Professional Learning and Development - Essay Example

? Task 2: Professional Learning and Development The recent years have seen a change in the role of prison staff. There is no universally accepted definition of a good prison officer but there are certain traits that apply to the job regardless of the region or era. A prison officer should possess great deal of personal strength as the strict regimentation of his or her work demands. Prison officers have also been characteristic of being practical, multi-skilled and quick-witted. They are also typically apt at dealing with difficult and impulsive prisoners, depicting the wit needed to be a good prison officer. However, regardless of the personality the prison staff has, they have been subjected, and made to adapt, to changing circumstances in the past few years. From the working role of prison staff as depicted by Woolf to the new role of bringing about a balance and accomplishment of a constructive, aberrant behaviour work with prisoners, prison staff members are facing a dire need for continued professional development (Liebling, Price & Schefer 2011). The changing times have shifted the focus of prison roles from delivery of justice and fairness to better management of the attitude of the prisoners. Better and improved theoretical and practical models have been developed for achieving this managerial role. Power culture, role culture and person culture have all seen significant changes in the past years (Harper 1997). Moreover the advent of new technology and changes in the architectural design of the prisons, coupled with innovations in the operating framework of organizations and greater external monitoring of the position and utility of prisons, have widened the scope of the responsibilities prison staff are required to meet (O'Toole & Eyland 2005). This has implications for prison staff. According to Boyatzis, Cowen and Kolb (1995), educators are not in touch with learning anymore. They give out information that they have and which helps to achieve the expected results. Educators today have become intertwined in the business of giving out information rather than being proactive in learning. The changing times have served to highlight this deficiency. This is evidenced by the fact that people working at the prison are now demanding better training programs and greater opportunities to further their skills. This serves to highlight the need for any individual working at the prison to indulge in a continuous process of professional development in order to satisfy the demands of the modern era. Before scrutinizing the professional development I, being an employee at the prison, can undergo, I will revisit the models of professional development. These models will be reviewed and linked to how they apply to my place of work i.e. the prison. Generally speaking, professional development entails to the concept of improving one’s personal self as well as bringing about advancement in one’s career. It encompasses a range of initiatives undertaken by the individual such as diplomas, workshops and conferences, training and other informal means of learning offered at the place of work. One of the essentials of professional development is the evaluation of one’s progress and how aligned the process is to the goals. The programs undertaken can be formal or informal, and group-led or individual. Keeping the need for professional development into consideration, Sparks and Loucks-Horsley (1989) have cited five models for staff development. Often people follow a combination of these models to advance professionally. Before evaluating oneself through these models, one needs to answer the question that what is needed to become a better educator. Analyzing all professional development models keeping this question in context, I believe I can chart out a comprehensive continued professional development process. The first model of professional development pertains to individually guided development. It is a natural phenomenon for a person to be curious. Curiosity is a great teacher and allows a person to learn innovatively. By being curious, identifying learning needs and thereby designing learning opportunities for themselves, individuals can engage in a sustained process of professional development. It is often seen that individuals are part of self-initiated learning activities; this means that they have the ability to learn on their own. Another point in favour of this model is that individuals are likely to be more motivated if they pursue learning activities which they are interested in and develop themselves (Poetter & Badiali 2001). Choosing this model for professional development confers advantages to the individual such as flexibility and greater range of options for pursuing skill-specific courses. The learning initiatives can be both formal and informal. For instance, the individual can opt for formal college courses to meet the professional need. Informal means of professional development can include journal writing, self-analysis audios, role-playing etc (Guskey 2000). Evaluating my professional roles and responsibilities at the prison, I have come across certain weak areas which I need to work on. I feel that I need to be better skilled at conflict avoidance. Conflict avoidance means that various methods are used to deal with the conflict indirectly rather than resolving it directly. Given the range of personalities and behaviours that prison staff has to manage, conflict avoidance comes as an imperative skill. For this purpose, I can participate in formal courses and workshops aimed at inculcating the skill of conflict avoidance. The classes can be taken when I am free from my work and some work activities can be rescheduled to accommodate them. Informal means of self-directed professional development can be that I start writing a journal regularly. I do self-assess myself from time to time, but keeping a regular journal can help to streamline my thoughts and provide a more organized way of improving practice through reflection. Reflective practice allows educators to look at their own stories closely and to regard themselves as the heroes and heroines of their lives while giving equal importance to colleagues as well (Bolton 2010). Where informal and formal means of self-directed learning can provide several benefits to me, individually guided learning also has a loophole that I need to avoid in order to make learning effective. When individuals are engaged in self-directed learning, a complete makeover of the learning process takes place. A solution to this problem is that I do not merely follow this model of professional development but also inculcate other models in my daily practice. Moreover, Guskey (2000) points out that individually guided learning limits the degree of professional exchange of knowledge and collaboration. When individuals are working on their own, they are likely to lose touch with the concept of working as a team for the achievement of common objectives. In order to counter this problem, the learning process will encompass exchanges with colleagues and discussion of information with them so that the spirit of teamwork is not lost. Subsequently, individually guided learning activities must be evaluated and kept adequately tough in order to maintain a healthy learning process. It needs to be taken into consideration that there are certain courses that are mandatory to attend at the prison for continued professional development. These courses include hostage negotiating, health and safety, security training and personal safety training. One of the problems that I may face is that in case the course I want to take is not funded by the college the prison is associated with, I would have to fund it myself. The second development model pertains to the notion of observation and assessment to buttress professional development. Being observed by another colleague or observing the practices of colleagues can be a resourceful way of enhancing one’s professional skills. Having a second opinion about the improvements that can be brought about in one’s practice can help to enhance performance. The individual can learn more about the various ways that can be used to better manage criminal behaviour. Observation and assessment is different from the more widely used means of evaluating employees. The intent of such an activity is to further the professional skills and to maintain a process of continued professional development. An example of this observation and assessment model is cognitive coaching. Cognitive coaching compromises of three main steps. The first step involves holding a meeting with a teacher to recognize an aspect of work for observation. The second step entails that the teacher observes the individual perform his duties in the routine work environment and gathers data. The third step brings together the observer and the individual in a reflective meeting where the two people discuss the various points of practice. The usefulness of this model is maximized when it is used to monitor a new approach (Poetter & Badiali 2001). This implies that if this model is used in conjugation with the previous model, where I seek to take a course of conflict avoidance, it can be a productive means of professional development. When reviewing my performance, I think that there are a couple of aspects that can be improved such as the design of the lesson, classroom management etc. The advantage of having a peer review and observe my conduct is that the areas of my performance, which may have gone unobserved by me, can be brought to attention. I will be motivated by the strong areas that I have and can work for the improvement of areas which lack optimal performance. The process is also beneficial to the observer, since he or she gets to gain skills by observing another professional. It can also serve to promote the notion of common improvement goals amongst the observer and me. In order to implement this model into my practice, I would need the cooperation of an experienced colleague. This means that both the colleague and I need to take time out to conduct pre-observation and post-observation meetings as well as manage time for the observation sessions. The areas that I would like the observer to particularly focus on are the decorum of the class and the nature of the learning environment as well as skill for avoiding conflict. In order for the observation to be optimally productive, a reasonable amount of time should be invested in planning it. Specific issues need to be indentified and observed to keep the process as focused as possible. Moreover a follow-up can be planned to be held a few days after the observation and evaluation sessions in order to assess the improvements that have been brought about. Sparks and Loucks-Horsley (1989) regard involvement in development and improvement process as another integral model of professional development. Often teachers find themselves in situations where they are required to analyze and assess the curriculum, devise a new learning program, come up with approaches to improve the current mode of instruction and to propose a solution to an issue. In such situations, teachers engage in activities where they read and increase their knowledge about a certain subject and develop new skills through a series of approaches such as research, debate and inspection. For instance, if the teacher has to revise the curriculum, he or she would have to invest time in researching latest approaches for learning and updating knowledge. A similar investment is demanded if a solution to a problem is sought. Engagement in such processes thereby serves to be a vital means of sustaining professional development (Guskey 2000). The people working together on a project are not only going to benefit from the knowledge acquired but will also learn to work in concert and participate in fair decision-making. Moreover when individuals from different professions come together to work on the solution to a problem, they learn to appreciate each other’s differences and respect each other. Looking closer at this model, I can appreciate the usefulness it has for solving the issues at the prison. Many of the staff members working at the prison often complain of not fully comprehending the legislative structure of the organization and the psychological performance and organizational strains which consequently affect their roles in the prison (O'Toole 2005). I have often found myself in a dilemma involving the contradictory nature of certain responsibilities that I have to fulfil. The model can be used to bring together the staff members working at the prison and to collaborate to resolve the discrepancies that arise out of different nature of duties and roles. This will not only help to foster better bonding and promote group dynamics. On the other hand, working together and aiming to achieve continued professional development through this model has its drawbacks too. At times only a small number of the staff members, who are directly affected by the issue, will participate in the process. Moreover, one cannot completely eradicate the possibility of forced opinions and certain strongly argued views to take preference over what is right or proved by research (Guskey 2000). To resolve this issue, the staff members should seek to gain adequate amount of knowledge before taking any decision. Therefore, members can benefit greatly and can develop themselves significantly by acquiring new skills and knowledge as a result of being part of improvement processes. Training is regarded as one of the most extensively used means of professional development. Sparks and Loucks-Horsley (1989) observe that in training, an expert presenter disseminates his or her knowledge and shares expertise through a number of group-based approaches. The presenter has the authority to decide upon various aspects of skills and knowledge being delivered. For instance the presenter decides upon the aims, learning approaches and the expected results. Training is aimed to achieve not only an increased degree of awareness and knowledge but also changes in one’s conduct and attitudes. Skill development is also an important highlight of training sessions and helps to address the areas the participants are lacking in. The presenter can make use of a number of training formats such as role-playing, large group interactive sessions and simulations. The most effective training programs are those which have a well-defined and cogent list of objectives and expected results. It is not always necessary that the training objectives are devised by the presenter; the participants can also be active in setting aims. The objectives help the participants to set goals for themselves and to assess their performance accordingly (Guskey 2000). Regardless of the resources that are at the disposal of the organization, training is one of the most cost-effective means of professional development. Training allows for the members to develop similar knowledge and vocabulary. Training given to a large group of people has the advantage of removing any rumours arising out of knowledge available to only specific people. However one of the drawbacks of pursing training programs is that there are fewer options available for choice or individualization (Guskey 2000). Therefore problems may arise if the training program does not completely fulfil the learning need. Moreover problems are also present when professionals with differing set of skills and expertise are being trained together by the same presenter. At my place of work, certain training programs are mandatory. However like the conflict avoidance skill that I want to master, along with other aspects of my professional practice that I would like to improve such as management of difficult and aberrant behaviour of the inmates and the need to bring about greater flexibility in one’s work, I need to pursue specific training programs. Although my place of work requires that individuals undergo Individual Learning Plan training as well as be a member of the Institute of Learning, there are little opportunities available for acquiring skills beyond the standard teacher qualification. This is a barrier to continued professional development. I can overcome this barrier by making an effort to find training programs that best serve my needs. The fifth model of professional development is inquiry (Sparks & Loucks-Horsley 1989). There are myriad approaches that can be used to inquire such as portfolios, action research and case studies of conduct (Kennedy & Li 2008). Most of the teachers engage in a process of reflective and planned learning, often making use of their intellect and critical reasoning to get to the crux of the problem. For individuals who are inclined towards research and inquiry, the inquiry model is a resourceful way of continued professional development. Open and knowledgeable questioning forms the hallmark of strong professionalism (Adey & Hewitt 2004). According to Goskey (2000) the inquiry model can assume various shapes but generally it can be broken down into five main steps. These include selection of the problem which concerns a large number of people, collection and analysis of data related to the issue, referral to relevant professional literature and research, development of possible solutions and directives which aim to achieve shared objectives and implementation of the solutions and documentation of the outcomes. The advantage of this model is that it can accommodate different group sizes, ranging from individuals to the entire staff. The model allows the participants to develop questions regarding their own practice and to conduct research and inquiry for their solution. This makes the educators accrue and master organizational and planning skills and become more apt at making effective decisions. Sparks and Loucks-Horsley (1989) also assert that such a model reduces the gap between the teacher and his or her practice. For the model to be successful and to lead to continued professional development, the participants need to be motivated significantly and work for the solution of the problems at hand. Moreover they also need to be prepared to take out time out of their daily activities to resolve the problem. When looking at my place of work, I believe that there are complaints regarding the role of the staff members. Some of the staff members are of the perspective that they are looked down by the senior colleagues whereas others feel uncomfortable regarding the management of the prison. I have personally felt that the prison management needs to work on giving more respect to the staff members as well as facilitate them in developing their skills and making a positive public service image. Involvement and development of a healthy public image is important for maintaining a healthy relationship with the public (Daivd 2004). Having a good management in crucial since the personality, interpersonal skills and expertise of the managers have a significant influence on learning in the workplace (Eraut, Alderton, Cole & Senker 1997). They need to make the professionals feel more valued and give them greater degree of autonomy (Liebling, Price & Schefer 2011). By using the research and inquiry model, the concerned staff members and I could work together in indentifying the gaps in conduct and management. Then relevant literature could be consulted and acceptable and appropriate solutions could be proposed. The result of such an initiative would be that the staff members can recognize their roles and responsibility better and be able to gain greater job satisfaction. This can go a long way in career advancement as well as personal development. Thus in conclusion, the five models of professional development can be a productive way of professionally developing oneself. These models can be of the greatest benefit to me if they are used together. Both informal and formal means of professional development can be pursued for a balanced approach. In the end, follow-up and evaluation of the initiatives should be done in order to make the development process holistic. References Adey, P & Hewitt, G 2004, The professional development of teachers: practice and theory, Kluwer Academic Publishers, New York. Bolton, G 2010, Reflective Practice: Writing and Professional Development, SAGE, London. Boyatzis RE, Cowen, SS & Kolb, DA 1995, Innovation in professional education: steps on a journey from teaching to learning : the story of change and invention at the Weatherhead School of Management, Jossey-Bass Publishers, San Francisco. David, P 2004, ‘Extending symmetry: Toward a convergence of professionalism, practice, and pragmatics in public relations’, Journal of Public Relations Research, vol. 16, pp. 185-211. 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