Quick Guide (with examples) to the
Credit Accumulation System for CPD
Introduction
Professional in Practice (formerly the PQ Framework) is
the new professional development framework for social
work. It continues to recognise the NI Post Qualifying
awards and includes a new credit accumulation system
to recognise a wider range of training and learning.
Triple your PRTL
The Credit Accumulation System for Continuous Professional Development (CPD)
provides a way for you to maintain post registration training and learning (PRTL).
Time spent on learning activities can be used to achieve credits that may be
exchanged for requirements in the new Professional in Practice Framework to
achieve professional awards. When you have accumulated 100 credits you can
consider claiming a professional requirement.
Credit Accumulation Formula 2 + 1
1 hour learning activity & a brief reflective analysis = 2 learning credits.
Demonstrate impact of professional development & claim an additional 1 credit
per hour = demonstration of implementation of learning on: (choose 1 or more as
appropriate)
•
Service Users and Carers
•
Self (development of new skill /knowledge or further development of existing
skill/knowledge)
•
Service (e.g. developing and implementing a new service)
•
Supplementary (teaching/training, leadership within social work locally or
nationally)
May 2015
pg. 1
This guidance is aimed at helping you consider how you make the most of your
professional development and claim professional credits. It is designed to be flexible,
tailored to your own professional development needs and career path. The guide is
not intended to be prescriptive; the following examples are to help you consider how
you can apply this system to make the most out of your training and learning.
This system is best suited to small bite-sized pieces of learning, for larger pieces of
learning the current individual assessment route (IAR) might be more appropriate.
The important aspects to the credit accumulation system are:





increasing the linkage between CPD and reflective supervision
credits being based on the value of the learning and including a record of
reflection and learning points
developing practitioners across the context of their professional practice
maintaining a record of learning and reflection for external scrutiny
that multiple methods of learning are appropriate
Examples of learning activities:
Example 1
Attendance on 1 day training on direct payments (DP) with reflective analysis
= 12 credits
 Practitioner made contact with a local (DP) champion within the Trust and
gained further advice and support.
 Following training, practitioner reviewed her cases and believed that a
number of service users would be eligible for direct payments. She spoke to
the service users and introduced the concept of DP. This option was not
taken up by all, however, a number of service users were happy to take up
the use of DP.
 This has resulted in an additional 5 referrals for DP. This learning and the
subsequent reflection was examined within supervision, recorded within
supervision records and verified by her line manager/professional supervisor.
 Therefore, because the practitioner was able to identify that she had applied
the learning (demonstration of implementation of learning on service users
and carers, self and service) she was able to claim an additional 1 learning
credit for each hour of such learning activity = 6 credits
Total credits claimed = 18
N.B in this example one training day equates to 6 hrs
May 2015
pg. 2
This practitioner was able to log key learning from the training, it challenged some
preconceptions that she had about direct payments and promoted her to consider
this new learning in light of her own caseload. She proactively followed up the
learning after the training day and made links with someone within her organisation
who provided her with additional knowledge and support. The culmination of this
learning was that she was able to integrate a new model of work into her practice
with clear outcomes for the service users.
Example 2
Attendance on 2 day training on neglect with reflective analysis of key learning
= 24 credits
 After the training, the practitioner reviewed difficult cases within the team in
particular past concerns that had come to her attention.
 From this, as well as the team discussion, she was able to identify the
cumulative impact of neglect in two cases specifically, which resulted in referral
to a specialist project.
 This learning and the subsequent reflection was examined within supervision
and recorded within supervision records and verified by her line
manager/professional supervisor.
 Because the practitioner was able to identify impact (demonstration of
implementation of learning on service users and carers, self and service) she
was able to claim an additional 1 learning credit for each hour of such learning
activity = 12 credits
Total credits claimed = 36 credits
This practitioner was able to log key learning from the training. She further
developed her knowledge about child neglect and was able to re-assess her
caseload. She also consulted with the team who supported her to consolidate the
new learning. She formulated a clearer assessment that incorporated the cumulative
effect of neglect and gained confidence to refer the case through to the single point
of entry team who then instigated a child protection investigation. This learning and
the subsequent reflection was examined within the team and supervision and was
recorded within supervision records.
May 2015
pg. 3
Example 3
Attendance at a 1 day conference focussed on Leadership within the social work
profession with reflective analysis of key learning = 12 credits
 Manager attended a seminar within the conference that promoted a model of
reflection eg. (Houston 2013).
 After the conference the manager read the model in more detail and introduced
it to the team, presenting key elements of the model.
 She also tested the model in two supervision sessions and reflected on key
learning. This learning and the subsequent reflection was examined within
supervision and recorded within supervision records and verified by her line
manager/professional supervisor.
 Because the manager was able to identify impact (demonstration of
implementation of learning on self and service) she was able to claim an
additional 1 learning credit for each hour of such learning activity = = 6 credits
Total credits claimed = 18
This Manager attended a 1 day conference and focussed specifically on 1 seminar
as the key learning. She spent time after the conference reading about a model that
had been presented in relation to reflective social work. She introduced the model to
her team and applied it to a small number of supervision sessions. She used the
learning from this to consider how to integrate it into her role as manager within the
team.
Example 4
Attendance at a 1 day training on Restorative Interventions with reflective analysis of
key learning = 12 credits
 At the training the practitioner completed an evaluation to identify how they might
use the new learning. This was discussed in supervision (staff member and line
manager). They reflected on the training outlining how they had progressed their
evaluation steps and intended actions as a result e.g. “ as a result of attending the
training I have considered how I will use a restorative perspective in reviewing
case plans with 5 individuals I supervise”
 At second monthly supervision the staff member and line manager discussed the
impact of applying the new knowledge – “as a result of incorporating restorative
interventions into my supervision plan I have evidenced a change in engagement
with 3 service users and introduced community based support links – the
extended family are able to engage with a wider network of help services”. = 12
credits + 6 = 18 credits with application.
May 2015
Total credits claimed = 18
pg. 4
This practitioner attended a 1 day in house training event and he was able to
develop his knowledge of using restorative principles within a prison environment.
He consulted with his line manager and presented this information within the multidisciplinary team incorporating prison officers and psychologists. In order to
consolidate his new learning he was able to agree action steps for supervision plans
which involved victim awareness work and cognitive behavioural approaches to
address the consequences of offending behaviours. Through reflection on actions he
was able to evidence the outcomes of the new learning through caseplans and
referrals to other community based resources and his supervision minutes recorded
his ongoing reflection and application of learning.
Example 5
Attendance at 1 day audit of RoSH assessment and recording in relation to prison
based assessments (Risk of Serious Harm Audit) with reflective analysis of key
learning = 12 credits
 At the audit participants completed evaluation tools to audit PBNI objectives re
RoSH assessments and recordings.
 At monthly supervision the line manager discussed their refection on the audit
process and preliminary findings with Assistant Director – discussion
addressed practice issues for their staff and consideration of action steps to
address change or maintenance of targets– proposals were agreed for
bringing this information to the team members / wider PBNI staff groups
 Manager presented the information to her staff team and monitored agency
records within her team area – using team meetings to develop gaps in
application and supervision with individuals to support reflective practices she
cascaded her recent knowledge and learning to the team. Specific actions
steps were identified for the team – including additional training activities and
continued team support. = 12 credits + 6 = 18 credits with application.
 Because the manager was able to identify impact (demonstration of
implementation of learning on self and service) she was able to claim an
additional 1 learning credit for each hour of such learning activity = 12 credits
+ 6 = 18 credits with application.
Total credits claimed = 18
May 2015
pg. 5
This area manager considered the learning from previous managerial training which
had been used to claim PiP programme requirements and used this to reflect and
apply the learning from conducting an audit including the research base which
underpinned such investigation. She was mindful of recording her developmental
activities in the supervision minutes with her Assistant Director but also through
minutes of team meetings with staff and the cascade of information sharing through
individual supervision. Through contributing to the evaluation of the research base
created through the audit process she demonstrated contribution to the working
situation both within her own team and the wider organisation.
In all of the above examples the registrant would be expected to ensure the
following:
 a record of the developmental activity
 personal learning acquired from the activity
 relevance to his or her working situation
To claim the impact factor (credit × 1) the practitioner/manager would be expected to
include a ‘demonstration of application of new learning’.
NISCC offers a range of products to support social workers and their employers to
engage with the Framework.
They are all free and available to access on the NISCC website
Introduction to PiP - An interactive guide using Prezi software that outlines the
detail of how to make best use of PiP
PiP Credit Accumulation Guide - A short animation that describes the PiP credit
accumulation
PiP Verification of Learning Guide - A short animation that supports line managers
to verify learning as part of credit accumulation
Reflective Practice: A Model for Supervision and Practice in Social Work Reflection
is central to on-going learning and development. Use of the model provides a
structure that supports reflective learning and encourages evidence-based practice.
For further information and development updates on PiP please visit the
NISCC website: www.niscc.info
May 2015
pg. 6