By Jan Horwath, Tony Morrison
Powerful employees education in Social Care presents a theoretical framework for education improvement, concentrating on staff studying in a social care context. It tackles the tensions and dilemmas of these engaged in education amidst a weather of swap and a combined financial system of welfare and examines how those impression either the teacher and the learner. suggestions for transfering studying to the office and versions of review are analysed extensive. potent employees education in Social Care allows the reader to mirror, examine and improve their very own education perform. this is often crucial analyzing for educators, running shoes and executives operating in social care settings.
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Additional resources for Effective Staff Training in Social Care: From Theory to Practice
Example text
They are more likely to take a back seat in training, listening to others before contributing. Our experience also suggests that reflectors pay close attention to the emotional content of the situation. 3 Theorists. Theorists adapt, analyse and integrate observations into complex but logical theories, thinking things through in a systematic way. ’ As a result they can be 42 HOW PEOPLE LEARN detached, more objective and cautious about anything subjective, emotional or generated from lateral and creative thinking.
Kolb (1988) suggests that the way in which the tensions between these different modes are resolved determines the style and approach to learning. Thus very different learning approaches and outcomes would occur depending on which of the following methods of resolving these tensions were used: • imitation—simply copying another; • substitution—giving up one’s own thinking and behaviour in favour of another set of beliefs or behaviours; • suppression—ignoring one’s own beliefs or behaviour; • integration—learning involves a continuous dialectic or healthy tension between the different adaptive modes.
Therefore a strong value base in place for the management of performance, based on the twin pillars of partnership and anti-discriminatory principles must exist. This value base must underpin training at all levels. There must be a clear antioppressive policy framework for the delivery of training that covers all aspects of the training cycle. This must ensure that in the analysis of training needs, the CONTEXT, CHALLENGES AND AGENDAS 29 need of black staff, staff with disabilities or part-time staff are fully understood.