Credential maintenance

To meet one's professional credential through continuing professional education

Commitment - A key to unlocking the secrets to establishing a quality education program

The first key to unlocking the secrets of building a quality education program within your organization is to gain commitment and support internally. It must start at the top of the organization. But in order for your education program to achieve excellence it will need more than just senior level support. For the program to be truly outstanding it needs senior management’s involvement in creating and sustaining the organization’s educational direction, performance, and focus. This includes the development of a strategic process that ties education into the overall business plan of the organization. The education program will not work effectively or efficiently if it is just an afterthought or an add-on program. Like any business, to achieve quality you need to think strategically which includes a long term investment of time, involvement of people and investing of dollars. To be successful the education program must be integrated within the working foundation of the organization. In order for the strategic process to be maintained and succeed there must be a buy-in, a commitment at all levels of the organization. This means there are no lasting quick fixes.

Leadership Involvement summary includes:
1. Senior leaders set direction and seek future educational opportunities.
2. Leadership addresses performance expectations and long-term commitment.
3. Leadership is involved in the education program’s overall performance.
4. Leadership takes into account the educational needs and expectations of all key personnel.

Demonstration of these elements by the senior management and you are taking your first steps to building a successful program.

Knowledge or Education? A Point of View of the Product Manufacturer

Knowledge or Education? A Point of View of the Product Manufacturer

From the point of view of the product manufacturers most of them would argue that they offer education for their clients and/or the public. But are they?

As early as the sixties and seventies the pharmaceutical companies were providing free lunches for the physicians training times during grand rounds in the hospitals. Obviously information about their pharmaceutical products was made available. Ask the pharmaceutical sales representative (rep) and they would say that they were educating the next new group of emerging physicians.

For decades manufacturer sales representatives provided free lunches for staff€™s of the design professionals. During this lunch-n-learn period the reps would demonstrate their company'€™s products or services. The savvy companies realized that sometimes it was better to send in a technical expert rather than a sales rep to deliver €œeducation, but this was the minority. Ask the manufacturer sales representative and they would say that they were educating the next new group of emerging architects, engineers, interior designers, landscape architects, specifiers, etc.

In both situations the professionals would stick around long enough for the free lunch while politely listening to the sales rep talk about their product or service. For the professional this was considered gathering information and industry related knowledge. It wasn't until later that the professional would contact the sales representative to educated because they actually intended to use a specific product or service.

During the eighties and nineties state licensing boards and professional associations began to tighten their standards on what they believed qualified as professional education. When the professionals realized that under the right format this knowledge, delivered to them in an educational format, they could then apply that education toward the credential maintenance of their profession. Professionals always believe that their billable hours are precious to them so they began allowing only those manufactures who met the newer standards into their firms for the purpose of continuing education. Again, the leading manufacturers quickly converted their sales presentations into educational formats following the guidelines of the professional associations and state regulatory boards.

The professional should ask – is the source reliable? Does the provider meet industry standards for offering continuing education? Which organizations are monitoring them? Does the course content follow stated learning objectives and not just information statements? Will the product manufacturers’ course help the practitioner improve their practice? The manufacturer sales representatives needs to be able to answer yes to all of these questions if they want to claim that they are educating their clients and the public.

Knowledge or Education? €“Point of View of a Professional Firm

Professional firms need to clearly distinguish between what knowledge their employees need to improve the firm business and what education their employees need to meet any credential requirement.

Professional firms that have a quality professional development program think strategically. They establish a system to seek out the most up-to-date information for all of their employees, not just the professionals. Much of the information and knowledge gained is now free and/or inexpensive and increasingly web based such as podcast, webcast and online open forums, etc. Professional firms still use of mix of product manufacturer'€™s in-house training, association'€™s courses, mini workshops, conferences, and conventions, with an occasional mix in specialized programming. In today’s economy, cost has become a major consideration to traditional type of programming. Major content considerations for firms - the source is reliable, it is preferably project based, innovative and cost effective.

Today, nearly all professionals are required to complete some form of mandatory continuing education (MCE) as a requirement to maintain their license to practice. From acupuncturist, medical, legal, and accounting to architects, engineers, and interior designers. While most MCE requirements allow for some type of self study and self reporting process, at some point the education to meet MCE requirements must be paid for. Generally the education must come from an external training organization. For the design/build industry, professional firms can take on this responsibly internally, reducing their cost while meeting both the needs of their employees and meeting the strategic goals of the professional firm.

Knowledge or Education? €“Point of View of Associations

This has become a real quandary for many associations. My observation has been that there are two very different directions that an association can take when faced with the decision of offering knowledge or education to their members. At first glance it should be easy, just look at the mission statement of the association. But dig a bit deeper and the issue becomes more complex.

Model one for an association is to offer the most up-to-date information to their members so that the members can be more knowledgeable and competitive in their profession or industry. This could be open source information that encourages the membership to stay current and use the association as a first source - reliable source. The emphasis here is on the benefit to the member. Simultaneously, the association should be providing free information to the public and related industry. Through free and/or inexpensive (to members) use of a webcast, podcast, course, workshop, conference, convention, online open forum, etc., the association should promote the values of the association and the professional services that the association’s membership base represent. This model works best when the membership does not have any form of mandatory requirement to maintain their knowledge standards.

Model two for an association is offer education to their members so that their members can be the knowledge leaders in their industry or profession. This approach generally provides additional benefits for the members, usually when the courses, webcasts, workshops, conferences, conventions, online forums, etc, meet the association’s credential requirements, or another professional organization’s credential maintenance requirements, or more likely a state licensing board’s mandatory continuing education (MCE) requirement. The downside to the association’s members, as much as the member may expect and want it, education is not free. Someone has to pay for the development and the delivery of the education. In one form or another, these expenses are passed on to the member and even more so to the non-member and stakeholders. Strict standards are set for knowledge to be “qualified” as education.

For an association the difference between knowledge and education comes down to two key questions: 1.What is the mission of the association? 2. If the association wants to provide education, how will the association cover their development and delivery expenses?

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