ABSTRACT
Development programmes which concentrate on active learning and interaction between engineers lead to immediate learning and development of a meaningful and worthwhile kind; a conventional course, which provides didactic instruction and a set of lecture notes, leads to relatively little retention of understanding without subsequent effort — and seldom makes any attempt to cater for higher level aims. The isolated “taught” course has a place in continuing professional development but that place is surely as a component within a learner-centred programme devised to respond to the total pattern of needs for an individual, insofar as these can be ascertained. Equally important to the facilitator is individuality with regard to favoured learning styles. Individuality of needs and individuality of prior learning should influence how development takes place, and how it is facilitated. Our belief in the importance of the individual in professional development owes much to our own personal experiences of professional development.
