Work based environment and Practitioner Capability

Work based learning requires the development of a process through which experiences become the foundation for learning and that learning provides the

opportunity for developing practice (Fuller and Unwin, 2013, p.50). The focus of work based learning should be learning and the development of the individual’s ability to learn through experience. Work based learning can be distinguished from the more traditional classroom learning in several ways; work based learning is centred on reflection on work practices, with learning arising from action and problem solving within this environment supported by others within this environment – shared

problem solving (Raelin, 2007). An active participatory role is crucial for professional development allowing individuals to put their knowledge, competency and skills into practice within the workplace (Mugaloglu and Dognaca, 2009).Research into learning (Eraut and Hirsh, 2007) suggests that the most effective and valuable learning at work is often that which occurs through the medium of work, or is

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prompted in response to specific workplace issues, as opposed to formal training or training courses. Such learning can be highly developmental, particularly when it is linked to a personally-valued purpose and engaged with critically and reflectively. Edwards (2005, p.61) takes this concept of participation further and suggests that learning in the workplace involves not just becoming part of the community but also gradually engaging and importantly, contributing to processes. Orr and Yun (2011) highlight the impact of such an approach. Where there is a vision of employees as learners, the students’ contributions to the workplace are appreciated and students become ‘actively incorporated into the “architects’ world”’ (Orr and Yun, 2011, p.14), nurturing their development. This concept of community is important within my enquiry and relates to the work of Lave and Wenger (1991) discussed earlier. However, it takes involvement within in a community further and acknowledges the importance of taking part in the ‘day-to-day’ workload and contributing to outcomes. My enquiry needs to identify not just how stakeholders position themselves within their role but also how they identify with the role of others and in particular the student-tutor-workplace relationship during the placement year.

Research would suggest that for many organisations work-based learning is still perceived as on-the-job training to perform tasks and that by providing training a learning environment is created (Garvin, Edmonson and Gino, 2008). The dominant epistemology of practice within many professions, especially those with a strong scientific influence, has been referred to as the model of Technical Rationality

(Schön, 2002, p.40). Technical Rationality is based upon positivist epistemology and fails to take proper account of how professionals work in practice in order to achieve their desired goals. Technical rationality has been described as lacking both as an

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instruction for and as a depiction of professional practice (Eraut, 2005). As previously highlighted, in the healthcare setting and in particular in a laboratory environment, cultural beliefs and standards associated with competencies are valued. These are evidence-based and measurable, originating from the positivist scientific paradigm which dominates healthcare. An approach positioned within this paradigm views rigorous professional practice as instrumental problem-solving through the

application of scientific theory and technique (Greenwood, 1993). The focus is upon systematic problem solving and many professional curricula reflect this, being organised around the acquisition of generic competencies and articulated through logical problem-solving. It assumes that the problem has already been identified and that there is an agreed solution. This is an important concept for my research since such an approach can be seen within the instructions for those involved in the training of laboratory technicians just over 30 years ago:

Learning rules and procedures: The giving of detailed oral and written instructions may sometime be less advisable than the use of algorithms, or step-by-step instructions in a family tree format. This “logical tree” method guides the student by a series of simple questions, each of which can be answered by “yes” or “no”. This method has advantage of communicating procedural and diagnostic skills (McMinn and Russell, 1975, p.2)

When trainees are only provided access to routine work activities and/or are denied support when they encounter new or unfamiliar tasks they are likely to have more limited learning outcomes than those who can participate in new activities, supported by experienced co-workers (Billet, 2002). Participation supports learning and the application of knowledge to the workplace environment. Learning and the

development of knowledge is not just ‘how to perform set tasks’ but embraces

becoming aware of the culture of the workplace, developing wider capabilities as well as a professional identity. The bringing of knowledge together from prior experiences and working with others is critical for the development of this practitioner identity

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(Evans, Guile and Harris, 2013, p.157) and can only be achieved by ‘involvement in practice’. The trainee must be engaged in ‘learning conversations’ and supported to develop a reflective approach to work-based learning. This approach shifts the focus to the social context and cultural tools that shape the way in which a person acts or interacts with their environment (Wertsch, 1994).

Bringing together the literature on the role of the tutor, work based learning and the workplace environment highlights the essential requirement for development of a framework of ‘stakeholders’ working together to provide a structure and culture that supports the practitioner learning experience. The tripartite concept of students’ workplace learning is key not only in negotiating learning goals but also in the assessment of learning. Constructivist learning theories emphasise the significance of working together (Tynjala, 2008) with establishment and recognition of roles and responsibilities within such collaborative ‘learning networks’ (Lloyd et al., 2014, p.5). Awards linked to professional registration require a common definition and identity between stakeholders (Fullerton, Thompson and Johnson, 2013). There should be acknowledgement of who has responsibility as ‘gatekeeper to the profession’ to support this structure (Pellat, 2006). In addition, recognition of and training to support this role is essential for learning and development within the workplace (Duffy et al., 2000; Henderson and Eaton, 2013).

To gain a clearer understanding of the influences upon developing learning goals and assessment I next review the literature on the introduction of a standards based approach and the role of the evidence portfolio.

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