employer-responsive education – seec dr charlotte ramage principal lecturer school of nursing and...

Employer-responsive education – SEEC

Dr Charlotte RamagePrincipal lecturer School of Nursing and MidwiferyUniversity of Brighton

Learning outcomes

Understand the background factors that have influenced the development of the ReQ™ mark and RAWL module

Critically identify factors that facilitate and hinder effective participation in WBL

Understand the use of a ReQ™ mark for the recognition of a quality learning unit and the RAWL module for academic accreditation of learning

The influencing factors on the development of employer-

responsive education

1. The health care organisational climate

2. The university / workplace relationship to cultural capital

3. The rise of the corporate university4. ReQ and RAWL

1. Health care organisational climate

Since 1999 there has been ongoing government change in structuring health care priorities, role responsibilities and workforce development up to the current ideological shift in the way the health service is managed alongside conflicting political rhetoric – clash of ideologies within the coalition government

Economically driven reorganisation in services due to requirement for £20 billion savings – impact on the social learning environment, since health service budget is predominately salaries, savings impact on workforce numbers, staff development and staff release to the university

Cont......1. Health care organisational climate

Uncertainty regarding skills set for roles eg: 45% cut in management roles = a requirement for management skills set in

remaining roles but the skills set has yet to be mapped to career bands. Decisions about the role of Monitor will determine a skills set eg: pressing

need for skills in working in a highly competitive marketing versus lower priority need

Growth of independent sector providers in health care – historic relationship with them is that universities are the providers of cultural capital – the qualified staff they employ. Staff development in-house or bought in from private consultancies

Growth in private companies providing contemporary, responsive health care training and development eg M&K

2. The university / workplace relationship to cultural capital

Continuing Professional Education (CPE) Traditional relationship of the university with the work

organisation is that we provide Cultural capital - Courses for employment

Economic constraints lead to a discourse of flexible learning -modular learning, shifting the venue for learning, and reducing and compressing essential knowledge requirements. Fragmentation of courses and modules impacts on the educatoinal value added of engaging in HE

Cash CPE monies breaks historic relationships with local university provider leading to a competitive approach to Learning and development (L&D)

The organisation, WBL and CPE associated with cultural capital

Have found that WBL works best when it is embedded in courses or clinical pathways that lead to a qualification that is professionally recognised. In these areas the organisation prioritises the development of the structural capital – community specialist practice (school nursing, district nursing, health visiting ect) and critical care pathways (A&E, Renal, Cardiac, ITU, cancer care ect)

In these areas the following is encouraged which provides the supportive learning environment for work-based learning to thrive...

Cont.. The organisation, WBL and CPE associated with cultural capital

Boundary crossing encouraged as professional groups interface knowingly with each other– polycontextuality of practice knowledge (Engeström et al 2003)

Working to Local, Regional and National, European and International standards – Cultural capital -objectified state (Bourdieu 1986)

Accessibility and availability of knowledge resources – people, documents, openness to discourse about practice – cultural and intellectual capital

Recognition of identity as learner – Social learning environment (time for learning and support for learning- (Lave and Wenger 1991)

Organisational and professional recognition and reward for engagement in learning – Cultural capital - institutionalised state (Bourdieu 1986)

WBL in a generic clinical context

We have found the experience to be very different in more generic areas like surgery, medicine and older person care. In these areas there lacks an agreed understanding about what the value added is of engaging in academic development, there is no status associated with a course in nursing in a surgical area, little understanding between professionals about how they may gain from an individual developing their academic knowledge base regarding the clinical field of practice. Unlike in the courses and pathways mentioned before there is no automatic regrading on completion and professional recognition by the NMC. What we have found is that in these areas nurses are more likely to drop out of a WBL module because there is a lack or inconsistent support for learning in these areas. See slide 11.

Cont.... WBL in a generic clinical context

The variability of focus on the resources required to support structural capital is problematic for WBL re ensuring a equitable standard of learning experience

The collective understanding of the end product of engagement in development is less clear. Less boundary crossing, more territorial / tribal / local knowing

Inequitable distribution of resources and status – leading to variable access to the structural capital (Eraut 2005) which impacts directly on successful participation in WBL .

Difficulties in releasing the human capital – articulating the tacit knowledge embedded in practice – a-theoretical discourse (Eraut 2005)

Status, motivational drivers and personal learning model determine ability to overcome difficulties

Watching, being present, doing, being

involved

Experiencing Enrol on WBL

Complete negotiated learning Agreement

Data gathering

Leave Passive learner. Find self directed learning difficult. / Lack motivation to engage

Reading of text, online resources, journals,

protocols

Aware of contradictions

Becoming aware of gaps in coded knowledge.

Become aware of contradictions in and

between text and practice and practice

colleagues

ObservationTheorisingExperimentation

Engaged’ watching ‘. Questioning observed practice, own practice, the

text, and engaging in a dialogue about practice with colleagues.

Discovering essential principles

Seeking out, engaged watching and questioning differing perspectives, by crossing

boundaries professionally and organisationally – filling in the

gaps

Validating and re-

conceptualising

Construction of new way of working that is

cognisant of the view of the other

Transformation

Confident in ability to defend new knowledge and skill. Willingness to

articulate and demonstrate knowledge

and skill to others

Articulation

LeaveActive seeking of other employment.. Emergent conflict of values and beliefs with practice colleagues

Leave Lack of support/interest in learning by work colleagues. Lose motivation to invest the self further in the task

Lifelong learning

LeaveDualistic thinker – finds contradictions problematic – avoidance,inertia. lack of motivation to progress.

Identifying the focus for learning

LeaveLack of time to write up. Achieved own outcomes.

Constructing Practice Knowing through

WBL

C.Ramage June 2011

3. The rise of the corporate university

Since the previous government driver for the NHSU which became Skills for Health we are seeing more continuing professional development (CPD) / Learning and Development (L&D) being delivered in-house. This type of learning is associated with....

The rise of intellectual capital (Stewart 2004)• Not usually associated with university delivery (in house)• Delivering organisations objectives• Bringing about significant organisational change related to

government targets

Cont....3. The rise of the corporate university

University – ‘industry’ relationship re CPD/L&D• Garnet (2001) highlights that the university can contribute to

the intellectual capital of an organisation through individual development and work based projects

Difficulties for university involvement are • Rapid response – bespoke, short term shelf life – workers face

problematic situations that change constantly and solutions are of short duration

• Value for money (Dh 2010) – want content delivered in ever more condensed formats, competitively costed,

• Require evidence of positive impact on service delivery (Dh 2010). Need good interface with practice organisations to gain this data. Need to use testimonials from clients (activity not familiar to academics)

• Trying to learn something that isn’t stable and is yet to be understood – difficulty planning modules / study days

Training programmes - Prevalence of Corporate benchmarking

There is an increased activity re corporate benchmarking of practice knowing. The universities are competing with a variety of departments and organisations that all claim to deliver on professional development objectives for the health service

• Risk management - protecting the public, • achieving government directives – Department of innovation

and enterprise, (lean thinking, productive series, leadership)• defining competencies for roles – Skills for Health - Career

framework (KSF’s) – rebranding health service staff development as competency based

• L&D associated with producing short term measureable health care outcomes

• Companies using L&D to support a branded quality standard

4. ReQ™ and RAWL

ReQ™ marking (Recognising educational Quality – kite marking) emerged as a way for the university to revisit partnership relationships with health care organisations. It provides a route into in-house training programmes reclaiming the value added of linking learning with a university. By supporting trainers in designing a programme that meets set quality criteria you ensure a learning programme is well constructed, supported, assessed and evaluated. If individuals then want to claim credit for their learning experience through a WBL module they have the structure through programme learning outcomes, activities, guided reading, support in practice to put forward a claim.

The WBL module developed to capture the learning and award credit acts like AP(E)L or WBL.

Cont... 4. ReQ™ and RAWL

The RAWL module gets over the problem of AP(E)L being associated with an award. The nurses in our area are unable to sign up to a degree, only being released for a module at a time. RAWL enables a person to apply for credit through a stand alone module that is transportable to other universities / FE through university AP(E)L systems and allows individuals to access the level of credit and amount of credit that has meaning to them and equates to their learning. This allows for the fact that individuals gain different things from a similar learning experience. Eg: an HCA and psychotherapist may attend the same learning experience, the HCA may access 10 level 4 credits as they have personally developed their knowledge of an event, the psychotherapist may access 40 level 7 credits because they have strategically implemented a change in service delivery as a result of the information provided at the learning event.

Structural systems negotiated to launch ReQ™

What we had to do in implementing ReQ was to establish School internal systems o The role of the ReQ™ advisoro Establishing a ReQ™ Steering groupo Establishing a ReQ™ Review Board and marking criteria for ReQ™

submissionso Establishing links with Business development unito Developing an outline of the ReQ™ process for the cliento Developing Business plan for next three yearso Designing, commissioning and implementing professional development

for new roleso Clarifying need for and gaining administrative supporto Developing RAWL (Recognising and Accrediting Work-Related Learning)

Modules to accredit learning through ReQ™o Developing audit processes

What’s different about the ReQ™ ?

ReQ™ differs from standard kite marking as the investment is not predominantly for the logo it is for the value added of consultancy advice and expert overview of relevance, currency, effective teaching and learning potential

We are selling not just the university brand we are selling our expertise in the development of quality learning products

ReQ™ Criteria

11 criteria Title Rationale for learning unit Learning outcomes Pre requites for participation Learning unit content Learning activities Assessment Resource management Pricing Health and safety Evaluation

Developing the ReQ™ criteria

Rationale

Overarching aim of the learning unit

Learning outcomes (LO’s)o Ensure consistency between stated LO’s, the aim of the learning unit and any

other material, flyer’s, teaching materials

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Rationale: Examples of how this can be expressed. This learning unit responds to the

following national policy and guidance……

The underpinning philosophy of the learning unit promotes ……

Essential skills training for the workforce is also indicated in the following documents…..

The learning unit can be mapped to the Knowledge and Skills Framework (2004), in particular: …


Content should indicate contemporary reference material and sourceso Give examples of individual sessions no more than 2


Learning unit content outline

The learning unit will include the following content which is mapped against the Learning outcomes

Content: - session or cluster of sessions ie Skills sessions

Meeting learning outcomes –what is achieved in the session / cluster of sessions that meets the learning outcomes?

Level of content and learning in relation to target audienceA statement about how the content reflects expectations

Content of study day(s)


Learning activities promoted

CV’s of those involved and contingency plans when a contributor is off sick


Learning Activities List the learning activities, provide examples for each and how those learning activities link to the learning outcomes

Examples: Learning activities may be reflected as: - Exposure to information Experiential Reflective Learning Reflection on existing knowledge and assimilation of new knowledgeRehearsal and planning new practice

Developing the ReQ™ criteria Assessment strategies

Evaluationo Demonstrate how you intend to evaluate the learning unit. This evaluation should inform

future planning and the annual report – attach evaluation form(s) - appendix


Assessment: Learning is assessed by: List in what ways you assess the participants. This may include : • Questions and answer technique, • Peer group activities and or competency/ skills assessment, • Reflection, • Presentation. Provide examples of assessment in the sample of teaching and or additional appendices

Developing the ReQ™ criteria Ongoing Quality Monitoring

Evaluationo Demonstrate how you intend to evaluate the learning unit. This evaluation should inform

future planning and the annual report – attach evaluation form(s) - appendix


Annual report: Name of learning unit..... Organisation........ Date........Please include the following:

• Statistical data on numbers of attendees•Any changes to the content and delivery with rationale•Any difficulties experienced re contributors, finance, venue, responsive action plan•Summary of evaluations from attendees and proposed responsive action plan•Facilitator / organiser feedback: - comment on relationship / support from HEI link, service impact / feedback from key stakeholders – provide examples of quotes to substantiate comments

Submission of the annual report is conditional on renewal of the ReQ

Training and Development

What was needed? Working to shorter timelines Working to a clients’ expectations - understanding the product

and the market, responding promptly to queries (customer waiting)

Knowledge of business communication - listening to the client, separating the academic from the business persona

Knowledge of what your own organisation has to offer - offering workable solutions (products) that meet their needs,

Recognising differing levels of learning and the difference between recognising the quality of training programmes and quality assuring academic award based programmes

Negotiation and sales, closing the deal – don’t have to answer there and then, provide options with differential costings

Understanding self worth – realistic costing.

Types of ReQ™Community stop smoking interventions training physical assessment skills sexual health Health and social care support worker induction programme Cervical sampling training

Acute Hospital preceptorship programmes range of dementia care programmes

Independent sector Private health care group, care homes, mental health services

Dementia care training programmes Eating disorder training programme Child and adolescent mental health (CAMHS) Training programme

Tissue Viability Company – potential client Seating Wound healing

ReQ™ and RAWL

Did not go down credentialing route – perceived lack of authenticity to awarding the potential for x number of credit or QA risk attached to actually accrediting a programme outside the university.

Recognising and Accrediting Work-Related learning (RAWL) Module similar to AP(E)L – retrospective credit but not bound to an award and linked to recent past learning (one year) – The strength is that the Structural capital has been quality assured and it allows for greater flexibility re: credit – individual amount claims level – individual academic level of claims award - Transferable credit through APL to other institutions


Conclusion

Implementing the ReQ™ mark has been challenging in many ways

o Adapting ‘academic’ models of quality monitoring to ‘training’ units of learning

o Clarifying expectations regarding what is valued learning with educational colleagues

o The need for resources to engage in and develop more widely ReQ™ activity

o The need for lecturers to develop new skills in managing a more business model of educational consultancy. This isn’t for everyone

o Identifying and responding to a competing market for educational delivery whilst maintaining the position of the HEI in promoting and recognising educational quality of organisational learning

o We have gained experience in working with a new client base developing greater intelligence regarding our market requirements as a result and sustaining partnership relationships.

References

Bourdieu, P. 2008. The Forms of Capital, Ch15. in Readings in Economic Sociology N. W. Biggart (ed) Oxford: Blackwell Publishers Ltd

Ellström, E., B. Ekholm and P-E Ellström 2008. Two types of learning environment: enabling and constraining a study of care work. Journal of Workplace Learning. 20(2): 84-97

Engeström, Y., R. Engeström and M Kräkkäinen 1995. Polycontextuality and boundary crossing in expert cognition: learning and problem solving in complex work activities. Learning and Instruction. 5. 319-336

Eraut, M. 2005. Continuity of learning, editorial. Learning in Health and Social Care. 4(1): 1-6

Lave, J and E Wenger 1991. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

Stewart, T. 2004 Intellectual capital. London: Nicholas Brealey

employer-responsive education – seec dr charlotte ramage principal lecturer school of nursing and...

Documents

staff development

health visiting

workforce development

development of employer

cancer care

health service budget

development ldthe organisation

cultural capital courses