Professional competence: can it be taught? A workplace perspective.

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Contributors

Hugh Anderson McKnight (Turcan Connell, Solicitors and Asset Managers)

Format

Paper presentation

Abstract

McGaghie (1991) states that ‘evaluation of the competence of professional personnel has occupied the attention of educators for centuries’ (p3). Professional competence (in relation to knowledge, skills, behaviour, attitudes and values) is a term widely used in many professions and its attainment continues to stimulate strong and diverging opinions.

It is widely accepted that over recent decades there has been a shift from ‘training’ to ‘learning’ in the approach given to education within the workplace where terms such as ‘reflective practitioner’ (for example, Schön 1983, Ecclestone 1998) and ‘self regulated Continuing Professional Development’ (Austin et al, 2003) have emerged, indicating a less bureaucratic structure to professional development. There are also clear indications that professional competence standards are also embracing this shift (for example, the Law Society of Scotland, 2008). Leading commentators in the field have suggested that professionals learn more from applying knowledge in practice rather than learning about practice via formal classroom education situations (see, for example, Chivers 2007). This view is subject to criticism where traditional classroom approaches to workplace learning continue to be advocated. Others highlight the bespoke nature of learning and the flexibility required to effectively balance formal educational approaches with informal facilitated learning (for example, Eraut and Hirsh, 2008). While recent research has focused on the formal education of solicitors in terms of legal knowledge and skills, less attention has been given to the moulding of their disposition – in terms of attitudes, behaviours and values – those aspects of professional competence that are claimed essential to ensure that individuals are appropriately prepared to enter the legal profession.

This paper is concerned with the role of training in relation to the professional competence of trainee and newly qualified solicitors. Its focus is the period relating to formal traineeship within the working environment, prior to qualification. Drawing on empirical data, the paper considers the learning experiences of trainee and newly qualified solicitors in Scotland. Rather than attempting to assess the competence of these trainee solicitors, instead it discusses the contribution of training in relation to this. It spotlights the preparation of individuals entering the profession and addresses many questions regarding the validity and worth of education related to professional competence, and the overall role of ‘training’.

Two key themes emerge. Firstly, the perceived lack of impact of formal competence training owing to the non-applicability of the learning and, secondly, the perception and effectiveness of work-based and collaborative learning models in relation to the development of particular skills and of individuals’ overall dispositions. The paper concludes with recommendations for those charged with the responsibility for the design and teaching of professional competence programmes to trainee solicitors, with the aim of improving student engagement and achieving maximum impact.

Presentation