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- Parding, Karolina, et al.
(författare)
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Projekt: Nationell temagrupp A&O (arbetsplatslärande och omställning i arbetslivet)
- 2010
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Annan publikation (populärvet., debatt m.m.)abstract
- Europeiska Socialfondens temagrupp för arbetsplatslärande och omställning i arbetslivet som sammanställer, analyserar och sprider kunskaper och erfarenheter av hur långsiktig kompetensutveckling kan säkerställas på arbetsplatser i samarbete mellan arbetsgivare, fack, anställda, intermediärer, myndigheter och forskare.
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| 2. |
- Avby, Gunilla
(författare)
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Evidence in practice : On knowledge use and learning in social work
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Against the backdrop of the transformations in the entire framing of professional work, social work has come under close scrutiny in many countries, including Sweden. Doubts have been raised about practitioners’ existing knowledge base, and the importance of practitioners engaging in learning and the renewal and extension of professional capacities has been emphasized.The present thesis concerns knowledge use and learning in the daily practices of child investigation work. The aim is to explore processes of knowledge use and learning in practice. The study is based on a mix of qualitative approaches, basically from ethnography, comprising methods such as participant observations, interviews, reflective dialogues and documentary analysis of case data.The main findings demonstrate that investigation work is characterized mainly by the use of practice-based knowledge. Research-based knowledge is predominantly used as a means of explaining a client’s situation or to underpin and legitimize one’s own beliefs and decisions made on other grounds. Professional learning is largely adaptive in character, as the social workers learn to handle tasks in a fairly routinized way on the basis of rules or procedures that draw on existing knowledge in the practice setting.Two conclusions are drawn: First, the use of knowledge in child investigation work bears little resemblance to principles of evidence-based practice. Second, the reproduction of professional knowledge is largely implicit and taken for granted. The study offers insight into the much-discussed topic of putting knowledge into practice, which is of importance to strategies for organizing profes sional learning and knowledgeable practice.
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| 3. |
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| 4. |
- Avby, Gunilla, et al.
(författare)
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Knowledge use and learning in everyday social work practice : A study in child investigation work
- 2017
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Ingår i: Child & Family Social Work. - : John Wiley & Sons. - 1356-7500 .- 1365-2206. ; 22:Supplement S4, s. 51-61
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore knowledge use and learning among social workers in everyday child investigation work. Research was undertaken in two Swedish children’s services departments. The study applied an ethnographic approach. Methods for data collection included interviews, participant observations, reflective dialogues and a documentary analysis of case files. The social workers’ knowledge sources were classified into research-based, practice-based and ordinary knowledge. The findings show that the social workers preferred practice-based knowledge, which was primarily conveyed from colleagues and previous experience, and rarely consulted knowledge from sources found outside the practice setting. Furthermore, the findings suggest that the integration of knowledge was made possible through the social workers' engagement in both a verbal and a more cognitive (tacit) reasoning activity, processes that fostered learning at work. The social workers’ learning was predominantly adaptive as they learned to handle tasks in a fairly routinized way on the basis of rules or procedures. The findings lend support to the notion that the use of different knowledge forms could potentially trigger learning in everyday social work.
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| 10. |
- Ellström, Eva, 1949-, et al.
(författare)
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Learning outcomes of a work-based training programme : The significance of managerial support
- 2014
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Ingår i: European Journal of Training and Development. - : Emerald Group Publishing Limited. - 2046-9012 .- 2046-9020. ; 38:3, s. 180-197
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this study was to explore the extent to which first-line managers' (FLMs') support of employee learning activities influence the learning outcomes and the transfer of training from a work-based vocational education and training (VET) programme.Design/methodology/approach – The study was designed as a multiple-case study including six service units in elder care. Data were collected through interviews with managers and care workers in the six units.Findings – The study demonstrated that the role of FLMs was a significant condition for the learning outcomes attained and for positive transfer of training. For care workers to attain benefits from training that went beyond the individual level, that is, benefits at the level of the work team or the organisation, a supportive FLM role appeared to be necessary.Research limitations/implications – The statistical generalisability of the study is limited by its character of a multiple-case study of six work units. At the same time, a strength of the study lies in its potential for analytic generalisations, that is, for identifying and verifying theoretically meaningful patterns across a number of cases.Practical implications – The findings suggest a need for management development that promotes a broader understanding of the task as FLM, and, specifically, improved knowledge and skills regarding how to lead and organise learning and development processes in a workplace.Originality/value – Using a qualitative approach, this study adds to the limited knowledge of FLMs' influences on the learning outcomes and the positive transfer from work-based training.
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