Refugee Voice Wales Staff Development Programmes - Case Study Example

Running Head: Workforce Development Workforce Development (Youth & Community Studies) of the of the Workforce Development (Youth & Community Studies) Introduction Living and working in a society that now describes itself as global means deliberately developing ever-changing expanded frames of reference that result in a different mindset. When mindset is understood as a filter or perceptual lens that constitutes worldview, then the process of developing more informed mindsets demands a clear understanding of well thought out theoretical assumptions when addressing such a complex outcome as engaged social commitment. This paper is a critical analysis of a community organisation in Wales (UK) staff development policies using Gusky's 3 key characteristics as a benchmark. The community we selected for this critical analysis of the staff development policies is called Refugee Voice Wales- Welsh Refugee Council. Thomas Guskey's Professional Development Plan According to Thomas Guskey the best fit of a expert development occurrence for any local background requires acknowledgment, "collection and psychiatry of the five critical stages of information" (Guskey 2002). Each stage is more compound than the stage before. Success at an early stage may be essential for optimistic results at the next higher one; it's clearly not enough. Stages progress from decisive (especially stages one and two) to collective appraisal (especially stages four and five). The power of thinking in terms of the five estimation stages is engaging teachers in the planning of skilled development activities. Guskey defines the procedure for "running backwards" from Stage 5 "the student knowledge outcomes that you want to attain" and through each succeeding stage to "what set of experiences will allow participants to get hold of the needed knowledge and skills (Stage 1)." The depiction of each stage follows. Stage 1: Participant Reaction Purpose: to judge the participants' reactions about information and basic human needs Procedure: usually an opinion poll Key questions: Was your time well spent Was the presenter familiar Stage 2: Participant Learning Purpose: Examine participants' stage of attained learning Technique: trial, recreation, personal reflection, and full-scale manifestation Key question: Did participants learn what was planned Stage 3: Organizational Support and Learning Purpose:Analyse organizational support for skills gained in staff development. Technique:minutes of district meetings, questionnaires, planned interviews or unremarkable observations Key questions: Were problems addressed quickly and efficiently Were satisfactory resources made available, including time for reflection Stage 4:Participant Use of New Knowledge and Skills Purpose: resolve whether participants are using what they erudite and using it well Technique: questionnaires, structured interviews, oral or on paper personal reflections, assessment of journals or portfolios, or direct inspection Key question: Are participants implementing their skills and to what degree Stage 5: Student Learning Outcomes Purpose:examine the correlating student education objectives. Technique:classroom grades, tests, straight observation Key question:Did students show enhancement in educational, behaviour or other areas Second, most of the currently identified characteristics of effective professional development seems best described as "yes, but . . ." statements. For example, yes, enhancing teachers' content and pedagogical knowledge is important, but existing research is limited mainly to investigations of mathematics and science instruction. Yes, professional development should provide sufficient time and resources, but such time and resources must be used wisely, focusing on activities that positively affect learning and learners. Yes, professional development should include procedures for evaluation, but evaluations that focus narrowly on educators' self reported satisfaction with professional development activities offer inadequate guidance and direction to improvement efforts. And so on. Key Strengths and Weaknesses of Guskey's Model Guskey's model provides a strong framework for the evaluation of staff development. While Guskey's focus has been on professional development for teachers and schools, his research on responsibility and evaluation also have application beyond the school environment. Prior to initiation coaching only two out of the five participants had some grasp of the idea of managerial coaching, either from colleagues who had undertaken executive coaching, or from being introduced to the plan by their employer. Common areas of attention for all participants were on time management and supervision and entrustment skills. Other leadership and management skills that emerged were the development of superior stage administrative skills, handling divergence, being more proactive in management and articulating a business vision to staff. It provides a helping relationship produced between a client who has managerial authority and responsibility in an organisation and a mentor who uses a wide range of behavioural techniques and methods to help the client accomplish a jointly identified set of goals to advance his or her professional performance and individual satisfaction and, consequently to improve the effectiveness of the client's organisation within a officially distinct coaching agreement. Common areas of thoughtfulness for all participants were on time management and supervision and delegation skills. Other leadership and management skills that emerged were the development of higher stage administrative skills, handling divergence, being more proactive in management and articulating a business vision to staff. The problem with such "yes, but" statements is that they frustrate policy makers and practitioners who want simple answers to their questions about effective professional development. They too reduce the worth of "research" facts in the eyes of those who are looking for explicit statements regarding "finest practices" in specialized growth. However, they precisely symbolize the fact that almost all-professional enlargement takes place in real world contexts. The difficult character of these diverse contexts introduces a web of factor that manipulates a meticulous feature or exercise will construct the required results. The context is tricky to be well known with and even more difficult to take into depiction within the limitations of a retiring program. So the programs that come into view are quite comparable and may produce altered results for delicate and unexpected reasons. Aspects which impacted on this were identified as their organisational culture or policies, the lack of engaging other personnel in their office in their coaching experience, and changing roles within their work environment. Refugee Voice Wales' Staff Development Programmes (RVW) is an organisation, which is truly taking care of Refugee Community Organisations (RCOs) in Wales. This organization has been established to authorize the refugees and refugee seekers, this organization created a platform for these refugee groups. They also have training courses intended to empower RCOs members and other refugees with implements and information that will help them in the understanding of operational environment in Wales. Another function is they let them attentive of diverse issues that could influence their lives while living in Wales. These include health, ESOL, Education, child protection, equal opportunity and media. RVW has encouraged its members to do voluntary work within their own organization and or with other agencies. By doing this they increase work expertise, self-confidence with themselves, recuperating their communication skills, and by getting references for job applications. According to Guskey, professional development is a process, which should always be: Intentional Ongoing Systematic Seeing in this context RVW's staff development policies are quite accommodating and in compliance with the Guskey's professional development plan. RVW has the following policies regarding the staff development: Meetings Publication of newsletter Referral and sign posting Provide appropriate training Working with other agencies to improve employment and accommodation for refugees Campaign, advocacy and lobbying Volunteering Refugee Voice Wales stays fervent regarding its effort; even in the countenance of spirited financial support and on top of all exists to work in joint venture and not opposition with other organisations. Its business is still driven by the needs and demands of our members and this should always be the driving force in what we do. The association itself has an specialized development map which aims to guide staff members in the areas concerning inspiration, promise and caring of the refugees. The development plan of the organization is well spelt, and clearly stated in its mission statement making it in accordance with the Guskey's basic premises that the professional development plan should be intentional. The plan for the staff development is self evolving and is intended to ensure that it meets with the RVW's goals i.e., to enable refugees to build new lives, through advice and information, community development, enhancing opportunity, and campaigning for refugee rights. It also is intended to determine how the goals can be assessed. The learning process according to Guskey should be a continuous one. The learning process has to grow with time and contain new expansion. Refugee Voice Wales' staff development plan is ever evolving. The organization seeks to continually explore new alternatives and opportunities for improvement. The plan is intended to present a variety of learning opportunities to the employees through publication of newsletters and through working with other agencies to improve employment and accommodation for refugees. The third feature for the professional development is that it should be a methodical process. The procedure can be methodical only when: -Change, over a period of time affects all stages of the organisation - Organisational variables are acknowledged and taken into account - The organisation has a clear and compelling vision of the required improvements for success - It is acknowledged that professional development is for everyone who affects student learning. Evaluating our case organization's (Refugee Voice Wales) staff development policies in this context clearly signifies that the many policy changes that continue to be unravelled around asylum and immigration issues mean that our organisation constantly has to adapt to these challenges and assist members in every way possible. The implementation of the new development model has impacted both negatively and positively on the organisation as to be expected. RVW is continuously threatened with banishment and impoverishment. RVW deeply welcome the banal of the Legacy Case Resolution Programme, because mainly all its members will get benefit from this. Refugee Voice Wales remain fervent on its job, even in the face of reasonable funding and on top of all exists to work as partners and not competition with other organisations. RVW states that its business is still driven by the needs and demands of its members and this should always be the driving force in what it does. To analyse organizations and to determine the nature of pervasiveness of practice developments soft systems methodology was used. Soft system methodologies adopt an action research approach to problems and focus on creating change rather than simply describing the problem. Developing models of relevance to the 'real world' or practice situation achieve this. In seeking to maximize the quality and benefits of nursing practice developments a number of issues demand attention: the robustness of the evidence upon which the development is based the processes of practice change and the pervasiveness of that development on the learning of practitioners and the organization. It is the latter issue that this study addresses. Organizations need to be places of learning to support professional developments. References Cowley S. (1995) Professional development and change in a learning organisation. Journal of Advanced Nursing 5965-5974. Eraut M. (1994) Developing Professional Knowledge and Competence. The Falmer Press London. Pages: 114-119 Refugee Voice Wales Homepage. Accessed, February 20, 2008, from: http://www.refugeevoicewales.org Read More