Purpose: The purpose of this paper is to provide an evaluation of the key features of a work-based, competency-led curriculum model of continuing professional development for social workers and to present a revised model, which addresses the issues that arise for learners pursuing continuing professional and academic development (CPD) within a work-based curriculum. Design/methodology/approach: Reflections on and evaluation of both undergraduate and post graduate, work-based curricula with employers, tutors and learners led to significant revisions to further models of work-based learning for CPD. These changes are presented in the form of a revised model, which addresses the tensions between work-based, competency-led curricula and the issues that arise for learners pursuing continuing professional and academic development in full-time employment. Findings: The paper makes explicit the struggle in developing and delivering work-based, competency-led curricula while also trying to address the pragmatic issues that arise for learners pursuing professional and academic development in full-time employment. In order to resolve some of the tensions a revised model of CPD in the workplace is proposed. Research limitations/implications: The study is based on the evaluation of two CPD programmes in post-qualifying social work at one university, over a ten-year period. However in this sense the study is limited to the experience of the tutors in a particular context. Practical implications: The importance of considering the workplace as a learning environment for CPD is emphasised, as are the tensions that arise for learners meeting the demands of academia in full-time employment. Originality/value: This paper presents valuable lessons learned from ten years of pedagogic experience developing and delivering work-based CPD programmes. (Contains 2 figures, 1 note and 3 resources.)