Stand-out moments from the LawNet Conference 2017

Yet again Jane Armytage and I had loads of fun exhibiting with Athena Professional at the brilliant LawNet conference which ran last Friday, 10th November 2017.  The calibre of the speakers was outstanding.  I felt it was a day that raised awareness; there is a burning platform and the its starting to get warm under foot!

Many excellent things were said.  Twice I practically jumping out of my seat and cheering and once I was just fascinated to watch the audience open up and engage.  Here are my three stand-out moments:


Keith Coats made it plain that CONTINUOUS LEARNING is where it’s at.  Oh Yes! Music to my ears!   I was inwardly jumping up and down.  Why?  Because, there is a huge opportunity to leap-frog over the sheep-dip training mentality and jump straight into equipping people to embrace change, to drive it, because they are permitted to think, to be creative and try out new ways of working.

Coats’ rationale was compelling; exponential change is only just getting under-way.  In other words if you think the world is complex and fast-moving now, you ain’t nothin’ yet!  The pace of change will become so ferocious that the ability to respond, to be adaptable and nimble, is going to be more important than robust strategic thinking and detailed planning, “You cannot plan your way into exponential change – plans give the illusion of control”.  Ouch!  That’s a powerful message for a room full of people who are used to being in complete control.

Coats prayed in aid the case of Netflix who sold billions of DVDs in the 1990s before recruiting a couple of former Amazon execs who told them the future was streaming film.  The business turned on a sixpence.  Within months they stopped making DVDs and began streaming.  It just so happens that Netflix was the topic of conversation in my house recently.  At one point both my teenagers chimed, “Mum! Everybody’s got a Netflix account!”

Surely the idea of ditching a brilliant business model must have seemed ridiculous to Netflix at first. However, Keith Coats related the words of Jim Dator, “Any useful idea about the future should appear to be ridiculous”, although the rider to that is, “not all ridiculous ideas are useful”!! That idea was captured in the cartoon record of the day created by Chris Shipton..

Are we willing to learn, to take risks and engage with ideas which might seem ridiculous?


To my absolute joy, THE RULE OF LAW got a mention from Sophie Adams-Bhatti.  She asked the audience to raise their hands if they thought it was important.  Most did.  Earlier in the day Keith Coats had concluded by suggesting that people need hope and the world needs a shared sense of a higher purpose.  Well, well!  The legal sector does not need to look very far for its higher purpose.  As Adams-Bhatti observed, the Rule of Law is a crucial pillar of a democratic society.  Amen to that.


Dr Brian Marien drew us into the subject of “Emotional Literacy” in the afternoon.  It was fascinating to see this room of senior lawyers given permission to think about their feelings and behaviours.  It has been my repeated experience that established professional people feel deeply concerned, vulnerable, even ashamed, about revealing that they do not know everything, that there are some skills they have not mastered, or that they or their colleagues demonstrate some behaviours of which they are not proud.  And yet I am certain that acknowledging the truth of that sort of sentiment is the starting point for so much that is so necessary to the profession.

If you would like to see the Twitter feed of the day go to #LNConf for lots of quotes and observations.

It is worth saying that the event is beautifully run by Helen Hamilton-Shaw and her team.  The venue, Heythrop Park in Oxfordshire is magnificent.  The whole day has such friendly, good vibe, its real pleasure to be there.  This was our fourth year of exhibiting.  I think we’ve worked with about a dozen LawNet firms now, so there are lots of people it is good to see and to catch up with, and plenty more to get to know.

I should also thank Chris Marston for giving Athena Professional a name-check during his introduction for our experiential approach to learning about performance management.  It is one aspect of continuous learning which is important and there is so much opportunity for more!


Strategy, expectation and … action?

I keep hearing the same story from all sorts of different businesses; we’ve done the thinking, we’ve got a strategy that everyone agrees with… but nothing has changed!  Amongst those who are leading changes in business structure and profile there is bafflement:  Surely people can see the imperative?  Why do they keep doing the same things they have always done?

It reminds me of the old joke; how many psychotherapists does it take to change a light bulb?  One, but the light bulb has got to want to change.

And there is the conundrum; getting people to change behaviour ought to be easy.  No one is being asked to get into astrophysics overnight.  It should not be that difficult.  But it is.  Moving beyond rhetoric and into action requires individuals to choose to do something differently.

I’m special

OccasionallOld professor with a green apple on top of his head.y I hear about an individual who is driving everyone mad by simply not towing
the line.  Perhaps they refuse to use a new management system or they never turn up to events.  This person believes themselves to be special or different from everyone else.  They are convinced that in some way their situation is exceptional, i.e. change should apply to everyone except them.

Dealing with this person is hard, because fundamentally it means trespassing on the individual’s sense of who they are.  If they are rigidly adhering to a particular practice or excluding themselves from something, then it is likely that the behaviour serves some underpinning value or belief which will need to be tackled if they are to stay in the business.  Not an easy prospect.

The long grass

However challenging the maverick individual is, at least they are visible and the way to manage the situation is fairly easily identified, even if it is unappealing.

Perhaps a more difficult challenge arises when the majority of people pay lip service to the importance of change.  Quite quickly a kind of organisational paralysis sets in.  Those championing change get frustrated; those resisting change may be unaware of the impact of their intransigence, because don’t see the connection between agreeing to a strategy and implementing it through the way they think and act on a daily basis.  Soon the idea of change begins to be a drag.

Creatures of habit

I habitually Habits Trianglemake tea using a teapot.  I am aware that there are other (inferior) ways of making tea, but left to my own devices I’ll do what I always do.  I know that the tea tastes better if brewed in a pot.  I know that reduces the temperature of the liquid.  I have learned that if I warm the pot and the cup I can keep my tea hot.  Doing those things is easy and I chose to do them.  I like making tea this way, because I like hot tea.  I have the knowledge, the skills and the attitude required to make a really good cup of hot tea.  I routinely adapt when I’m out and about.  I can drink tea made in the mug.  I change my expectations and behaviour to suit the occasion.

Ok, there’s not much at stake in my example.   It is true though, that we default to our behavioural preferences most of the time whatever the activity in question is.  Being able to flex our behaviour to adapt to new demands involves being aware of our default position and consciously choosing to shift our ground.  Being self-aware and aware of impact of one’s behaviour on others is a starting point for change.

Time & investment

Creating changes in behaviour takes time and investment.  It requires a planned approach.  People need the opportunity to make changes in their daily work, and they need their efforts rewarded when they do.  Individual and collective evidence of success is crucial.

Bringing strategy alive

Our best successes in bringing strategy alive have been with organisations which are willing to address knowledge, skills and attitudes.  That openness enables us to use online learning, class-room based experiential learning and coaching to ensure that people;

  1. Know what they need to know and
  2. Have a chance to try out new skills and
  3. Are challenged and supported as individuals to make changes

Usually when we are delivering these programmes I have to make my tea in the cup, but you can’t have everything.

How your firm can embrace the millennial generation’s ways of learning

First Published July 2015 – Reproduced by kind permission of Managing Partner 

Lawyers who embrace technology are the most likely to figure out profitable ways of working in future. Early exposure to all things digital puts the millennial generation at a natural advantage. Lifting the barriers between learning, knowledge management, and networking, they have the right attitude and the skills to succeed.

Many lawyers have assimilated technology into their daily practice without fundamentally changing their behaviors. They tend to be late adopters who use apps, Google, Skype, and other digital media as useful tools, add-ons, and shortcuts. Digitally savvy millennials do not simply use technology; they live by it. For all early adopters, social media is not a selection of useful tools; it is a way of communicating which is as natural to them as speaking. The “’97ers”, those born into a digital age, do not need to consider how to integrate new digital learning tools into their day-to-day activities; they have used technology to connect, share, and receive feedback all their lives.

Julian Stodd, a consultant, author, and speaker on learning and technology, describes the emerging use of informal, social learning communities as a mechanism for people to come together, “to make sense of problems through collective co-creation of meaning, through discussion and debate, challenge and support” (i) (see Figure 1).J Stodd picture

Figure 1: How we arrived at social learning, copyright by Julian Stodd, 2013.

Embracing this way of being is a huge challenge for organisations steeped in traditional approaches to learning. Some people struggle to engage with the cultural transformation wrought by technology; its impact is an historical phenomenon of which we have no previous collective experience. Access to the printed word was revolutionary, but the effect of William Caxton’s printing press, introduced to Western Europe in 1476, played out over hundreds of years, through the Reformation, the rise of liberal democracy, and public education. Facebook came along in 2004 and has over a billion users. Access to information, to learning and development, is taking shape in a radically new way. As yet, we have only a limited grasp on how the internet will affect the way we live, work and learn, but we know the change has started and that the pace of change will only quicken.

Law firms that do not engage with this change are likely to be left behind. Some firms seek to inhibit the impact of technology by blocking the use of social media at work as a distraction, or making its use a violation of firm policy. In closing down this kind of activity, they are also closing down the creative thinking that goes with it. The danger is that the thinkers will stop thinking, or go elsewhere.

Learning in harmony

Learning and development is ideal territory in which peace and harmony can break out over the use of technology; people can find common identity in coming together using readily accessible media to learn from and with each otherFor those used to being in charge, this requires a shift in mindset, a dose of humility, and a willingness to take risks, but digital learning will be a defining characteristic of successful legal practices in future.

The immediate imperative to embrace the use of digital learning is driven by three key factors:

  1. Expectation

Student satisfaction statics are driving universities to focus on the student experience, including using the digital resources to personalise learning. Using virtual learning environments, universities are able to “wrap the institution round the learner”[ii]. Libraries have been replaced by “learning centers” in which the use of technology is not distinguished from any other part of the learning experience.


As universities raise the bar on learning experience, so the onus passes on to the employer to continue to deliver on graduates’ expectations. Graduate employees, trained to use technology to collaborate and solve “academic” problems, are likely to be disconcerted and feel disempowered if they are not able to access similarly sophisticated resources when they are dealing with real, workplace challenges.


  1. Compliance

SRA regulations on continuing professional development now permit all kinds of learning activity to be recognised in order to evidence “competence”, including digital learning. To-date this has tended to mean the use of webinars and online courses by traditional CPD providers. Increasingly, firms will come to realise that they can tap into their own in-house expertise through technology. In the future, these initiatives will become better in quality, more user-focused, and more purposeful.


  1. Opportunity

The legal market is ripe for disruption, not just through the provision of existing services online. Completely new ways of framing legal services are on the horizon. Whatever form it takes, disruption is likely to come galloping into the market on the back of technology. Whilst only a few are expert enough to create new technologies, it is open to everyone to use digital formats to connect, collaborate, and generate radical ideas which others can make real.

Putting digital learning to work

Whatever our experience of education, the key idea which unifies generations and types of learner is a belief in the value of learning. Commitment to learning brings people together in ways which can serve individual and organisational goals. The challenge for learning and development professionals is to structure learning to improve performance at work in ways that reflect business priorities and values.

At present, digital learning formats include:

  • Digital resources – E-books, videos, and online materials;
  • Interactive resources – Courses, computer games, and apps;
  • Digital communications – Social media and videoconferencing tools; and
  • Collaborative resources – Digital tools to capture, evaluate, and analyse knowledge and experience (such as Your Big Picture, SenseMaker, and Cynefin Framework).

Some of these are cheap and easy to set up; others require significant investment. Whatever type of technology is used, the real issue is: “What is learning?” The emphasis of learning theory has shifted away from what must be learned. The question now posed is: “How can we integrate and expand the individual’s knowledge and skills in order to transform the practice?” The infinite array of information and experience available via web-based technology takes on a different perspective when seen in that light.

Jon Harman, who pioneered the use of digital media in learning at the University of Law, believes that in future effective digital learning will involve “truly personalised and adaptive learning technology”, which recognises that learning happens each and every day at work. “You start with the learning design”, he says, “and then pick the technology to facilitate accordingly”. Putting learners in control is the way forward. It will allow your firm to tap into the knowledge-sharing and problem-solving functions of digital media. The learning and cultural exchange can be transformative and produce well-developed business cases for new ways of working.

One example of how digital platforms can be used to facilitate the exchange of ideas between generations and grow ideas is the global learning community programmed LawWithoutWalls ( Devised by Michele DeStefano at Miami Law School it tackles, “cutting edge issues at the intersection of law, business, technology and innovation” by bringing together law students, academics, and mentors drawn from legal practice and from business to create business plans for innovative legal “projects of worth”. These are then pitched to a panel of judges, including members of the judiciary, academics, lawyers, entrepreneurs, and venture capitalists.

The “original” program, sponsored by Eversheds, uses in-person events and virtual collaboration. There is also a wholly virtual program, LWOWx, as well as provision for established practitioners to contribute to discussion with thought leaders on key legal issues via digital media.

The way ahead

Notably, mentors involved in LWOW report learning as much as students. Technology can add value for all by allowing people to step outside of traditional frameworks and learn from each other. Younger generations and early adopters of technology are perceived to “own” the digital arena, but they would be baffled by the idea that anyone could feel excluded from it. So, how do you get everyone on board with the concept of digital learning?

In the short term, assess how technology is currently being used in L&D in your firm. Ninety-one percent of L&D leaders say they want to react faster to change, but only 31 percent say they are delivering the benefits they seek. Currently 14 percent encourage learners to share experiences and solve problems using online social media tools[iii].

“Digital capability” is a phrase we will hear increasingly. Historically, digital capability has referred only to IT services, but it is becoming more widely used and includes those responsible for learning and development design and delivery. According to a recent report by Towards Maturity and the CIPD[iv], 3 percent of current L&D teams are in roles that look at social learning and collaborative learning, but 53 percent plan to increase the number of L&D staff involved in this area. The expertise which will make the difference is not the ability to design learning for all; it will be the ability to empower and enable individual learners and communities to create their own learning.

Andy Jones of Honeyboot & Lemon, a consultancy specialising in bespoke learning content, trains people to create their own learning content, a process he calls “democratising learning knowledge”. He sees people of different ages bring different strengths to the learning agenda, “Enabling recent graduates, who are not held back by tradition or hierarchy, to create learning content can be really powerful”. He observes, “Equally, someone who has life experience can see the potential much more widely and is more likely to have the decision-making clout to make a difference.” Both can be effective champions of learning once they are enabled to generate learning content rapidly to share and develop ideas.

Realising possibilities

We are all now familiar with the ability to answer to our questions by “Googling it”. People who have grown up using technology might explore their questions in a different way by tapping into an online community and/or drawing on an online connection – for example, by using a hash tag on Twitter. Alternatively, they could use their question as the basis for a collaborative learning project with key clients. There are a lot of possibilities. Most of us are using digital learning in some ways already; all of us can use it creatively. Can law firms adapt at an organisational level to harness new approaches to learning? Bringing colleagues on board with digital learning requires vision and skill. It will involve:

  1. Getting comfortable with the idea that learners will be in the driving seat in future;
  2. Ensuring L&D staff are trained in the use of digital learning; and
  3. Recognising and rewarding digital learning.

Digital learning is a virtual playground of creativity, collaboration, and innovation. The firms which can attract and keep the leaders and thinkers of the 21st century will be the ones which demonstrate a deep, strategic commitment to learning as a driver for change in practice.


[i] “How we arrived at social learning”, available at

[ii] Prof. Mark Stubbs, Manchester Metropolitan University, writing on

[iii] Towards Maturity, “Modernising Learning: Delivering Results”, 2014.

[iv] “L&D: Evolving roles, enhancing skills”, 2015,

Behaviour the theme at the LPM Conference 2015

150603 NJ & Shaun @LPM conf

Nicola and Shaun Jardine behaving!

Behaviour the theme at the LPM Conference 2015

What made the LPM Practice Management a hit for us?  Turned out it was all about behaviours!  Spot on our big message; use learning & development to get people to behave differently at work in ways that serve your business need.  All day, in every session I attended, from market trends, to risk and compliance, to succession and recruitment, the way people behave at work was the theme.

The chair, Simon Slater, Chief Executive at Thomson Snell Passmore, set the tone at the outset by reminding us that Darwin’s theory of evolution was not that the fittest survive, but those most adaptable to change.  Hurray!

Jez Hopkins, former head of operations at Riverview Law, gave the first presentation of the day, making loads of brilliant observations (see Twitter #LPMConf2015 for more), including the  suggestion that firms need to recalibrate profitability in order to make themselves future proof in the long term.  I challenged him on that (first question of the day!) by observing that a lot of firms want to have their cake and eat it, hoping theirs will magically be the firm to survive.  Jez was unmoved; there is no choice in his view.  People have to be prepared to invest in to doing things differently.

Jez also observed that those with the skills needed to develop legal practices are often not given the decision-making power they need to really make a difference.  This was picked up later by Shaun Jardine, CEO at Brethertons, who made plain his pride in having an executive board with a diverse range of professional backgrounds.  Shaun’s message; you wouldn’t expect the shareholders of M&S to run the business, why expect it to work in a law firm?

Shaun made my day by showing the audience his notebook, the front page of which lists his key goals.  Amongst them are the powerful questions we rehearsed when I delivered some coaching training for the senior team at Brethertons.  Good learning and a great advert for Athena Professional Shaun!  Thank you.

My question to Shaun (I asked a lot of questions) was whether he felt it was worth investing in developing the skills of senior lawyers.  It was almost a rhetorical question, because I knew he would agree that investment is valuable, but again he made the point; there is no choice if you want to survive.

During the session on risk and compliance I was after some confirmation that changing behaviour might have some impact on a firm’s risk profile.  Colin Taylor from Willis Group concurred, he thought that evidence of a learning culture might well be seen in a positive light by insurers.  That, in my opinion, needs to be front and centre in the business case for investment in development.

With a significant number of smaller firms represented, it was interesting to hear a significant level of ambivalence about performance management in the session with Mark Briegal and others on succession planning.  This time I did not ask a question, I made an observation from the floor that all firms, no matter how small, need to know what “good” looks like in their business.

I was intrigued to see that in a show of hands only about half of the 70 or so people in the session said they were conducting appraisals.  So I asked, of them, how many train their staff in performance management?  May be half a dozen people raised their hands.  I asked Mark to comment and he made no bones about it, “Managing people is really difficult”.  The message again; you have to equip people to be able to do it well.

Sara Duxbury and Ed Fletcher from Fletchers Solicitors gave us a masterclass in staff engagement and development.  Sara, an HR professional with a background in retail, came to the firm a year ago and has clearly been a using her new broom to great effect, supported by Ed’s drive to do things in new and creative ways.  He spoke of the value of having great people strategy informed at every level by the firm’s values.  In response to my question (yes, another one!) Sara told us that they have technical and behavioural, competency-based, descriptors for all the roles in the business.  For her it was plain that encouraging the right behaviours forms a huge part of a successful approach to delivering business goals.

Chris Allen and I had already connected over Twitter, but we spoke in person for the first time during his panel session on aligning business to client need.  Chris has now moved on to Periscope – a sort of video version of Twitter – so I am challenged to get into that now.  Chris told us that its time to stop being conservative and cross-sell.  Now there’s an example of the need for attitude and behaviour to align with business need, if ever there was one.

150603 Mark & others at LPM Conf

Old friends and new in conversation

By now, I was on a roll with my questions from the floor.  The pressure was on in the last session of the day.  I have to admit it was a challenge to think of something to ask about cloud computing and disaster recovery, until someone mentioned using collaborative platforms to project-manage tasks.  That was all I needed and I was able to ask a question, because we use Basecamp and Slack to work with clients and partner organisations.  And I got a round of applause for getting a full house on the question front!

We did have a great day; fascinating content which was right up our street, old friends and new, and a well-run event.  Hats off to the LPM team.

Nicola Jones






After cpd hours

This article was first published in the May 2015 edition of Managing for Success, the magazine of the Law Society’s Law Management Section (

The changes to solicitors’ CPD, from an hours-based to a competency-based regime, are now well underway. Nicola Jones outlines the practicalities of compliance with the new system, and the benefits it can bring for firms and the legal sector

Nicola Jones is a specialist in learning and development, and a former barrister. She is a director at Athena Professional ( You can contact her via or @NooJones

From 1 November 2016, new regulations governing solicitors’ continuing professional development (CPD) will come into force, and “time spent” will cease to be a measure of learning. For those who cannot wait that long, it became possible to dispense with the CPD hour on 1 April 2015. Under the new provisions, the Solicitors Regulation Authority (SRA) will focus on competence to practice, supported by evidence of a proactive approach to learning, and the application of learning, including reflection on the use of new knowledge and skills.

In this article, I discuss the implications of these changes, and suggest some practical steps to get underway with implementing them.

The timetable for change

1 November 2014       Accredited trainer status ended

1 April 2015                SRA competency statement & online toolkit published

Move to new CPD regime possible

1 November 2015       Wording of declaration of competence to be published

1 November 2016       First opportunity to make a declaration of competence

Competence-based approach mandatory

The benefits of changes to CPD regulation

Historically, CPD compliance has provided evidence of what solicitors ought to know about a topic. Under the new regime, there is an opportunity for learning to be identified in terms of how solicitors use what they know, not only with regard to legal expertise, but in terms of their broader skills – such as, in their work with clients and colleagues. Ultimately, the market expects service and value, as well as expertise, from its legal service providers. Letting go of the CPD hour offers an opportunity to embrace all that learning has to offer in terms of intellectual and professional excellence.

The change offers individual firms and the whole sector opportunities to:

  • save money, through the use of work-based learning and other learning methods;
  • invest in learning which really makes a difference to day-to-day work; and
  • broaden the learning culture by recognising learning of many kinds.

Compliance with the competence statement

A competent solicitor (as defined in the competence statement) will be one who can meet the requirement of principle 5 of the SRA Handbook, to provide a “proper standard of service”. The indicative behaviours are described in the statement. It gives four key areas of activity it would expect a competent solicitor to address:

  1. self-management
  2. management of others
  3. professionalism and ethics
  4. technical knowledge

The SRA’s toolkit on CPD states that “meeting the competences set out in the competence statement forms an integral part of the requirement to provide a proper standard of service”. However, there are no mandatory criteria in the statement. Competence in all of the elements is not expected. “Compliance”, in this context, means being able to evidence use of the statement as a guide to identify and address learning needs. It is to be used to assess whether the individual, and ultimately the whole firm, is in a position to provide a proper standard of service.

Policing compliance

The SRA’s stated intention with regard to enforcement is that it will be using data from the annual declaration of competence to manage risk. If a firm’s or an individual’s conduct is called into question for another reason, then the SRA be investigating evidence of competence.

Accountability for compliance

Employers and individuals will make a declaration of competence annually as part of the application to renew their practising certificate (wording to be published 1st Nov 2015). The employer is responsible for ensuring a proper standard of service to their clients, including “training their staff to maintain a level of competence appropriate to their work and level of responsibility”. So, at a regulatory level responsibility for competence is shared. In business terms, it stands to reason that those firms who are able to develop and retain the best people are likely to fair best.

Practical steps to achieving compliance

  • Make sure your appraisal system is fit for purpose and use it to identify learning needs, with reference to the aspects of the competence statement which fit with the work the individual solicitor is undertaking.
  • Set up a simple way for individuals to record learning and reflection. A dedicated notebook for each person is adequate, although an electronic format might be preferred. Whatever method you use, you need to record: learning needs, with reference to relevant parts of the competence statement; how learning needs are to be addressed; what has been learned; and how it has been applied.
    • Ensure individuals understand that they must take personal responsibility for their learning from the outset. In particular, be clear that learning records are a matter for each individual, not the hard-pressed compliance officer for legal practice
    • Introduce learning records ahead of time if at all possible, so that you can sort out practical difficulties.
    • Schedule quarterly meetings at which line managers discuss learning with their colleagues.

Relating learning to performance

This may sound like a simple idea, but it is a challenge to tackle the relationship between learning and performance, particularly when many firms rely on hard-pressed senior staff to line manage departments. Here are some steps which will take you beyond simply being able to comply with the regulations.

  1. Define what ‘good’ looks like in your firm

One way to do this is to draft ‘competencies’: short, specific statements which describe desired behaviours. If you already have competencies, they may need to be tweaked to reflect the competency statement.

  1. Identify learning needs

Look at performance in relation to your definition of what ‘good’ looks like. How does the firm match up to that definition as a whole? How does each department match up? Talk to people about their performance, and use appraisal data and line manager feedback to assess learning needs. There are some excellent learning needs analysis tools available, such as 360 appraisal, which can give a rounded view of individual and departmental performance.

  1. Take stock

Be open to the idea that learning may not be the answer! There may be organisational issues affecting performance, which no amount of training can overcome. In order to make sure the firm gets value for money from learning, it needs to be possible for the learning to be transferred to the workplace. If structures or personalities make that impossible, then address those issues.

  1. Define learning outcomes

Be clear about the purpose of learning: what is it intended to achieve? This step is often missed out, but it is a crucial element in the story of getting value from any type of learning investment, whether it is an informal reading exercise, a departmental seminar, or an off-site training event.


Clarity about desired learning outcomes enables you to work out whether a learning activity has been successful. Think about what your learners need, and how the learning activity will serve that need. Encourage each learner to get into the habit of identifying their personal learning outcomes, because it helps them to take responsibility for their learning and helps to structure reflection.

  1. Relate learning outcomes to learning activities

Under the new CPD regime, a wide range of learning activities will be recognised (see box [opposite]). This provides a brilliant opportunity to identify and articulate learning which routinely occurs in the workplace. It will mean firms save money, and it encourages a learning culture, including recognising new ways of deepening legal expertise, as well as other elements of professional conduct.

Freeing up the learner is a tremendous thing, if the individual understands the learning process and takes responsibility for their own development. Some people may, however, find being held accountable for their learning challenging. Some line managers may find it hard to manage resistance, so equip your people with the self-management skills they need in order for the business to get maximum benefit from learning.

Learning activities

Learning Activities are now broadly drawn, and include:

  • face-to-face or ‘formal’ learning;
  • peer-led seminars and discussions;
  • file reviews;
  • coaching and mentoring;
  • delivering training; and
  • using social media as a learning resource.
  1. Make reflection part of the learning process

Reflective practice is an important part of the learning process. Look for learning design which:

  • engages with learners in advance;
  • provides opportunities to consider application as part of the learning; and
  • follows up the learning activity over time.

In this way, reflection can rightly be located within the learning process, rather than as a time-consuming adjunct. The opportunity for lasting impact on performance is also significantly increased if learning is revisited over time.

Focus on management capacity

At first blush it may seem that recognising a range of learning activities will make it easier to satisfy CPD regulations.  However, it is clear that the SRA will be looking for evidence that specific learning needs have been identified and effectively addressed.  Firms will need to rely on their department heads to deliver effective performance management, good line-management in respect of learning and, ideally, the ability to act as a role-model for the desired competencies.  With that capacity in place, compliance with the new CPD regulations can, and should, become incidental to the effort of offering outstanding legal services.




Reflection & cpd compliance

What is reflective practice?

Reflective practice is a way of capturing how much learning an individual feels they have achieved and working out what is left to do.

Why does reflective practice matter?

  1. The SRA have said they will be looking for evidence of reflective practice if they have cause to investigate an individual or a firm’s competence  AND
  2. It is an important part of the learning process AND
  3. It promotes individual responsibility for learning

So reflective practice matters to compliance with new cpd regs?

Yes, although it would be wrong to think that reflective practice alone will be enough to satisfy the new regs.

How do I get my colleagues on board with reflective practice?

If they are up for using this as an opportunity to make the most of cpd, you could engage them in building reflection into all that you do around performance and cpd.

If you need a big stick, you could remind them that the SRA rejected the idea of re-accreditation, so they might like to go along with this much less onerous approach.

If people are still in mourning for the cpd hour, you could state the obvious and point out that its is a goner (and by the way only 8% of firms responded to LETR consultation about cpd).  The argument is lost and this is the new reality.

Is reflective practice a Good Thing?

A lot of lawyers are used to didactic learning; learning by being told.  By its nature, many aspects of learning at work are experiential; about learning by doing.   Thinking about what you learn and why is half the battle towards actually using new learning in the course of a working day.  So, yes, reflective practice, done well, is a Good Thing.

Kolb’s learning cycle describes the learning process:

KolbA good reflective log will capture all the elements of this process and help the individual to consider how much they have actually taken on board and are able to use.  For some templates go to RESOURCES

If we do reflection well, is that enough for compliance?

Probably.  The SRA has provided examples which suggest that it would do, but the process has not been tested through inspection yet (and it only will be if other problems arise first).

If you do want to use this as an opportunity to review why and how you do cpd consider:

  • The business purpose of learning
  • How learning can be introduced, transferred to the work-place, re-enforced, developed, supported and recognised.
  • What evidence you will need to demonstrate the success of learning (and the fact it was worth the time and money).

Next steps

Introduce reflective practice for specific events first, well before the deadline for change under the new regs comes into force.

Use a structured approach.

Start as you mean to go on and make it the learner’s job to complete reflective or other learning logs from the outset.  Use peer reporting to encourage accountability (and discussion of learning?) and/or set-up routine meetings with line managers to discuss performance and learning.

All of this makes much more sense if you begin by looking at what your business needs and work out a learning strategy which delivers on those needs.

Stategy, cpd, outcomes.pptx



SRA CPD Requirements – The Challenge

The real challenge about complying with the new SRA CPD requirements is the need for solicitors to think about learning in a new or different way.

That does not sound like a big stretch, but in fact, because they are incredibly busy people, many do not take time to consider their learning needs in any depth.  Knowing the latest legal developments is crucial, in fact is requires no thought at all to identify that learning need.  Clients expect their lawyer to be an expert.

What may distinguish a law firm is the way the business works and the value it offers.  Behind that goes a host of ability and learning which is harder to identify, acquire, and much, much harder to deploy.