Issues in Supervisory Facilitation

Hughes, Chris

doi:10.1080/01580370220130440

Cited by 16 publications

(13 citation statements)

References 14 publications

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“…This latter example might be regarded as an instance of impression management that is a feature of negotiating the political. Our analysis gives partial support to the views of Hughes (2000Hughes ( , 2002 on the role of the workplace supervisor: the supervisors in our study were used more than a reading of Hughes would have led us to expect.…”

Section: Patterns Of Learningsupporting

confidence: 63%

Learning from others at work: communities of practice and informal learning

Boud

Middleton

2003

Journal of Workplace Learning

370

254

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This paper addresses the question of who is involved in learning in workplaces and ways in which members of workgroups learn as part of their normal work. It draws upon qualitative data from a study of multiple work sites with differentiated work within a large organisation. It examines the value of the notion of communities of practice in conceptualising such workplace learning and suggests that other forms of conceptualisation are also needed.

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Section: Patterns Of Learningsupporting

confidence: 63%

Learning from others at work: communities of practice and informal learning

Boud

Middleton

2003

Journal of Workplace Learning

370

254

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“…Trainers and instructors should remember that adults and children learn differently, and as such, every effort should be made to facilitate that interest in order to provide learning experiences that are relevant to their audience and foster a deeper understanding of the material. However, distrust can arise between supervisors and staff, and that this is antithetical to andragogical facilitation (Hughes 2002). …”

Section: Resultsmentioning

confidence: 98%

“…Andragogy focuses on the unique goals and interests of learners as adults. It requires more interaction with the learners and their needs, and a significant amount of responsibility is shifted to the learner (Hughes 2002). Although adult learners may be motivated by extrinsic stimuli, they are more motivated by intrinsic factors, such as, self-esteem, recognition, and greater quality of life (Rachal 2002).…”

Section: Adult Learning Theory-andragogymentioning

confidence: 99%

The digital course training workshop for online learning and teaching

Keengwe

Georgina

2011

Educ Inf Technol

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A primary concern with Information Technology (IT) training has been that IT-based training focuses upon the technical or point and click aspects of learning management system (LMS) platforms and pedagogy-enhancing software without any concern for the content of the courses. The Digital Course Training Workshop (DCTW) approach examined in this article addresses this concern by supporting a content-first approach. The DCTW approach-an initiative at a Midwestern University-is aimed at supporting faculty through the process of transitioning from face-to-face (F2F) courses to online teaching. Participating faculty enter the week-long seminar with traditional course content and leave with digital content transitioned into the appropriate LMS platform. This article is intended to stimulate reflections on the need for systematic faculty professional development programs and activities to help higher education faculty in the transition process from traditional to online courses.

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“…Three participants started applying for or obtained positions in different institutions because of difficult relationships, not because the work was not challenging or engaging. Their experiences reinforced views in the literature that people learn through relationships built on trust and if the trust was not there, they would look elsewhere (Eraut, 2004;Hughes, 2002Hughes, , 2004Lizzio, et al, 2009). …”

Section: Findings About Relationships With Supervisorsmentioning

confidence: 69%