Search Results for
"human"

How can the crisis in training be understood? How can it be resolved? A context for this paper is provided in terms of relevant professional and educational policy. A critical review of nationally available data is presented. It will be argued that commonly cited reasons for not offering student placements might have obfuscated underlying dynamics, which are related to the model of education adopted in the United Kingdom. It will be argued that a shift in emphasis in initial and continuing professional education is relevant. © 1998 Royal College of Speech & Language Therapists.

Traditional models of clinical placements for students in speech and language therapy (SLT) are often based on a one-to-one model where the structure of the learning process is: theory, observation and practice. Literature relating to adult learning and professional education suggests alternative approaches to clinical training which may be relevant to SLT. Work in progress is discussed where alternative approaches to placements and student learning in a range of placement settings are being developed. © 1998 Royal College of Speech & Language Therapists.

The aim of this pilot study was to employ a qualitative research methodology to explore students' perceptions of learning and assessment of that learning whilst on clinical placement. The students' perceptions were sampled by questionnaire both pre- and post-placement (ten weeks block placement). The analysis of the data was undertaken using principles from Grounded Theory (Strauss and Corbin 1990). The analysis yielded a number of categories and bipolar paradigms relating to learning and assessment. However little change was seen between comments made pre and post-placement. The implications of this analysis are discussed. © 1998 Royal College of Speech & Language Therapists.

This paper aims at analyzing main features of the German vocational education. It builds on a simple model of firm specific human capital accumulation in case of learning by doing. A main result is a positive effect of government financed schooling on creating learning by doing jobs. This finding relies on simple strategic arguments and does not depend on long term labor contracts or any cross productivity effects between learning inside and outside the firm.

[No abstract available]

Discusses the impact of high wages and investment strategies in physical and human capital on eastern Germany post unification. Introduces the concept of learning-by-doing as an externality of high quality investment. Provides some eclectic arguments in support of learning-by-doing effects which may be used to partly replace costly, publicly financed vocational training programmes. © 1997, MCB UP Limited

Hairdressing (n = 169) and nursing apprentices (n = 255) have been included in a prospective follow-up study in the region of East Thuringia. Startingin 8/92, the apprentices have been interviewed and examined in a standardized way rignt at the beginning of their vocational training, after half a year (hairdressers) or one year (nurses), respectively, and, eventually, before graduation. In their case histories 6.7% (n = 17) of the nursing and 1.8% (n = 3) of the hairdressing apprentices reported of hand eczema. The first follow-up assessment revealed hand eczema in 15.3% (n = 34) of the nursing and in 17.8% (n = 30) of the hairdressing apprentices. The final examination after 3 years training gave evidence for a slight reduction in the frequency of hand eczema for both jobs. Although the majority of the trainees used skin care products and protective gloves on a regular base, skin damage was common. Atopic skin diathesis (> 10 points of Diepgen's atopy score) was identified to be a predictive risk factor for the development of occupation related skin problems. However, this could not be found for respiratory atopy and metal sensitization.

The global economy is a reality. The challenge facing international human resource management (IHRM) is not whether to use widely recognized HR concepts and techniques hut rather how to effectively adapt and fit them across cultures. The purpose of this article is to suggest and demonstrate a contingency matrix approach to IHRM. After first explaining what is meant by the contingency matrix approach, the remainder of the article uses a sampling of the HR research literature from Japan, Germany, Mexico, and China to show how a contingency matrix could be used for effective IHRM. © 1997 John Wiley & Sows, Inc.

This article is based on interviews with informed participants and on case studies of companies in Baden-Württemberg, Rhône-Alpes, Lombardy, and Catalonia. It discusses the new trends in firms' demand for human resources and the different mechanisms for the social production of a skilled labour supply. The research findings throw light on three major points. First, they show how the training mechanisms that have developed in the regions studied may be grouped into two very distinct types: a 'redundancy-oriented' system on the one hand, and an 'appropriateness-oriented' system on the other, each of them producing a type of labour supply that yields different advantages and disadvantages for the companies based in the region. Second, they highlight the new features of companies' demand for human resources. On this basis, the article argues that three trends identified in all the companies surveyed seriously challenge the training systems of all these regions. The last section discusses the different ways in which the regional institutions respond to this challenge, by trying to cope with especially those aspects which are regionally specific. Hence, although the persistent myth of the 'one best way' to organize training occasionally drives attempts at institutional imitation, the basic solutions with which regional institutions are now experimenting tend to vary cross-regionally.

In 1987 the English National Board (1987) made it clear that it supported a move towards an andragogical approach to nurse education. Recently such moves have been questioned as has the validity of andragogy (Darbyshire 1993). In response to such challenges this paper extends some of the arguments made in the article 'In defence of andragogy' (Milligan 1995). It is argued that andragogy provides a framework within which care and other crucial aspects of the nurse-patient/client relationship can be mirrored and thereby facilitated in future practitioners. In the socialization processes inherent in nurse education, care is surely difficult to teach or facilitate unless the philosophy and methods are consistent with such ends. Furthermore, it is frequently argued that as educationalists we need to be consistent in our approach to students with that which we hope to see in their future practice (Bevis & Murray 1990). Andragogy offers a medium through which this can be facilitated. It is essentially a humanistic educational process that values the individual. The power relationship between the educator and student is much more horizontal than is found in the historically common hierarchical educational relationship. An educational process based upon andragogy therefore mirrors important parts of the nurse-patient/client relationship. It offers a theory of education consistent with the aims of modern day nursing practice. We should seek to improve our understanding of andragogy and no longer conceptualize it as one end of a false dichotomy with pedagogy. © Harcourt Brace & Co Ltd 1997.