Continuous professional development and employee performance in humanitarian organisations, a case study of UNICEF South Sudan.

Abstract

The study investigated the impact of Continuous Professional Development (CPD) on employee performance at UNICEF South Sudan. The study was guided by three specific objectives; i) to examine how structured CPD /participatory-active based learning influences employee performance; ii) to assess how reflective continuous professional development /passive learning influences employee performance; and iii) to determine how informal CPD/self-directed learning influences employee performance. Using a mixed-methods approach, data were collected from 97 staff members through questionnaires and from 10 key informants through interviews. Quantitative analysis revealed that CPD collectively had a statistically significant effect on employee performance (F(3, 93) = 4.218, p = .008), leading to the rejection of the null hypothesis. Among the three types, only reflective CPD was a significant individual predictor of performance (β = .325, p = .012), highlighting the value of lectures, reading, and reflection in enhancing knowledge retention and consistency. While structured CPD especially simulations and group exercises was positively associated with teamwork and technical accuracy, it was not statistically significant. Similarly, informal CPD, though widely practiced and linked to innovation and adaptability, did not significantly predict performance. Most employees reported improvements in technical skills (68.0%), task effectiveness (88.7%), and productivity (77.3%), though efficiency gains were more varied. Qualitative insights confirmed that simulation training improved response times, reflective practices enhanced reporting accuracy, and peer-based learning accelerated problem-solving. The study concluded that CPD is a key driver of performance, particularly when reflective and active learning are combined. It recommended a blended CPD model, with improved alignment to job roles, guided reflection, recognition of self-directed learning, and better digital access to maximize workforce effectiveness in challenging humanitarian settings.