Extraordinary Learning in the Workplace (Innovation and Change in Professional Education, 6)

Annotation The contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals€™ learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions€”education, nursing, medicine and clergy€”at the point of those professions wherein students are learning during the degree program stages of their education. Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for €œquality€ assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices Overview: The Reasons for Writing This Book 6 The Structure of the Book 8 The Issues Addressed in Part I: Curriculum 8 The Issues Addressed in Part II: Learning and Instruction 10 The Issues Addressed in Part III: Assessment 11 The Issues Addressed in Part IV: Implementation 12 Summary 13 References 13 Contents 15 From the Series Editors 16 About the Book Series 16 About This Book 16 Contributors 18 Part I Curriculum 19 1 Conceptual Perspectives and the Formal Curriculum 20 Overview 20 Part 1: Definition of Curriculum and Rationale for Learning in Practice Settings of the Workplace for Education for the Professions 20 Part 2: Traditions of Scholarship and Practice in Curriculum Studies: Implications for Learning in the Workplace 23 Systems Approach 24 Reconceptualist Approach 26 Deliberative Curriculum Inquiry 29 Conclusion 31 References 31 2 The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals 34 Introduction 34 Freidson's Challenge 35 Extraordinary Workplace Learning: A Normative Framing 39 Medical Education and Work: A Brief History 41 A Pedagogical Conundrum 42 Two Modern-Day Arenas of Pedagogical Conflict 43 Conclusions 46 References 47 Part II Learning and Instruction 53 3 Conceptions and Theories of Learning for Workplace Education 54 Overview 54 Part I: The Nature of Professional Practice Essential Knowledge, Competencies, and Qualities 55 Part II: Conceptions and Theories of Learning 59 Behavioral Learning Theories 60 Transition to Conceptions of ''Adult Learning'' and Self-Directed Learning 62 Constructivist and Cognitive Theories of Learning 65 Cognitive Theories of Learning 65 Experiential Learning Theories 66 Reflective Practice and Transformative Learning Theory 67 Social Theories of Learning 69 Social Cognitive Theories of Learning 70 Social Cultural Theories of Learning 71 Discussion and Conclusions 72 References 74 4 Coaching, Mentoring, and Supervision for Workplace Learning 78 Overview 78 Contextual Factors in Workplace Learning 79 Coaching, Mentoring, and Supervising to Support Extraordinary Learning in the Workplace 80 Coaching 81 Mentoring 82 Supervision 85 Setting Expectations, Questioning, Feedback, and Reflection 87 Reflective Practice 91 Summary 93 Challenges 94 Suggestions 95 References 96 Part III Assessment 100 5 Conceptual Perspectives: Emerging Changes in the Assessment Paradigm 101 Overview 101 Historical Changes in Assessment 103 Mentor's Judgment of Performance 103 Standardized Testing of Competence 103 Workplace Assessment of Competencies and Performance 104 Traditional Assessment 106 Emerging Assessment of Performance 107 Assembling Performance Data Sets 108 Analyzing Data Sets 109 Improvement Planning 110 References 111 6 Assessment: Practical Strategies Applied to the Professions 115 Overview 115 Part 1: Assessment of Attitudes 116 Medicine 116 Theology 118 Nursing 118 Education 119 Part 2: Assessment Skills 120 Medicine 121 Theology 125 Learning Agreement 120 Intentions and Plan for Learning 126 Nursing 127 Education 128 Part 3: Assessments of Knowledge 132 Medicine 133 Theology 135 Nursing 136 Education 137 Conclusion 137 References 138 Part IV Implementation 143 7 Faculty Development for Workplace Instructors 144 The Target of This Chapter 144 A Brief Overview of Faculty Development 150 Where Does Faculty Development in the Professions Stand Today 152 Types of Learning Opportunities for Workplace Instructors 154 Workshops -- How to Structure Them 154 Workshops -- What to Teach the Workplace Instructors 158 Online, On-Demand Training for Faculty 159 Extended Seminars and Fellowship Programs 161 Communities of Practice and Other Peer Learning Strategies 162 Consultation with Feedback 165 Barriers and Supports for Faculty Developers of Workplace Instructors 167 People and Interpersonal Relationships 168 Institutional Structures 168 Personal Considerations and Commitments 169 Intellectual and Personal Characteristics 169 Acceptance into the Community of Practice: ''Those Who Can, Do; Those Who Can''t, Teach'' 169 Conclusion 172 References 172 8 Envisioning the Future 178 Overview 178 Theme 1: Establishing Relationships to Support Workplace Learning 180 How Do Relationships in the Workplace Facilitate Learning? 180 How Can Relationships in the Workplace Interfere with Learning? 184 Directions for Future Research on Relationships in Workplace Learning 185 Summary 186 Theme 2: Selecting Tasks/Activities to Support Learning in the Workplace 187 How Do Tasks and Activities Constitute a Workplace Curriculum that Not Only Supports Learning, but May Make the Learning Extraordinary? 187 How Can the Selection of Tasks and Activities Optimize or Inhibit Workplace Learning? 189 Directions for Future Research on Tasks/Activities in Workplace Learning 193 Summary 194 Theme 3: Utilizing Work Practices and Culture to Support Student Learning in the Workplace 195 How Do the Routine Practices in a Work Environment Facilitate Student Learning? 195 What Aspects of Work Practices and Culture Can Misguide Student Development? 196 Directions for Future Research on Work Practices in Workplace Learning 201 Summary 202 Discussion and Conclusions 203 References 205 Author Index 208 Subject Index 218 Front Matter....Pages i-xix Front Matter....Pages 1-1 Conceptual Perspectives and the Formal Curriculum....Pages 3-16 The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals....Pages 17-35 Front Matter....Pages 37-37 Conceptions and Theories of Learning for Workplace Education....Pages 39-62 Coaching, Mentoring, and Supervision for Workplace Learning....Pages 63-84 Front Matter....Pages 85-85 Conceptual Perspectives: Emerging Changes in the Assessment Paradigm....Pages 87-100 Assessment: Practical Strategies Applied to the Professions....Pages 101-128 Front Matter....Pages 129-129 Faculty Development for Workplace Instructors....Pages 131-164 Envisioning the Future....Pages 165-194 Back Matter....Pages 195-212