WORKPLACE LEARNING IN THE CONTEMPORARY SUPERVISION LANDSCAPE: THE CASE OF SUPERVISION IN A SOCIAL SERVICE ORGANISATION

The blurring of the boundaries and interconnectedness between learning and work are features worth exploring in the contemporary supervision landscape. Grounded on transition-experiential learning theories, the study analysed a social service organisation as a context for learning and examined how t...

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Vydáno v:Social Work Ročník 59; číslo 2; s. 127 - 149
Hlavní autoři: Sithole, Mbongeni Shadrack, Shokane, Allucia Lulu
Médium: Journal Article
Jazyk:angličtina
Vydáno: Stellenbosch University of Stellenbosch 01.01.2023
Department of Social Work, Stellenbosch University/ Universiteit Stellenbosch
Stellenbosch University
Témata:
Connectedness
Context
Experiential learning
Landscape
Learning environment
Learning theories
organisational context
Role playing
social service organisation
social service professions
Social services
Social Work
Supervision
supervision practice
Supervisors
Workplace learning
Workplaces
supervision practice
social service organisation
workplace learning
social service professions
organisational context
ISSN:2312-7198, 0037-8054, 2312-7198
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Shrnutí:The blurring of the boundaries and interconnectedness between learning and work are features worth exploring in the contemporary supervision landscape. Grounded on transition-experiential learning theories, the study analysed a social service organisation as a context for learning and examined how this context facilitated or inhibited supervision learning experiences for first-time supervisors. It draws on the qualitative findings of thirteen in-depth interviews whose data were analysed using the thematic analysis. This study found that the transitioning of first-time supervisors into the new role took place through their active participation in an organisational context. It concludes with the notion that workplace learning is a context-specific and interactive process. The social service organisation, with its unique features, serves the purpose of providing an environment for learning, with first-time supervisors afforded the opportunity to learn within the context and through interaction with other role-players. In summary, the study recommends a need for fostering of communities of practice, designing and management of workplace learning programmes, and ensuring the creation of sustainable and healthy workplaces. Keywords: social service organisation, organisational context, supervision practice, workplace learning, social service professions
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2312-7198
0037-8054
2312-7198
DOI:10.15270/59-2-1125