Learning Professionals: Towards an Integrated Model

Abstract

In this chapter, we present a three-stage model of professional learning. It is based on practical experiences with professionals in a master program on the management of learning and development, consultancy practice, and research. We are motivated by our desire to gain an insight into the complexity and richness of learning of professionals. We expect that it will broaden our views on both learning and professionalism, and will help professionals and their organisations to accelerate their development. First, we will define professionals and learning professionals. Next, we will consider the three ways of learning one by one: elaboration, expansion, and externalisation. We will then look briefly into the emotional motives behind and the consequences of the forms of professional learning. Finally, we will extend these ideas about individual learning towards collective forms of learning. Our ideas on collective learning have been described more fully elsewhere (Simons & Ruijters, 2001). At several places in the chapter, we will present hypotheses about these ways of learning and their interrelations.

Innovative Work Behaviour in Vocational Colleges: Understanding How and Why Innovations Are Developed

“…The first assumption refers to the distinction of two types of activity and implies that activities can be either overt or mental (Eraut 2000;Simons and Ruijters 2004). The first type of activity contains all physical activities, that is, everything that somebody is doing and that is observable by others.…”

Teachers learning and innovating together : exploring collective learning and its relationship to individual learning, transformational leadership and team performance in higher vocational education

“…Learning in organizations is then closely tied to organizational change. Simons and Ruijters (2004) explicitly distinguish between 'learning' (in the restricted sense), 'development' and 'change' as three types of learning outcomes (see Table 2.2). Organizational change occurs when (the development of) individuals', teams', and organizations' skills, knowledge, attitudes and learning abilities lead to changes in work processes or outcomes at each of these levels.…”

“…Following Simons and Ruijters (2004), we made a distinction between three types of learning outcomes: learning in the restricted sense (referring to skills, knowledge, attitude and learning abilities), 'development' and 'change'. Learning outcomes may occur at the level of individuals, teams and/or organizations.…”

Intergenerational Learning Among Teachers: An Interaction Perspective

“…Involvement in learning interactions can be perceived not only in terms of the numbers of participants partaking in learning interactions but also in terms of using benefits of this learning -whether it tends to be employed individually or collectively (see Simons & Ruiters, 2001). The situation when collective learning meets the collective use of its outputs is regarded as most beneficial to an organization (Verbiest, Ansems, Bakx, Grootswagers, Heijmen-Versteegen, Jongen, Uphoff & Teurlings, 2005).…”