Building a Culture of Professional Development in the Courts

by  Katie Hempill

Introduction

Professional development is the continuous process of learning and upskilling that enables people to adapt to changing environments, take on new responsibilities, lead more effectively, and grow in their careers. In the courts, professional development carries a particular importance as courts bear a unique public responsibility: upholding the law, serving the public, and maintaining public trust. To succeed, courts need skilled, engaged, and adaptable staff. This article examines what professional development entails, why it matters in courts, how to design and implement a program suited to available resources, and how to address common challenges.

What Professional Development Really Means

Professional development is often used synonymously with training. While training typically addresses immediate job-related skills — such as learning a new case management system — professional development is broader. It prepares staff for future roles, cultivates interpersonal and leadership skills, and reinforces organizational culture. It is ongoing learning that improves how we work — through new skills, expanded perspectives, and personal growth.

For example, a workshop on Microsoft Excel may build technical proficiency. When paired with opportunities to apply data analysis and coaching on presenting findings, that same workshop becomes part of a larger professional development journey.

Courts can use both structured and flexible approaches to support growth. Structured approaches include formal training such as workshops, online courses, leadership programs, and certification tracks.  Flexible approaches are informal learning opportunities like mentoring programs, job shadowing, or self-directed study.

Importantly, a strong professional development program does not solely focus on technical skills and job-specific training, but also includes interpersonal skills, leadership skills for both existing and aspirational leaders, and skills that are valuable to the court’s organizational culture.

The essential point: Professional development is not a one-time event but a sustained culture of learning. A well-designed professional development program will enable individuals and the organization to adapt to changing needs and expectations.

Why It Matters in Courts

The government’s changing responsibilities require a more highly skilled and agile workforce. Courts specifically play a unique and vital role in public service, with high standards of accountability and a public-facing mission. They need to see their employees as their biggest assets, fundamentally important in pursuing their goals while improving and maintaining the public’s trust and confidence in the judicial system. Courts face evolving demands, from adopting new technologies to addressing shifting public expectations. Professional development strengthens the institution in several key ways:

1. Retention and engagement. Investing in professional development helps retain top talent and boosts employee engagement. Research shows retention rates rise significantly in organizations with strong learning cultures. Staff who feel supported in their growth are more engaged and less likely to leave.1

2. Skill growth and adaptability. Ongoing training and learning opportunities improve employees’ knowledge, competencies, and adaptability. Reskilling (learning new skills to take on a different role as a response to changes in organizational needs) and upskilling (advancing skills within their current role) existing employees are often more effective than hiring externally.  Continuous learning ensures staff can adapt to new systems and policies.

3. Organizational efficiency. Well-trained employees work more efficiently, reduce errors, and deliver better service to the public. In the courts, this not only streamlines case processing but also helps ensure the proper allocation of scarce resources while minimizing delays and improving overall public trust in the judicial system.

4. Leadership pipeline. Leadership transitions are inevitable. Courts with structured development programs cultivate future leaders, reducing disruption and ensuring continuity. Without these opportunities, employees often become disengaged. Research shows that workers are more likely to feel like they do not have the ability to advance in their current role when their company does not provide a mentorship program, skills development opportunities, internal mobility, or clear career path guidelines.2

5. Public confidence. Competent, professional staff instill public trust. When employees see their work making a positive impact on citizens, job satisfaction and engagement also rise.3 Investing in staff, therefore, enhances both internal operations and external credibility.

When courts invest in people, they invest back. Professional development boosts retention, sharpens performance, and ensures continuity in leadership — all of which support public trust and court excellence.

Building a Professional Development Program

A successful professional development program is a collaborative effort between the human resources (HR) department, the management team, and a dedicated training team. HR contributes their expertise on talent management, performance evaluation, and compliance. Administration allocates resources and supports the program. The training team designs and delivers the learning content.  The training team can include staff specifically hired for this purpose, or courts may form cross-unit working groups to identify training needs, propose initiatives, and coordinate resources. This inclusive approach distributes responsibility and fosters shared investment in success.

By bringing together different functional areas, the program can leverage the unique expertise and perspectives of various stakeholders to create a comprehensive and effective professional development offering. Ensuring shared ownership and buy-in from all stakeholders helps to align the program with organizational goals and facilitate its integration into the court’s culture.

A tailored program begins with understanding staff needs. Useful tools for performing a needs assessment include:

  • Data review: Engagement survey scores and key performance indicators. Starting metrics show where improvements are needed and help gauge the effectiveness of a training program.
  • Leadership input: Consultations with judges, administrators, and managers. Leaders can provide input on where there are opportunities for training and how the program can best meet the needs and goals of the leadership team.
  • Performance reviews: These highlight recurring skill gaps. HR’s collaboration is vital in providing this information to the training team without divulging individual performance issues.
  • Employee feedback: Surveys, focus groups, or skills assessments. This ensures the program reflects the experiences and priorities of the people it is designed to support.

Combining multiple assessment methods provides a well-rounded understanding of organizational needs to shape the professional development program.

Once the needs assessment is complete, a learning plan connects opportunities to organizational goals. Plans may be court-wide, department-based, or individual.  A learning plan outlines the topics, format, and order of development activities. It links growth to the court’s mission and staff performance.

When developing a learning plan, start with the end in mind: what should staff know, do, or feel differently after participating?  Clear goals help design meaningful programs, so the first step is defining the objectives.

Next, establish short-term and long-term goals. Some aspects of a program will take a long time to design and implement. What can be accomplished immediately?  In the next year?  What may take a while to put together?

Then, identify the training topics, ensuring that they align with organizational needs. Topics should be tied back to the needs identified in the assessment that has already been performed. The plan should be aligned with employee performance goals and organizational objectives including goals in the strategic plan and the court’s mission, vision, and core values.

For individual staff goals, Individual Development Plans (IDPs) are especially effective. These are not performance improvement tools, but career growth roadmaps developed collaboratively with supervisors. They clarify goals, track progress, and reinforce that the court values employee growth.

Implementing the Program

The first step in implementing a program is to allocate resources. Professional development does not always require a large budget. Time, creativity, and staff engagement are equally valuable. Some factors to consider in planning resource allocation include:

  • Time and availability of staff. Ideally, the court will hire staff dedicated to developing programs and curriculum. If an additional hire is not in the budget, an existing staff position can be modified to incorporate professional development coordination, or a cross-unit working group can help spread the work out.
  • Learning management tools and content creation software. What tools are currently available or can be procured to create training materials, and where will those materials be stored? The training team may utilize an existing platform such as the court’s intranet site. Alternatively, a learning management system can store and track staff training. Some software offers both creation and distribution through one platform, and many offer interactive features such as knowledge checks to keep participants engaged in the training.
  • Training delivery platforms. If live trainings will be delivered online, a virtual delivery platform is needed. The court may already have a platform to utilize for online meetings, or specific webinar platforms with additional capabilities for online learning can be considered.
  • External facilitators. Many trainings can be provided by existing staff who are subject matter experts, or the court can engage outside facilitators who can provide training depending on the financial resources available.
  • Training materials. This can include workbooks, purchasing curriculum materials or training courses, online course fees, and conference registration and travel fees.

Courts often face limited resources, and it can be difficult to persuade leadership to invest in a new program without a clear indication of the return on that investment. As a first step, start with low or no-cost options, and leverage existing resources and staff to build an internal professional development program with minimal budget.

Some examples of low-cost initiatives include:

  • Book clubs: Staff read and discuss professional works such as Mindset (Dweck, 2006) or Getting Things Done (Allen, 2001).
  • Lunch & learns: Employees share expertise in areas such as software tools, like Excel, or process improvement methods like Lean Six Sigma.
  • Mentoring and peer coaching: Staff work together to promote growth and collaboration across units.

These initiatives signal a commitment to staff growth while remaining accessible and sustainable.

Next, courts can balance internal expertise with external resources. Internal training can include peer-led workshops, onboarding programs, and cross-unit training. Soft skills, time management, and court-specific topics like customer service can also be covered in-house. Tap into internal talent to lead short sessions.

External programs include guest speakers, online training platforms, or certification courses. Consider partnering with neighboring courts to share facilitators and reduce costs.  Look for programs that all members of the court can participate in to get the best value for money.  Some of these areas may include:

  1. Communication. Personality assessments like DiSC or Myers-Briggs can help staff understand their own personality traits and how they compare with their supervisors, those they supervise, or their peers. Understanding where there are similarities or potential friction helps foster better working relationships. This is a great tool to use when creating project teams or within court units.
  2. Customer service. Many of the available customer service trainings focus on private sector businesses and customer retention. The courts’ interest is in promoting and retaining public trust, and customer service is imperative in this endeavor. Developing an internal, public sector-focused customer service training course is useful for all court staff, whether they serve internal or external customers.
  3. Data analysis. Training in data analysis equips court staff to interpret trends and support evidence-based decision-making. This not only enhances transparency and accountability but also helps the court allocate resources more strategically.
  4. Software skills. There are many free or inexpensive online resources that offer tutorials for various software programs. Training on software skills could be as simple as recommendations for training, or assigning some tutorials to watch, followed by a lunch & learn focused on the new skills.
  5. Time management. This can be covered by a book club, a lunch and learn, or a learning challenge, and can offer an introduction to different time management tools so that staff can find what works best for them. Some systems include the Pomodoro Method, the Eisenhower Matrix, or time blocking.

If resources are abundant enough to outsource training, some available talent pools to tap into include presenters from professional conferences such as the National Association of Court Management or the National Association of State Judicial Educators, facilitators from the National Center for State Courts, courses through the Institute for Court Management, or qualified consultants who specialize in areas important to the court’s professional development goals.

The next step in the implementation process is to create one or more training series. This can be a leadership series covering topics such as coaching, managing others, or navigating conflict and can target current or aspirational leaders, or both. Leadership development programs are helpful toward succession planning.

Finally, where possible, automate the content. Reusable content saves time and supports consistency. Training that is regularly offered, such as onboarding, case management, or annual cybersecurity training, could be converted into a modular, self-guided training hosted on a learning management system.

Key Considerations

When creating the curriculum for a training, workshop, or even the format of a book club, consider these areas:

  1. Budget and compliance. Ensure the professional development program aligns with the court’s budget and complies with any relevant policies or regulations.
  2. Technology access. Do all staff have the necessary technology, tools, and platforms to access and engage with the training content?
  3. Diverse learning styles. Accommodate various learning preferences by offering a mix of training formats, from in-person workshops to self-paced online modules.
  4. Changing needs. Regularly review and adjust the program to address evolving organizational needs and emerging skill gaps. When developing training, consider the effort required to make changes to it later if needed.
  5. Leadership endorsement. Secure buy-in and support from court leadership to foster a culture that values continuous learning and development.
  6. Alignment with mission. Ensure the professional development program is closely aligned with the court’s mission, vision, and strategic objectives.

Evaluation

Evaluation maintains accountability. Key questions include:

  • Are staff participating?
  • Are they applying new skills?
  • Are operations improving as a result?

Both quantitative data (reduced errors, higher retention) and qualitative feedback (increased confidence, improved teamwork) strengthen the case for ongoing investment.

Common Challenges and How to Overcome Them

While professional development offers clear benefits, it also comes with challenges. Limited resources, time constraints, and varying levels of staff readiness often make it difficult to implement training consistently. By identifying these barriers and adopting targeted strategies to address them, courts can create an environment where professional growth is both sustainable and effective.

Challenge 1: Sustaining momentum after the initial excitement.

  • Create a professional development calendar with quarterly themes to keep interest fresh.
  • Celebrate small milestones (e.g., certificates, recognition in staff meetings).
  • Rotate facilitators or champions to bring new energy.
  • Gather and share success stories from participants to reinforce value.

Challenge 2: Reaching all staff across different departments and levels.

  • Offer multi-modal delivery (in-person, recorded, micro-learning emails).
  • Use short “lunch and learn” sessions for broad accessibility.
  • Assign department liaisons to encourage participation and collect feedback.
  • Integrate training into existing meetings when possible.

Challenge 3: Managing limited time and resources for training.

  • Start with low- or no-cost options: book clubs, peer learning, internal experts.
  • Prioritize high-impact topics aligned with court goals.
  • Use microlearning (10-15 min videos or discussion starters).
  • Consider collaborating with nearby courts to share facilitators or costs.

Challenge 4: Overcoming resistance to change and new initiatives.

  • Involve staff in planning to increase buy-in and participation (“what training would help you most?”).
  • Communicate clear benefits tied to daily work and career growth.
  • Start small with pilot programs to demonstrate effectiveness before scaling.
  • Have leadership model participation visibly.

Challenge 5: Ensuring the program stays relevant and responsive to evolving needs.

  • Schedule annual needs assessments (surveys, manager input, court goals).
  • Maintain a flexible curriculum that can adapt to policy or technological changes.
  • Establish a professional development working group with diverse staff representation for ongoing input.
  • Regularly review participation data to identify gaps and adjust offerings.

Challenge 6: Securing consistent leadership support and buy-in

  • Tie training outcomes to strategic priorities (e.g., customer service, efficiency, staff retention).
  • Share data and stories showing impact (reduced errors, higher morale).
  • Involve leadership in welcoming participants or co-facilitating sessions. Get that leadership visibility.
  • Request a modest annual budget for training, showing incremental return on investment to build trust.

From Initiative to Culture

Professional development succeeds when it becomes part of a court’s culture rather than a standalone program. Embedding growth into career development, strategic plans, and regular communications makes it a living part of organizational life.

Recognition reinforces culture. Courts can celebrate growth through certificates, newsletters, or professional development “passports.” Leadership endorsement and visible participation further embed learning as a shared value.

Ultimately, professional development supports succession planning. Courts that prepare future leaders avoid crises during transitions.

Conclusion

By investing in continuous learning, courts strengthen their workforce, improve efficiency, and build public trust. Whether through peer-led sessions or comprehensive leadership initiatives, the goal remains the same: to create a culture where staff are supported, challenged, and prepared for the future.

When courts commit to professional development, they are not just building skills; they are building resilient institutions and reinforcing confidence in justice itself.

About the Author

Katie Hempill is a former federal court administrator specializing in professional development, training design, and organizational growth within the judicial system. Currently working in a consulting role, Katie brings deep expertise in developing programs that strengthen communication, leadership, and workplace culture across court organizations.  As a certified DiSC facilitator, Katie leads workshops and consults on topics such as onboarding, team dynamics, and career development.

An active member of the National Association for Court Management (NACM) for nearly five years, Katie previously chaired NACM’s Early Career Professionals Committee and has presented at national conferences for NACM and the Federal Court Clerks Association.

Katie holds a bachelor’s degree in international relations from Marshall University and a master’s degree in government from the Harvard Extension School. Now balancing her consulting work with life as a full-time mom, she enjoys traveling, playing golf, and spending time with her husband and young son.

  1. Lorman Education Services, “39 Statistics That Prove the Value of Employee Training,” September 2021, https://www.lorman.com/blog/post/39-statistics-that-prove-the-value-of-employee-training.
  2. University of Phoenix, “Career Optimism Index® 2024: Survey of U.S. Workers + Employers,”March 2024, https://www.phoenix.edu/content/dam/edu/career-institute/doc/uopx-career-optimism-index-2024-research-findings-dma-snapshots.pdf.
  3. Bradley E. Wright, “Public-Sector Work Motivation: A Review of the Current Literature and a Revised Conceptual Model,” Journal of Public Administration Research and Theory, Volume 11, Issue 4, October 2001, Pages 559-86, https://doi.org/10.1093/oxfordjournals.jpart.a003515.