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

2. Scholar-who? Is a scholar a teacher or a researcher? is a scholar engaged in the street with people? Is a scholar a call to a certain ethical kind of life? is scholarship a calling at all? If you met a scholar, would you recognise them? Do other people have to recognize you as a scholar in order to call yourself a scholar? Is scholarship pretentious or vital? Does having a Ph.D. make you a scholar?

3. Scholar - Why Is being a scholar a job? Should a scholar feel like a factory worker: produce degrees at break-neck speed and in their own time, produce enough scholarship to show willing? Has the financial strain created a temporary, expendable workforce of scholars who relate to a publish or perish mentality in an attempt to keep their jobs. Has research become instrumental, teaching completely rationalized, packaged and assessed. Is the role of the Scholar becoming diminished?

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

5. 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.

6. 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.

7. 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

8. 17 January 2014 Learning As Change Pre- contemplation Determination (decision point) Contemplation Action Maintenance Relapse Exit – choose not to change Exit - successful change Exit – give up trying Prochaska and DiClementes model of change (1982)

9. Functional Learning Cycle 17 January 20149 Anxiety Uncertainty Risk/Experiment Struggle Insight/Resolution (Vince and Martin, 1993)

10. Dysfunctional Learning Cycle 17 January 201410 Anxiety Fight/Flight/Freeze Defensiveness Denial/Avoidance Wilful ignorance Disengagement (Vince and Martin, 1993)

11. 17 January 2014 Pre- contemplation Determination Contemplation Action Maintenance Relapse Exit – choose not to change Exit - successful change Exit – give up trying Dysfunctional learning cycle

12. Kuzman 2009

13. 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.

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

15. 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.

16. 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 Organizations In: 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

17. 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

18. 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?