Formal Continuing Professional Development (CPD) is structured learning with clear objectives, often externally validated, such as accredited courses, workshops, or university modules, resulting in a certificate or qualification. Conversely, informal CPD is unstructured, self-directed learning integrated into daily work, like private study, on-the-job training, or reading industry articles, which is logged through reflective practice, with the UK’s CPD Standards Office estimating that up to 80% of learning is informal.
The Crux of Continual Development in the UK #
Continuing Professional Development (CPD) is the systematic maintenance, improvement, and broadening of knowledge and skills necessary for professional roles across the UK. For sectors like architecture, engineering, and finance, it is not merely a preference but frequently a mandatory requirement imposed by professional bodies such as the Royal Institute of British Architects (RIBA) or the Institution of Civil Engineers (ICE). Understanding the distinction between its two core streams—formal and informal—is paramount for effective career progression and compliance.
The fundamental difference lies in structure, accreditation, and evidence. Formal CPD is typically about acquiring new, certified knowledge through a structured process, whereas informal CPD focuses on applying and reflecting on knowledge acquired through experience and self-direction.
Unpacking Formal CPD: The Structured Path #
Formal CPD is characterised by its organised nature, external validation, and verifiable outcomes. It represents a commitment to structured learning that is often required to meet professional standards.
Key Characteristics and Examples #
- Structure and Planning: Formal CPD events are pre-planned, syllabus-driven, and delivered in a structured environment. This includes lectures, accredited training courses, structured workshops, and university-level modules.
- External Validation: Crucially, formal CPD activities are typically validated or accredited by recognised professional bodies, educational institutions, or third-party certifiers like the CPD Certification Service. This stamp of approval is vital for showing that the content meets a defined quality standard.
- Data Point: A study by the Professional Development Consortium indicates that accredited CPD (a key formal metric) is consistently rated highly by participants for its relevance and impact on job performance compared to non-accredited training.
- Assessment and Evidence: Formal learning usually culminates in a tangible outcome. This may be an examination, an assessed assignment, or, at the very least, a certificate of attendance or qualification. For instance, a RIBA-approved CPD presentation results in a verifiable certificate and learning points.
- UK Focus: In the UK, bodies like the Chartered Institute of Building (CIOB) or the Solicitors Regulation Authority (SRA) stipulate minimum hours of formal CPD. The SRA, for example, previously required solicitors to complete 16 hours of mandatory CPD per year, a requirement which has now largely shifted towards a system of reflective practice, though formal elements remain central to many firms’ training budgets.
The Value Proposition #
Formal CPD offers deep dives into specific topics, ensuring a high level of factual accuracy and compliance with current UK standards, such as Building Regulations or British Standards. It ensures all participants receive the same, verified information, mitigating the risk of knowledge gaps or misinformation.
| Formal CPD Activity | Format/Method | UK Professional Relevance |
| Accredited Technical Course | Classroom or Virtual Lecture/Workshop | RIBA, ICE, RICS mandatory topic compliance. |
| University Module | Assessed Study, Written Assignment | Attainment of specific industry certifications. |
| Manufacturer CPD Presentation | Structured, Certified Seminar | Understanding product-specific compliance with UK standards. |
Understanding Informal CPD: Learning by Doing #
Informal CPD is the spectrum of self-directed, flexible learning activities that occur naturally in the professional’s day-to-day life. It is crucial because it allows professionals to adapt, apply, and deepen their understanding in real-time, matching learning directly to immediate needs.
Key Characteristics and Examples #
- Flexibility and Self-Direction: This learning is initiated by the individual to meet a specific, often immediate, professional need. It lacks a predetermined structure or syllabus and is entirely in the hands of the learner.
- Integration with Work: Informal CPD happens on the job. Examples include reviewing technical literature, engaging in reflective practice after a project review, mentoring a junior colleague, or participating in a non-accredited industry webinar.
- Evidence and Reflection: The key to transforming informal activities into verifiable CPD is reflective practice. Unlike formal CPD’s certificates, informal learning requires the professional to log the activity, detail what they learned, and critically assess how that learning will be applied to their future work. The CPD Standards Office estimates that an incredible 80% of workplace learning is informal, highlighting its sheer volume.
- Immediate Relevance: Because it’s often triggered by a problem or a new project requirement, informal learning is generally highly relevant and immediately applicable. For example, an architect researching the U-value of a specific insulation material for a current project is engaging in highly valuable, informal CPD.
The Value Proposition #
Informal CPD drives innovation and problem-solving. It allows for the absorption of knowledge at the pace and context required by the job. While not externally certified, its immediate applicability makes it a powerful catalyst for in-role improvement.
The Blurring Lines: A UK Compliance Perspective #
While the theoretical distinction is clear, the practical application of CPD in the UK often sees the two types merge.
CPD Schemes and Mandatory Requirements #
Professional bodies increasingly adopt a mixed approach, often moving away from strict minimum hours towards a focus on outcomes and reflection.
- RIBA’s Mandatory Core Curriculum: RIBA requires its Chartered Members to complete a minimum number of CPD hours annually, with a mandatory 100 points, of which at least 30 must be from the 10 mandatory core curriculum topics. These core topics often necessitate formal, verified content to ensure compliance and consistency across the profession.
- The CPD Cycle: A widely accepted UK model for logging CPD, regardless of type, is the four-stage cycle: Identify, Plan, Act, Reflect. Formal activities primarily cover the ‘Act’ stage, whereas informal learning is often a continuous loop from ‘Identify’ to ‘Reflect’ and back again. A comprehensive professional development portfolio must showcase both the structured input (formal) and the applied output (informal).
The FRAKT Perspective: Beyond the Labels #
From a strategic communication standpoint—which is key for manufacturers providing CPD—the distinction is less about the label and more about the cognitive friction.
- Formal as Signalling: Formal, accredited CPD acts as a strong signal of credibility and rigour. For a manufacturer, having a course accredited by a body like the Chartered Institution of Building Services Engineers (CIBSE) provides immediate trust and lowers the perception gap for architects and engineers. It’s a structured learning intervention.
- Informal as Context: Informal learning thrives on readily accessible, context-specific information—the manufacturer’s website technical guidance, detailed CAD drawings, or well-written technical articles. If a professional needs an answer now, the quality of the informal resource (clear, concise, accurate) determines if the learning is effective. The strategic goal is to turn the informal search into a credible, self-directed learning path.
The two are not rivals; they are complementary drivers of competence. Formal CPD builds the foundational, certifiable knowledge base, while informal CPD ensures that knowledge remains fluid, relevant, and applicable to the ever-changing demands of a construction site or a design office in the United Kingdom.
| Feature | Formal CPD | Informal CPD |
| Structure | Organised, syllabus-driven, pre-planned. | Unstructured, self-directed, spontaneous. |
| Validation | Externally accredited (e.g., CPD Standards Office, Professional Bodies). | Internal reflection and application, no external certification. |
| Evidence | Certificates, qualifications, exam results. | Reflective journals, activity logs, documented application. |
| Examples | Accredited training courses, assessed university modules, structured webinars. | Reading technical standards, on-the-job problem-solving, mentoring, industry articles. |
| Primary Goal | Acquisition of certified, verifiable new knowledge. | Application, adaptation, and deepening of existing knowledge. |
The Power of Both #
Effective professional development, especially in technical fields, requires a deliberate balance. An architect might attend a formal course on the new Part L Building Regulations (formal) but will then spend countless hours in the design office researching and comparing specific product data to meet those regulations on a project (informal). The initial, structured input makes the later, flexible research efficient and informed. Therefore, a modern professional’s CPD portfolio must not just log activities, but demonstrate the impact of both the formal depth and the informal breadth.
To maximise your professional growth in the UK, embrace both the certified rigour of formal CPD and the adaptable, on-the-job wisdom gained through logged informal learning activities.
