Scholar or Automation: can learning be good for some and damaging for others?

1. Scholar or Automation: can learning be good for some and damaging for others?

2. Positive Learning experiences • Time • Emotional energy • Ambient support levels • Person centred motivation • Organisational demand • Social pressure

3. Social Work practitioner reality. • Daily frenetic professional activity, • Emotionally confronted on a daily basis • Few if any support systems in place • HYPOTHESIS: • Student status can lead to sickness, disengagement disillusionment with the scholarly dimension of practice.

4. Learning from within Social Work Practice. Disguised Compliance • Parents of children were seen to agree to actions when asked by professionals but seldom to carry these out. • Parents were seen to be co-operating but little significant change was made and what changes did occur were due to the actions of agencies and not of the parent or carer of the child. • First recognised by Reder P, Duncan S and Gray M in 1993.

5. Transference • a similar pattern of behaviour from students who are practitioners. • the transference, (Freud 1912), of disguised compliance model by the Social Work practitioners. • The student becomes the parent and the need for change the {scholarly} task. • the learning environment supports the student and depth of learning

6. Kuzman 2009

7. Outcomes • high completion rate for the work undertaken. • some of the work exceptionally thoughtful and interesting but • the vast majority relates to the clinical interpretation of learning outcomes and a mechanistic ‘good enough’ format.

8. Support’ Time etc Workload recognition. Workplace pressure. Lacking support. Learner Surface Learning Deep

9. Research Methodology. • Statistical baseline. • Look at rates of pass over the last three years, rates of special situations and reasons. • Once developed, individual interviews • 1. With Candidates. • 2. With Team Managers. • 3. With Practice Mentor Assessors.

10. References Bramley, P (1990) Evaluating Training Effectiveness: Translating Theory into Practice. London, McGraw-Hill Freud, S. (1912). The dynamics of transference. S.E., 12, 99-108. Citation Database: PsycARTICLES References Online at : http://web.ebscohost.com/ehost/refresults?vid=3&hid=13&sid=29fd9252-6103-4415-8409-aff2066c111d%40sessionmgr4 Accesses 20.11.09 Christine Kunzmann, Andreas Schmidt, Volker Braun, David Czech, Benjamin Fletschinger, Silke Kohler, Verena Lüber: Integrating Motivational Aspects into the Design of Informal Learning Support in OrganizationsIn: 9th International Conference on Knowledge Management and Knowledge Technologies, September 2-4, 2009, Graz, Austria, 2009 available online. http://www.professional learning.eu/files/images/motivational_model_kunzmann.png

11. Prochaska, J and DiClemente, C (1982) ‘Trans-theoretical therapy – toward a more integrative model of change’, Psychotherapy: Theory, Research and Practice 19(3) p 276-88 • Prochaska, J., & DiClemente, C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51,390-395.1983-26480-00110.1037/0022-006X.51.3.390. 10.1037/0022-006X.51.3.390 Accesses 20.11.09 • Reder, P, Duncan, S and Gray M (1993) - Beyond Blame: Child Abuse Tragedies Revisited, Routledge, London • Vince, R and Martin, L (1993) ‘Inside action learning’ Management Education and Development 24 (2) p205-215

12. Workshop questions. • 1. Thinking of your own Continuing professional development. • A. What helped you most towards a successful outcome? • B. What impeded your learning? • C. If you had a magic wand……what would support you most in your scholarly development?