Support for Work Based Learners: from University, employer and self Dr Jenny Naish National Teaching Fellow Assistant Dean (Learning, Teaching and Quality)

Characteristics of WB Learners Mature Limited/dated previous HE experience High expectations and highly motivated, but may be anxious learners Strong influences from previous learning Diverse sectors and levels of expertise At least partially sponsored by their employer

Critical factors for supporting WB learners Understanding each other’s culture Understanding each other’s context Understanding each other’s language “Hanging out at their place” Empathy - emotion is always present Managing equality and power issues

What do The Royal Ballet and Ministry of Defence Police Force have in common as organisations participating in Work Based Learning programmes? What issues might this commonality have for supporting Work Based Learners from these organisations?

Bob the Work Based Learner has a range of specialist skills & knowledge

Support from the past The “baggages” of previous learning both +ive & -ive Critical learning experiences & transitions Who are your learning gurus, role models & mentors? What are your learning stories?

Learning conversations Learning from teaching Applied pedagogy leads to meta-cognition Learning intimacies Reflection and reflexivity Learner roles within WBL Communication is key...of course

AdultParent Child Communicating with adult learners Based on Berne (1964) Games people play

Your stakeholder map You the WB learner in relation to Employer, line manager & colleagues Partner, family & friends Tutor, mentors & fellow learners Your professional sector & occupation

You Your work place: Line manager HR people Your direct reports/team Peers Organisation culture Sector (eg public, private, voluntary) Business orientation Organisational structure Organisational governance Organisational policy & practice Where do you fit? National & international dimensions Legislation, specific and general EU links Your personal life: Work life balance Your significant “other” Family & friends A room of your own The ethical & moral dimensions You as a worker & learner Your contracts & partnerships Your research focus Anonymity & confidentiality Values & philosophy Your professional networks: Professional body CPD requirements Your stakeholder map

Try to analyse the influence Quality and quantity of influence Uneven and not necessarily linear Changeful and contextual Time related: chronos and konos Power relations within the Stakeholder Map

How much do you know? Know whatKnow when Know whyKnow who Know howKnow for what purposes Know whenKnow with what conse- Know wherequences Know the context

Support issues for Work Based Learners Being an insider-researcher Anonymity and confidentiality The University as a “safe” place: learning & vulnerability Challenging the workplace: ethics & cans of worms Where do they go from here: “Do we need to get out” WBL as a refashioning of self Because...

Things Work Based Learners say I know so much more, makes me re-think my role Jealousy “If you’re doing an MA I should be doing a PhD” I can’t not do this...no learning is unwelcome Changing dynamics in family life Workplace has no comprehension of the university and why I’m doing this Are we intimidating our managers?

Thing WB learners say I trust my knowledge & experience more...not starting from scratch Stretching me further than I thought possible Learning that there isn’t always an answer...counter culture I can challenge in a more informed manner Pot luck if your manager supports you I’m now in control...am I developing?

Kurt Lewin’s Change Equation C = (D + V + S) > £ Or, quite simply, WBL changes people’s lives!