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8th. International PEPE Conference. Edi8th. International PEPE Conference. Edinburgh 2008.nburgh 2008.

Work-based learning: Work-based learning: Negotiating & integrating theory Negotiating & integrating theory & practice within the real world & practice within the real world

of organisational change.of organisational change. Dr. Jane BridgerDr. Jane Bridger Lesley J. MooreLesley J. Moore Research Associate.Research Associate. Senior LecturerSenior Lecturer

Florence Nightingale ScholarFlorence Nightingale ScholarChurchill FellowChurchill Fellow

Fellow of the Higher Education Fellow of the Higher Education Academy Academy FRSAFRSA


Session objective:Session objective:

To introduce the initial findings of a To introduce the initial findings of a longitudinal evaluation of WBL for nurses.longitudinal evaluation of WBL for nurses.


Background to the evaluation studyBackground to the evaluation study

3 year staged developmental project 3 year staged developmental project financed by the local Workforce financed by the local Workforce Development Confederation of the NHS:Development Confederation of the NHS:11 - scoping exercise- scoping exercise22 - WBL prototype – process model, - WBL prototype – process model,

learning learning tools, suite of generic modules.tools, suite of generic modules.

33 - testing phase- testing phase


PORTFOLIO

OFLEARNING

1a. Thinking-personal

development plan (PDP)

4. Demonstrationassessment, evaluation & accreditation

3. Development &

implementation

2. Exploration

& negotiation

1b. Enquiry

& intent

The stages of the work-based learning prototype


Objectives of the Evaluation ProjectObjectives of the Evaluation Project Explore & examine the impact of work-Explore & examine the impact of work-based learning on practice.based learning on practice.Explore the sustainability of the preferred Explore the sustainability of the preferred mechanisms that have supported the mechanisms that have supported the outcomes in practice.outcomes in practice. Report on the learning that has been Report on the learning that has been sustained & developed over time.sustained & developed over time. Explore the nurses’ experience of work-Explore the nurses’ experience of work-based learning & changing contexts.based learning & changing contexts.


Pawson & Tilley’s FrameworkPawson & Tilley’s FrameworkCONTEXTCONTEXT

LearnerLearner - - where are they coming from as an where are they coming from as an individual individual

- their working environment- their working environment - their roles in the organisation- their roles in the organisation

Manager Manager - - organisation and government frameworksorganisation and government frameworks - frameworks for learning and support in the - frameworks for learning and support in the

organisation organisation

MentorMentor - - organisation and learning opportunitiesorganisation and learning opportunities


MechanismsMechanisms

Learner Learner - - support for learning accesssupport for learning access fundingfunding

ManagerManager - - funding streams & learning resources funding streams & learning resources in the organisation in the organisation

Mentor Mentor - - learning resourceslearning resources - funding to support the role- funding to support the role

- support frameworks- support frameworks


OutcomesOutcomesLearner Learner - - impact of learning on practiceimpact of learning on practice

- further needs – what & where next- further needs – what & where next

ManagerManager - - impact on organisation & integrationimpact on organisation & integration - value for money- value for money

MentorMentor - - their ability to support their ability to support - impact on personal development & - impact on personal development &

organisational change at a more organisational change at a more local levellocal level


Data collectionData collection

Documentation- student evaluations, Documentation- student evaluations, learning contracts, formative & summative learning contracts, formative & summative feedback, assignments, portfolio evidence, feedback, assignments, portfolio evidence, reflective logs.reflective logs.

Evidence of original developmental study, Evidence of original developmental study, including case studies.including case studies.

Semi-structured interviews/ focus groups.Semi-structured interviews/ focus groups.

Needs analysis questionnaireNeeds analysis questionnaire


SamplingSampling

Purposive sampling, actual sample:Purposive sampling, actual sample:

28 learners28 learners

17 managers/mentors17 managers/mentors

9 academic facilitators9 academic facilitators


Data analysisData analysis

Content & thematic analysisContent & thematic analysis

IT package – NVivoIT package – NVivo

SPSS – learning needs analysisSPSS – learning needs analysis


What helped the learners to learn?What helped the learners to learn?(academics)(academics)

““It is that process of discovery I think that is It is that process of discovery I think that is the key, and that is done through the the key, and that is done through the action plan that they develop.”action plan that they develop.”

““Clarity of setting goals. Encourage the Clarity of setting goals. Encourage the students to negotiate what is manageable students to negotiate what is manageable as sometimes they can be too ambitious.”as sometimes they can be too ambitious.”


What is the impact of WBL on how What is the impact of WBL on how practitioners work? (academics)practitioners work? (academics)

““You see a much more refined, global You see a much more refined, global thinking sort of clinician.”thinking sort of clinician.”

““Their work is a much more holistic Their work is a much more holistic approach to work with other people. They approach to work with other people. They need to understand how to manage need to understand how to manage change and that others can feel change and that others can feel threatened.”threatened.”


What do you think is the impact of What do you think is the impact of WBL on the organisation?WBL on the organisation?

““It can be quite contentious…one of the reasons is It can be quite contentious…one of the reasons is because of the skills involved and people may because of the skills involved and people may feel they couldn’t achieve, they feel threatened feel they couldn’t achieve, they feel threatened by it.”by it.”

““It is a cultural shift in the thinking of people in this It is a cultural shift in the thinking of people in this organisation and there are still the debates organisation and there are still the debates going on and some people will embrace it, and going on and some people will embrace it, and others will put all sorts of barriers up to it, and others will put all sorts of barriers up to it, and that’s still going on.”that’s still going on.”

(academic facilitators)(academic facilitators)


What is the impact of WBL on you, What is the impact of WBL on you, the facilitator?the facilitator?

““It has been quite stressful…..I am a bit of a It has been quite stressful…..I am a bit of a novice.”novice.”

““Taking new taught modules through Taking new taught modules through validation is something of a nightmare as validation is something of a nightmare as the university system is like a dinosaur. the university system is like a dinosaur. Facilitating WBL is a more interesting job.”Facilitating WBL is a more interesting job.”

““It just makes sense. I am excited that It just makes sense. I am excited that people are finally realising that facilitation people are finally realising that facilitation is as important a teaching skill as chalk is as important a teaching skill as chalk and talk.” and talk.”


What did you, the academic What did you, the academic facilitator, learn?facilitator, learn?

““How things progress in practice and this How things progress in practice and this learning curve helps us to make changes learning curve helps us to make changes with the curriculum.”with the curriculum.”

““I think that in today’s NHS it is very I think that in today’s NHS it is very important for people to feel that they have important for people to feel that they have the potential to grow and develop.”the potential to grow and develop.”

““How learning is undervalued in the health How learning is undervalued in the health sector.”sector.”


Facilitator’s learning continued.Facilitator’s learning continued.

““The whole concept of a learning The whole concept of a learning organisation is a joke in some cases. You organisation is a joke in some cases. You engage with learners out there and they engage with learners out there and they are ready to fly, getting a real ‘wow’ factor, are ready to fly, getting a real ‘wow’ factor, and then they are beaten down in a way, and then they are beaten down in a way, because of the culture, the attitude to because of the culture, the attitude to learning, and just the huge misconception learning, and just the huge misconception about it.”about it.”


The positives:The positives:Witnessing the educational development Witnessing the educational development in the adult learner- the articulate enquirer, in the adult learner- the articulate enquirer, problem solver, reflexive practitioner.problem solver, reflexive practitioner.

Creative innovations & change Creative innovations & change managementmanagement

Making tacit knowledge more explicitMaking tacit knowledge more explicit

Seeing windows of opportunity for more Seeing windows of opportunity for more development & collaboration.development & collaboration.


The positives continued:The positives continued:

Outcomes informing the strategic plans of Outcomes informing the strategic plans of Faculty and curricula, & clinical Faculty and curricula, & clinical academies.academies.

Growth in Continuing Professional Growth in Continuing Professional Development through integration of theory Development through integration of theory & practice.& practice.

ACADEMIC LEARNING!ACADEMIC LEARNING!


Manager/mentor commentsManager/mentor comments““I can now go to those individuals with real I can now go to those individuals with real problems that are a priority to the organisation problems that are a priority to the organisation and I have the confidence that they will take and I have the confidence that they will take these on board.”these on board.”

““..my belief and observations are that people ..my belief and observations are that people who work, people who have undertaken WBL who work, people who have undertaken WBL are more sensitive towards their clients needs are more sensitive towards their clients needs and so would hope they get a better standard of and so would hope they get a better standard of care as a consequence of it and I certainly think care as a consequence of it and I certainly think that in terms of therapists and working with that in terms of therapists and working with people with cancer I feel certain that they do.”people with cancer I feel certain that they do.”


Manager/mentor perspectivesManager/mentor perspectives“…“…the impact on patient care is that the things the impact on patient care is that the things that they are doing are about improving quality that they are doing are about improving quality usually, certainly about the staff that I manage it usually, certainly about the staff that I manage it would be about improving quality and working would be about improving quality and working towards meeting national standards which are towards meeting national standards which are about improving quality.”about improving quality.”

“…“…I feel work-based learning is all about, the I feel work-based learning is all about, the complete focus is on patient care and making a complete focus is on patient care and making a difference, not for the sake of it but actually is it difference, not for the sake of it but actually is it needed, is it practical is it realistic and how is it needed, is it practical is it realistic and how is it going to happen. I think that’s the best aspect of going to happen. I think that’s the best aspect of WBL.”WBL.”


Future needs - managersFuture needs - managers““There should be preparation for managers and There should be preparation for managers and mentors to ensure that they are aware of WBL mentors to ensure that they are aware of WBL and preferably have done a WBL module and preferably have done a WBL module themselves.”themselves.”

““The process and the outcomes should be The process and the outcomes should be shared as the module and work progresses to shared as the module and work progresses to ensure the organisation is engaged with the ensure the organisation is engaged with the process to provide support and to increase the process to provide support and to increase the chance of practice development being secured chance of practice development being secured and spread.”and spread.”


Major impacts for learners Major impacts for learners (reflections x 19)(reflections x 19)

Challenges to original thinking (positive self belief)Challenges to original thinking (positive self belief)

Working with others (inspiring mentors)Working with others (inspiring mentors)

Professional practice (advanced practice, new roles)Professional practice (advanced practice, new roles)

Project management skillsProject management skills

PublicationPublication

Learning (importance of reflection, discussion, mentors, Learning (importance of reflection, discussion, mentors, critical analysis)critical analysis)

ResearchResearch

Raising profile of WBL in the workplaceRaising profile of WBL in the workplace


Intrapersonal: need to build Intrapersonal: need to build confidence to:confidence to:

““I think it was perceived that because I wasn’t I think it was perceived that because I wasn’t going to University that I didn’t need to… I going to University that I didn’t need to… I therefore didn’t need study days to attend. And I therefore didn’t need study days to attend. And I really needed those to continue. Some of those really needed those to continue. Some of those I probably should have negotiated strongly but I I probably should have negotiated strongly but I found it quite hard to do that, so I would found it quite hard to do that, so I would recommend somebody should negotiate their recommend somebody should negotiate their time beforehand. Therefore I think you should time beforehand. Therefore I think you should be very explicit about the minimum amount of be very explicit about the minimum amount of time that would be required.”time that would be required.”


Project management, decision Project management, decision makingmaking

“ “I think that a lot of us develop a way of I think that a lot of us develop a way of

thinking where we actually identify thinking where we actually identify problems and jumped to the solution problems and jumped to the solution straight away, but for me it is slowing straight away, but for me it is slowing down that whole process to think about down that whole process to think about what my options were and gathering the what my options were and gathering the evidence. I think it made me much more evidence. I think it made me much more effective decision maker at the end of it.”effective decision maker at the end of it.”


Interpersonal: Focussing self, Interpersonal: Focussing self, learning contractlearning contract

“ “I made myself a learning contract and I made myself a learning contract and that really focused me, and then from that that really focused me, and then from that point of view, my own personal learning point of view, my own personal learning continued on despite all these other continued on despite all these other sessions, so I did develop myself from that sessions, so I did develop myself from that point of view.”point of view.”


Key caveats to successful WBLKey caveats to successful WBL

Motivated learner supported by committed Motivated learner supported by committed managers and learning facilitators.managers and learning facilitators.Project should have a clearly structured focus, Project should have a clearly structured focus, andandArise from mutual organisational & personal Arise from mutual organisational & personal need.need.Acknowledgement that WBL is complex and Acknowledgement that WBL is complex and needs time.needs time.Need for external & internal preparation & Need for external & internal preparation & dissemination.dissemination.


A parting message from a learner!A parting message from a learner!

““I think it just gives you the confidence to actually I think it just gives you the confidence to actually look at something and think actually that needs look at something and think actually that needs to be changed, and rather than just sitting and to be changed, and rather than just sitting and moaning about it and saying that it needs to be moaning about it and saying that it needs to be changed. It gives you the tools to go ahead and changed. It gives you the tools to go ahead and look at ways of changing things and you know look at ways of changing things and you know the right procedures and the right people to go to the right procedures and the right people to go to or how to go about managing change, which was or how to go about managing change, which was part of my course. So I think that it has given me part of my course. So I think that it has given me a lot more confidence and many more skills.”a lot more confidence and many more skills.”


ConclusionConclusion

“…“…work-based learning is as a technology work-based learning is as a technology through which selves become enterprising, through which selves become enterprising, seeking betterment and fulfilment in the work seeking betterment and fulfilment in the work context in ways that can be both personally and context in ways that can be both personally and organisationally effective. Work-based learning organisationally effective. Work-based learning therefore becomes the indicator both of self-therefore becomes the indicator both of self-management and a culturally sanctioned way in management and a culturally sanctioned way in which employees in restructured workplaces can which employees in restructured workplaces can make a ‘project of themselves’ and at the same make a ‘project of themselves’ and at the same time add value to the organisation.”time add value to the organisation.”

(Garrick & Usher, 2000. p.9).(Garrick & Usher, 2000. p.9).

Economy & Finance

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