1. Practicing what we preach: how can Heads of Service develop self and staff as reflective practitioners through CPD? In this presentation, I invite you to explore the following areas: 1/Reflective practice 2/ History of the AGCAS courses 3/ Practicing what we preach? 4/ The future?

2. Reflective practice Chris Argyris Emeritus Professor of Education and Organisational Behaviour at Harvard University Donald Schon Formerly Professor of Urban Studies and Education at MIT. Died in 1997.

3. Backgrounds With backgrounds in professional education and the training of consultants, Argyris and Schon diagnosed a crisis in the professions. In this respect, it is interesting to note current criticism of professionals in the media e.g. bankers, politicians, doctors, social workers, careers advisers…... They were influenced by cognitive psychology, existential philosophy and constructivist approaches to education. Also interested in integrating theory and practice, and affective and cognitive learning.

4. Key claims ‘Theories are theories regardless of their origin: there are practical, common-sense theories as well as academic or scientific theories. A theory is not necessarily accepted, good or true…’ (1974: 4) They became dissatisfied with the use of the terms skills (e.g. communication and organisational skills) and strategy. ‘We began to use the term… theory of action to replace the terms skill and strategy.’ (1974: xxviii) The term ‘theory of action’ is their explicit attempt to link theory and practice.

5. Key claims ‘If theories of action can be attributed to all people who show deliberate behaviour, then the scope of the knowledge exhibited in theories of action is immense. Theories-in-use include knowledge about the behavior of physical objects, the making and use of artifacts, the marketplace, organizations, and every other domain of human activity. In other words, the full set of assumptions about human behavior that function in theories-in-use constitutes a psychology of everyday life.’ (1974: 7-8)

6. Key claims ‘All propositions about the structure and operation of society, about the culture, about the design and construction of artifacts, about the physical world……constitute a sociology, an anthropology, an engineering science, a physics of everyday life. In this sense, everyone is his own psychologist, sociologist, anthropologist, engineer and physicist.’ (1974: 8)

7. Key claims Argyris and Schon identified two forms of theory in action: –1/ Espoused theory –2/ Theory-in-use To illustrate this, they analysed the theories in action held by staff at an agency for the blind (1974: 8): –1/ Espoused theories The blind are potentially independent Agencies for the blind function to help the blind realise that potential –2/ Theories-in-use The blind are basically dependent on the agency The agency functions to sustain the dependence through continuing service The function of a blind person is to adapt to life in an agency setting

8. Key claims ‘We thought that the trouble people have in learning new theories of action may stem not so much from the inherent difficulty of the new theories as from existing theories people have that already determine practice.’ (1974: xxviii) This suggests that people come to CPD/formal education already ‘full’ of learning. ‘We cannot learn what someone’s theory-in-use is simply by asking him.’ (1974: 7) Sometimes people struggle to articulate how they, variously, teach, coordinate, advise, manage. Schon suggested that ‘through reflection’ we can correct ‘overlearning’ and ‘surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized practice…..’ (1983: 61)

10. History of the accredited AGCAS CPD courses There are at least 3 main phases in the evolution of the courses: 1992-1995 1995-2005 2005-2012

11. Phase 1 1992-5 Courses set up in partnership between AGCAS and Reading Consultation with Heads of Service, AGCAS members, Reading staff Post Experience Diploma (80 credits) Core: Information Management OR Guidance Options: 3 from 7 Post Experience Certificate (40 credits) Core: Intro to Careers Work in Higher Education, Working with Students, Liaison with Employers, Theories of Career Education and Guidance

12. Phase 2 1995-2005 Postgraduate Diploma (120 credits) Core: Career Development Theories and Challenges Revised range of options e.g. Training and Coaching MA CEIGHE (180 credits) introduced Both changes designed to cover a wider range of roles e.g. employer liaison, more experienced staff, trainers

13. Phase 3 2006 to date Postgraduate Certificate (60 credits) Core: Career Development Theories and Challenges Revised range of options e.g. Graduate Employers and Labour Markets, HE in FE Broadened range of MA/PG Diploma options to reflect changing roles of staff: Management Marketing Enhancing effectiveness Management of Student Work Experience (PG Dip/Cert then MA) Career Studies Unit transferred to Warwick

14. Reflective practice? Developed in partnership with participants. The syllabus for each module includes the participants’ prior experience. Opportunities provided to share this: particularly important on a CPD course – the notion of the “full” learner. Bridges the academic and vocational divide (Ford & Graham 1994). Renewed focus on the integration of theory and practice e.g. CDT, values in Challenges. Using more formal ideas as tools to surface the tacit. Work-related assignments How can we enhance reflective practice: as a course team? as Heads?

16. Future? Research Project: revised materials, workshop Postgraduate Awards (20 credits) e.g. CD Theories, Challenges, Management AGCAS Trainers CPD Day Further developments: management, work experience, placements New scholarship Enhanced VLE Your thoughts about future developments??

18. References and further reading Argyris, C. and Schon, D. (1974). Theory in Practice: Increasing Professional Effectiveness. San Francisco, CA: Jossey-Bass. Ford, C. and Graham, B. (1994). The new qualification in careers guidance in higher education: a collaborative partnership, British Journal of Guidance and Counselling, 22 (1), 127-141. Graham, B. and Mortensen, R. (2007). Professional development. In: T. Butler and M. Dane (eds.) AGCAS: Reflections on Change 1967-2007. Sheffield: AGCAS. Schon, D. (1983). The Reflective Practitioner: How Professionals Think In Action. New York, NY: Basic Books.