Copy the page URI to the clipboard
Ferguson, Gillian
(2024).
Abstract
Social work professional education draws from diverse fields of knowledge about individual learning, learning cultures and organisational learning. Many aspects of professional learning, are characterised by a focus on the respective frameworks or standards in the nation in which social workers qualify (Moriarty and Manthorpe, 2014). Workplace learning, although highlighted, is often linked to the pre-qualifying or newly qualified stages of practice. Gordon et al. (2019) additionally found that there was a high value placed on learning through work, including self-directed and reflective learning, practice discussions and supervision but these learning opportunities were not consistent for practitioners. Gould positions social work practice as the ‘crucible of learning’ within the complex arena of individual and organisational learning (Gould, 2004, p.4). The term shared professional learning (Kettle et al., 2016), articulates the situated nature of this across the academy and social work organisations in terms of responsibility. Workplace practice is likely to be central to the experience of social workers’ learning, although currently rhetoric and reality do not align. Webster-Wright (2009) proposes that although rhetoric has changed it had no impact on professional development practices delivering ‘content rather than enhancing learning’ (Webster-Wright, 2009, p.702). There is a strong focus on learning through practice at qualifying stages of professional education but how this manifests in stages beyond the early career is less understood.
The paper draws on empirical, phenomenological research undertaken in Scotland that explored the nature of social workers’ lived experiences of learning in the workplace (Ferguson, 2021). Drawing on rich theoretical ideas, a web model of workplace learning for social work is introduced that acknowledges individual experiences and the complex practice context. The discussion will show the nature and complexity of individual social workers’ experiences and how understanding these can help design more effective workplace continuing professional learning opportunities. This qualitative study used Interpretative Phenomenological Analysis (Smith et al., 2022) and individual semi-structured interviews. The study was designed to get at the heart of the structure, texture and meaning of social workers’ lived experiences which were described using sensory details and striking metaphors. The study found that learning in the workplace is a complex, intricate web which encapsulates seven themes: journey of the self; navigating landscape and place; navigating tasks; learning through others; learning through the body; practices and conceptions of learning; and learning by chance. The threads and relationships between these themes form uniquely individual webs deeply connected to social workers’ embodied experiences of learning and the work opportunities that they undertake. Some social workers describe the creation of a new persona to navigate alien landscapes, whereas others reflected on integration of personal and professional selves. The study found that social workers’ most significant and valuable learning experiences were often entirely down to chance. For a profession with such a critical role, clearer strategic alignment between the learning opportunities the workplace offers and what social workers need to learn is crucial. The study findings sit at the intersection of knowledge and theory about workplace learning and professional education. The research offers a distinctive contribution to the knowledge about social workers’ experience through a workplace learning lens. Workplace learning is a vital element of continuing professional education for social workers as part of strategic, organisational and individual practices yet it is not a primary focus in planning.
The findings of the study were used to bridge theoretical ideas between conceptions of workplace learning and the nature of the lifeworld for social workers, using the work of Illeris (2011) and van Manen (2014). This provides a way to reconceptualise workplace learning for social work that reveals and explains the complexity of what is involved. The study identifies several implications for those who support social workers’ learning: workplaces and direct practice tasks offer essential sources of professional learning for social workers; understanding what learning in the workplace involves for social workers is important for strategic planning of professional development and effective organisational practices that support this; emotional and physical aspects of learning must be acknowledged; and, opportunities for social workers to learn together informally and formally are necessary. Understanding what learning in the workplace involves for social workers is important for strategic planning, effective workplace cultures, plans and procedures. Although learning is acknowledged to be a broad spectrum of activity in rhetoric, standards and policy, plans quickly default to provision or expectations of training as the primary source of continuing professional development (Ferguson, 2023). All modes of learning are important, however, workplace learning opportunities should be recognised as an essential component of professional education.
Gordon J., Gracie C., and Reid M. (2019) Post-qualifying learning in social work in Scotland: a research study. Dundee: Scottish Social Services Council (Online available at https://www.sssc.uk.com/knowledgebase/article/KA-02685/en-us accessed 28 Jan 2024).
Gould, N. (2004) The learning organization and reflective practice–The emergence of a concept. in Gould N. and Baldwin M. (Eds) Social work, critical reflection and the learning organization. Aldershot: Ashgate Publishing (pp. 1-10).
Ferguson G. M. (2021) “When David Bowie created Ziggy Stardust”. The lived experiences of social workers learning through work. The Open University (Online available at http://oro.open.ac.uk/77930/ accessed 28 Jan 2024).
Ferguson, G. (2023) “When David Bowie created Ziggy Stardust” Reconceptualising workplace learning for social workers The Journal of Practice Teaching and Learning, 20(1).
lleris K (2011) The fundamentals of workplace learning. London: Routledge.
Kettle M, McCusker P, Shanks L (2016) Integrated learning in social work: a review of approaches to integrated learning for social work education and practice Glasgow: Glasgow Caledonian University (Online available at https://www.sssc.uk.com/knowledgebase/article/KA-01739/en-us accessed 28 Jan 2024).
van Manen, M. (2014) Phenomenology of Practice. London: Routledge.
Moriarty J and Manthorpe J (2014) Post-qualifying education for social workers: a continuing problem or a new opportunity? Social Work Education, 33, 3, 397-411.
Smith, J. A., Flowers, P. and Larkin, M. (2022) Interpretative Phenomenological Analysis: Theory, method and research, Second edition. London: Sage.
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning Review of Educational Research, 79, 2, 702–739.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
