Work-based learning: creating capacity for workforce redesign

Pugh, Tracey J., Meyer, Edgar and Wintrup, Julie (2008) Work-based learning: creating capacity for workforce redesign. ASET Annual Conference 2008, Plymouth, United Kingdom. 01 - 03 Sep 2008.

Abstract

Aims:   To highlight the interdependence of work-based learning and local workforce changes and the potential for workforce redesign in line with local and national drivers.
Objectives:   The objectives for the workshop are to:
•Challenge the idea that work-based learning is an end as an educational experience in itself;
•Propose the importance of work-based learning as a means to create a responsive workforce;
•Advocate collaborative curriculum development for work-based learning; and
•Demonstrate the value of a learning contract.

Work-based learning (WBL) has now become standard educational practice for a variety of reasons. Emerging from the need to enhance experiential learning, WBL has, arguable, been able to nestle theoretical knowledge in practice. Students realise the relationship between knowledge (particularly theoretical in nature) and practice (Raelin 1997). WBL has supported access to learning opportunities with this type of learning being more flexible and focused. The value of WBL is acknowledged in the literature both for the trainee (e.g. (Blundell et al 1996); IES 2000) as well as the employer (OECD 1998). But what are some of the benefits? In relation to the proposed workshop, some evidence suggests that WBL increases the ability of individuals to perform different, often more demanding roles (Scottish Executive 2002). This workshop aims to show that WBL can do more than just enhance the range of tasks individuals can perform, but support (a) the development of entirely new roles and (b) reflection on the type of workforce needed.
The presenters will outline the work that has been undertaken as part of the Foundation Degree in Health and Social Care at the University of Southampton. We will demonstrate how we have adapted the WBL component in line with workforce change/redesign and the issues of placement capacity. The example will show how rehabilitation assistants have been defined as a distinct role within the local workforce as a direct response to financial pressures, as well as the experiences of the trainee and the employer of the WBL.
Through a range of small group activities and challenges, we will illustrate the way in which we have worked with local partners to build workforce capacity by responding to local needs and collaboratively developing models for workforce. The workshop will actively encourage participants to reflect on their own experiences with the aim to develop forward looking plans to influence local change. By emphasising the link between WBL, collaborative curriculum design and workforce redesign, we aim to encourage individuals to develop responsive and innovative WBL modules that go beyond the student experience. Whilst we will not provide “the best solution” for WBL, we hope to show how education establishments and employers achieve success in both work based learning as an instrument of workforce change and educationally rigorous learning opportunities.

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