Providing work based learning and

experience in the psychology degree

curriculum.Mike Wrennall,

Douglas Forbes,

Psychology DepartmentGlasgow Caledonian University

Glasgow UK.

WBL, volunteering and Psychology

• Psychology students and part time work• Development of module: Learning from part

time work– Rationale for module and module design– Module evaluation– Issues

• Voluntary work experience scheme – Aims and setting up the scheme– Our experiences so far– Mentoring opportunities

• Where to next?

Career Directions of psychology graduates

DegreeIn

Psychology

Work inbusiness or

public sector

Professional psychologist

90%

10%Postgraduate

training

To access PG courses need relevant psychologybased work experience

Work experience desirable

Problem• Psychology students want psychologically related work

experience

• But to work as a professional psychologist need postgraduate training and work experience and usually, Chartered Status

• We (as educators) cannot provide direct work experience in psychology but our wish is to provide relevant work experience for psychology undergraduates involving

psychology.

• HOW?

Psychology students and work (May 2000 survey)

• 78% of GCAL students paid part time work

• 20% undertake voluntary unpaid work

• Some have more than one job

• Working average of 16.1 hrs per week (Max. 51 hours)

• Pay min. £4.30/ hour max. £8.00/ hour.

Downside of working

• 57% - Harmed their coursework

• 43% - Harmed attendance at classes

• 75% - Interfered with private study

• 36% - Thought it would harm class of degree they would obtain

• 58% - Increased their level of stress.

Benefits of working

• 41% - Work experience will help them get a job

• 67% - Working develops time management skills

• 95% - Working develops communication skills

• 61% - Working develops problem solving skills

Example job activities• Paid work: Call centres offering complex financial

advice on mortgages and investments; Call centres selling insurance products; dealing with customer billing for a large utility company; Retail jobs in clothing, white goods, off licences or small retailers; Agency nursing; Fast food outlets and cafes as food producers or servers; Bar work; Child minding and school or nursery assistants, and working on production lines.

• Voluntary sector work: Dealing with client housing, alcohol problems, drug problems, head injuries, students’ nightline advice service, youth clubs and societies, old persons’ homes and reading groups.

Development of work experience

• 1. Developed optional 2nd level work based learning module.

• 2. Developed voluntary placement scheme for 2nd and 3rd level students to work with with local voluntary agencies.

• 3. Developing optional 3rd level module based on learning from placement experiences.

Learning and jobs

• 3 aspects given by Seagraves (1996)• Learning for work: Anything vocational

delivered in school or university.

• Learning at work: Anything done by employers to train and develop the workforce.

• Learning through work: Skills and knowledge acquired in process of doing the job.

Missing from psychology undergraduate education

• Seagraves’ development of skills knowledge abilities etc. through work and any training given by employer.

• It is generally accepted that by reflecting and thinking about experiences, people can learn and benefit from that experience. (Kolb 1984)

• Real learning occurs in reflecting critically on what we’re doing, and the most meaningful reflection comes after experience. (Weis 2002)

Work experience

• It is the learning from work experience (by reflecting on experiences etc) which is important, not just the fact of the student having worked (National Centre for Work Experience, 1999)

• However there is ongoing academic debate about just how, or what, students are learning through work experience.

Module development

• Second level module (Scottish 4 year honours degree in psychology)

• Capitalises on student part time paid or voluntary work

• Normal single module credit rating - 1 semester• No restriction on type or extent of job - should

be working minimum of 4 hours/week• No employer involvement• Module validated by normal university quality

control mechanisms

Week 1 Week 4 Week 7 Week 12

Framework for

work experience:

Introduction and

discussion.

Not assessed.

Understanding

how organisat-

ions function.

The job and the

organisation.

Looking at

generic skills and

changes in

personal

attributes.

Relating

academic theory

and research to

the job.

Assessment 1

Proforma about

the job, attitudes

and skills

required in the

job. (20%)

Assessment 2

Presentation:

Content of the

job and

reflections on

working and skill

development.

(20%)

Assessment 3

Application of

Psychology to

the job setting.

(60%)

Ass essm e nt

Module structure

What students liked23 students took module (2001) , (20 currently taking it)

Being able to work independently. Studying a topic I relate to easily.

I did like the fact that I was working at my own pace.Ability to work alone and improve skills to work alone.The assessments were spaced out well giving enough

time to prepare work. Not having to go to any lectures and being able to work independently.

It opened my mind to new ideas and realisations about my work.

Like the fact that work could be a positive extra to degree. Many tutors frown on work but to many students it is essential. Good idea that it is recognised and could be linked to psychology.

Helps knowledge of psychology and work. Enjoyed the fact that it was personally linked to our own job.

What students disliked/ could be improved

I think a few seminars either at the start of the semester or once a month would be very helpful. It would help to discuss some of the topics etc.

Maybe there should have been a weekly seminar even if there isn’t much to discuss. It gives you a chance to speak to fellow students about how things are going, what you are doing and so forth.

The drop in class could perhaps be earlier in the day as most students work from 4pm and could find it difficult to attend. Participants were aware however, that tutor was available at other time which was good.

I enjoyed the independence also thought that learning seminars could be included. (compulsory). Like a discussion group.

What have you learned?How to use my time better. To link psychology to other aspects of

my life.The majority of elements within a working environment are in

some way connected to psychology.Learnt to work by myself, to impose a schedule of working on

assignments for the module. A better understanding of the organisation where I work the role I play and you learn to see the whole picture better.

I have learned that psychology is linked to almost everything we do.

I feel I have learned a great deal about psychology in the workplace which I hadn’t really considered before. Hopefully this will help in the future when I graduate. Overall very impressed by the module.

I have learnt quite a lot of psychological aspects of my work which I had never really thought about.

Issues

• Work based learning is seen as a good idea by many people eg. Dearing Report (1997) - “…all students should get work experience.”

• But what are students learning and how are they learning it? Brennan and Little (1996) “…central to work based learning is the firmly held belief that people can learn by reflecting critically on their experiences and by discussion of their experiences with others.”

Issues• What of student learning styles and personalities?

Do different ‘types’ benefit differently from WBL?– Deep and surface learning? (Entwistle, 1988)– Activist, Reflector, Theorist, Pragatist? (Honey &

Mumford, 1986).– Learning theory eg the Kolb (1984) Learning cycle.

• Staff attitudes to students learning through paid work based learning or volunteering?

• Not all students can, or want to work or volunteer. How do participants and non participants vary?

WBL module• Module helps those for whom work is a financial

necessity• Helps mature students who may ‘have to work’ as

well as study• Reduces time pressures balancing university study

and work - less stress, better able to deal with conflicting demands

• Is an academically valid method of developing psychological knowledge, personal skills and abilities. Gain credits for doing it

• Meets student demands for relevant work experience

Voluntary work experience Scheme

• Aims– To facilitate students obtaining beneficial

voluntary work experience placements.– To provide initial matching and screening

between organisations and students.– To foster links between department,

university and community.– To provide real world opportunities for

students to evaluate and appreciate psychology.

Developing the scheme• Secured funding from University and

department.• Identified voluntary agencies and initiated

contacts, got agreements. – 3 broad areas: Clinical, Forensic, Educational.

• Promoted scheme to students.• Matched students and organisations.• Develop scheme further

– Administration, funding, level 3 module

What we have learned so far

• Need to identify ‘good’ placement organisations with track record of using and training volunteers.

• Need to negotiate written agreements with organisations specifying contacts and responsibilities. Student volunteer needs copy.

Example placements• Glasgow City Council Education Service: Support for

children with special educational needs.• Abercorn School: Pupils with moderate learning

difficulties.• Hillpark Network: Befriending autistic children.• SACRO: Providing support for former offenders and

their families.• West of Scotland Society for the blind:• REHAB: supporting people with head injuries.• Epilepsy Connection: • Family bereavement Service

What else we have learned

• Need to ensure highest standards for student welfare, health and safety. Include who is responsible in written agreement.

• Check with University insurers• That the organisation offers some form

of training.• Some organisations require police

checks - who does this?

What else we have learned

• Ensure students know and accept their responsibilities - written contract?

• Ensure the guidance from the QAA Code of Practice on placement is adhered to.

• Have good admin backup to monitor contacts with organisations and students.

What else we have learned

• Have and induction run by department for students but ensure organisations do proper induction training.

• Encourage students to reflect on placement and keep logs of experience. Can contribute to Personal Progress Files.

Where next?• Develop Level 3 Module to capitalise

on voluntary placement.• Will be a psychology module.• Strong generic skills element.• Reflective learning.• Need to identify and discuss links

between placement activities and psychology.

Where next?• Possible Level 4 Module.• Negotiate more placement

opportunities - There are many voluntary agencies out there!

• Monitor and evaluate effectiveness of placement activities and student response.

• Seek funding and financial security.

End note

“I have learned a great deal about psychology in the workplace which I hadn’t really considered before. Hopefully this will help in future when I graduate”