Discuss the contribution of Work Related Learning programme to the professional socialisation of the learner (SOCIOLOGY OF EDUCATION)

This essay is going to open a debate on the contribution of the work related learning programme to the professional socialisation of the learner in tertiary institutions. However, key terms such as work related learning (WRL), professional socialisation and learner would be defined. Again examples particularly on students at Midlands State University from various departments in the faculty of social sciences would be cited through out to add substance to the debate for and against. The term socialisation is defined by Brim (1996:3) in a broader sense as the process by which a person acquire the knowledge, skills and dispositions that make them more or less affective member of their society. Another scholar Haralambos and Holborn (1995:4) state that socialisation is a process by which individuals learn the culture of their society. Again socialisation in not confined to childhood, but rather it is a lifelong process. Levitas (1974:3) notes that socialisation continues during every stage of adulthood into old age and cease only in death. He further argued that socialisation works because currently shared meanings that are proven over and over again, and because the new meanings that are learnt as life goes on are appropriate. It is important in this piece of work to discuss how WRL programmes mould learners to be professional. The essay would establish how professional norms and values at work and industries worldwide can be acquired by learners from various field of specialisation through WRL, a programme that enables the learner to be placed to an organisation for a certain period in order to acquire skills and knowledge. Work Related Learning (WRL) is a broad range of activities for all age. These activities help students to learn about the world of work by experiencing and preparing for it. WRL takes place in the context of the world of work to help students develop knowledge, skills and understanding that will be useful in that world (Glasgow 2007). Lievegood cited in German (1990) notes that WRL involves three core issues as follows; • Elaborating on work competence by learning from and in practice (Elaboration). • Expanding on theoretical knowledge and insight by learning explicitly from and in research (Expansion). • Externalising innovations, building on practical and theoretical insight and contributing to the development of the organisation and the profession (Externalism) It can be observed from the above diagram that WRL contribute towards professional socialisation of the learner by fusing elaboration, expansion and externalisation to the learner. Elaboration through WRL enables the learner to acquire skills implicitly from and in practice. Self reflection on action which is informative can be achieved by the learner which fulfils professional socialisation. Expansion through WRL enforces explicit learning. Therefore theoretical learning, inquiry learning and critical learning can be achieved. Learners can gain and share new insight from work place which also is effective professional socialisation. Externalisation which refers to the need we see to connect learning to concrete and public milestones. This enforces collective vision, innovations and action plans at work as well as academically. Another important term that needs to be fully explored in this essay is the word “professional socialisation”. According to Page (2000) says that professional socialisation refers to the acquisition of values, attitude, skills and knowledge pertaining to professional sub-culture. Howkins and Ewen (cited in Secrest, Norwood and Keatly (2003) state that professional socialisation encompasses values and norms as well as skills and behaviour. WRL programmes shapes the learner in multiple ways to learn the values and norms, skills and behaviour required and charged normal and acceptable by the captains of industry. It can be argued that WRL enable the learner to acquire professional identity that involves learning not only the knowledge and skills to perform certain duties competently, but also the attitudes, values, norms and language and perspective necessary to interpret experience, interact with others, priorities activities and determine appropriate behaviour. For instance, those studying law through WRL, can learn the accepted dressing code, discourse associated with their field and seating in law courts to defend their clients. Such practices would acquaint the learner with knowledged and experience on how certain terms like defamation, libel, bull and so forth can be used in its proper context. On the other hand, it should not be forgotten that learners are human beings with personalities and attitudes which can make them chose not to acquire experience through WRL programme. Again peer pressure from friends and relatives can also be a major contributor towards shaping their professional career. So is can be argued that though WRL can assist in professional socialisation there are other subtle issues that can shape the learner. Another contribution of WRL programme to the professional socialization of the learner is that enables the learner from various disciplines as noted by Merton, Reader and Kendall (1957) to combine its component knowledge and skills, attitude and values in a professional and social acceptable fashion. For instance, all media students on WRL they should conduct themselves and the challenges they are likely to encountering media houses can be nurtured professional to integrate ethical philosophy knowledge with basic news writing skills in newsrooms were there would be placed. Learners can sharpen their talent, boost their business communication competence, and can learn through doing or discovery a move that is likely to create and indelible mark in accumulation of work experience. Here socialisation would be contained cognitively as well as affective dimension, to understand professional area we need to address both curricular (knowledge and skills) and normative dispotions which has been lacking in tertiary education and industries particularly in Zimbabwe. Again as formative evaluation it means the learner can assess the strength and weakness of the programme they are doing and can formal or informal advise their lectures on how they can match the industry need with their programme intended goals. Furthermore, WRL enhances what Trede (2012:161) termed “self identity”. Self identity can be described as “to know what one is doing and why one is doing it”. It also implies that learners can articulate the reason behind their actions. For example, learner in the field of Human resources can develop self knowledge and awareness on who they are, and how they should conduct themselves and the challenges they are likely to encounter as professionals in the industry. Therefore WRL makes the learner to fuse academic knowledge with practical skills. Such orientation to the working class world can instil confidence to the learner and broaden their scope a move that can boost production in the industry sector. This is strongly supported by Bauman (2005a), who states that professional socialisation learnt from WRL can enhance three broad concepts as follows; • The conscious self at the centre of professional identity development (academically and at work). • The power of social relations in corporate organisation among various departments and • The power of language and discourse at work. Therefore WRL can reinforce good ethical practices to learners by industries and groom the learners to be responsible practitioners who are aware of self and others, who can make appropriate situated decision and can see other possibilities. It can be argued on the other hand, that WRL programme though it is important it is not the best way of socialising the learner. At times learners would be treated as workers and would be not mentored by anyone on work placement. Again at times learners on work placement would be executing duties different from what they are expected to be doing. Despite all those challenges but still it can be argued that WRL programme contribute immensely to professional socialisation of the learner. WRL programme contribute immensely to professional socialisation of the learner by enabling the learner to acquire “organisational socialization”. Van Maanen and Schein (1979:211) described organisational socialisation as the process by which an individual acquire the social knowledge and skills necessary to assume an organisational role. In this way, the leaners acquire the skills and knowledge necessary for entrance to and success in the professional milieu. This also necessitates double socialization where the learner can be moulded by the organisation and oriented into the community of an academic department in particular discipline. WRL also make the learners to be engaged with their peers and faculty in ways that contribute to their professional socialization. On the other hand, the learner’s professional socialization can be disturbed by the mentors in industry who would be lacking adequate training in that field and are unqualified. At time there is contrast between practical skills with theoretical knowledge. Therefore although learners can be professional socialised but through WRL there would be forced not to take theoretical knowledge seriously and the two sometimes does not tally. Furthermore, through WRL, the learner’s involvement at the national level concomitantly facilitates engagements with other professionals in the field, thereby contributing to the student’s professional socialization to larger professional norms beyond the scope of their department or institution. Again WRL programme contribute to professional socialization of the learner by enabling the learner to engage in self assessment. The learner can be better equipped to assess their own progress and self-regulate in respect of expected professional standards. Learners can shift away from dependence on the lecturer for judgement about their achievements to the autonomy to undertake a considerable amount of self assessment hence practical intelligence. For instance, our media students after teaching them on basic news writing skills, on WRL they can write good stories which they do not need lecturers assessment , but can be commented by the reader as well as the editor of the newspaper. It can be concluded that WRL plays a salient role in professional socialising for the learner’s to acquire the working class norms and values. In addition, it cannot be denied that WRL fosters the working class culture and enable the learners to assess the strength of the programme in response to the job market. On the other hand, it can be argued that there are various factors like personality, ambition, attitude and behaviour that also operate alongside WRL in enabling the learner to be professional socialised. Another challenge with WRL programme is that at times the learner would be mentored by the wrong people who lack adequate training and are unqualified hence the knowledge learnt by the learner though important but would not be well directed. Learners at times are not exposed to job rotation and would be assigned the wrong duties hence professional socialization would be misdirected. In this essay for clarity sake all key terms such as socialization, professional socialization and work related learning were defined from scholarly view point. Examples drawn from the department of media and Society studies department were cited in order to forefront substantial knowledge. References Bauman,Z(2005a) Afterthought in N. Denzin and Lineon Y. The Sage Handbook. Sage: London Conner H and Macfarlane (2007) Work related learning in He- A scoping study. Glasgow Caledonian University: America Gardner, S.K and Barnes, B.J (2007) Vol 48, No4. Graduate Student Involvement: Socialisation for the professional Role. University of Massachusetts, Amhest. Haralambos and Holborn (1995) Sociology; Themes and Perspective Fourth Edition. . Harper Collins Publishers: London John C, Darla WJ, Twale, Stein EL (2001) Socialization of Graduate and Professional Students in Higher Education. New York. John Wiley and Son Levitas, M (1974) Marxist Perspectives in the Sociology of Education. Routledge and Kegan Paul LTD: USA Merton, R.K., Reader, G., and Kendall, P.L,(1957) The Student Physician. Cambridge, MA: Harved University Press. Page, G. M (2000) Professional Socialization of Valuation students: What the Literature Says. University of South Australia. Geoff.page@unisa.edu.au Page, G. M (2000) Graduate qualities in Proceedings 6th Pacific Rim Real Estate Society Conference, 22-24 , Sydney Treds,F (2012) Role of Work-Integrated learning in developing professionalism and professional identity. Charles Sturt University, Australia.