Sue Bolt Education in a Changing Environment Conference Sue Bolt Curtin University of Technology Education in a Changing Environment Conference Employability and Workforce Development 13 September 2007 Practice-based Learning: Balancing Individual and Organisational Needs

Contents Practice-based learning defined Importance of practice-based learning Conceptions of adult learning Conceptions of workplace learning Conceptions of organisational change Motivation for change Methodology Results Conclusion Questions

Practice-based Learning In this context practice-based learning refers to any learning, formal or informal, arising from the practice of being engaged with paid or unpaid work in a job, profession or voluntary capacity

Why is practice-based learning important? Diversity of workforce Sustainability depends on ability to adapt to dynamic environment Organisational change is difficult to sustain

Conceptions of Adult Learning Adults needed to know why they had to learn something Self-directed learners Experienced Work or life centered tasks Problem-based learning Intrinsically motivated

Conceptions of Workplace Learning Traditional approach – identify needs, implement, evaluate and review learning program Limitations Situated approach – community of practice, social learning theory Limitations

Conceptions of Organisational Change Lewin’s Three Step Change Process Action Learning (Lewin, Revans, Argyris & Schon) Contemporary Adaptations of Action Learning (e.g. Appreciative Inquiry) Organisational Development (Strategic, interpersonal, techno-structural and human resource development interventions) Change agent

What motivates people to change? People find it difficult to change Learning experiences benefit and meaningful Intrinsic or extrinsic Organisational Culture (a sense of purpose, focused on individual development, trust, openness, employee empowerment, toleration of employee expression)

Exploratory Interpretive Study Research Questions 1. What kinds of programs, formal and informal, have diverse organisations established to meet their needs for organisational learning and change? 2. What kinds of professional learning programs and experiences are accessible to staff? 3. What motivational factors appear to influence staff in transferring their learning to the workplace? 4. How effectively have existing professional development arrangements in diverse organisations met individual, group and organisational learning needs? What are the relationships between adult learners’ professional development and organisations’ change agenda?

Procedures Development and Trial of Instruments Selection of Organisation Convenience Sampling Purposive Sampling 1 Exploratory Interview 1 Key Informant Data Collection – 4 days Quota sampling State Office = 17 (6+11) A = 3 (1+2), V1 = 2 (1+1), V 2 = 5 (3+2), C = 4 (1+3), V2/C = 3 (0+3) Regional Offices = 2 (2+0) 19 Semi-structured Interviews SM = 2 MM = 5 V1 = 2 V2 = 12 C = 12 G = 6 PAT = Questionnaires Data Analysis Mixed Methods Qualitative Triangulation Reporting

Workforce Diversity Background 900 years of history Volunteer organisation Three separate foci Location State Office (South) North Office Northwest Office Activities Volunteer branch 1 Volunteer branch 2 Commercial sector Staffing Permanent (Full & part time) Casual Volunteer years of age (mean = 46 years) Australian Multiple employers Multiple branches Varied educational Varied vocational backgrounds

Context: Organisational Change Drivers for Change Regulations Sustainability Competitive Advantage CurrentChangeSituation Current Change Situation Commercialisation Centralisation Management of Volunteers Future Strategic and Operational Planning Considerations Structure and infrastructure Financial Resources Human Resources (Staffing & Training) Marketing Desired Situation Sustained competitive advantage

Summary of Practice-based Learning from Questionnaires Formal Education Formal Education (62.5%) 45% of participants freely chose to participate 71.1% at RTO or workplace 56% said it was relevant to current job (m) 48% said it increased promotional prospects (m) Non-Formal Education Non-Formal Education (95%) 60% of participants freely chose to participate 73% attended workshops 68.4% said it was relevant to current job (m) 60.5% were interested in topic (m) Informal Learning Informal Learning (82.5%) 75.8% of participants freely chose to participate 59.4% - mentoring 72.7% said it was relevant to current job (m) 54.5% were interested in topic (m) Incidental Learning Incidental Learning (90%) 91.7% working with others (type)80.6% experience of doing the job (type) 91.7% working with others (m) 80.6% experience of doing the job (m) 80.6% talking to colleagues (m) 75% interest in the topic (m)

Practice-based Learning Themes from Semi-structured Interviews Short Courses and Workshops TAA CPR Workplace 1&2 Beyond State Branch Other organisation Self-initiated tertiary studies National bodyEnvironment Venue Resources Culture Major Issues Emerging Prior knowledge and experience not recognised Limited opportunity to implement current learning Lack of individual career development Limited strategic planning

Organisational Development Themes from Interviews Human resource management Recruitment Appraising and rewarding performance Career development Interpersonal Communication Group dynamics Techno-structural Workload Work allocation Work location Strategic Planning Marketing Commercialisation Professionalism Major Issues Emerging Communication problems embedded Human resources management critical Workload issues must be addressed

Conclusion This organisation used a traditional approach to workforce development but could benefit from a more situated approach The services of a suitably qualified and experienced change agent would be of benefit An understanding of a wider range of learning and change theories could inform planning for practice based learning Further research could add to knowledge

References Burns, R. (2002). The Adult Learner at Work (2 nd ed.). Sydney: Allen & Unwin. Cady, S.H., & Caster, M.A. (2000). A Diet for Action Research: An Integrated Problem and appreciative Focused Approach to Organization Development [Electronic Version]. Organization Development Journal, 18, Retrieved 29/9/06. Coghlan, D., & Brannick, T. (2003). Kurt Lewin: The “Practical Theorist” for the 21 st Century [Electronic Version]. The Journal of Applied Behavioural Science, 41, Retrieved 29/01/07. Conlon, T.J. (2004). A Review of Informal Learning Literature, Theory and Implications of Practice in developing Global Professional Competence [Electronic Version]. The Journal of European Industrial Training, 28, Retrieved 28/5/07. Fullan, M. (2006). Turnaround Leadership. San Francisco: Jossey-Bass Publishers. Jarvis, P., (1987). Adult Learning in the Social Context. Beckenham: Croom Helm Ltd. Knowles, M.S., Holton III, E.F., & Swanson, R.A. (2005). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (6 th ed.). San Diego: Elsevier Inc. Merriam, S.B., & Caffarella, R.S. (1999). Learning in Adulthood: A Comprehensive Guide (2 nd ed.). San Francisco: Jossey-Bass Publishers. Miller, P. (2003). Workplace Learning by Action Learning: A Practical Example [Electronic Version]. Journal of Workplace Learning, 15, Retrieved 27/5/06. Robbins, S.P., Millett, B., & Marsh-Waters, T. (2004). Organisational Behaviour (4 th ed.). Frenchs Forrest:: Pearson Education Australia. Waddell, D. M., Cummings, T.G., & Worley, C.G (2004). Organisation Development and Change (2 nd ed.). Melbourne: Nelson Australia Ltd. Wlodkowski, R.J. (1999). Enhancing adult Motivation to Learn (Revised ed.). San Francisco: Jossey- Bass Publishers.

Questions Thank you for listening Are there any questions?