15
th
International Congress on Archives
Hoy
www.wien2004.ica.org
12
Much that has been written over the past 1015 years is still very relevant for identifying operational
and strategic level responsibilities. The writings could provide models for national and regional
programs and help inform learning and development schemes.
The threads that have emerged from this analysis of the current and emerging landscape will help us
make sure professional development supports the challenges that will face us in the future and ensure
we have the foundation of skills and knowledge to support our endeavours.
Firstly, as we have seen, the language surrounding competency standards and capabilities is open to
different interpretations, so it is important to define the concepts and how they will be applied to
specific contexts.
Secondly, the highly regulated competency standard environment that operates predominantly for
vocational education in countries such as Australia, New Zealand and United Kingdom needs to heed
the proponents of the humanist paradigm which reflects values, cultural and geographical perspectives,
and adult learning principles. The mechanistic, narrow performance on-the-job paradigm of
competence should not be considered the only way to achieve learning outcomes and, as we have seen,
is contradictory to current concepts of learning.
Finally, there is already a sound body of knowledge about what the profession needs to understand, so
the next step is to work out how to implement the learning objectives, at operational and strategic
levels. This is the aim of Part II of this paper.
Part II: Putting it all together through the design of professional development
In developing curricula for professional development, Hedstrom reflected the tensions that will
continue to face the archives and records profession:
The challenge for curriculum developers is to strike a balance between teaching known
methods and techniques built around traditional archival functions and preparing archivists
for the unknown challenges that lie ahead.
The danger is to stay within comfort zones and choose strategies that only reinforce current practice,
rather than engage in `continual proactive learning'.
Learning outcomes and strategies for
professional development need to consider all the issues we have discussed so far, including the:
·
connections between professional principles and values;
·
differences between competencies and capabilities;
·
links between professional development and formal education;
·
need to continually look beyond our current level of understanding; and
·
need for a flexible, learner-centred approach that is appropriate in multiple contexts.
Professional development design principles
Professional development needs to abide by sound design principles, irrespective of whether or not the
learning process is self-directed or facilitated. It has to work for all professionals, wherever they are
located and whatever their experience and knowledge. Effective professional development programs
are based on:
·
professional theory and practice;
·
organisational goals and values;
·
adult learning principles; and
·
clear outcomes that can be evaluated.
Professional development has to be applicable to different cultural environments, to help learners
explore what is relevant to them. Knowledge and skills are gained through learner-centred research,
reflecting cultural relativities and problem-solving, not through delivery of pre-determined content.
Nor is professional development a solitary process. Literature on distance and online learning is
68
Hedstrom, p. 427.
69
Dearstyne, p. 155.
70
Aspin, p. 185; Field, p. 169; M Knowles, The Adult Learner: A Neglected Species, 3rd Edition, Gulf Publishing,
Houston, 1984, p. 65.
