Support for Work Based Learners: from University, employer and self Dr Jenny Naish National Teaching Fellow Assistant Dean (Learning, Teaching and Quality)

Support for Work Based Learners: from University, employer and self

Dr Jenny NaishNational Teaching Fellow

Assistant Dean (Learning, Teaching and Quality)

Characteristics of WB Learners

• Mature• Limited/dated previous HE experience• High expectations and highly motivated, but

may be anxious learners• Strong influences from previous learning• Diverse sectors and levels of expertise• At least partially sponsored by their employer

Critical factors for supporting WB learners

• Understanding each other’s culture• Understanding each other’s context• Understanding each other’s language• “Hanging out at their place”• Empathy - emotion is always present• Managing equality and power issues

What do The Royal Balletand Ministry of DefencePolice Force have incommon as organisationsparticipating in Work BasedLearning programmes?

What issues might this commonality have for supportingWork Based Learners fromthese organisations?

Bob the Work BasedLearner has a range of specialistskills & knowledge

Support from the past

• The “baggages” of previous learning both +ive & -ive

• Critical learning experiences & transitions• Who are your learning gurus, role models &

mentors?• What are your learning stories?

Learning conversations• Learning from teaching• Applied pedagogy leads to meta-cognition• Learning intimacies• Reflection and reflexivity• Learner roles within WBL• Communication is key...of course

Adult Parent Child

Adult Parent Child

Communicating with adult learnersBased on Berne (1964) Games people play

Your stakeholder map

• You the WB learner in relation to• Employer, line manager & colleagues• Partner, family & friends• Tutor, mentors & fellow learners• Your professional sector & occupation

You

Your work place:•Line manager•HR people•Your direct reports/team•Peers

Organisation culture•Sector (eg public, private, voluntary)•Business orientation•Organisational structure•Organisational governance•Organisational policy & practice•Where do you fit?

National & international dimensions•Legislation, specific and general•EU links

Your personal life:•Work life balance•Your significant “other”•Family & friends•A room of your own

The ethical & moral dimensions•You as a worker & learner•Your contracts & partnerships•Your research focus•Anonymity & confidentiality•Values & philosophy

Your professional networks:•Professional body•CPD requirements

Your stakeholder map

Try to analyse the influence

• Quality and quantity of influence• Uneven and not necessarily linear• Changeful and contextual• Time related: chronos and konos• Power relations within the Stakeholder Map

How much do you know?

• Know what Know when• Know why Know who• Know how Know for what purposes• Know when Know with what conse-• Know where quences• Know the context

Support issues for Work Based Learners

• Being an insider-researcher• Anonymity and confidentiality• The University as a “safe” place: learning & vulnerability• Challenging the workplace: ethics & cans of worms• Where do they go from here: “Do we need to get out”• WBL as a refashioning of self• Because...

Things Work Based Learners say• I know so much more, makes me re-think my role• Jealousy “If you’re doing an MA I should be doing a

PhD”• I can’t not do this...no learning is unwelcome• Changing dynamics in family life• Workplace has no comprehension of the university

and why I’m doing this• Are we intimidating our managers?

Thing WB learners say• I trust my knowledge & experience more...not

starting from scratch• Stretching me further than I thought possible• Learning that there isn’t always an answer...counter

culture• I can challenge in a more informed manner• Pot luck if your manager supports you• I’m now in control...am I developing?

Kurt Lewin’s Change Equation

• C = (D + V + S) > £• Or, quite simply, WBL changes people’s lives!