.530 is the goal, The whole industry of professional 00:01:27.530 --> 00:01:29.989 development has completely lost sight of it. 00:01:30.090 --> 00:01:32.370 I'll be arguing that we have commodified learning 00:01:32.370 --> 00:01:36.170 into units and credits, and the evidence, specifically 00:01:36.170 --> 00:01:39.689 systematic reviews, suggest this model is largely 00:01:39.689 --> 00:01:42.629 ineffective at actually improving how people 00:01:42.629 --> 00:01:44.930 do their jobs. We are creating a marketplace 00:01:44.930 --> 00:01:47.689 of certificates rather than a culture of competence. 00:01:48.329 --> 00:01:51.030 And I am going to take the position that formalized, 00:01:51.030 --> 00:01:54.189 mandated professional development is the essential 00:01:54.189 --> 00:01:57.030 scaffold of a modern economy. I mean, we cannot 00:01:57.030 --> 00:02:00.670 rely on informal osmosis to maintain safety standards 00:02:00.670 --> 00:02:03.409 in high stakes fields like health care or engineering. 00:02:03.709 --> 00:02:06.629 I will argue that the metrics, the hours, the 00:02:06.629 --> 00:02:10.090 units, however imperfect, are the necessary regulatory 00:02:10.090 --> 00:02:12.849 framework that forces labor markets to adjust 00:02:12.849 --> 00:02:19.319 to the future of work. is that we are confusing 00:02:19.319 --> 00:02:22.699 compliance with competence. You mentioned the 00:02:22.699 --> 00:02:25.500 future of work, but let me drop the most significant 00:02:25.500 --> 00:02:28.000 piece of evidence from the source material right 00:02:28.000 --> 00:02:31.259 now. The Campbell Collaboration published a systematic 00:02:31.259 --> 00:02:35.460 review in 2019. They looked at the entire landscape 00:02:35.460 --> 00:02:38.520 of continuing professional development to see 00:02:38.520 --> 00:02:41.719 if it actually changed outcomes. And it is a 00:02:41.719 --> 00:02:44.560 controversial review, to be sure. It's a damning 00:02:44.560 --> 00:02:48.009 review. They found, and I'm quoting here, Little 00:02:48.009 --> 00:02:51.110 evidence of the effectiveness of continuing professional 00:02:51.110 --> 00:02:55.289 development. That is a direct quote. So we've 00:02:55.289 --> 00:02:59.210 built this massive global infrastructure of continuing 00:02:59.210 --> 00:03:02.169 renewal units and professional development points 00:03:02.169 --> 00:03:05.990 requiring millions of hours of human time. But 00:03:05.990 --> 00:03:08.310 the evidence that it actually changes professional 00:03:08.310 --> 00:03:11.969 behavior is, well, it's thin to non -existent. 00:03:11.969 --> 00:03:15.669 The system focuses entirely on inputs. How long 00:03:15.669 --> 00:03:18.069 did you sit there? Rather than outputs, did you 00:03:18.069 --> 00:03:21.129 actually gain a skill? See, I think that is a 00:03:21.129 --> 00:03:23.949 cynical and, frankly, a dangerous reading of 00:03:23.949 --> 00:03:26.870 the landscape. You are citing one review, okay, 00:03:26.930 --> 00:03:30.069 but you are ignoring the sheer necessity of standardization 00:03:30.069 --> 00:03:33.060 in, you know, a mass society. Let's look at the 00:03:33.060 --> 00:03:35.740 reality of professional licensor. We aren't just 00:03:35.740 --> 00:03:37.419 talking about corporate retreats where people 00:03:37.419 --> 00:03:39.919 do trust falls. We are talking about the military. 00:03:40.120 --> 00:03:42.460 We are talking about the Nursing and Midwifery 00:03:42.460 --> 00:03:44.879 Council in the UK. We are talking about structural 00:03:44.879 --> 00:03:47.979 engineers. When a patient goes into surgery or 00:03:47.979 --> 00:03:50.360 a family drives across a bridge, they are relying 00:03:50.360 --> 00:03:52.259 on the fact that the professionals involved have 00:03:52.259 --> 00:03:54.439 engaged in continuing professional education. 00:03:55.280 --> 00:03:56.719 You want to know that their license represents 00:03:56.719 --> 00:03:58.860 current knowledge, not just what they learned 00:03:58.860 --> 00:04:01.699 in college 20 years ago. The World Bank's 2019 00:04:01.699 --> 00:04:04.479 World Development Report was very clear on this. 00:04:04.960 --> 00:04:07.780 PD is the primary mechanism for labor markets 00:04:07.780 --> 00:04:10.340 to adjust to technological change. Without a 00:04:10.340 --> 00:04:12.719 mandate, the pressures of the daily job crowd 00:04:12.719 --> 00:04:15.960 out learning entirely. The mandate creates the 00:04:15.960 --> 00:04:18.819 space for learning. But space for learning and 00:04:18.819 --> 00:04:22.160 actual learning are two different things. And 00:04:22.160 --> 00:04:24.079 this is where I think your argument falls apart. 00:04:24.639 --> 00:04:27.540 on the mechanics of that mandate. If this was 00:04:27.540 --> 00:04:30.500 really about safety and adaptation, there would 00:04:30.500 --> 00:04:34.220 be a coherent standard. But the material highlights 00:04:34.220 --> 00:04:37.879 the sheer inconsistency of these mandates. Take 00:04:37.879 --> 00:04:40.019 the United States education sector, for example. 00:04:40.220 --> 00:04:43.319 The requirements for teachers are all over the 00:04:43.319 --> 00:04:46.939 map. In Arkansas, you need 60 hours of documented 00:04:46.939 --> 00:04:49.579 professional development annually. In Indiana, 00:04:49.839 --> 00:04:53.389 they don't count hours. They count CRUs, continuing 00:04:53.389 --> 00:04:56.790 renewal units. You need 90 of them. In Massachusetts, 00:04:57.069 --> 00:05:00.589 it's 150 PDPs, professional development points. 00:05:00.829 --> 00:05:04.410 In Georgia, it's PLUs, professional learning 00:05:04.410 --> 00:05:07.310 units. You're listing acronyms, but those acronyms 00:05:07.310 --> 00:05:09.709 represent time and effort. Whether you call it 00:05:09.709 --> 00:05:13.149 a CRU or a PDP, it represents a unit of engagement 00:05:13.149 --> 00:05:15.990 with the profession. They represent a lack of 00:05:15.990 --> 00:05:19.470 consensus. If this were a science, if we actually 00:05:19.470 --> 00:05:23.129 knew what it took to maintain praxis, there would 00:05:23.129 --> 00:05:26.509 be a standard. Instead, we have bureaucratic 00:05:26.509 --> 00:05:30.310 fiefdoms inventing their own currencies. A PLU 00:05:30.310 --> 00:05:33.589 in Georgia and a CRU in Indiana are just arbitrary 00:05:33.589 --> 00:05:36.730 exchange rates for a teacher's time. It turns 00:05:36.730 --> 00:05:39.509 lifelong learning into a game of alphabet soup, 00:05:39.649 --> 00:05:42.389 where the goal is to collect the points, not 00:05:42.389 --> 00:05:45.449 to master the craft. I disagree that variation 00:05:45.449 --> 00:05:47.949 implies arbitrariness. Different jurisdictions 00:05:47.949 --> 00:05:50.290 have different needs and different ways of tracking 00:05:50.290 --> 00:05:52.649 engagement. But I want to address your claim 00:05:52.649 --> 00:05:55.470 that this is just a game. You're ignoring a fundamental 00:05:55.470 --> 00:05:58.290 distinction in the literature between IPD and 00:05:58.290 --> 00:06:02.730 CPD. Okay, break that down for us. IPD is initial 00:06:02.730 --> 00:06:05.170 professional development. That is what you do 00:06:05.170 --> 00:06:07.769 to get your license to become an autonomous professional, 00:06:08.029 --> 00:06:10.230 as the Institute of Structural Engineers would 00:06:10.230 --> 00:06:13.300 put it. That has a finish line. You do the work, 00:06:13.319 --> 00:06:16.079 you pass the test, you get the stamp. But CPD, 00:06:16.300 --> 00:06:19.480 continuing professional development, is maintenance. 00:06:19.839 --> 00:06:23.019 And maintenance never ends. You don't brush your 00:06:23.019 --> 00:06:25.519 teeth once and say, well, I've achieved dental 00:06:25.519 --> 00:06:29.300 hygiene. Professional knowledge decays. Technology 00:06:29.300 --> 00:06:33.079 advances. The system of CRUs and PDPs, as annoying 00:06:33.079 --> 00:06:35.800 as you might find the acronyms, is the only way 00:06:35.800 --> 00:06:38.360 regulators can verify that a professional hasn't 00:06:38.360 --> 00:06:41.100 let their skills rot. It is the dental checkup 00:06:41.100 --> 00:06:43.660 of the professional world. Maintenance is a nice 00:06:43.660 --> 00:06:46.220 metaphor, but let's look at how this system asks 00:06:46.220 --> 00:06:48.860 people to brush their teeth. You seem to imply 00:06:48.860 --> 00:06:50.980 that the system creates high -quality learning 00:06:50.980 --> 00:06:53.300 environments, but the incentives are structured 00:06:53.300 --> 00:06:56.060 for passivity. You claim the system promotes 00:06:56.060 --> 00:06:58.879 safety. I argue the system promotes the path 00:06:58.879 --> 00:07:01.800 of least resistance. The source material brings 00:07:01.800 --> 00:07:04.600 up the Irish model for teachers, and I think 00:07:04.600 --> 00:07:07.680 this is the smoking gun for my argument. In Ireland, 00:07:07.860 --> 00:07:11.259 CPD certificates can be traded in for extra personal 00:07:11.259 --> 00:07:15.180 vacation days, EPV days. Well, that is a specific 00:07:15.180 --> 00:07:17.879 incentive program designed to encourage participation 00:07:17.879 --> 00:07:20.560 during the summer break. No, look at the mechanism. 00:07:20.779 --> 00:07:25.480 It's a revelation of value. When the system literally 00:07:25.480 --> 00:07:29.000 treats learning as a currency to buy time off 00:07:29.000 --> 00:07:32.019 work, it undermines the intrinsic value of the 00:07:32.019 --> 00:07:35.500 skill. It becomes a transaction. I will suffer 00:07:35.500 --> 00:07:38.019 through this course provided by the Actualize 00:07:38.019 --> 00:07:41.540 Academy so I can get a day at the beach. If I 00:07:41.540 --> 00:07:44.639 am a rational actor, am I going to choose a difficult, 00:07:44.800 --> 00:07:47.220 rigorous course that challenges my worldview? 00:07:47.519 --> 00:07:51.120 No, I am going to choose the easiest, fastest 00:07:51.120 --> 00:07:54.060 way to get my certificate and my vacation day. 00:07:54.379 --> 00:07:57.540 The structure you defend actively discourages 00:07:57.540 --> 00:08:00.300 deep learning because it rewards the certificate, 00:08:00.319 --> 00:08:03.170 not the competence. I think you are cherry -picking 00:08:03.170 --> 00:08:06.689 one incentive scheme to dismiss a global infrastructure. 00:08:07.189 --> 00:08:09.490 Let's actually look at the quality argument, 00:08:09.689 --> 00:08:12.470 because you are assuming that PD is just passive 00:08:12.470 --> 00:08:15.410 listening or easy credits. The source material 00:08:15.410 --> 00:08:18.230 explicitly defines ideal professional education 00:08:18.230 --> 00:08:21.930 as intensive and collaborative. It doesn't just 00:08:21.930 --> 00:08:24.930 say, go watch a video. It talks about the case 00:08:24.930 --> 00:08:28.000 study method. This isn't passive. You put the 00:08:28.000 --> 00:08:29.939 professional in the role of a decision -maker 00:08:29.939 --> 00:08:32.779 facing a complex problem, maybe a structural 00:08:32.779 --> 00:08:35.940 failure or a medical triage situation, and they 00:08:35.940 --> 00:08:38.360 have to work through it. It talks about lesson 00:08:38.360 --> 00:08:41.000 study, which is a profound practice where teachers 00:08:41.000 --> 00:08:43.200 systematically examine each other's teaching 00:08:43.200 --> 00:08:46.299 to solve practical dilemmas. It talks about reflective 00:08:46.299 --> 00:08:49.000 supervision, which is critical in social work 00:08:49.000 --> 00:08:51.600 and nursing, to process the emotional and technical 00:08:51.600 --> 00:08:54.419 burden of the job. Those methods sound fantastic. 00:08:54.919 --> 00:08:58.700 I love the case study method. But let's be real. 00:08:58.860 --> 00:09:02.860 How many of the 150 PDPs in Massachusetts are 00:09:02.860 --> 00:09:05.659 gained through lesson study versus sitting in 00:09:05.659 --> 00:09:07.860 a large auditorium listening to a keynote speaker? 00:09:08.179 --> 00:09:10.220 That brings me to the agency of the professional. 00:09:10.460 --> 00:09:13.200 The framework for deep learning exists. These 00:09:13.200 --> 00:09:15.639 methodologies, reflective supervision, lesson 00:09:15.639 --> 00:09:17.840 study, are valid ways to earn these credits. 00:09:18.490 --> 00:09:20.909 If a structural engineer chooses to fill their 00:09:20.909 --> 00:09:23.049 required hours with passive webinars, well, that 00:09:23.049 --> 00:09:25.129 is a failure of the individual, isn't it? Not 00:09:25.129 --> 00:09:28.309 the concept of PD. The system offers the tools 00:09:28.309 --> 00:09:30.789 for praxis. It is up to the practitioner to pick 00:09:30.789 --> 00:09:35.129 them up. That is an incredibly convenient argument. 00:09:35.990 --> 00:09:39.230 The system is perfect. The users are just using 00:09:39.230 --> 00:09:42.129 it wrong. But does the system accredit based 00:09:42.129 --> 00:09:45.210 on that quality? This brings us to the regulatory 00:09:45.210 --> 00:09:47.980 necessity you mentioned. You talked about the 00:09:47.980 --> 00:09:50.379 Nursing and Midwifery Council and the various 00:09:50.379 --> 00:09:54.139 institutes. We have these bodies, the CPD Standards 00:09:54.139 --> 00:09:57.700 Office, the CPD Certification Service. They exist 00:09:57.700 --> 00:10:01.360 to quality assure the content. But I challenge 00:10:01.360 --> 00:10:03.899 the idea that this oversight equals effectiveness. 00:10:04.379 --> 00:10:06.820 The Campbell Collaboration Review didn't say 00:10:06.820 --> 00:10:09.980 CPD is ineffective unless it's accredited. It 00:10:09.980 --> 00:10:12.139 found little evidence of effectiveness, full 00:10:12.139 --> 00:10:14.860 stop. But what is the alternative? No oversight? 00:10:15.120 --> 00:10:18.039 The alternative is realizing that the bureaucracy 00:10:18.039 --> 00:10:21.559 that stamps approved on a training course is 00:10:21.559 --> 00:10:23.779 often just checking for administrative compliance. 00:10:24.220 --> 00:10:26.860 Did you list the learning objectives? Is the 00:10:26.860 --> 00:10:29.279 instructor qualified? Not whether the course 00:10:29.279 --> 00:10:31.860 actually changes behavior. You are confusing 00:10:31.860 --> 00:10:34.740 the stamp of approval with the transfer of knowledge. 00:10:35.120 --> 00:10:37.879 I think you are underestimating the rigor of 00:10:37.879 --> 00:10:41.379 these bodies. In fields like nursing or engineering, 00:10:41.909 --> 00:10:43.970 Formal and informal professional development 00:10:43.970 --> 00:10:46.750 is a matter of licensure. You strictly cannot 00:10:46.750 --> 00:10:49.769 practice without it. If we dismantle this requirement 00:10:49.769 --> 00:10:51.970 because you think the accreditation is bureaucratic, 00:10:52.070 --> 00:10:54.970 we remove the safety net, we remove the mechanism 00:10:54.970 --> 00:10:57.990 that forces a nurse in North Dakota or a structural 00:10:57.990 --> 00:11:00.590 engineer in London to at least engage with new 00:11:00.590 --> 00:11:03.429 safety protocols. You might call it a checkbox, 00:11:03.570 --> 00:11:06.549 but that box represents a minimum standard of 00:11:06.549 --> 00:11:09.639 public safety. It is the floor. Not the ceiling. 00:11:09.919 --> 00:11:12.779 And I am suggesting that the floor is rotten. 00:11:13.120 --> 00:11:16.080 We have better ways to ensure safety than counting 00:11:16.080 --> 00:11:19.600 hours. The material lists superior methods that 00:11:19.600 --> 00:11:21.320 are much harder to measure than the ones you 00:11:21.320 --> 00:11:24.440 like. It talks about mentoring, which provides 00:11:24.440 --> 00:11:26.879 structured opportunities for reflection and observation. 00:11:27.379 --> 00:11:30.259 It talks about communities of practice, which 00:11:30.259 --> 00:11:33.340 is shared inquiry among peers. It talks about 00:11:33.340 --> 00:11:36.360 consultation to address immediate on -the -job 00:11:36.360 --> 00:11:39.740 concerns. These are relationship -based. You 00:11:39.740 --> 00:11:42.659 can't easily quantify mentoring into 60 hours 00:11:42.659 --> 00:11:44.820 of verifiable data for the Arkansas Department 00:11:44.820 --> 00:11:48.039 of Education. So the system defaults to what 00:11:48.039 --> 00:11:50.879 is easy to measure, courses and units, rather 00:11:50.879 --> 00:11:53.279 than what is actually effective, which is mentorship 00:11:53.279 --> 00:11:56.259 and community. We prioritize what is countable 00:11:56.259 --> 00:11:59.120 over what counts. That is a compelling philosophical 00:11:59.120 --> 00:12:01.759 point, and I don't disagree that mentorship is 00:12:01.759 --> 00:12:04.200 powerful, but we have to deal with the reality 00:12:04.200 --> 00:12:07.110 of scale. Mentoring and reflective supervision 00:12:07.110 --> 00:12:10.210 are incredibly resource -intensive. They require 00:12:10.210 --> 00:12:12.750 a one -to -one ratio or something close to it. 00:12:13.029 --> 00:12:15.509 When you are dealing with an entire state's teaching 00:12:15.509 --> 00:12:18.909 corps or a nation's nursing staff, you need scalable 00:12:18.909 --> 00:12:21.889 solutions. You cannot provide a personal mentor 00:12:21.889 --> 00:12:23.970 for every single professional in the country. 00:12:24.230 --> 00:12:26.889 The unit system allows us to deploy knowledge 00:12:26.889 --> 00:12:29.389 at scale, and I would argue that mandates are 00:12:29.389 --> 00:12:31.490 often what kickstart that internal motivation 00:12:31.490 --> 00:12:35.080 to find those mentors. You seem to view mandates 00:12:35.080 --> 00:12:38.440 and real learning as mutually exclusive. I argue 00:12:38.440 --> 00:12:42.200 they are complementary. How so? How does forcing 00:12:42.200 --> 00:12:45.580 me to sit in a room make me want a mentor? Because 00:12:45.580 --> 00:12:48.480 the mandate creates the ecosystem. The source 00:12:48.480 --> 00:12:52.120 lists the reasons people engage in PD. Yes, it 00:12:52.120 --> 00:12:55.120 lists comply with professional regulatory requirements. 00:12:55.340 --> 00:12:58.320 But right alongside that, it lists interest in 00:12:58.320 --> 00:13:00.919 lifelong learning and a sense of moral obligation. 00:13:01.360 --> 00:13:04.009 Look at Australia. The government -funded National 00:13:04.009 --> 00:13:07.110 Health Information Service, HealthDirect, profiles 00:13:07.110 --> 00:13:10.210 organizations like AusMed. This is funded because 00:13:10.210 --> 00:13:12.590 the state recognizes the value of an educated 00:13:12.590 --> 00:13:15.649 workforce. The external mandate creates the market 00:13:15.649 --> 00:13:18.129 where resources like AusMed can exist. If you 00:13:18.129 --> 00:13:20.169 remove the requirement, the funding dries up, 00:13:20.210 --> 00:13:22.649 the courses disappear, and even the intrinsically 00:13:22.649 --> 00:13:24.950 motivated professional has nowhere to go. The 00:13:24.950 --> 00:13:27.750 mandate builds the library. The motivation gets 00:13:27.750 --> 00:13:29.750 you to read the books. I see it differently. 00:13:30.399 --> 00:13:33.399 I think mandates often kill the joy of learning. 00:13:33.580 --> 00:13:36.500 When you take a moral obligation, which is a 00:13:36.500 --> 00:13:39.620 beautiful internal drive to be better, and you 00:13:39.620 --> 00:13:42.000 force it into a compliance framework, it just 00:13:42.000 --> 00:13:44.220 becomes a chore. You mentioned the case study 00:13:44.220 --> 00:13:46.840 method earlier. That works because it is engaging. 00:13:47.100 --> 00:13:50.120 But if I am just trying to hit my 10 PLUs for 00:13:50.120 --> 00:13:52.580 the year in Georgia, I am not looking for engagement. 00:13:52.659 --> 00:13:55.340 I am looking for completion. Real growth happens 00:13:55.340 --> 00:13:57.419 through what the text calls technical assistance 00:13:57.419 --> 00:13:59.860 and coaching. These are things that happen on 00:13:59.860 --> 00:14:02.559 the job. They are embedded in the work. Real 00:14:02.559 --> 00:14:04.659 learning is when you are struggling with a specific 00:14:04.659 --> 00:14:07.000 patient or a specific blueprint, and you get 00:14:07.000 --> 00:14:09.080 consultation to help you solve it right then 00:14:09.080 --> 00:14:11.940 and there. That is praxis. Sitting in a room 00:14:11.940 --> 00:14:14.659 to hit a quota is just schooling. But we cannot 00:14:14.659 --> 00:14:17.539 design public policy based on the hope that everyone 00:14:17.539 --> 00:14:19.659 will seek out coaching in the moment of crisis. 00:14:20.100 --> 00:14:23.059 We have to design for the aggregate. I want to 00:14:23.059 --> 00:14:24.960 return to the concept of the future of work. 00:14:25.559 --> 00:14:28.080 The World Bank report emphasizes that labor markets 00:14:28.080 --> 00:14:30.820 have to adjust. We are living through a period 00:14:30.820 --> 00:14:34.200 of rapid technological shift. Automation, AI, 00:14:34.559 --> 00:14:37.179 new medical technologies, these things are moving 00:14:37.179 --> 00:14:39.399 faster than university curriculums can update. 00:14:39.620 --> 00:14:41.899 If we don't have a formalized system for this 00:14:41.899 --> 00:14:44.580 adjustment, for retraining and upskilling, we 00:14:44.580 --> 00:14:47.279 leave workers behind. You praise on -the -job 00:14:47.279 --> 00:14:49.820 learning, but that assumes the job stays the 00:14:49.820 --> 00:14:52.279 same. What happens when the job changes fundamentally? 00:14:52.809 --> 00:14:54.769 What happens when a radiologist needs to learn 00:14:54.769 --> 00:14:58.049 about AI diagnostics? On -the -job coaching can't 00:14:58.049 --> 00:15:00.250 teach you a completely new paradigm. You need 00:15:00.250 --> 00:15:02.809 external formalized instruction. You need the 00:15:02.809 --> 00:15:06.470 units. You need the skills. And my point remains 00:15:06.470 --> 00:15:09.350 that the units are a poor proxy for the skills. 00:15:09.509 --> 00:15:11.590 You are assuming that because someone has the 00:15:11.590 --> 00:15:14.269 unit, they have the skill. They are an imperfect 00:15:14.269 --> 00:15:16.909 proxy, yes. But they are the currency of adaptation. 00:15:17.429 --> 00:15:20.279 Without them, there is no accountability. If 00:15:20.279 --> 00:15:23.220 we strip away the CRUs and the PDPs, how do we 00:15:23.220 --> 00:15:25.240 know who has learned the new AI protocols and 00:15:25.240 --> 00:15:27.820 who hasn't? The alternative isn't no accountability. 00:15:28.399 --> 00:15:31.700 It's shifting accountability to outcomes. How 00:15:31.700 --> 00:15:34.000 do you measure outcomes in a vacuum? You measure 00:15:34.000 --> 00:15:36.539 them through performance. Reflective supervision, 00:15:36.960 --> 00:15:39.399 which is in the text, evaluates the performance 00:15:39.399 --> 00:15:41.879 of employees through inquiry. That is an outcomes 00:15:41.879 --> 00:15:44.440 -based approach. Did you handle this case well? 00:15:44.600 --> 00:15:46.960 Did the bridge hold up? Did the students learn? 00:15:47.389 --> 00:15:49.750 Those are better questions for a regulator to 00:15:49.750 --> 00:15:52.590 ask than, did you attend the seminar? But again, 00:15:52.730 --> 00:15:54.889 that requires a supervisor with the time and 00:15:54.889 --> 00:15:57.350 skill to ask that question for every employee 00:15:57.350 --> 00:16:01.049 every year. That is a luxury most systems don't 00:16:01.049 --> 00:16:04.490 have. This is why we have the medley of different 00:16:04.490 --> 00:16:06.590 professional development providers mentioned 00:16:06.590 --> 00:16:09.570 in the text. It allows for scale. And frankly, 00:16:09.710 --> 00:16:11.710 I think you are selling the professional short. 00:16:12.169 --> 00:16:14.610 Most people do not want to be incompetent. They 00:16:14.610 --> 00:16:18.289 use these hours, these CRUs and PDPs to genuinely 00:16:18.289 --> 00:16:21.029 try to improve. The structure provides the pathway. 00:16:21.330 --> 00:16:24.129 I doubt the intent of the professionals. I think 00:16:24.129 --> 00:16:26.809 most people want to be great at their jobs. I 00:16:26.809 --> 00:16:29.269 doubt the efficacy of the pathway we force them 00:16:29.269 --> 00:16:31.830 onto. When the Campbell Collaboration says there 00:16:31.830 --> 00:16:34.129 is little evidence of effectiveness, we have 00:16:34.129 --> 00:16:37.049 to listen. We are pouring time and money into 00:16:37.049 --> 00:16:39.490 a bucket with a hole in it. And I would argue 00:16:39.490 --> 00:16:41.509 the bucket is better than having no water at 00:16:41.509 --> 00:16:44.299 all. But we could just fix the bucket. That's 00:16:44.299 --> 00:16:47.120 my point. We could move toward those mentorship 00:16:47.120 --> 00:16:49.720 models if we stopped spending all our resources 00:16:49.720 --> 00:16:52.700 on the alphabet soup of credit tracking. I think 00:16:52.700 --> 00:16:54.360 we have reached the core of our disagreement 00:16:54.360 --> 00:16:56.700 here. It comes down to whether you believe a 00:16:56.700 --> 00:17:00.000 flawed system is better than no system. To summarize 00:17:00.000 --> 00:17:02.059 my position, while the system of professional 00:17:02.059 --> 00:17:04.579 development is not perfect, the structure of 00:17:04.579 --> 00:17:07.619 IPD and CPD is the essential scaffold that holds 00:17:07.619 --> 00:17:09.240 up professional standards in modern society. 00:17:09.720 --> 00:17:11.819 We cannot abandon the requirement for nurses, 00:17:12.019 --> 00:17:14.519 engineers, and teachers to verify their learning 00:17:14.519 --> 00:17:16.900 just because the metrics like hours and points 00:17:16.900 --> 00:17:19.900 are imperfect. The moral obligation to be competent 00:17:19.900 --> 00:17:22.299 requires a regulatory framework to ensure it 00:17:22.299 --> 00:17:24.440 happens, and that framework is the only thing 00:17:24.440 --> 00:17:26.460 allowing the labor market to adapt to the future. 00:17:26.619 --> 00:17:29.299 And I maintain that we are confusing the map 00:17:29.299 --> 00:17:32.039 with the territory. We need to move away from 00:17:32.039 --> 00:17:35.380 counting hours, whether they are CRUs, PDPs, 00:17:35.480 --> 00:17:38.619 or PLUs. and toward the collaborative, reflective 00:17:38.619 --> 00:17:41.660 practices like mentoring and lesson study that 00:17:41.660 --> 00:17:44.759 actually change behavior. The evidence suggests 00:17:44.759 --> 00:17:47.220 that our current obsession with compliance is 00:17:47.220 --> 00:17:49.740 not delivering competence. And until we admit 00:17:49.740 --> 00:17:52.539 that, we are just trading certificates for a 00:17:52.539 --> 00:17:54.859 peace of mind that we haven't actually earned. 00:17:54.940 --> 00:17:57.279 We are prioritizing the appearance of learning 00:17:57.279 --> 00:18:00.460 over the experience of learning. It is certainly 00:18:00.460 --> 00:18:02.920 a topic that every professional faces eventually. 00:18:03.240 --> 00:18:06.140 Usually annually. about a month before the deadline, 00:18:06.380 --> 00:18:10.240 in a panic. Indeed. So we invite you, the listener, 00:18:10.420 --> 00:18:12.680 to look at your next mandatory training session. 00:18:12.839 --> 00:18:15.119 When you are sitting there, logging your time, 00:18:15.279 --> 00:18:19.240 ask yourself, is this building praxis or is it 00:18:19.240 --> 00:18:22.019 just another unit? And are you there to learn 00:18:22.019 --> 00:18:24.440 or are you there to protect your license? Thank 00:18:24.440 --> 00:18:25.680 you for joining the debate.