Informal learning counts: why CPD is more than courses and certificates

"I haven't done any CPD this year."

It's something professionals say surprisingly often.

But when you ask what they mean, the answer is usually:

"I haven't been on any courses."

No webinars with certificates.

No formal qualifications.

No structured training days.

So they assume they haven't completed any continuing professional development (CPD).

But consider what they may have done instead.

They've read updated professional guidance.

Learned how to use a new system.

Received advice from an experienced colleague.

Researched a problem they'd never encountered before.

Mentored someone.

Developed a new process.

Reflected on a mistake and changed how they work.

All of these experiences may have involved meaningful professional learning.

Professional development doesn't only happen when someone delivers a course. It happens whenever you purposefully develop relevant knowledge, skills or professional practice.

The challenge is recognising that learning, recording it appropriately and understanding when it satisfies formal CPD requirements.

In this guide, we'll explore what informal learning means, examples of activities you may be able to record, how to write useful reflections and how to keep evidence without creating unnecessary administration.

What is informal learning?

Informal learning is learning that takes place outside, or alongside, a formally structured education or training programme.

It can happen through everyday professional experiences, independent research, conversations, problem-solving and reflection.

Unlike a formal qualification, informal learning doesn't necessarily involve:

• A set curriculum.
• A training provider.
• A scheduled course.
• A formal assessment.
• A completion certificate.

For example, a manager might improve their understanding of effective feedback by observing a colleague, reading professional guidance and applying new techniques during team conversations.

No formal course was required.

But relevant learning may still have taken place.

Informal learning versus formal learning

Formal learning	Informal learning
Usually follows a structured programme	May emerge through work or independent study
Often has predefined learning outcomes	Learning outcomes may be identified through reflection
May involve formal assessment	May not involve formal assessment
Often provides completion evidence	Evidence may require personal recording
Examples include courses and qualifications	Examples include mentoring, reading and workplace problem-solving

Neither approach is automatically better.

Formal learning can provide structure, specialist teaching and recognised qualifications.

Informal learning can support continuous development and help professionals respond to real workplace challenges.

Most careers benefit from a combination of both.

Does informal learning count as CPD?

Yes, informal learning can count as CPD, provided it meets the requirements of the relevant professional body, regulator or employer.

Many CPD frameworks recognise some forms of self-directed, informal or work-based learning.

However, requirements vary.

Some professional bodies accept a broad range of activities.

Others specify eligible categories, minimum requirements, evidence standards or restrictions on particular types of learning.

For example, a professional body may require a certain amount of structured learning, reflective activity or learning related to particular professional standards.

Therefore, it's important to distinguish two questions.

Question 1: Did professional learning take place?

An activity may genuinely improve your knowledge, understanding or skills.

Question 2: Does that activity satisfy my formal CPD requirements?

That depends on the rules that apply to you.

An activity can be professionally valuable without necessarily being eligible for a particular CPD submission.

Always check the current requirements of your professional body before claiming formal CPD hours or credits.

20 examples of informal learning you May be able to record as CPD

Informal learning can take many forms.

The following examples illustrate activities that may contribute to professional development where they are relevant and permitted under the applicable CPD framework.

Professional reading and research

1. Reading updated professional guidance

Reviewing changes to standards, regulations or recommended practice relevant to your role.

2. Reading industry articles

Exploring developments, new approaches or emerging challenges in your profession.

3. Reading professional books

Developing knowledge through relevant professional literature.

4. Reviewing research

Exploring evidence that could inform your professional decisions.

5. Researching a new workplace problem

Investigating an unfamiliar issue and identifying an appropriate solution.

Learning from other people

6. Receiving mentoring

Learning from the experience and guidance of another professional.

7. Providing mentoring

Developing your own understanding through explaining concepts and supporting someone else's development.

8. Shadowing a colleague

Observing professional practice and reflecting on relevant techniques.

9. Participating in professional discussions

Exploring professional challenges, approaches or developments with peers.

10. Receiving and acting on feedback

Identifying areas for improvement and applying relevant feedback.

Workplace-based learning

11. Learning a new system

Developing relevant digital or technical skills through purposeful learning and practice.

12. Completing a stretch assignment

Taking on a new responsibility that develops your capabilities.

13. Reviewing a challenging workplace situation

Reflecting on what happened and identifying improvements.

14. Developing a new process

Researching and implementing an improved approach to a workplace activity.

15. Participating in a structured improvement project

Developing relevant skills through planning, collaboration and problem-solving.

Sharing and applying knowledge

16. Delivering a professional briefing

Preparing and explaining relevant information to colleagues.

17. Creating a guidance document

Researching a topic and developing a useful resource.

18. Teaching colleagues

Strengthening your own understanding through preparation and explanation.

19. Reflecting on professional practice

Reviewing your approach and identifying changes based on experience or evidence.

20. Completing independent learning activities

Using suitable resources to develop knowledge or skills without attending a formal course.

These examples are not a universal list of automatically eligible CPD activities.

The relevance, learning involved and applicable requirements all matter.

What doesn't automatically count as CPD?

This is where professionals need to exercise judgement.

Not every activity completed during the working day is professional development.

For example:

• Attending a routine meeting without any meaningful learning.
• Repeating a familiar task without developing new knowledge or skills.
• Reading an unrelated article.
• Completing ordinary administration.
• Watching a video without a relevant professional learning purpose.
• Claiming the entire duration of a work project as learning time without a justified basis.

Some routine activities may still lead to genuine learning.

But the learning should be identifiable and relevant.

A useful test

Before recording an activity, ask yourself:

1. What was the professional learning purpose?
2. What did I actually learn?
3. How is it relevant to my role or development?
4. What evidence or reflection can support the entry?
5. Does it meet any applicable CPD requirements?

If you cannot identify any meaningful learning, it may not be appropriate to record the activity as CPD.

The difference between doing something and learning from it

Consider two professionals attending the same meeting.

The first attends, contributes to routine discussion and returns to work.

The second encounters an unfamiliar issue, researches the relevant guidance and identifies a new approach that they subsequently apply.

Both attended the meeting.

But the second person can identify a specific learning experience.

This illustrates an important principle.

The presence of an activity doesn't automatically establish that professional development occurred.

A useful CPD record should describe the learning, not simply the event.

How to record informal learning in your CPD log

Recording informal learning doesn't need to be complicated.

For many activities, a consistent structure is enough.

The six elements of a useful CPD entry

Field	What to include
Date	When the learning took place
Activity	What you did
Duration	Relevant learning time, where required
Learning	What knowledge or skills you developed
Reflection	Why the learning matters and how it relates to your practice
Evidence	Appropriate notes, references, documents or other records

Some professional bodies may require additional information.

Others may use different terminology or reporting formats.

Example: professional reading

Activity: Reading updated guidance on information security.

Date: 13 October 2026.

Duration: 30 minutes.

Learning: Improved my understanding of how to identify and report potential information security incidents.

Reflection: I recognised that I needed to clarify the reporting process used within my organisation.

Application: I reviewed the relevant internal procedure and confirmed the correct reporting route.

Evidence: Source reference and reflective notes.

This is more meaningful than simply writing:

"Read an article about information security."

Five informal CPD reflection examples

One of the most common difficulties with informal learning is knowing what to write in the reflection.

Here are five examples showing how different activities can be recorded.

Example 1: learning from a colleague

Activity: Shadowed an experienced colleague during a project planning meeting.

What I learned: I observed how they clarified responsibilities and checked that participants understood their actions.

Reflection: I recognised that my own project meetings sometimes end without sufficiently clear ownership of tasks.

Next step: I intend to introduce a short action summary at the end of future meetings.

Example 2: learning through professional reading

Activity: Read professional guidance on effective feedback.

What I learned: Explored approaches to giving feedback that is specific, constructive and linked to observable behaviours.

Reflection: I identified opportunities to make my feedback more focused.

Next step: Apply the techniques during upcoming development conversations and review their effectiveness.

Example 3: learning through mentoring

Activity: Participated in a mentoring conversation about career progression.

What I learned: Developed a clearer understanding of the experience and capabilities associated with my intended career path.

Reflection: I recognised that I have relevant experience but need more opportunities to demonstrate leadership responsibilities.

Next step: Discuss suitable development opportunities with my manager.

Example 4: learning from a workplace challenge

Activity: Reviewed a project that did not meet its original deadline.

What I learned: Identified how unclear responsibilities contributed to delays.

Reflection: I recognised the importance of agreeing task ownership at the beginning of a project.

Next step: Use a clearer responsibility allocation process for future work.

Example 5: learning through teaching others

Activity: Prepared and delivered a short briefing on a new workplace procedure.

What I learned: Preparing the session helped me identify gaps in my understanding and clarify the relevant process.

Reflection: I recognised that colleagues needed more practical examples than I had originally planned.

Next step: Include short workplace scenarios in future briefings.

These examples show how relatively ordinary professional activities can become useful reflective records.

The important point is to describe genuine learning rather than inventing outcomes to make an activity appear more significant.

What evidence can you use for informal CPD?

One reason informal learning is often overlooked is that it doesn't always generate a certificate.

But certificates are not the only possible form of evidence.

Depending on the activity and the relevant requirements, supporting evidence might include:

• A link to professional guidance.
• Notes from professional reading.
• A reflective account.
• A mentoring record.
• An appropriate project summary.
• A resource you developed.
• A presentation or briefing.
• A record of feedback.
• A professional development plan.
• Relevant assessment or observation records.

Example: mentoring

You may not receive a certificate after a mentoring conversation.

But a dated reflective note could explain the topic, what you learned and the development actions identified.

Example: professional reading

You may not receive formal confirmation that you read a guidance document.

But you can record the source, date, relevant learning and how it influenced your understanding.

Example: workplace project

You may be able to use an appropriate project summary or reflective account.

However, avoid uploading confidential documents, personal data or commercially sensitive information without proper authority.

Evidence should support the accuracy of your CPD record, not create unnecessary information-sharing risks.

How many CPD hours can you claim for informal learning?

There is no universal answer.

Some professional bodies specify how learning time should be calculated.

Others distinguish between structured and unstructured activities or use different approaches to measuring CPD.

Where recording hours is appropriate, a sensible starting point is to record the actual time spent on relevant learning.

For example:

Professional reading: 30 minutes spent reviewing relevant guidance.

Mentoring: 45 minutes spent in a purposeful development conversation.

Independent research: 60 minutes spent investigating a relevant professional issue.

However, you should not assume that every minute of a normal work activity can be claimed as CPD.

Example: a five-hour project

Imagine you spend five hours completing a project.

During that time, you spend one hour researching an unfamiliar method and learning how to apply it.

It may be more appropriate to record the identifiable learning activity rather than automatically claiming the full five hours.

The correct approach depends on the relevant CPD framework and the nature of the activity.

Record learning time accurately and follow the rules that apply to your profession.

Why informal learning matters for career development

Formal qualifications and courses can provide important knowledge and recognised credentials.

But many professional capabilities develop through experience.

Consider leadership.

Someone may complete a leadership qualification and gain valuable theoretical knowledge.

They may then develop further through:

• Leading meetings.
• Managing competing priorities.
• Receiving feedback.
• Supporting colleagues.
• Resolving workplace challenges.
• Reflecting on decisions.

These experiences can help translate knowledge into practice.

The same applies to communication, problem-solving, technical skills and professional judgement.

Informal learning can reveal your strengths

A consistent CPD record can help you recognise patterns in your development.

For example, you may discover that you've gained considerable experience in:

• Supporting colleagues.
• Managing projects.
• Improving processes.
• Using new technology.
• Solving operational problems.

These experiences may be useful when preparing for appraisals, updating your CV or considering future roles.

However, recording an activity is not the same as independently verifying competence.

Your record should accurately describe what you did and learned.

Why managers should recognise informal learning

Managers sometimes focus development conversations almost entirely on courses completed.

But employees may be developing important capabilities through everyday work.

For example, a team member might have:

• Supported a new colleague.
• Led an improvement project.
• Learned a new reporting tool.
• Developed a useful process.
• Researched a complex customer issue.

These activities can provide valuable evidence of professional growth.

Questions managers can ask

During one-to-one meetings, consider asking:

1. What have you learned since our last conversation?
2. Have you encountered any new challenges?
3. What skills have you developed through your work?
4. Have you received feedback that changed your approach?
5. Is there anything you've learned that could benefit the wider team?

These questions can help make professional development a continuous conversation rather than something discussed only after a formal course.

The danger of treating CPD as an hours-collection exercise

CPD hours can be necessary for professional compliance.

But they don't automatically demonstrate the quality or impact of learning.

Imagine two professionals.

One completes ten hours of training but makes no identifiable changes to their practice.

Another completes a shorter learning activity, applies a useful technique and reflects on the result.

We cannot conclude that one is necessarily more competent from those details alone.

But the example shows why recording the learning outcome can be just as important as recording the duration.

A more meaningful CPD question

Instead of asking only:

"How many hours have I completed?"

Also ask:

"What have I learned, and what difference has it made?"

This encourages professional development to focus on understanding and application, not simply attendance.

How to build a habit of recording informal learning

The biggest challenge with informal CPD is often remembering to record it.

Formal courses provide obvious prompts.

You complete the course and receive a certificate.

Informal learning rarely has such a clear ending.

Try the 'learn it, log it' habit

When you complete a meaningful learning activity:

Step 1: Identify what you learned.

Step 2: Record the activity and date.

Step 3: Add the relevant duration, where required.

Step 4: Write a short reflection.

Step 5: Keep appropriate supporting evidence.

For straightforward activities, this may take only a few minutes.

More substantial learning experiences may require longer reflections.

The aim is to capture the information while it's fresh rather than reconstruct it months later.

Add a monthly review

Set aside fifteen minutes each month to:

• Check recent learning.
• Add missing activities.
• Review reflections.
• Organise evidence.
• Identify future development priorities.

This helps prevent the last-minute CPD panic that many professionals experience before reporting deadlines.

How WorkplaceHero helps you record informal CPD

WorkplaceHero's free individual CPD log is designed to support professional development beyond formal courses.

You can maintain a structured record of relevant learning activities, including informal and workplace-based development.

Record different types of learning

Capture professional reading, mentoring, workplace learning and other relevant activities alongside formal training.

Reflect on what you've learned

Document the knowledge, skills and insights gained through professional experiences.

Build a continuous development history

Maintain a personal CPD record that remains useful as you progress through your career.

Review your development

Use your learning history to support professional reflection and identify future priorities.

Explore advanced insights with PassportPro

PassportPro provides additional professional development analytics, credential management and career development functionality.

The individual CPD log is free for life.

You don't need to pay for a course to begin recording meaningful professional development.

Start your free WorkplaceHero CPD log

Informal CPD recording checklist

Before adding an informal learning activity to your record, check:

• The activity was relevant to my professional development.
• I can identify what I learned.
• I recorded the date accurately.
• I recorded an appropriate duration, where required.
• My reflection explains why the learning matters.
• I have included appropriate evidence where available.
• I have not included confidential information without authority.
• The activity meets any applicable CPD eligibility rules.
• I have identified any useful next steps.

You don't need to turn every workplace conversation into a CPD entry.

Focus on genuine learning that contributes to your professional development.

Frequently asked questions

Does informal learning count as CPD?

It can. Many CPD frameworks recognise relevant informal or self-directed learning, but eligibility depends on the professional body, regulator or employer.

Can reading articles count as CPD?

Yes, professional reading may be eligible where it is relevant and permitted by the applicable CPD framework.

Can listening to podcasts count as CPD?

Relevant professional podcasts may count under some CPD frameworks. Check the requirements and record meaningful learning rather than simply listening time.

Does mentoring count as CPD?

Mentoring may contribute to professional development for both mentors and mentees, depending on the learning involved and applicable requirements.

Can everyday work count as CPD?

Some work-based activities may involve eligible professional learning. Routine work does not automatically count simply because it takes time.

Do i need a certificate for informal CPD?

Not always. Depending on the requirements, reflections, notes, source references or other appropriate evidence may be acceptable.

How do i write an informal CPD reflection?

Explain what you did, what you learned, why it was relevant and how you applied or intend to apply the learning.

How many CPD hours can i claim for informal learning?

This depends on the relevant CPD framework. Where hours are used, record eligible learning time accurately and follow the applicable rules.

Can i use informal CPD for professional registration?

Possibly. Check the specific requirements of your professional regulator or membership body before including activities in a formal submission.

Is WorkplaceHero's CPD log free?

Yes. WorkplaceHero offers a free individual CPD log, with additional premium features available through PassportPro.

Final thoughts: you May be learning more than you realise

Professional development doesn't only happen in classrooms, courses or formal training programmes.

It happens when you research an unfamiliar problem.

When you learn from a colleague.

When you receive feedback.

When you reflect on a difficult experience.

When you discover a better way of doing something.

These experiences can contribute meaningfully to your professional growth.

The challenge is recognising them and recording them appropriately.

Formal learning remains important.

Qualifications, specialist training and structured assessment may be essential for particular roles.

But they are only part of the wider professional development journey.

You don't need a certificate for every learning experience. You need to recognise what you've learned, understand its relevance and keep an appropriate record.

Record your informal learning with WorkplaceHero's free CPD log

Related reading

• Recording informal learning properly: a practical guide
• 100 CPD activities that count, organised by type
• CPD evidence examples: what to keep and how to present it
• The 15-minute monthly habit that accelerates careers