reflective account of professional practice€¦ · wolverhampton’s professional development...

Journal of Health and Social Care Improvement 2017 month Issue Vol 1 (3) 23-34

ISSN 1756-6657 23

Reflective Account of Professional Practice

Author: Dean-David Holyoake

______________________________________________________________________________________

Abstract KUDOS (Knowledge, Understanding, Development, Opportunities and Standing) is the University of

Wolverhampton’s professional development scheme which is accredited by the Higher Education Academy (HEA) for the

recognition of professional academic practice. It is based on the dimensions and descriptors of UKPSF which was created

by sector-wide leads and is backed by, the HEA, Guild HE, the Department for Employment and Learning, the Higher

Education Funding Councils for England, Scotland and Wales, the National Union of Students and Universities UK. In

order to gain recognition for practice via Fellowship of the HEA all the dimensions of the criteria must be met and this is

achieved through a reflection on academic practice and a portfolio of evidence. This article is one such example of a

submission that presents an illustration of a light hearted yet quintessentially honest account of academic practice.

Table of UKPSF dimensions

Areas of activity Core Knowledge Professional Values

(A1) Design and plan learning activities and/or programmes of study

(K1) The subject material (V1) Respect individual learners and diverse learning communities

(A2) Teach and/or support learning (K2) Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

(V2) Promote participation in higher education and equality of opportunity for learners

(A3) Assess and give feedback to learners (K3) How students learn, both generally and within their subject/ disciplinary area(s)

(V3) Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

(A4) Develop effective learning environments and approaches to student support and guidance

(K4) The use and value of appropriate learning technologies

(V4) Acknowledge the wider context in which higher education operates recognising the implications for professional practice

(A5) Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

(K5) Methods for evaluating the effectiveness of teaching

(K6) The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Key words: KUDOS, Higher Education Academy, recognition of professional academic practice

Correspondence: Faculty of Education Health and Wellbeing, University of Wolverhampton

[email protected]

Submitted for Publication -3.8.17

Accepted for Publication -20.9.17

__________________________________________1. Academic practice overview:

Today, I’m Dean-David Holyoake. I have been teaching

officially since the late 1990’s. I started teaching an MA

in Solution Focused Brief Therapy at the University of

Birmingham and as time progressed I accidentally found

myself as the Course Director of its 7 modules until

decommission in its 10th year. During this period I also

Journal of Health and Social Care Improvement, 2017 month Issue Vol 1 (3) 23-34

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developed, set up and organized the profitable Priory

Awards in CAMHS (Child and Adolescent Mental

Health Services) in association with University of

England. Development of these awards involved

budgeting, employment of specialized personal,

commissioning of facilities and the usual recruitment of

learning materials. After a number of promotions I was

lucky enough to be employed as a specialist in CAMHS

teaching on the under graduate nursing programs at the

University of Wolverhampton. My career in higher

education has not been plain sailing and I have written

about my vulnerabilities in a series of research

ethnographies (Holyoake 2012a, 2012b, 2012c). These

writings relate to D3, D4 particularly D5 and D6 and of

course the successful co-ordination of teams (D7) as I

will go on to show.

I have had a number of successes, recognitions and

leadership roles. I achieved my first teaching

qualification in 1992 as part of the English National

Board’s Teaching and Assessing portfolio. In that same

year I also completed my Student Assessor course at the

Queen Elizabeth School of Nursing. Other teaching

qualifications were to follow, but practice and peer

recognition has come in many forms. I was voted on to

the Royal College of Nursing Adolescent Steering

Committee and also elected as a Member of the Steering

Committee Royal College of Psychiatry (Quality

Network for In-patient CAMHS). I was an active

Associate of Royal College of Nursing Development

Council for Nurse Education and a member of the

National Association of Nurse Consultants in CAMHS

(D3, D4). To date I have contributed to the development

of the Diploma and Certificate programme at Change

(Solution Focused Registered Organisation in

Birmingham) (D1, D2, D6) and been a member of the

Independent Healthcare Forum, Developer of CAMHS

kartoons™ (D5), Priory Finalist (Innovative Prize) (D5),

a British Army Veteran (D7) and Nominated for Cutting

Edge Teaching Style (National Union of Students). In

addition I have been Keynote speaker and collaborated

with other educationalists at Conference, Dale &

Holyoake (2009a, 2009b, 2009c), Thain & Holyoake,

(2009a, 2009b, 2009c, 2009d, 2009e), Holyoake &

Golding (2011, 2012), Conlon & Holyoake (2013). I

have published over 100 articles related to clinical and

education practice in peer reviewed journals and had 7

books published. I have Organised National CAMHS

conference in partnership with APSA (The Association

of Professionals in Services for Adolescents), De

Montford University, Quality Network Inpatient CAMHS

and for 8 years I was the Developer and Facilitator of

Adolescentunit.com Online Social Network (A3, A4,

K4). I have worked at the Healthcare Commission and

Health Inspectorate Wales as a CAMHS Inspector,

managed and developed 9 specialist adolescent units in

the UK, contributed extensively to Nursing Standard

Reader's Panel (see listed Refs), been a book reviewer,

I’ve scrutinised and consulted with University of

Helsinki and University of West England, been a Sub

editor for ‘Mental Health Care’, taught on Doctorate

programmes, supervised and examined doctorate

students. I suspect there is more, but I really am

embarrassed of my bragging, so now wish to move on to

my reasoning to how my role and experiences meet the

criteria set out in the KUDOS Senior Fellow criteria.

2. Involvement in teaching and learning initiatives;

I will try and focus on an appreciation of the Descriptors

and their relevance to my ‘Teaching’ and ‘Learning’

initiatives. In my early days this amounted to attempting

to use an overhead projector, remembering my chalk (no

joke), using the right pen on new fandangle things called

whiteboards and commanding a disinterested audience

with my knowledge, authority, wisdom and wit

(Holyoake, 1997c, 1998b). Yet, as we all know, teaching

and learning have moved on fast encouraged into a new

age by the twitching hands of technology. The age of

simply exchanging information and rote learning have

long since gone having been ruthlessly purged by a new

era of blended learning, merged resourcing and facilitated

protocol. As I have stood before large groups of over 100

and then facilitated small intimate gatherings of 10 or so

my ‘confidence’ to adapt to the teaching needs of

learners and my own growth issues has increased (see

Holyoake (2013a, 2013b, 2013c), Conlon & Holyoake

(2013). In turn, so has my trust to try new designs,

learning activities (I’ll discuss these in more detail in the

Case Studies) and re-think the relevancies of core

knowledges (K1 through to K5) (Holyoake, 2008a).

More specifically, I have developed subject material (K1)

concerned with CAMHS blended learning initiatives for

groups of practitioners from 9 in-patient units throughout

the UK (Holyoake, 2012a). A series of 18 days (split into

learning weekends) based at Frome in Somerset which

had to be assessed and developed into classroom

environments, play areas and quiet rooms (A1 - A4). In

addition, I developed ‘patchwork assessments’ (K2 &

K5, A2, A3), online sessions (K4) and the articulation

and subsequent moderation (K6) with these groups. My

work at MA level at the University of Birmingham made

use of block teaching with a small team and many

international students. The design of the courses were

flexible and the progrmmes of study vibrant enough to

meet the expectations of students who were self-funding

and technically consumers (V1) and also important for

my own self development (A5).

When thinking about assessing initiatives I recognise that

practice based professions such as nursing have a

residing dichotomy between the good academic nurse

who is practically useless and vice versa. Thus when

considering A2 and A3 (Areas of Activity) K3, K4 and

K5 (Core Knowledge), V2, V3 and V4 (Professional

Values) my practice have been transformed by my new


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found confidence through a mixture of repetition,

growing reputation, ‘knowing’ my subject as well as

having the guts to embrace new technologies,

environments, role plays, and the concept of the

‘technician’. The SMART programs advocated by

Metcalf (2003) (Solutions for Motivation and Academic

Resources in Teaching) being part of my emergence.

This includes the idea of identifying the Goal and the

Customer and ‘observing’ academic success (Holyoake,

2003: Hakesley-Brown, 2002). So apart from

commissioning and developing learning environments I

have engaged in various forms of digital learning

including social networking (Thain & Holyoake 2009e),

floor-work (e.g. the simple act of sitting on the floor and

play (Holyoake, 1997d, 2013c), group activities such as

framing time into segments to aid learning and designing

activities and feedback to the wide range of grading I am

responsible for.

3. Educational and staff development activity;

Gibbs (1988) asks us to position ourselves so I ask the

question: How have my thoughts and feelings

encouraged change in my performance and relationships

with members of my team? How do I meet the

expectations of the A5, V4, D3 and D7 KUDOS

dimensions and descriptors through my action? To

answers these I argue that when developing the Priory

Awards in CAMHS I was responsible for the

coordination of Key educators across at least 3 sites. This

meant negotiating professional training, monitoring,

mentoring and supervision for these individuals. Apart

from the responsibilities I have related to placement

training of nurse mentors I am reminded that via

‘educational audit’ of clinical areas, liaison and linking

with clinical placements is an everyday occurrence with

my current students and role responsibilities. In my past

role at the University of Birmingham my D7

responsibilities came under the umbrella of coordinating

the entire 7 modulated programme between a team of 3

and additional specialists in the field. This included the

monitoring of quality, calendaring, room booking,

supervision, additional training needs, interdepartmental

liaison and a maintenance of a general feeling of

wellbeing for the core and extended staff group. In this

respect, my understanding of the organization processes

in the variety of educational roles sits into V4 criteria and

D3, D7.

My reflection on staff development and ‘Professional

Values’, has led me to other educational theorists

including the early pioneering work of Allen (1976) and

her use of peers to teach peers and the fact that my ideas

about team teaching might not actually be that original.

Yet, the appreciation of creating space and places for

‘dynamics’ to circulate and do their work not only point

up the importance of diverse learning communities (V1),

promoting opportunities (V2), using informed approaches

(V3) and acknowledging the wider context (V4) of

educational learning styles but what Yerxa (2003) terms

the stability of learning style. The courses at Priory,

Birmingham and the Doctorate studies at University of

Wolverhampton have all required an understanding of

professional values and staff development (many of my

doctoral and Masters students are also colleagues and

fellow practitioners). In addition, at Birmingham the

courses catered for many people with visual impairments

and international students who had to overcome language

difficulties. To overcome some developmental issues we

promoted participation via electronic means and operated

inclusive opportunities for payment arrangements. In

relation to the extending professional values via the

design of activities and subject materials I have relied on

developing much classroom material, pre-session

reading, performance activities, ice breakers and the

afore mentioned digital learning approaches. Similar to

Loo (1997) and the learning strategies advocated by

Hartley (1998) my reflection is that the thousands of

commentaries on such learning style analysis enable me

to rethink my application of the key dimensions and

conclude that teaching, learning and assessing may be

about knowledge but just as much about engaging with

how students generally learn (K3), evaluating

effectiveness (A3) (K5) and clinical governance / quality

assurance (K6) the notion of the Onion Model (Curry,

1987) with its metaphor of peeling away layers of

construct (specifically relevant to the pedagogic

application of A1, A2, K1, K2, K3, V3 as well as

allowing teams of educationalists to emerge D3, D7) bit

by bit so that learners make staged progress is a common

vision of learning styles. This has certainly been a useful

insight during my workshop type interventions and the

development of graduated programmes for the

development of new staff who’s inexperience can

sometimes get the better of them (I will discuss my

involvement with this in more detail in the next section).

Alternatively, the idea of ‘Fundamental Dimension’

similar to those posited in the KUDOS model is a

common educational model which seems to sit well with

my practice and linking with both educational colleagues

through co-facilitation and practice based colleagues in

healthcare settings. The work of Riding and Cheema

(1991) also appeals because of the interactive and

‘adaptive’ sentiments similar to Kirton (1994) and

Allinson and Hayes’s (1996) intuition analysis. What

these types of models do for my reflection is offer me

hope that I am not alone in the collaboration with my

colleagues and my role as ‘technician’.

4. Collaborating with others;

According to Rayner and Riding (1997) there are facets

of education which like those offered by Kirton (1994)

give me a pallet of possibilities from which to achieve

and consider the collaborative dimensions and those

concerned with how I can maximize my managerial

impact (I present two different case studies to help me

expand on this). The work of Jarvis (2006), Garrison and


26

Randy (2000) in particular emphasises how

transformative notions of change come about not

necessarily through the imparting of knowledge, but

through the multiplex of expectations which I have tried

to bring into my teaching and coordinating practice. So

when thinking about Gibbs (1988) I reflect on how I

have with the help of colleagues been involved in the

purposeful development of clinical settings in class room

and clinical skills areas. Developed role plays and real

life scenarios as well as live supervision in the family

therapy modules. I have mentored, supervised and

assessed different multidisciplinary groups including

pharmacists, dentists, health visitors, GP’s, medics,

psychologists, psychotherapist as well as teachers and

nurses. These groups have enabled me to consider the

way I pace and match my activities, make sense of my

core knowledge and stick to my professional values. My

collaboration and supervision of more junior staff as well

as my role as a module coordinator have enabled me to

develop programmes which promote the following as a

concern for the entire team:

easy to digest soundbites

memorable jargon

assimilation into new realms

connectivity between concepts

fun and simple engagement (consumption of the

entertainment industry).

links between worth, added value and use beyond

the session (this usually shows itself in terms of

practice skills) (additional context can be seen in

my ethnographic work: Holyoake, 2012, 2012a,

2012b, 2012c).

As with my early thoughts, these points on my ability to

negotiate, define and employ with a team (usually 3 to 5)

measureable objectives for sessions and the delivery of

modules per se. I will ask ‘what is it that you think I can

teach (or do for) you?’ or ‘what needs to happen here for

you to know it was worth getting out of bed and turning

up?’ I always evaluate too, by asking ‘what has worked

well?’ ‘What should the next group/colleague expect

more off?’ Additional strategies for physical activities are

well documented, but I have found that the work of

Ginnis (2002) includes novel activities such as Forum

Theatre, Hide and Seek, Hot seating, Information Hunts

and Marketplace and enables me to be adaptive to the

coordinating, managing and mentoring of others in a

respectful and advisory role in the many modules I have

run delivered over the past 20 years.

5. Areas of research, scholarship and/or professional

practice

I have included an extensive reference list of research

and scholarship to help aid my application. I also note

that I am currently rated at about 16.2 on Research Gate

and similar peer group social networks (I note the

average is currently 3.2). Once again I apologies for this

boasting. So rather than spend too long dwelling on these

I will state that I am a fully committed social

anthropologist of the post-modern variety and actively

engage in conference, writing and publishing to that

effect. In terms of my KUDOS I reflect that this has

implication for the Dimensions and Descriptors in that

contact, interaction and using writing as a vehicle not

only enables me to maintain and demonstrate appropriate

teaching practices it allows me to consider myself an

independent academic who is engaging (D2 – teaching in

situ, blended learning initiatives, patchwork assessments,

digital feedback and additional work as Supportive Tutor

for students with additional needs (V1)), integrated (D5 –

clinical issue revisions, legislation and theoretical

updates), continuing with professional development (D6

– additional coaching qualifications (I’m a first level

Hockey Coach), Teaching qualifications PG Cert Ed

2002, interdisciplinary experiences in drama training,

psychotherapy, play therapy and music) and able to

manage, co-coordinate, mentor and relate to others (D7 –

Research and publication in to my supervision of

colleagues, management of teams and the successful co-

ordination of social networks including

adolescentunit.com), some of these claims are cited in the

following publications: Holyoake (1997d; 1999, 1999a,

2000, 2001a, 2008a), Davis & Holyoake (2001),

Holyoake & Reyner (2005). I will now introduce the first

of 2 Case Studies in support of my application.

Case Study 1: The Case of the Large Group (120

Learners)

The aim of my Case Study reflection is to first show how

I have had a significant impact upon the co-ordination,

support, supervision, management and mentoring of

others (whether individuals and/or teams), in relation to

teaching, learning and assessment. Second, demonstrate

my sustained effectiveness in my teaching and learning.

Case Study 1 allows me to consider these in more detail

because it forms part of my role coordinating a

compulsory module within the Pre-Registration Nursing

Degree in which we as a large team (15 Senior Lecturers

across 3 sites) teach large groups of up to 300 learners

per module intake. The module covers 4 themes:

Psychology, Nursing, Interacting with patients and

Communication. The size of the group can be

overwhelming, disconnected, disinterested, sometimes

unmanageable and occasionally intimidating. For the

students there is sometimes an ethos of detachment and a

desire to be entertained which shows itself in bouts of

idle chit-chat and lateness. It seems that I am not alone in

my assessment of these phenomena because exploration

of large group behaviour stretching back over the years to

the early work on testing as a motivating factor (Fitch et

al, 1951), even financial incentives (Maier & Zerfw,

1964), to current issues to do with social networking


27

(Vivek et al, 2009) and to issues of social identity

(Ellemers et al, 2004). Yet principally the issues of the

large group remain pretty steadfast for the team even if

the teaching, learning and assessment criteria’s have

altered from information giving to information

connectivity. My observations of this case study as well

as Case Study 2 are founded on ideas which are not the

sole preserve of me, my colleagues or the learner.

Case Study 1 is a reflection on 4 sessions involving the

same team teaching first year nursing students from 4

branches (Mental Health, Adult, Midwifery, Learning

Disabilities). As part of their common foundation these

learners are expected to attend 12 2 hour long sessions on

topics related to interpersonal skills, empathy, self-

development and communication. For my team it means

contributing to at least 2 of the sessions. The actual

content is broad yet, in blunt terms quite straight forward.

However, the coordination of these sessions is far from

simple. The size and the afore mentioned dynamics

create a sense of ‘needing to pull together’ within the

team of 15 Senior Lecturers including myself my role has

and continue to be one of ensuring that the module is

planned for, pre-prepared, contingencies set in place,

roles designated, timetables completed and equality and

fairness demonstrated between all facilitators. As such,

the coordination (as shown in my emergent Figure 1) has

to be responsive to the differing phases that the team

approach goes through.

Principally, the management of Case Study 1 is about

design and planning of activities which are pre-loaded.

This means I have learnt over time that teams teaching

and assessing large groups require a significant amount

of structure, perceived order and routine (set break points

and agreed timing), well established links between

concepts, plenty of summaries and a certain amount of

catch up space for new teachers and more junior staff.

Being sensitive to their self-esteem is also an issue which

I have found is best catered for by opting for a blended

approach in terms of the material development (A1) and

the actual teaching (A2). These in turn take into account

the nature of the setting (A4) and due to the professional

nature of the subject a continual professional learning

(A5). In short, coordination of novice colleagues is best

done when there are plenty of options for maneuver so

they can excel in at least one thing to build their

confidence, for example the delivery of the 30 minute

workshop towards the end of the session or the question

and answer period. To achieve this blend I traditionally

promote a sense of togetherness in the team (end of

session debriefs, support notes and electronic Emeets)

and have always made the extra effort to be inclusive

starting from first greetings to the agreement of

objectives of the session. Designation of tasks and roles

include for the planning of materials (A1), the

engagement e.g. plan of who’s teaching what (A2), the

environment (A4) to encompass an introductory and

arrangement phase. So including the setting of objectives

I will open proceedings I encourage colleagues to help

me develop initiatives which reflect live cases, a

reflection, or some sort of story to engage and raise the

expectations that the topic is critical for student learning.

I wish I could claim that I achieve this order to get them

to a highpoint, but this is not always the case.

Figure : Case Study 1 – Typical Layout and Co-Authored

Learning Space

The physical activities we use require a significant

amount of preparation. The use of props is also favorite

of mine which sometimes needs me to convince

colleagues. In the past I have devised huge bingo cards,

playing cards for ‘higher or lower’ strategies, treasure

hunt clues, a wheel of fortune (not rigged!), gone to the

dogs (a gameshow involving old dog racing footage), the

traditional pub quiz, murder mystery using other

members of staff on pre – recorded clues and videos. I

note that when successfully implemented these type of

activities in the large groups creates a buzz for the staff

team. In additional to the preparation, the actual

management, ordering and levels of sophistication to

explain rules, direct movement and simply remembering

‘plans’ per se is a skill requiring the afore mentioned

confidence. In my experience though we have found the

whacky activities are usually met with a degree of

excitement and anticipation which allow me to match and

pace the environment (A4). I am not alone in this

experience which seems to be born out in literature

previously discussed on the big group pertaining to

dimensions (V3 &V4).

The Total Alignment (D7)

As part of my co-ordination, support and supervision of

colleagues (D7) (governing expectations in my role

during the establishment of the Priory Awards, my role as

Course Director on the MA in SFBT at University of

Birmingham as well as my current Module Leader and

Coordinator roles at University of Wolverhampton) the

importance of an aligned and systemic approach to the

Case Study 1 teaching, learning and assessment is about

the ‘team around the Teacher’ as a concept is one which

doesn’t simply occur because it is a good thing. In fact,

there is a mountain of hidden work, administration and

frustrating phone calls into offices in faraway building to

faceless names including external examiners, assessors,


28

course commissioners. Yet my idea of alignment is

applicable with the key descriptors of the KUDOS, but

requiring D3 and D7 mindsets. These simple maxims

center on the belief that core values (commitment to

knowledge, activities and professional values as well as

successful coordination) not only provide quality

learning, ensure credible and consistent standards, but

also through the application of the 5 ‘areas of activity’

allow for a sustained and contribution to an enjoyable

learner experience. These human approach core

conditions align themselves as a spine through all

dimensions of good learning and teaching and

knowledges as something more connective and what

Steinaker & Bell (1979) might term ‘synthetic’ and I’d

argue pertain to successful co-ordination, support,

supervision, management and mentoring skill sets, but

the large group is one thing, what about the management

of the intimate?

Case study 2: The Intimate Coordination

Case Study 2 concerns my management and

coordination of small collectives of educators who

facilitate therapy skills to groups of 12 learners for a

long time frame (usually over a year). The

coordination skills for a smaller team brings about

different types of demands which I have attempted

to formalize in the following figure. It shows how

the staff support has to be more reflexive and less

planned than the larger groups. It relates to more

psychotherapeutic dynamics which can be related to

particular issues ranging from early work on

exchange theory (Salisbury, 1969) to Arrow et al’s

(2000) work on the identification of system theory

and the role of creativity in generating ideas (Paulus,

2000). These having obvious consideration for the

KUDOS dimensions and the creating of scholarly

space for teams working with more intimate groups.

Case Study 2 (12 Learners) Case Study 2 considers the concept of ‘knowledge(s)’ and

coordination strategies (D7) for the more intimate nature of

teaching and assessing.

I have chosen Case Study 2 because unlike Case Study 1

the structure, techniques employed and therefore

intended opportunities for learning, management and

coordination are on the opposite end of a spectrum due to

the small intimate nature of the group size. This obvious

distinction immediately brings to the fore the fact that

circumstances requires different ‘teaching skill sets’

which center less on information delivery and more on

facilitation, trust building and a more intimate sense of

responsibility between teacher and learner (this has

implications for all of the teachers in the team). This

usually seems to include special consideration of the

assessment of learners in these smaller cases as I have

made use of pertinent procedures usually related to

observation, viva and examination. In the past I have

developed patchwork assessments (A3).

Knowledges

In the 1956/57 FA cup final Aston Villa beat Manchester

United 2 – 1, and less importantly Bloom’s Taxonomy

was published (Bloom et al, 1956). Unlike Aston Villa,

this taxonomy of learning continues to be a winner and

the first of many which have enabled me to place a

framework to the objectives I want teams to achieve in

sessions. For the larger groups, such as analysed in Case

Study 1, my intentions rarely rise above categories

concerned with ‘Knowledge and Understanding’ as

opposed to intellectual skills such as ‘Application’,

‘Analysis’, ‘Synthesis’ or ‘Evaluation’ which are the

preserve of the smaller more intimate groups. This is an

important distinction because any attempt to moving

beyond explaining important information into realms of

ensuring learning spaces solving, creating unique

answers and making critical judgements requires more

thoughtful coordination and support for team members.

Taxonomic hierarchies such as Bloom (others I use

include Steinaker & Bell, 1979; Benner, 1984) work with

reference to KUDOS dimensions (K2, K3, K4, K5, K6

and D7).

Figure: the Coordination Ideals of Case Study 2

Form a Circle:

What has happened this week?

What will happen today?

Interaction Rules: Powerball

Closed Group Safe to Mistake

Scribe

Whoooa Rituals

Non Linear Travel:

Cluster Teaching Group Agreement &

Checking - Overlapping

Aim for Topic ‘Connection’

Volunteer Participation

Consensual Agreement: Volunteer Participation

Adult Consensus

Emphasis on Dynamic Useful not knowing…

Philosophy:

Useful not knowing… Ability to carry work over –

the group as the Tool Emphasis on the intimate


29

For example, in both Case Studies I may have wanted

learners as well as teachers to walk out being fully

functioning professional practitioners who I organize

individually (in terms of quality assurance, technology,

acknowledgement of learning levels, types and abilities

and as such suitable methods for teaching), but recognise

that conditions and staff abilities require strategies

dependent on context.

My exposure to Bloom and others has enabled my

understanding of pedagogic ordering and coordination

(D7). In both Case Studies. Any colleagues can access

knowledge more readily than ever before. Personal issues

to do with authority, reliability and implications which

resonate with professional values (V1, V2, V3 and V4

and then K4, K5, A4) can show themselves in managing

teams dealing with these small groups. The performance

dynamic has become one about trust, believability,

motivation, hope and a witnessing of the teachers

engagement and subsequent management of the

assessment marking (A3). As a team we no longer rely

on a single hand in assignment to assess the ability of the

learner to grasp concepts even if we do on one another to

fill in the gaps of knowledge and confidence of the

learner. As just noted this has resonance for all 5 ‘areas

of activity’ dimensions as well as ‘core knowledgies’

because demonstrating comprehension is on a different

taxonomy to making critical judgements. The

management and coordination of the stress created by

assessments reminds me of additional staffing issues I

have encountered with the management of smaller

groups.

Coordinating Assessment The work of Maisch (2003) has influenced my thinking

on assessment (A3). Introducing innovative assessment

formats for the Priory Awards necessitated careful

thought about criteria, course objectives, academic

standards and procedures. The use of multi-voiced, multi-

level assessment such as ‘Patchwork Text’ enabled a sub

dividing of assessment against coherence,

comprehension, justification, tentativeness and

conceptual levels. The aim being about what Parker

(2003) identifies as both method and the product of

synthesis. As fancy as this may sound the idea of

producing smaller pieces of work and justifying how they

connect, making decisions as to the destination of key

elements and achieving a sense of autonomy being just

part of the challenge, because coordinating this between

staff memebers can be a challenge. I am also reminded of

the feedback I produce with my colleague John Thain on

the Doctorate programme at the University of

Wolverhampton, as well as the verbal feedback we as a

team give during ‘live supervision’. The learners on these

programmes are mostly mature professionals and

academic to boot. This serves up a mixture of

interpersonal issues for any marker who has to at least be

perceived as ‘knowing their stuff’, having the ‘authority

to make comment’ and the skills to encourage incentive,

engagement and generally get the best out of busy

people. The Intimate group provides different

opportunities for managing the delivery of feedback and

therefore coordinate the assessment needs for the team. I

make special note of this in relation to D7, but note that I

have made several conference workshops and speeches to

this effect (please see if interested educational conference

papers).

Part 3 CPD review and plan I have 2 aims for this section. First, I want to sum up

where I think I’m at by highlighting my achievements

and recognizing success no matter how small. Second, I

want to sketch out my projected 5 year plan with

reference to ‘Professional Values’ (V1 – V4 Figure 7).

Where Next?

To date I have a number of achievements which have a

bearing on my expected future journey. Some of these are

represented in my publication list and previously noted

contributions to my professional status. In this vain my

future wants and desires are modest and include more of

the same. I intend to continue publishing, developing my

teaching activities, knowledge and professional values.

Dissemination & National Profile: The Next 5 Years

I would say that my academic writing has progressed and

served me well. In terms of my own confidence building

and dimensions (K6), (V3, V4) and of course (A5)

(Sherwin et al (2014|). I have an urge to access, learn

more about the World Wide Web. Now I know that I

might be few years behind, but through my academic

work to date I realise the world is not getting any

younger, smaller or authentic. It might have been that in

the past a general mistrust of cyber-realities were well

founded among academics, but now, well I suspect that’s

being challenged. I am finding myself increasingly

drawn to the realms of cyber-space. In some of my own

work with students here at the University of

Wolverhampton (Holyoake & Searle, 2015). I have

identified how the next twenty years will be dominated

by a new type of information experience. In light of this I

am losing faith in the authority of the Journal (I am

currently asked to become Editor for at least one new

Journal on a monthly basis) and I suspect Jean

Baudrillard’s (1981) observation that “we live in a world

where there is more and more information, and less and

less meaning”, is resonating for me personally. But it

offers up many exciting possibilities. My rationale for

how it impacts on my practice is as follows:

First, I intend to develop my ideas more publically,

rendering them more immediate and therefore

replicate the performance and dynamic inspirations I

have reflected on here into the realms of Blog, Vlog


30

and Website activities. I acknowledge that I think this

requires levels of sophistication and consistency that

I am currently unable to guarantee. I will liaise with

better people than myself in regards to this.

Second, I intend to adapt, adopt models and persona

more akin with artists, performers and technicians

rather than scientists.

Third, I intend to consider self-publishing as a more

viable route as opposed to the publishing models I

have been trapped in during the past 25 years (7

published Books / 150 + articles and panels). I am

hoping that this will benefit my colleagues and

students with access to my work.

Fourth, my teaching is becoming more aligned and

less composite with all the dimensions of my

research. In short, more joined up and therefore

analytic.

Fifth, I am to seize being a general Ramp Hawker

(Philip, 1980, 1977, 1955) and make sure everything

I do appeals and have value to my peer group, the

people who will not simply walk by.

Regarding a timeline, well, after all of these years I

recognise that my aims generally go backwards and

forwards, so I could be formal and put in a pretend one,

but I suspect you’d know!


31

Appendix

Figure 8: Gibbs’ model of reflection (1988)

Description

What Happened?

Feelings What were you

thinking and feeling?

Evaluation What was good and bad about the experience?

Analysis What sense can you

make of the situation?

Conclusion What else could you have

done?

Action Plan If it arose again what

would you do?

This is context of the event .e.g. Who was there? Why were you there? What was happening?

This is self-awareness .e.g. How did you feel? How did the others around you feel? How did you feel about the

outcome of the event?

Consider your judgments.eg. Consider what went well, what not so well? What was good and not so good about your experience ?

Draw together the data you have from the previous sections. What is new here? What are some of the difficult questions you can ask about yourself? Use additional analytic models to ask soul searching stuff.

This is the ‘so what’ bit. What is new as a result of your ‘new’

thinking?

Action Plan: A bullet pointed plan clearly stating the new action. To be pre-prepared in nursing is ‘the good option’.


32

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34

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People. International Journal of Social Work and Human Services

Practice, Vol 3, No 2, p82 - 89

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