The benefits of PD

All professions evolve, with technological advancements, regulatory changes, and shifting societal expectations, so on-going PD is essential for maintaining public trust in professions (Fenwick, 2009). Well-written professional standards, when used as a PD framework, can help us to understand our breadth of practice and promote PD consistency (Hay et al., 2022). CDANZ certainly does that well, in my opinion.

Research in Alberta Canada found that PD ensures pharmacy professionals there remained proficient in their practice and were better able to respond effectively to new challenges, and teachers created annual PD plans aiding self-reflection and improved goal-setting (Fenwick, 2009). New Zealand practitioner research in the social work field shows most of us value the chance to upskill, and our confidence is increased by participating in PD (Hay et al., 2022). 

However, we need to be sure that the cost does not exceed the benefits. PD that adds too much workload makes it difficult to reflect meaningfully (Fenwick, 2009). UK research has found longer or expensive PD programmes have been discontinued through a lack of perceived practice improvement (Hay et al., 2022). 

We also need to be careful about the limitations of self-assessment: personal reviews may not accurately reflect our actual knowledge or skills; learning logs and checklists may not capture our complexity of practice (Fenwick, 2009). Being involved with communities of practice may gives us more opportunities for knowledge sharing, helping our identity development, and reducing isolation (Hay et al., 2022). And a community of practice helps to ensure that our self-assessment reflection gets some oversight. This too is where professional supervision can provide a great deal of value. 

Even establishing informal online communities for practitioners, if well-guided, can help prevent practitioners feeling isolated (Taylerson, 2020), enabling practitioners to have PD modelled by others around them in a meaningful way. We can draft others along with us by showing our peers how to participate; that PD is enjoyable and builds community (Taylerson, 2020). PD should not be presented as a chore. 

Socio-material theories, such as complexity science, cultural-historical activity theory (CHAT), and actor-network theory (ANT), offer alternative ways to understand professional learning. These frameworks show us that learning doesn't just happen to us, but also happens in talking to others across our professional networks. For example, CHAT highlights how learning arises from resolving contradictions within a system, such as balancing innovation with error-free performance (Fenwick, 2009).

We need to move beyond traditional models and be able to embrace the distributed, emergent nature of professional knowledge (Fenwick, 2009). PD is vital for maintaining our professional competence, adapting to change, and fostering reflective practice (Fenwick, 2009), but only if we make the benefits obvious; the delivery flexible; and it is easy for us to participate.

Sam

References:

Fenwick, T. (2009). Making to measure? Reconsidering assessment in professional continuing education. Studies in Continuing Education, 31(3), 229-244. https://doi.org/10.1080/01580370903271446

Hay, K., Chilvers, D., & Maidment, J. (2022). Chapter 13: Aotearoa New Zealand Field Education Practice. In R. Baikady, S. M. Sajid, V. Nadesan, M. R. Islam (Eds.), The Routledge Handbook of Field Work Education in Social Work (pp. 203-218). Routledge. https://doi.org/10.4324/9781032164946-17

Taylerson, L. (2020). Growing Concerns: practitioners’ positions on engaging in Continuing Professional Development in a deregulated FE and Skills sector [Doctoral thesis, University of Sunderland]. https://sure.sunderland.ac.uk/id/eprint/13406/1/13406.pdf

 * NotebookLM was used to create the Lego graphic accompanying this post

read more "The benefits of PD"

Diverting rangatahi from NEET

A worrying 13.2% of our rangatahi in the 15-24 age group are unemployed (Statistics New Zealand, 2025b). These young people are classified as "NEET", or not in education, employment or training (Godfrey et al., 2002). With our overall unemployment rate at only 5.4% (Statistics New Zealand, 2025c), it is likely to be our young people who will be out-competed for entry level jobs with older and more experienced workers. Thus our vulnerable rangatahi who have already missed out education, training and experience, then have the knock-on effects of having their work opportunities reduced. Worse, those who spend more time as NEETs become more likely to experience ‘scarring’, or long-term detrimental effects (Samoilenko & Carter, 2015), including reduced job prospects, job instability, long term unemployment or underemployment (Dinku, 2024), and life-long lower wages than non-NEETs (Samoilenko & Carter, 2015).

That 13.2% of our nation’s young people may experience NEET scarring is concerning (Statistics New Zealand, 2025b). But it does get worse: disabled NEET unemployment is 45.9% compared to 11.3% of non-disabled NEETs, with both NEETs living with and without a disability being more affected by recent 2024-2025 market downturns than other groups (Statistics New Zealand, 2025a; Whaikaha, 2025). The increased impacts may be due to NEETs having higher part-time, casual and entry-level employment rates; these roles tend to be the first to go as employer wage budgets tighten (Dinku, 2024).

While explicitly sharing NEET statistics, and explaining the impacts of NEET with at risk young people will help, it is more likely that early career intervention for our rangatahi will help them to find their 'why' - assisting them to find reasons to stay in school (Maree, 2018). This is particularly important for those in families already experiencing generational unemployment (Dinku, 2024).

Our young people going into their first paid roles have to learn how to do the job, AND the organisational culture; AND about the world of work. When we think about it that way, it is understandable why employers may find young workers a challenge: there is a perception that this group will a lot of additional coaching (van der Baan et al., 2022). And that is where Gateway and similar programmes in Aotearoa can provide employers with some security (read more here).

Many years ago I stumbled across some research - which I have not found since, darn it! - which suggested that our career ideas seemed to branch at '7th grade'. This is late intermediate age, or age 11 and 12 here in New Zealand - which also indicates that this was probably a piece of US research that I had found. The findings suggested that there were two groups of rangatahi: those were embedded in reality - such as law, medicine, finance; or those who were wildly imaginative - such as seeking fame, superheroicness or high office. Those young people who were more 'real' could map a path, seeming to take the steps they needed in order to be prepared for their next transition. Those with the flights of fancy were often unable to map a path to their next steps, completely miss any action decision-making for the roles which interested them, and so were significantly more likely to be NEETs.

The second most commonly reported career choice for boys aged between 7 and 13 was to become a Social Media/You Tuber/Influencer (TEC, 2019). This technological factor affecting the context in which boys view careers has likely led to an increase in young NEET men. While our rangatahi may seek digital media influencer celebrity, few make it. There may be an aspiration gap.

But if we had some type of age 8 or 9 plus sorting hat in primary school, where we (a) identified those with the flights of fancy early (i.e. those most at risk), and (b) had career conversations with them all the way through to the end of high school, we could help them connect with and learn the skills required for - say - diplomacy so they were able to segue into some form of high office; or focus on performance to at least play a superhero; or on presence and determination to be more likely to become a celebrity. We could help those rangatahi to map to their desires, and NOT to rain on their parade.

This may be echoing Gottfredson (2005; more here) with rangatahi refining career interests and values from around age 10 (allowing for identity, skills, cultural and social shaping). It seems possible that by secondary school our rangatahi may appear to form two groups: we have group A who have already significantly narrowed their focus and where career development is closely linked to wellbeing, agency, and future orientation; and group B who may have experienced trauma or negative self-beliefs, where the future is murky, unclear and something to avoid (Gottfredson, 2005).

Providing age-appropriate career development across our entire school system would help. Across years 9 and 10 we could look at exploration and broadening horizons. From years 11 to 12, we could work on identity-building and pathway development. And from year 13 we can then provide that targeted transition support (Gottfredson, 2005).

We might be able to embed more creativity in our national culture. But that would mean that we see young people ALL THE WAY through school, having regular career conversations with them, to help them map to their interests, values and desires.

Sam

References:

Dinku, Y. (2024). Future Labour Market Prospects of Youth Not in Employment, Education or Training (NEET). New Zealand Journal of Employment Relations, 48(2), 1-14. https://www.nzlii.org/nz/journals/NZJlEmpR/2024/13.pdf

Godfrey, C., Hutton, S., Bradshaw, J., Coles, B., Craig, G. and Johnson, J. (2002). Estimating the Cost of Being ‘Not in Education, Employment or Training’ at Age 16-18 [No. 346, Research Report]. Social Policy Research Unit, University of York/University of Hull. https://www.york.ac.uk/inst/spru/pubs/pdf/RR346.pdf

Gottfredson, L. S. (2005). Chapter 4: Applying Gottfredson’s Theory of Circumscription and Compromise in Career Guidance and Counseling. In S. D. Brown, R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 71-100). John Wiley & Sons Inc.

Maree, J. G. (2018). Chapter 11: Using life design counseling for career construction to facilitate sustainable employability and decent work in a developing country context. In V. Cohen-Scali, J. Pouyaud, M. Podgórny, V. Drabik-Podgórna, G. Aisenson, J. L. Bernaud... J. Guichard (Eds.), Interventions in career design and education: Transformation for sustainable development and decent work (pp. 195-214). Springer International Publishing.

Samoilenko, A., & Carter, K. (2015). Economic outcomes of youth not in education, employment or training (NEET) (Working Paper No. 15/01). New Zealand Treasury. www.treasury.govt.nz/sites/default/files/2015-03/twp15-01.pdf

Statistics New Zealand. (2025a). Disability statistics: 2023. https://www.stats.govt.nz/information-releases/disability-statistics-2023/

Statistics New Zealand. (2025b). Labour market statistics: September 2025 quarter. https://www.stats.govt.nz/information-releases/labour-market-statistics-september-2025-quarter/

Statistics New Zealand. (2025c, November 5). Unemployment rate at 5.3 percent in the September 2025 quarter. https://www.stats.govt.nz/news/unemployment-rate-at-5-3-percent-in-the-september-2025-quarter/

TEC. (2019). Drawing the future: Exploring the career aspirations of New Zealand children. ‌Tertiary Education Commission. https://www.tec.govt.nz/assets/Publications-and-others/TEC-Drawing-the-Future-Report-v3.pdf

van der Baan, N., Gast, I., Gijselaers, W., & Beausaert, S. (2022). Coaching to prepare students for their school-to-work transition: conceptualizing core coaching competences. Education+ Training, 64(3), 398-415. https://doi.org/10.1108/ET-11-2020-0341

Whaikaha. (2025, August 13). Labour market statistics for disabled people - June 2025 quarter. Ministry of Disabled People. https://www.whaikaha.govt.nz/news/news/labour-market-statistics-for-disabled-people-june-2025-quarter

 * NotebookLM was used to create the infographics accompanying this post

read more "Diverting rangatahi from NEET"

Tax inequity in New Zealand

Interestingly, in Aotearoa New Zealand, the very rich don't pay much tax. 

Why do I say that? Because reports show that 19.5% is the average tax paid  and that most of us are in this tax bracket (Rashbrooke, 2023); yet the very rich ONLY pay 8.9% tax (Rashbrooke, 2023), or 9.5% (Inland Revenue Department, 2023a).  And worse, the poorest amongst us, those of us who are an income of under $14k who MUST be struggling to keep the lights on, keep enough petrol in the car, and feed the family, pay 10.5% tax (Inland Revenue Department, 2023b)... still a higher rate than the richest (Rashbrooke, 2023). 

Hell's teeth, that doesn't sound equitable, does it?! Our collective and successive governments could work harder much harder for the average Kiwi to shut tax loopholes for the very rich, and tax high income citizens the same amount as those of us who earn so very much less. 

And the bulk of our tax take "comes from individuals paying income tax - in the 2024 financial year, that was 51 percent of tax revenues. That was followed by GST, which was 25 percent of revenue, corporate tax at 16 percent and 'other' at 8 percent" (Edmunds, 2024).

Further, our richest citizens have many assets which are insufficiently taxed, such as property transactions; they can pay for the expertise and instruments to shift wealth offshore in order to avoid tax. They are also able to influence - threaten - governments to dump policy changes they see as unwelcome, in order to protect their incomes (Inland Revenue Department, 2023a; Rashbrooke, 2023). 

What rubs salt even more in that wound is it seems the wealthy in the US are taxed at roughly 23% (Loe, 2024) (though I must admit, I was pretty sure I had seen a 10% income tax for the USA wealthiest, but cannot find that source at present, so will go with the evidence). We tend to think of the US billionaires as being 'fat cats' who pay few taxes, yet they contribute more to their society than wealthy Kiwis.

Not something for us to be proud of. 

Sam

References:

Edmunds, S. (2025, March 22). Who is actually paying the tax in NZ? - Ask Susan. Radio New Zealand. https://www.rnz.co.nz/news/business/545634/who-is-actually-paying-the-tax-in-nz-ask-susan

Inland Revenue Department. (2023a). High-Wealth Individuals Research Project [Report]. Te Tari Take. https://www.ird.govt.nz/-/media/project/ir/home/documents/about-us/high-wealth-research-project/hwi-research-project/final-report-april-2023/report-high-wealth-individuals-research-project.pdf?modified=20230423203807

Inland Revenue Department. (2023b). Tax rates for individuals | Ngā pāpātanga tāke mō te tangata. Te Tari Take. https://www.ird.govt.nz/income-tax/income-tax-for-individuals/tax-codes-and-tax-rates-for-individuals/tax-rates-for-individuals

Loe, M. (2024, March 13). No, billionaires don’t pay average of 8.2% in federal taxes. Verify. https://www.verifythis.com/article/news/verify/joe-biden/biden-billionaire-tax-rate-fact-check/536-75be1f9b-d40f-45b3-9201-82b161a4e61b

Rashbrooke, M. (2023, April 27). New Zealand’s millionaires pay lower tax rates than cashiers – it’s time to fix the system. The Guardian. https://www.theguardian.com/world/2023/apr/27/new-zealands-millionaires-pay-lower-tax-rates-than-cashiers-its-time-to-fix-the-system#:~:text=The%20report%20shows%20that%20New,the%20average%20Kiwi%20(19.7%25).

read more "Tax inequity in New Zealand"

It's the putting right that counts

Until 2004 (Hannis, 2006) here in New Zealand there was a housewares retailer called L. V. Martin and Son, based in the Ngauranga Gorge in Wellington (Chetwin, 2017; Lawrence, 2017). Older Kiwis will no doubt remember the company's advertising strapline, as a "straight sell retailer" (Bulmer, 2001, p. 33), where Mr Martin senior, Alan Martin, would say to camera "If it's not right, we'll put it right. And it's the putting right that counts" (Chetwin, 2017; Dunne, 2022; Lawrence, 2017).

Many marketers thought this was a daft way of selling: the retailer was suggesting that something might go wrong with the product. It was thought that "as a marketing claim [it] initially seemed like a negative but, of course, in the context of their company, it’s was a real positive. Not selling their own brands, the family business was taking responsibility for the quality of the products it sold, championing the rights of their customers" (Jones, 2020). And this was the 1970s and 80s: stuff went wrong ALL THE TIME. And the L V Martin team would indeed put it right.

My father bought a water purifier from L V Martin. It went wrong. He called them: they arranged to pick up the faulty one and deliver a new one. A couple of years later, it went wrong again. They did the same thing: a pick up, and replacement, all at no cost to my Dad. Then five years on, despite the fact that the product was now well outside warranty, he contacted them about another fault. Again, a timely pick up and a seamless replacement. My father constantly told the stories about L V Martin being as good as their word. They were indeed as good as their advertising promise: if it was not right, they put it right.

And it was the putting right that counted. Their word was their bond.

That bought them reputation until the business was sold to Smiths City in 2004. Priceless.

Sam

References:

Bulmer, S. L. (2001). Consumer Interpretation of Metaphors in Complex Television Advertising: An Extension Study (Master's thesis, University of Auckland). https://www.researchgate.net/profile/Sandy-Bulmer/publication/35147154_Consumer_interpretation_of_metaphors_in_complex_television_advertising_an_extension_study/links/546a573f0cf2f5eb18077adb/Consumer-interpretation-of-metaphors-in-complex-television-advertising-an-extension-study.pdf

Chetwin, S. (2017, February 25). As the man said, it's the putting right that counts. The Post. https://www.pressreader.com/new-zealand/the-post-1022/20170225/282114931348034

Dunne, P. (2022, August 31). The Legendary Wellington Retailer Alan Martin. Dunne's Weekly: An Occasional look at Politics in general from a liberal perspective. https://honpfd.blogspot.com/2022/08/thelegendary-wellington-retailer-alan.html

Hannis, G. (2006). Visual communication in consumer journalism: The case of Consumer magazine in New Zealand. Prism Journal, 4(3), 1-11. https://www.prismjournal.org/uploads/1/2/5/6/125661607/v4-no3-a4.pdf

Jones, H. (2020). It's the putting right that counts. Waikato Business News. https://wbn.co.nz/2020/02/05/its-the-putting-right-that-counts/

Kepes, B. (2020, July 6). It’s the putting right that counts... . Diversity Limited. https://www.diversity.net.nz/its-the-putting-right-that-counts/2020/07/06/

Lawrence, H. (2017, November 1). It's the putting right that counts. https://www.hughlawrence.org/post/2017/11/01/its-the-putting-right-that-counts

read more "It's the putting right that counts"

What powers New Zealand?

I do like statistics, because they can tell quite a powerful story, quite quickly. Stats are shorthand, if we will. So a look at the graphic accompanying this post might make us think that New Zealand was caning it for green power, as 85% of our electricity needs are met by renewables, leaving NZ in 31st place on the global leader board (The Most, 2025, 8:48).

Except. That lovely statistic doesn't take into account that everything is flown or shipped here. And that uses fossil fuelled transport, which we cannot completely account for. We can't/don't account for it as it is the national data of the exporting nations. 

Our fossil fuel consumption adds up to around 67% of our total energy consumption, including coal, fuel and gas (Massey University, 2026); with our great 85% renewables stat meeting only 26% of our total energy needs. That's not to shiny, is it!

We all drive our own cars as public transport doesn't work that well, because our country is long, skinny, and very spread out. In fact 73% of us commute in our own cars (Massey University, 2020, NB: 2019 statistics)... and our fleet of vehicles is one of the oldest in the world (Massey University, 2026) averaging 15 years. Each year, New Zealanders travel 54,000 million kilometres over 5,800 million trips, taking 1,600 million hours of our collective time (Massey University, 2025). We drive 56% of the time, and 81% of that is "as a driver or passenger in a light vehicle (i.e. a van or car; Massey University, 2025). Only 6.5% of us can take public transport to work (Massey University, 2025), and Wellington is probably one of the best organised cities for public transport. The hills and the long corridors into the city probably make it one of the more commuter-friendly places in the country.

Added to that, very little of anything can be effectively recycled in New Zealand, due to how little manufacturing goes on here, and how far away from the big markets we are. It just becomes too expensive for us to ship things for reprocessing. Yes, theoretically Nespresso pods can be recycled, but as we have no aluminium resmelter in New Zealand, all the pods would all have to be collected up and put in a container and shipped to Aussie. That is WAY to expensive, so we pile it up in the hope it will be worth something, someday: and when the pile gets too high, we landfill it. We have one steel resmelter in the North Island, but none in the South Island. All South Island steel waste is likely to be landfilled... especially when the Cook Strait is one of the most expensive pieces of water to cross in the world. 

As a result, we Kiwis are amongst the most wasteful "in the OECD and the majority of [our] waste is landfilled" (Perrot & Subiantoro, 2018, p. 2). So yep, we might look like we are doing well because we have hydro power. But we are not doing so well in other the other fields we are largely ignoring. 

No pats on the back are due right now!

Sam

References:

Hedley, N. (2025, March 18). New Zealand inches closer to 100% renewable electricity. The Progress Playbook. https://theprogressplaybook.com/2025/03/18/new-zealand-inches-closer-to-100-renewable-electricity/

Massey University. (2026). Average age of motor vehicles [Environmental Health Intelligence New Zealand (EHINZ)]. https://www.ehinz.ac.nz/assets/Surveillance-reports/Released_2025/AgeOfVehicles-2505.pdf

Massey University. (2025). Energy use in New Zealand [Environmental Health Intelligence New Zealand (EHINZ)]. https://www.ehinz.ac.nz/assets/Surveillance-reports/Released_2025/EnergyUse2025_final.pdf

Massey University. (2020). Commuting time by mode of transport [Environmental Health Intelligence New Zealand (EHINZ)]. https://ehinz.ac.nz/assets/Surveillance-reports/Released_2020/Commuting-Time-by-Mode-of-Transport.pdf

Perrot, J. F., & Subiantoro, A. (2018). Municipal waste management strategy review and waste-to-energy potentials in New Zealand. Sustainability, 10(9), 3114, 1-12. https://doi.org/10.3390/su10093114

THE MOST. (2025, November 17). What Share of Electricity Is Renewable? [video]. YouTube. https://youtu.be/UlK1wiOfcnE

read more "What powers New Zealand?"

Retiring retirement

Sir Dick Seddon, then PM, proposed a compulsory retirement age of 65 years in 1898 when the average life expectancy for a New Zealander was 54 (Schlaadt, 2009). Ouch: most of us wouldn't see 'retirement' before we sloped off to join everyone else in the dead centre of town (yep, bad Dad joke). We had a baby pension which "was rigorously means-tested [...] for those no longer able to work" which was only 4% of our then population (Schlaadt, 2009, p. 6).

By 1930 our average life expectancy was 65; by 1952 it was 70 (Global Stats, 2021), and at last 'Mr and Mrs Average' got to enjoy a couple of years as a reward for working productively for the benefit of the nation. Life expectancy has continued to increase, and while we still retire at 65, we are now likely to live to 83 (Statistics New Zealand, 2026a). That means an 18 year retirement pension payback from nation in return for our years of productivity. Retirement no longer compulsory: many enjoy working and want to keep contributing (Spoonley, 2020), but there are 17% of us over 65 (World Bank Group, 2026).

There is also a large percentage of us who can't afford to retire: those who don't own their own home; those who spent a lifetime looking after families so have few savings; those who have spent their lives being supported by their families so have no funds to make the pension liveable (Retirement Commission, 2023). This group of Kiwis at risk will form a significant financial burden for our future selves, and we need to plan how we will manage that humanitarian burden in a humanitarian way.

While easy to see in hindsight, instead of an age, we may have been better to have linked retirement and the pension to our life expectancy. Then successive governments would have found managing the cost of retirees relatively simple. Not only is this is a seriously unpopular topic to make change on - who is going to vote to retire later - there is a large block of older voters who all go to the polls.

(Good thing an ex-PM didn't use our retirement funds to fund some dams and stuff, eh. Oh wait: he did. But it was OK: twenty years later we set up another one. No harm done - only fifty years lost. I am sure that won't matter a bit.)

However, the real problem is not retirement: the real problem is birthrate. If we had enough young people coming along the population pipeline to balance out those of us who will be 'enjoying' living on half the minimum wage for the remainder of our natural, there would be no problem. But our replacement rate has dropped off a cliff, to 1.56 (Statistics New Zealand, 2026b). We used to simply plug the gap with migration: but if every other nation on the planet is experiencing the same issue with declining populations (Shaw, 2025), where will we get our new migrants from?

This bulge will go away, of course: retirees will die, but there will be fewer people to pay tax and to keep the lights on.

As a nation, we need to discuss retirement, perhaps retiring retirement, or change will 'happen' to us. Our ability to plan and effect change will be taken from us by paralysis and inaction.

I don't know what we will decide, but we really need to talk about it.

Sam

References:

Global Stats. (2021, February 20). Countries with highest Life Expectancy (1800 - 2099). YouTube. https://youtu.be/30TjaV4F3g

Retirement Commission. (2023). Tauākī Whakamaunga Atu | Statement of Intent 2023-2026. Te Ara Ahunga Ora. https://assets.retirement.govt.nz/public/Uploads/Corporate-reports/Statement-of-Intent/Statement-of-Intent-Tauaki-Whakamaunga-Atu-2023-2026.pdf

Schlaadt, R. J. (2009). Planning for retirement in 2025: A Delphi study. Retirement preparation – why is it so difficult? [Doctoral thesis, University of Otago). https://ourarchive.otago.ac.nz/esploro/fulltext/graduate/Planning-for-retirement-in-2025-A/9926479203301891?repId=12396704130001891&mId=13397144580001891&institution=64OTAGO_INST

Shaw, S. J. (Writer, Director, Producer). (2025, September 19). Birthgap [documentary film, Torch Pictures]. YouTube. https://youtu.be/m2GeVG0XYTc

Spoonley, P. (2020). Chapter 1: A Reshaped Society. In The New New Zealand: Facing demographic disruption (pp. 9-23). Massey University Press.

Statistics New Zealand. (2026). New Zealand cohort life tables: March 2025 update. https://www.stats.govt.nz/information-releases/new-zealand-cohort-life-tables-march-2025-update/

Statistics New Zealand (2026b). Net migration falls in 2024. https://www.stats.govt.nz/news/net-migration-falls-in-2024/

World Bank Group. (2026). Population ages 65 and above (% of total population) - New Zealand. https://data.worldbank.org/indicator/SP.POP.65UP.TO.ZS?locations=NZ

read more "Retiring retirement"

A bit more ANZAC biscuit history

A number of food historians have explored the humble ANZAC biscuit: that little oaty disc of Antipodean crunchiness or chewiness (Kelley, 2022a, 2022b; Supski, 2006; Terzaghi, 2024). While I don't mind them either crunchy or chewy, apparently it is the addition of "self-rising flour and soft brown sugar [that] makes them chewier; [while] pressing them down during baking makes them thin and crispy" (Kelley, 2022b, p. 239). Useful to know.

Kelley notes that ANZAC biscuits can be found in the homes of Antipodeans year-round (2022a), but in Australia they seem to be more of an ANZAC Day treat, specifically sold for, and served on, 25 April (Kelley, 2022b; Supski, 2006); as culturally entwined with Australian war commemorations as Christmas pudding is with 25 December, hot cross buns with Easter, or cake with birthdays. They are a "food [which] connects us deeply to our society; [that] provides a sense of place" (Supski, 2006, p. 52). The ANZAC biscuits themselves are regulated in Australia, requiring them to "generally conform to the traditional recipe and shape" (Kelley, 2022b, p. 239). There is strong cultural protectionism at work here.

There are three ANZAC biscuit origin legends (Supski, 2006): firstly, "that soldiers baked the biscuits at Gallipoli"; secondly, "that the recipe [was...] devised at the 1st Australian Field Bakery" in the war zone; thirdly, "women in Australia created the recipe" either late in the war, or to commemorate it afterwards (p. 53). The third legend seems the most realistic. Made from "bicarbonate of soda [stirred] into melted butter and golden syrup, then add[ed] to a mixture of oats, flour, desiccated coconut, and sugar" (Kelley, 2022a, p. 765), illustrates neither the ingredients nor the cooked biscuit could have travelled far without going rancid. Butter in the heat of the eastern Mediterranean or Turkey is unlikely. The third option seems to have created a "cultural narrative that has gained permanence in the public memory [as an] invented tradition" which "links powerfully with women's role on the home front" (Supski, 2006, p. 53).

 I particularly like the idea that "where the pavlova divides us, the Anzac unites" Australians and New Zealanders (Kelley, 2022a, p. 764) where an Andipodean "societal memory is made through repeated, performed, and embodied rituals" (Terzaghi, 2024, p. 4, citing Connerton, 1989). Like Australia, in New Zealand we have ANZAC biscuits all year round, but I do feel that ANZAC Day and the biscuit are more interlinked in Australia than in New Zealand. In Australia, the biscuit tradition has been "repeated, year after year for over a century, and because [Australians have engaged] in these rituals, this greater narrative [of honouring the fallen] is made real" (Terzaghi, 2024, p. 4). 

Regardless of which country we stand in, we eat to remember those who did not come home. 

Sam

References:

Kelley, L. (2022a). Biscuit production and consumption as war re-enactment. Continuum, 36(5), 763-775. https://doi.org/10.1080/10304312.2022.2106357

Kelley, L. (2022b). Chapter 18: Everyday Militarisms in the Kitchen: Baking Strange with Anzac Biscuits. In B. M. Forrest, G. de St. Maurice (Eds.), Food in Memory and Imagination: Space, Place and, Taste (pp. 239-252). Bloomsbury Academic. https://doi.org/10.5040/9781350096189.ch-018

Supski, S. (2006). Anzac biscuits — a culinary memorial. Journal of Australian Studies, 30(87), 51–59. https://doi.org/10.1080/14443050609388050

Terzaghi, A. (2024). Myth, Memorial, and the Making of a Nation: The ANZAC Legend in Australian Culture. [Honours thesis, Syracuse University]. https://surface.syr.edu/cgi/viewcontent.cgi?article=2693&context=honors_capstone

read more "A bit more ANZAC biscuit history"

Can we assume that US tests fit New Zealanders?

The population of New Zealand is quite diverse (Massey University, 2026), and I think we like to think of ourselves as being a very diverse country. Statistics from 2023 show that our ethnic percentages were 68% NZ Europeans; 18% Māori; 17% Asians; 9% Pasifika; and 2% "Middle Eastern, Latin American, and African (MELAA)” (Massey University, 2026). Interestingly, if we compare ourselves with the population of the US, Americans are more diverse than we are, with 62% Europeans; 1% American Indian; 6% Asian people; 19% others; and 12% African Americans (US Census Bureau, 2021). We can see by the pie charts accompanying this post, that - at a quick glance - the USA's population profile looks similar to Aotearoa.

But only at a quick glance. Yes, both populations contain roughly two thirds European peoples, but the US has a greater number and range of the 'other' nationalities, along with a longer shared history. I was staggered to see that only 1% of the US population is American Indian, compared to New Zealand with far more Māori and Pasifika people, lending New Zealand a very different cultural make-up (Fischer, 2012; Kennedy, 2001). Only 14% of US citizens were born elsewhere (Daftari, 2024); in Aotearoa close to 30% of our citizens were born offshore (Statistics New Zealand, 2024). I wonder if it is migration which makes our society feel more vibrant, even though, going by the pie charts, Aotearoa is less diverse than America.

So why am I exploring this? Well, there are very few home-grown career assessments - CareerEQ (2026) is one, but I think I am correct in saying that has sprung from a number of offshore instruments. So when New Zealand career practitioners want to use an instrument with a client, we can nearly guarantee that we will be using one designed and normalised in the US. Just to provide some scale, around 4000 assessment tools have been evaluated by Buros - a not-for-profit independent test review centre at the University of Nevada (read more here; 2026) - since the 1930s. While I do not have hard evidence, I would think that close to 99% of them would have been developed in the USA. Few instruments are likely to have been normalised for use in New Zealand: the USA has 340m people; we have 5m. These numbers clearly show there is little gain for the companies creating the instruments. 

Why does that matter? Well, when using US-normalised career assessments in New Zealand, we might feel that – providing tests have been scrutinised and independently tested – they will be accurate (Zunker & Osborn, 2016). And that, as long as we consider test norms, reliability, and validity (Zunker & Osborn, 2016), and follow our codes of ethics (CATE, 2025; CDANZ, 2016), any testing we do for our clients should be valid and reliable.

But we know that the US population is not identical to ours (Massey University, 2025; US Census Bureau, 2021). And New Zealand is without a national independent, organisation like Buros who could to evaluate and certify any tests we created here, or who could normalise the test results of those US instruments used here to be sure they would fit our people (Young, 2022). And that may mean that tests created in the USA may not be such a good cultural fit for New Zealanders.

We practitioners must remain cautious in using tests created elsewhere; to only use them as a general lens for our client to view themselves with, but not as an accurate measure.

Sam

References:

Buros. (2026). What does the Buros Center for Testing do?. https://buros.org/resources/faq/

CareerEQ. (2026). Home. https://www.careereq.nz/

CATE. (2025). Code of Ethics. Career and Transition Educators. https://www.cate.co.nz/wp-content/uploads/2025/01/CATE-Code-of-Ethics.pdf

CDANZ. (2016). Code of Ethics. Career Development Association of New Zealand. https://cdanz.org.nz/ModularPage?Action=View&ModularPage_id=26

Daftari, A. (2024, September 12). Percentage of Foreign-Born Residents in US Hits Highest Level Since 1910. Newsweek. https://www.newsweek.com/percentage-foreign-born-residents-us-highest-level-1952874

Fischer, D. H. (2012). Fairness and freedom: a history of two open societies, New Zealand and the United States. Oxford University Press.

Kennedy, J. C. (2008). Leadership and Culture in New Zealand. In J. S. Chhokar, F. C. Brodbeck, R. J. House, (Eds.), Culture and Leadership Across the World: The GLOBE Book of In-depth Studies of 25 Societies (pp. 397-429). Psychology Press.

Massey University. (2026). Ethnic Profile [Environmental Health Intelligence New Zealand (EHINZ)]. https://www.ehinz.ac.nz/indicators/population-vulnerability/ethnic-profile

Osborn, D. S., & Zunker, V. G. (2016). Using Assessment Results for Career Development (9th ed.). Cengage Learning.

Statistics New Zealand. (2024, October 3). Census results reflect Aotearoa New Zealand’s diversity. https://www.stats.govt.nz/news/census-results-reflect-aotearoa-new-zealands-diversity/

US Census Bureau (2021, August 12). Race and Ethnicity in the United States: 2010 Census and 2020 Census. https://www.census.gov/library/visualizations/interactive/race-and-ethnicity-in-the-united-state-2010-and-2020-census.html

Young, S. (2022). Culturally appropriate assessment considerations. https://www.samyoung.co.nz/2022/08/culturally-appropriate-assessment.html

read more "Can we assume that US tests fit New Zealanders?"

Career clusters and vague roles

The world of work has become much more complex. The world today is full of 'vague roles', where we have gone from structured professions where we have a pretty clear idea about what people do in those careers, to something that is a lot more amorphous and hard to define (Lengelle, 2019). In the 1970s, The Netherlands did some research and found there were around 5000 defined roles and few vague roles (Lengelle, 2019; Young, 2019). However, if we roll the clock forward to 2012, "the Central Bureau of Statistics in the Netherlands[ repeated that research, and ...] What they found was that there were only about 1,000 of those definable professions[ left: ...] like dentist, English teacher, nurse, those type of things; and - if you can believe it - 23,000 of those vague roles (Lengelle, 2019; Young, 2019).

In 2018, the consultancy firm AlphaBeta produced a report For Tertiary Education Commission - aka TEC - to help guide departmental policy. The research team analysed over a million New Zealand job ads and identified six career clusters, as follows (AlphaBeta, 2018):

1. Inventors "have technology and business skills, alongside creativity and problem solving"
2. Organisers have "service-oriented and administrative skills"
3. Healers "have caregiving expertise and some administrative and corporate skills"
4. Operators have "manual skills, good communication skills and a positive attitude"
5. Engagers "have sales skills combined with deep interpersonal skills"
6. Crafters have "sophisticated industrial skills and organisational skills" (AlphaBeta, 2018, p. 5; Betts, 2024, p. 18).

The result of this is that employers are unwise to seek narrow, overly-defined skills to fit a candidate to a particular job. Instead we should hire on broader transferrable, interdisciplinary skills, and assume, as the report found, that training for one job has portability to another 12 (AlphaBeta, 2018, p. 5). 

This should help employers find fewer skill gaps. It may also encourage recruiters and employers to write more accurate job descriptions. 

In addition, our systems may put a lot of pressure on school leavers to pick their career, rather than to begin experimenting. Other actions that young people can take are: networking, internships or job shadowing, working part-time, and trying many roles for potential fit (Betts, 2024). 

It all sounds so easy. 

Sam

References:

AlphaBeta. (2018). Hidden Links, New Opportunities: How big data and job clusters can improve the 1.2 million job matches in NZ each year [report]. https://www.tec.govt.nz/assets/Reports/49efa6f071/Hidden-Links-New-Opportunities-Report.pdf

Betts, R. (2024, August 31). Just the Job. New Zealand Listener, 34, 16-21.

Lengelle, R. (2019). Scared, Lost or Confused? Develop Your Warm Inner Compass through Career Writing [webinar]. CERIC. https://ceric.ca/wp-content/uploads/2019/07/Reinekke-Lengelle-Presentation-CERIC-Webinar-Career-Writing-2019.pdf

Young, S. (2019, October 14). The growth in vague roles. https://www.samyoung.co.nz/2019/10/the-growth-in-vague-roles.html

read more "Career clusters and vague roles"

Avoiding the anxiety zone

The term 'status' refers to our position in society, or our value to society (de Botton, 2005). That status might spring from a legal, professional, or social base (de Botton, 2005): our 'worth' as an artisan or creator, for example, might over time become iconic; or fade from the social gaze. It is our societies which confer status on desired people - e.g. warriors, priests, or seers - but in the West, we seem to venerate making money (de Botton, 2005). Having high status brings benefits: money; more resources than others; respect; and - potentially - self-importance (de Botton, 2005).

Being viewed as high status may be openly sought - such as in the USA - but may not be sought in all nations (de Botton, 2005). For example, the answer to the question "what do you do?" tends to give us a speedy idea of a person’s societal status (Inkson et al, 2015), yet in a society such as New Zealand, where we have societal values of egalitarianism and equality, the question may be asked and answered simply out of interest.

The idea of status then leads us onto status anxiety (de Botton, 2005). This is the fear that we fail to meet society's standards of success; worrying we will lose social respect if we fall behind what is 'expected' of citizens (de Botton, 2005). Our anxiety can be triggered by job transitions, by over-comparison with others, or through social pressure (de Botton, 2005); either real or imagined.

It seems to me that status anxiety is where we see our self-worth as EXTRINSIC to ourselves, instead of being intrinsic. That perhaps we worry too much about the 'look' of things, and not enough about the content (form over substance). If we are anxious, we tend to be reluctant to try new things; to make suggestions, or to ask those around us for help (Edmonson, 2022). Our anxiety may paralyse us (Edmonson, 2022). This can be compounded if we are working in an environment where we are watched over and tightly controlled; in a climate of negativity (Daft, 2007). In such situations our anxiety may increase, potentially leading to burnout.

There are connections between "status anxiety and job dissatisfaction" where, if "status anxiety reduces" we "could potentially increase job satisfaction and, in turn, employee performance and productivity" (Keshabyan & Day, 2020, p. 9). With more workplace trust, we can move ourselves from the anxiety zone into the learning zone, where we are able to collaborate, to innovate, and to learn by guided trial and error (Edmonson, 2022). We end up in a positive workplace (Daft, 2007).

And a positive workplace works for all of us.

Sam

References:

Daft, R. L. (2007). The Leadership Experience (4th ed.). Thomson South-Western.

de Botton, A. (2005). Status Anxiety. Penguin.

Edmonson, A. C. (2022). Psychological Safety Does Not Equal “Anything Goes”. https://amycedmondson.com/psychological-safety-%e2%89%a0-anything-goes/

Inkson, K., Dries, N., & Arnold, J. (2015). Understanding Careers (2nd ed.). SAGE Publications, Inc.

Keshabyan, A., & Day, M. V. (2020). Concerned whether you’ll make It in life? Status anxiety uniquely explains job satisfaction. Frontiers in Psychology, 11, 1523, 1-12. https://doi.org/10.3389/fpsyg.2020.01523

read more "Avoiding the anxiety zone"

Using images in education

I was asked by a student where they could find pictures which are 'free' for them to add to their forum work. Our learning platform has a picture tab, which takes students to a paid website (STOCKi). The student wanted to know if there was somewhere they could find free images (graphics or photographs).

This was is a really interesting question. And as far as I am aware, for education purposes in New Zealand, we have a 'fair use' agreement. My interpretation of this is that, (a) as long as we cite an author/owner we can use items for illustrative purposes, providing (b) there is no commercial gain; i.e. we couldn't then publish a book afterwards using whatever it was without obtaining and paying for the proper permissions.

There are few levels of protection for image/models/graphics. Firstly there are royalty free images - which are still within copyright, but we don't have to pay a fee to use them for fair use. Then there are public domain images - which are now out of copyright, so may be used (but it is polite to ask if they will be published). And lastly creative commons images, which are those intentionally created free of copyright for public use. But, regardless, all images should be (a) cited, and (b) referenced if we use them in our academic work.

Come ideas for images we CAN use - and cite/reference - are as follows:

1. The images supplied within the Microsoft Office suite as the copyright has been negotiated by that company
2. Those images or graphics we have created ourselves, or gathered from our travels. I have used Google Photos for years, so can search for particular terms and find some of my own images... then label them as "author's own" when I use them. See, for example, the composite image accompanying this post where I searched for "road", also containing one Microsoft image
3. The copyright free images online at places such as https://www.123rf.com/free-images/ https://openverse.org/ https://unsplash.com/license (this site has a great explanation of what we are allowed to do with images) and https://archive.org/ and many other sites
4. Search an term in Wikipedia, then see if the accompanying images have a creative commons 4.0 licence (open access)
5. Do a Google search such as "winding road, creative commons", then filter for images (rather than "All") 
6. Go to Google maps, and find a section of winding road, and take a screenshot of the terrain view. 

Also, if we find an image in a book, online or otherwise where it is not explicit that it is creative commons or public domain (i.e. it is the property of an entity or person), we should ask permission to use it; regardless of whether the use is for profit or not. 

It is very easy to send a quick email to an academic or a website to ask - and, in my experience, they usually say yes :-)

Sam

read more "Using images in education"

Eight important PD reasons

In Aotearoa New Zealand, we are beginning to entwine Western, Māori and Pasifika models of practice in career development. PD becomes even more important for us so we can measure and maintain practice standards, adapt to new models, and ensure that we practitioners are well-equipped to meet the diverse needs of Aotearoa (Hay et al, 2022). It is expected that lifelong learning will ensure that we practitioners remain competent and responsive to those evolving standards (Fenwick, 2009). 

To carry on our exploration (earlier posts here) as to why continuing professional development - CPD or PD - is important in career development, here are eight reasons:

• Collaboration: establishing long-term and enduring communities of practice is important for the future of career development in Aotearoa. What is also interesting is that if we use practice logs collaboratively, we can use our recorded impressions to learn from each other (Glennie et al., 2017), but collaboration need to be long-term to be effective. We need sustained PD investment to ensure that we practitioners are truly prepared for the evolving demands of our profession (Hay et al., 2022).
• Cultural competence: we expect career practitioners in Aotearoa competence in working with Māori, to reflect our commitment to Te Tiriti o Waitangi. We need PD in order to develop and maintain our cultural responsiveness, and to integrate Māori practice models - such as Te Whare Tapa Whā (here) - or Pasifika models - Kakala (here) - in our work as New Zealand society continues to evolve.
• Training & supervision: training is a key component of career development practice, giving our new practitioners expert, supported hands-on experience. It appears that field trainers in social work often lack formal training in adult learning and teaching principles (Hay et al., 2022) and I am pretty certain that career development is similar. Industry supervisors also require ongoing PD in order to supervise ākonga appropriately, to use current and proven training techniques such as problem-based learning, creativity strategies, and real-world applications (Glennie et al., 2017).
• Professional identity: our career practitioner professional identity is important, often acheived via a professional organisation. Networking is particularly important for academic and industry supervisors, who may feel isolated or undervalued. We all need to connect with our people; to feel normal; to share similar experiences and to ask important questions during PD sessions.
• Changing work: our profession faces significant challenges, including high workloads, limited resources, and the need to balance client delivery against ākonga supervision. PD can provide solutions for field supervisors and practitioners to more effectively balance both (Hay et al., 2022). Using practitioner logs was found effective to help embed practice changes amongst STEM teachers via reflection (Glennie et al., 2017). This areas also encompasses policy change: where we see the world of work getting out of step with governmental policy, we need to advocate for our profession (Glennie et al., 2017).
• Innovation: the dynamic nature of the world of work requires practitioners to stay abreast of new research, methodologies, and sound practices. Seeking technology aids, ideas, practices and frameworks from fields outside our own can provide new applications for existing models. PD helps us to integrate new practice knowledge, encouraging innovation and improving client outcomes.
• Rules: our professional organisations (CDANZ and CATE) either mandate or encourage CPD. CDANZ uses a stick by auditing member PD logs every three years or so: CATE uses a carrot by organising member PD alongside with a lunch throughout the year. However, reflection should remain a key tool for ensuring that our practice benefits from the PD we undertake (read more here)
• Risk Management: PD plays a key role in maintaining practice standards, developing quality measures and keeping us awake to both clients and practitioner safety: collectively these assist us to navigate complex ethical and legal issues, manage risks, and effectively respond to challenges (Glennie et al., 2017; Hay et al., 2022).

We must remain competent, culturally responsive, and capable of providing high-quality and innovative services to the diverse populations we serve (Glennie et al., 2017; Hay et al., 2022). When we invest in ourselves via PD, our profession is better able to address current challenges, foster innovation, and uphold its commitment to social justice, decent work, and enable our workers to contribute to the knowledge-economy (Glennie et al., 2017).

All important. 

Sam

References:

Fenwick, T. (2009). Making to measure? Reconsidering assessment in professional continuing education. Studies in Continuing Education, 31(3), 229-244. https://doi.org/10.1080/01580370903271446

Glennie, E. J., Charles, K. J., & Rice, O. N. (2017). Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices. Science Educator, 25(2), 88-96. https://files.eric.ed.gov/fulltext/EJ1132090.pdf

Hay, K., Chilvers, D., & Maidment, J. (2022). Chapter 13: Aotearoa New Zealand Field Education Practice. In R. Baikady, S. M. Sajid, V. Nadesan, M. R. Islam (Eds.), The Routledge Handbook of Field Work Education in Social Work (pp. 203-218). Routledge. https://doi.org/10.4324/9781032164946-17

read more "Eight important PD reasons"

Keyboarding macrons for Te Reo

In Aotearoa there are three official languages: English, sign and Māori. In Te Reo Māori, we indicate how long the vowel - the 'standard' English five of a e i o u - is by using a diacritical - in this case, a macron. Some of us will put in Microsoft Office auto-corrects so that a word keyed in without a macron will correct to a word with a macron: others will simply copy the word from a repository to ensure that the Reo is correct.

However, there is a slightly easier way (and it is only slightly easier): we can set up a Māori keyboard (Deitsch, 2021). What we do is:

1. Click on the language icon on our taskbar (e.g. "ENG"), selecting "Language Preferences" from the pop-up menu
2. Under the "Preferred languages" area, select "Add a language" and key in "Maori". Select the Te Reo Māori option
3. Then click "Next" and "Install" (Deitsch, 2021).

Once we have installed the Māori language option, we can then switch between keyboards by clicking on the taskbar language to switch to Te Reo Māori (i.e. change from "ENG" to "MRI"). And from there, we can create our macron vowels by keying the "`", or the grave diacritical key (which is the lower case option on the tilde key), letting go, then keying our vowel (Deitsch, 2021). 

So to restate with an example: key `then a = ā

Deitsch (2021) also notes that sometimes when switching between keyboards, the macron may take two goes to action. We just need to bear with it. 

A solution of sorts: and if anyone has any other, truly easier solutions, I would love to hear them!

Sam

References:

Deitsch, R. (2021, September 10). How To Type Latin Macrons (The Easy Way). Livia. https://booksnbackpacks.com/how-to-type-latin-macrons/

read more "Keyboarding macrons for Te Reo"

To do action lists to embed CPD

With digital technologies, accessing continuing professional development (CPD or PD) is easier than ever (Drude et al., 2019). The challenge, however, lies in ensuring that our PD is sticky: that we get value from the effort of self-development, and the opportunity cost that this has in our busy lives.

But it is not only ensuring that the learning stays with us: how do organisations assess how effective our learning has been? Because, despite decades of research, accurate assessment of effective training seems to continue to elude the professional development field (Drude et al., 2019; Thalheimer, 2024). Professional development assessment is "inadequate", with most - read "90%" of - programmes using what are known as 'smile sheets', which focus on superficial yet measurable attributes of speaker performance and premises over meaningful learning outcomes (Drude et al., 2019, p. 457). It is also difficult to track whether there were meaningful changes in participant knowledge, skills, or attitudes over time (Drude et al., 2019; Thalheimer, 2024). How many courses have we completed where there has been a follow-up survey some months later (Drude et al., 2019)? I think I remember one such course survey in my career, and I would roughly complete over a hundred hours of PD annually.

To stay current in our practice, we need lifelong learning. If we don't, each year our clients progress further and further away from our practice abilities, culture, language and technology level. To ensure then that we stay relevant, we need PD: and our professional development activities must add value to our practice. And if we can't meaningfully assess whether our upskilling is doing what it should, why would/should we continue doing it?

Additionally, what if we are undertaking self-directed learning? How do we assess our learning in that case: without any framework, not even smile sheets? Rather than simply taking notes, a potential approach could be to create and periodically review action-oriented to-do lists. This moves us from comprehending material to taking action and building our learning into our practice (Drude et al., 2019). We focus instead on making practical changes, working with our clients, to apply our learning (Drude et al., 2019). Although this is a suggested solution for self-directed learning, I think this is a solution that works for any training: we practice it.

Further, the Career Development Association of New Zealand has a great set of skills and experience we need in a competency framework (online here; see image accompanying this post; CDANZ, 2025). We can use the framework to evaluate where our practice needs a bit of a refresh, and seek out appropriate training. This doesn't need to be complicated: it could be as simple as popping an annual note in our diary to find training in a particular topic area.

Even action-oriented to do lists are relatively easy to organise: if we use a hardcopy diary or planner, write the action on a post it note and move it back each week until we have practiced the item. If using a digital diary, create an event and do the same. This is not inappropriate 'practicing' on clients: this is a considered exploration with an appropriate client, trying a new method together, and to see if it adds value to the client, and to you. Co-discovery of potential solutions, in a safe and measured way.

Good luck with practicing good practice!

Sam

References:

CDANZ. (2025). Competency Framework. Career Development Association of New Zealand. https://cdanz.org.nz/ModularPage?Action=View&ModularPage_id=27

Drude, K. P., Maheu, M., & Hilty, D. M. (2019). Continuing professional development: Reflections on a lifelong learning process. Psychiatric Clinics, 42(3), 447-461. https://doi.org/10.1016/j.psc.2019.05.002

Thalheimer, W. (2024, October). The New LTEM Reveal [slide deck]. https://woexgg.clicks.mlsend.com/tf/cl/eyJ2Ijoie1wiYVwiOjIzMTM0NCxcImxcIjoxMzc4ODY5NDMwMDk1NzIxODQsXCJyXCI6MTM3ODg2OTU2NDk2MzU2NDIxfSIsInMiOiJmZTNiZTVhMzVlMzVhY2UwIn0

read more "To do action lists to embed CPD"