A professional development model is proposed that is based on learning outcomes derived from Bloom's Taxonomy of Intellectual Inquiry. Professional development is depicted as a sequence of learning components: (1) broadened knowledge and comprehension; (2) improved application of that knowledge; and (3) an analysis, synthesis, and evaluation of knowledge bases and dissemination strategies. Within each of these three components, there are three levels of staff development: individual, group, and institution. In addition, each of these levels contain elements of personal and professional development. The matrix formed by learning outcomes and levels of development serves as a tool for the staff person and supervisor to determine the specific learning outcomes that are influenced by individual and institutional needs. Therefore, the model assumes evaluation and self-assessment. A second underlying assumption is that the professional work unit has goals or other guiding statements. Finally, successful use of the model is dependent on institutional resources that are used to support the developmental activities. These include time, varying assignments, and financial and colleague support. (SW)