Professions, Competence and Informal Learning

Citation

Brennan, B. (2006), "Professions, Competence and Informal Learning", Journal of Workplace Learning, Vol. 18 No. 3, pp. 199-200. https://doi.org/10.1108/13665620610654612

The volume consists of 17 chapters arranged into four parts. These parts are: “History and sociology of professions”; “Nature of professional competence and professional practice”; “Professional development – theory and practice”; “Beyond the here and now”. The volume contains 285 pages plus appendices, bibliography/reference and index.

The two authors, who have clearly worked together for a long time, both have academic experience, while one has extensive senior policy experience in the UK.

The volume presents a broad sweeping examination of professions, their practice, competence in that practice, professional development and professionals' learning. The primary focus, and location of the research reported, is the UK. But the importance of North America is acknowledged and specific reference is made to Europe (in Chapter 16).

The first section of the volume seeks to identify the professions as a vocational group, the key features of professional competence and practice, and the relationship between these features. The relationship is illustrated by the Revised Model (6.1, p. 112.). The remainder of the volume explores current and future contexts and conditions for professions, their practice and their learning in that practice in the light of the model.

The details of the model cannot be explained in detail in a brief review but the key identified Features that are related to one another are noted. Enclosed within this Revised Model are two general types of Features: context of work and work environment and personality and motivation, together with the concept of reflection. There are also a series meta/trans‐competencies (e.g. communication and problem solving) and four specific competences: knowledge/cognitive competence; functional competence; personal/behavioural competence; and values/ethical competence.

This model has been developed by the two authors over a long period, and has been revised to cater for new insights. The value of the model is demonstrated in the way it provides a structure and reference point for the discussion that follows. The more general value of the model will be shown by the degree to which it illuminates professional practice and competence in other settings and assists in the understanding of CPE/CPD and practitioner learning.

In a review for a journal that is concerned with “workplace learning”, it is important to note that this volume does not feature workplace learning as a major consideration. The “environment” or “work environment” does have a role in the Revised Model (pp. 108‐109) through the Model's recognition of “workplace”. Its inclusion was one of the five changes (in this case additional) to the earlier Model. Nevertheless, Chapter 12 with content related to learning in practice and professionals' informal learning has definite relevance for those interested in workplace learning. Perhaps if the term commonly used in the volume, “practice”, is assumed to be the location or workplace for the professional (as well as what they do), then the relevance of the volume as a whole for those involved in workplace learning may be increased.

The suggestion is made that the volume may be useful for those whose reading or experience may have neglected the important vocational group, professionals. Their work and workplaces are varied. Their work, as this volume explains, is also changing. So the perspective that this volume brings to the understanding of workplace learning is different from those that examine a particular type of workplace or of learning or a single occupation or organisation.

Also for those who are unfamiliar with the professions and educational provision such as CPE/CPD, the authors have provided not only clearly explained background in their text but also references and lists of terms. Their particular use of the term “competence” (p. 53ff) and their differentiation of different roles of professional bodies (p. 42) are examples of helpful contributions.

In recommending the volume for those who may have contact with or need an understanding of professions and their work, there is however a caution. The volume reports on a vast range of collaborative work conducted by the authors and stretching back for more than a decade and a half. This long‐term perspective is rare but has its own special value. The reviewer does not believe that all the best research has been carried out in this century. However, there is a concern that there are some areas in which the research reported in this volume is located for example in the 1990s or earlier when the authors were focused on that particular aspect of their developing research and there is a need for an update. This weakness may be a reason for the limited specific reference to recent workplace learning research and literature. An example of the lack of updated references is in relation to “assessment centres” (pp. 74‐5). The references cited are from 1990‐1995 and raise the question as to what has happened in the last ten years. Another instance of this problem is offered, namely reliance on a 1996 Paper (p. 255ff) for much of the material on the “European dimension”.

Overall, this is a potentially useful volume because of its range of objectives, the breadth of the material covered and its long‐term perspective. Also the final Part offers the two authors' thoughts on future directions for the professions and their CPE and CPD and these provide an option to compare these ideas (and the basis on which they are based) with those of the reader.