I love learning.
But over the years, I have become increasingly interested in what happens after we learn something.
We can attend a training, understand the material, complete the evaluation, receive the certificate, and still return to our work without changing very much.
That does not necessarily mean the training lacked value.
It may mean we have confused exposure to knowledge with development of a skill.
Knowing is different from doing
The CDC describes professional development as a process that should strengthen people's ability not only to obtain knowledge and skills, but to retain and apply them. Follow-up support is specifically recommended to help transfer learning into actual practice. CDC
A 2024 scoping review of health professionals reached a similar conclusion. Participation in continuing professional development does not automatically result in changes in routine practice. Opportunities to apply the learning and conditions within the workplace matter. PubMed Central (PMC)
That makes sense to me.
We would never expect someone to become skilled at playing an instrument because they attended a lecture about music.
Many helping skills are no different.
Listening.
Reflecting.
Setting boundaries.
Managing conflict.
Using Motivational Interviewing.
Supporting recovery.
Supervising another professional.
These require repetition.
Choose less. Practice more.
One challenge after a good training is wanting to implement everything.
I have found it more useful to choose one thing.
One reflection skill.
One question.
One boundary.
One communication habit.
One way of responding differently.
Then deliberately practice it.
The AP4L Practice Loop
Here is a simple process I like:
CHOOSE
What is one skill I want to strengthen?
PRACTICE
Where can I intentionally use it?
NOTICE
What happened when I tried?
REFLECT
What worked? What felt difficult?
ADJUST
What will I change next time?
REPEAT
Practice it again before moving on to the next skill.
This is where learning begins becoming embodied.
Not because we memorized it better, but because experience has started teaching us how to use it.
Feedback matters too
Sometimes we cannot see our own habits clearly.
That is where supervision, coaching, peer learning, role play, and feedback can become valuable.
SAMHSA's peer competencies include using supervision for reflection, recognizing one's limits, examining personal motivations and reactions, and seeking opportunities to increase knowledge and skill. SAMHSA
Professional development is therefore not simply about taking the next course.
Sometimes development means staying with one skill long enough for it to change the way we practice.
Putting It Into Practice
Think about the last training, book, supervision conversation, or workshop that taught you something useful.
Now ask:
What is one thing from it I have actually practiced?
If the answer is "nothing yet," that is not a reason for judgment.
Choose one thing.
Give yourself a place to practice it this week.
Then reflect on what happened.
For me, that is where continuing education begins becoming continuing development.
Sources and Further Reading
CDC, Professional Development Follow-Up Support. CDC
CDC, Professional Development Practices. CDC
2024 scoping review on transferring CPD learning into professional practice. PubMed Central (PMC)
SAMHSA, Core Competencies for Peer Workers.
