learning to be a social worker in the 21st century

Paradigm for social work practice education  The profession, university and students value learning in the workplace..  Focus is on instruction, teaching and supervision  Roles are su

Learning to be a social

century

Lesley Cooper and Joan Leeson Wilfrid Laurier University, Ontario,

The 21st century workplace

 Recognition that learning occurs in every workplace

 Government policy acknowledges value of workplace

learning

 Changing patterns of technology and competitiveness in

global economy demand immediate work skills and

workplace knowledge

 Job specific skills: to an organization and industry.

 Workers require ability to continuously learn and reconstruct practice in the light of these challenges

 Linking of individual learning needs with the organization: cannot be provided by educational institutions.

The 21st century workplace

 Greater emphasis on ‘learning organizations’ and their continual evolution of practice

throughout the workplace.

 The importance of learning with others to

ensure competition and innovation in a global world.

 From training (transmission learning) to using

The 21st century workplace

 Human service organizations: also respond to competition for funds and other resources and demands for efficacious services

eg foundations.

 Doing much more with much less.

 Structure of agencies changing with less hierarchy, flatter

structures, devolution of decision making, increasing number of work teams, collaborative workplaces and cross functional

decision making

 A more diverse workforce; less toleration for workers not adding value (IR legislation)

 What is the impact of these changes on the practicum and the educational institutions’ relationship with the sector and can we maintain separatist structures?

Is what we profess, what we practice?

Paradigm for social work

practice education

 The profession, university and students value

learning in the workplace

 Focus is on instruction, teaching and supervision

 Roles are supervisor, instructor, practice teacher

and student

 A one-to-one learning relationship with the instructor only being a social worker

 Development of professional identity

 A professional curriculum, regulated by government, registration boards, or the profession

Paradigm: theory to practice

The transfer of knowledge from the classroom

to the placement, the acquisition of an

application of skills and the development of a professional identity are considered to be the essential learning processes in practice

learning regardless of the country of origin

(Rogers 1996)

Paradigm continued

 Approaches to practice learning grounded in psychotherapeutic practice often irrespective

of the setting.

 Theoretical frameworks based adult

education frameworks including Kolb,

Knowles and more recently Schon

 Students as learners.

Work based learning

 Definition of work based learning:

 Acquisition of knowledge and skills by

learners as they learn authentic practice

whilst being supported by skilled peers and experts (Billett 1994)

 Theoretical framework: situated learning and the importance of a community of practice

Situated learning and

community of practice

 Situated learning: Dewey, Vygotsky, Bateson, Lave and Wenger and social construction of ideas and knowledge

 The focus is on how learning occurs and the way knowledge is constructed It is a dynamic process, that includes talking, responding, interacting,

reflecting and thinking about what is happening

 It happens in workplaces with novices, peers and a range of experts Knowledge construction in an

evolutionary process

Concepts underpinning situated learning

 Learning involves the whole person in a complex

system of social interaction with others

 We learn from others in a process of guidance,

scaffolding and immersion in activities

 We learn through our interactions with others in a

culture whether that is a team, office, project group

or professional collective

 We learn with others so that practice becomes part

Research on work based

learning

 Affordances and engagement in a process of

co-participation

 Unintended and intended learning

 A process of guided learning (coaching, scaffolding, cognitive apprenticeship)

 The workplace curriculum: a socially organised

stock of knowledge in use in the work place as

experienced by participants especially newcomers

(Billett 2001)

 The work based curriculum has several stages

Analysis based on changing

workplaces and situated

learning

 Learning in workplaces is valued.

 Move from teaching, instruction and supervision to

learning.

 Move from transmission and expertise to learners and learning and co-construction of knowledge

 The learner to be at the centre not the supervisor,

practice teacher or instructor.

 Review our theories of social work practice education

to include situated learning and communities of

practice In addition include understandings of

Analysis based on changing

workplaces and situated

learning

 Students do learn from every person in the workplace:

other students, work groups, other professionals, peers

and those with greater expertise There are multiple

learning relationships.

 Identity comes from work place culture and from SW’s, the field of practice, the occupational area, other professionals and the community of practice.

 Rethink concept of curriculum: it comprises core

occupational skills (problem solving, communication, group work skills) required for all SWs, the regulated curriculum and the work place curriculum.

Analysis based on changing

workplaces and situated

learning

 Revalue the constructed knowledge from

practice.

 Revisit the separatist nature of theory and

practice.

 Revisit placement process by acknowledging concepts of affordances, engagement and

co-participation.

Where to from here?

 Review our mental schemas on social work practice education and re-conceptualize.

 A collective change process for social work educators, profession, industry, and government.

 Higher education has to review its separatist views on learning and respond to the changing workplace.

 International research…in a community of practice.

 An invitation for other researchers and practitioners?