No abstract
INTRODUCTION: Many students successfully complete placement, while, for a minority of students, placement may be a time when questions are asked about suitability for placement and professional practice.METHOD: Research undertaken with final year social work students examined their ideas about suitability and unsuitability for field education and practice and presented them with a model developed with field educators in an earlier phase of the research. The aim of the study was to incorporate students’ understanding into the discourse of suitability/unsuitability to further develop a suitability/unsuitability model for collaborative discussions between students, educators and supervisors. Twenty-eight students responded to an online survey.RESULTS: The results show that students identify a critical understanding of self, skills, knowledge, attitudes and contextual factors as important in assessing students’ suitability for field education. Identified indicators of unsuitability included lack of preparedness to learn, lack of capacityto demonstrate an understanding of professional values and ethics and inability to maintain professional boundaries or demonstrate basic practice skills. Students overwhelmingly supported the use of the presented model and made suggestions for further development of the model.IMPLICATIONS: The discussion emphasises the importance of using a pedagogically informed formative assessment strategy in a timely manner to address professional suitability with students.
PurposeDescribes the development of a leadership approach in which the outdoors became an environment for personal reflection.Design/methodology/approachReports on the pilot findings from research conducted with 50 managers from Airbus UK and TOTAL and contribute to knowledge about reflective approaches to leadership developmentFindingsA process of retreat became a catalyst for reflective learning about leadership among 50 managers from Airbus UK and TOTAL. The findings challenge OMD and SMD and their specific use of the outdoors as a medium for individual learning.Originality/valueEvidence was found that wilderness thinking represents an innovation in reflective learning which challenges the main trends in the use of the outdoors to develop leaders
Introduces Caledonia Council, a business simulation specifically created to prepare senior managers in local government for major reorganization. Describes how it was designed in a partnership between client (Central Regional Council) and consultant (The Argyll Consulting Group) and has been rigorously tested with over 200 managers to date. Claims that it provides a highly realistic environment for managers to develop their leadership and management skills. Explains that this tool is wholly owned by Central Region and is currently being cascaded to middle management.
PurposeThe purpose of this paper is to report on qualitative research conducted to evaluate the sustainability of learning derived from a novel leadership development process which involves a short period of retreat. The findings aim to provide evidence of the impact of an “inside outside” approach to leadership development on the performance of managers back in their organisations. The paper seeks to challenge the traditional approach to the outdoor management development favoured by trainers in the 1990s and offer an alternative learning method that ensures the transfer of practical outcomes to the workplace.Design/methodology/approachA semi‐structured survey was conducted with 50 senior leaders within two large UK corporations. The survey results were cross‐referenced with desk research to explore reflective approaches to leadership development in the UK and the USA. Participants' written reflections post‐retreat and one year later were used to supplement the findings. The target population included cohorts of leaders who had participated in a leadership development programme from 2003‐2006.FindingsThe paper finds that the process of retreat acts as a catalyst for both emotional and intellectual learning. Through the training the participants were able to access intuitive knowledge about themselves, their lives and the impact of their leadership on the organisation.Practical implicationsLinks were established between the “inside out” approach of Wilderness Thinking and tangible outcomes back on their workplace. The practical changes initiated by leaders exposed to Wilderness Thinking counters the traditional challenge made to outdoor management development in the limited success with learning transfer to sponsoring organisations.Originality/value“Wilderness Thinking” represents a breakthrough in leadership training and development through a unique approach to the use of outdoors to personal change and learning transfer. The findings of the paper add to the debate about the role of outdoor management development in the development of leaders.
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