scholarly journals ‘It's not the form; it's the process’: a phenomenological study on the use of creative professional development workshops to improve teamwork and communication skills

2016 ◽  
Vol 42 (3) ◽  
pp. 173-180 ◽  
Author(s):  
Anita Acai ◽  
Sydney A McQueen ◽  
Christine Fahim ◽  
Natalie Wagner ◽  
Victoria McKinnon ◽  
...  
Keyword(s):  
Professional Development ◽  
Communication Skills ◽  
Phenomenological Study

scholarly journals 'It's not the form; it's the process': A phenomenological study on the use of creative professional development workshops to improve teamwork and communication skills

2018 ◽  
Author(s):  
Anita Acai ◽  
Sydney A. McQueen ◽  
Christine Fahim ◽  
Natalie Wagner ◽  
Victoria McKinnon ◽  
...  
Keyword(s):  
Professional Development ◽  
Communication Skills ◽  
Health Professionals ◽  
Performing Arts ◽  
Phenomenological Study ◽  
Well Being ◽  
Communication Styles ◽  
Visual And Performing Arts ◽  
Positive Effects ◽  
The Arts

Introduction: Past research has demonstrated the positive effects of visual and performing arts on health professionals’ observational acuity and associated diagnostic skills, well-being, and professional identity. However, to date, the use of arts for the development of non-technical skills, such as teamwork and communication has not been studied thoroughly. Methods: In partnership with a community print and media arts organization, Centre[3], we utilized a phenomenological approach to explore front-line mental health and social service workers’ experiences with a creative professional development workshop based on the visual and performing arts. Through pre- and post-workshop interviews with participants and post-workshop interviews with their managers, we sought to examine how participants’ perceptions of the workshop compared to their pre-workshop expectations, specific impacts of the workshop with respect to participants’ teamwork and communication skills, and changes in their perceptions regarding the use of the arts in professional development. Results: Our workshops were successful in enhancing teamwork skills among participants and showed promise in the development of communication skills, though observable changes in workplace communication could not be confirmed. The workshop facilitated teamwork and collegiality between colleagues, creating a more enjoyable and accepting work environment. The workshops also helped participants identify the strengths and weaknesses of their communication skills, made them more comfortable with different communication styles, and provided them with strategies to enhance their communication skills. Conclusions: Participation in the arts can be beneficial for the development of interpersonal skills such as teamwork and communication among health professionals.

Establishment of the Principle of Professional Development in the State Personnel Policy of the Russian Federation: development of communication skills

Communicology ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 54-62 ◽  
Author(s):  
F.I. Sharkov ◽  
T.N. Lugovsky
Keyword(s):  
Professional Development ◽  
Personnel Management ◽  
Communication Skills ◽  
Russian Federation ◽  
Civil Servants ◽  
Current State ◽  
Modern Methods ◽  
The Russian Federation ◽  
Rapid Transformation ◽  
Comprehensive Study

This article gives a detailed description of the principle of a comprehensive study of the current state of the management system of civil servants’ professional, describes the development of practical measures and recommendations for its optimization, given the effectiveness of improving the professional development of civil servants. The relevance of this article is based on the need to develop a science-based approach to the rapid transformation of the civil service using modern methods of personnel management for the growth of potential and professionalism of civil servants.

scholarly journals Opinions of school principals and teachers about teacher evaluation according to performance criteriaPerformans kriterlerine göre öğretmenlerin değerlendirilmesine ilişkin okul müdürü ve öğretmen görüşleri

2017 ◽  
Vol 14 (2) ◽  
pp. 1647 ◽  
Author(s):  
Ferudun Sezgin ◽  
Ayşe Tınmaz ◽  
Sezgin Tetik
Keyword(s):  
Professional Development ◽  
Performance Evaluation ◽  
Phenomenological Study ◽  
School Principals ◽  
Evaluation Process ◽  
Structured Interview ◽  
Performance Criteria ◽  
Ministry Of Education ◽  
Study Participants ◽  
The Impact

The purpose of this study was to examine the opinions of school principals and teachers about the new implication process which teachers are being evaluated by school principals according to performance criteria. Phenomenological study design was chosen in this qualitative research. Participants were selected according to maximum variation sampling which is one of the purposeful sampling methods. Data were collected from 11 school principals and 14 teachers via semi-structured interview forms in Tokat city center. Data were analyzed according to descriptive analyzing technique. According to the results obtained in the study, participants stated that the purpose of current performance evaluation is the evaluation of teachers and to support their professional development. About the new application’s access to the purposes, while many of the teachers reported that the system could not achieve its goals, most of the school principals stated that the system would reach the goals with some shortcomings. Participants criticized the system for fast coming up and implementation. Participants stated that school principals were not qualified for this system. The most important strength of the system was defined as the teacher’s close awareness of the school principals. According to teachers’ views about the weaknesses of the system; the impact of conflicts or prejudices affecting school, school principals’ failure to take into account the criteria list, the existence of biased behaviors, the fact that principals were not educated in supervision, erroneous or incomplete practices in branch-specific evaluations, the deterioration of organizational peace. The majority of school principals reported that the applied system could contribute to the professional development of teachers, while the majority of teachers thought that the system would make a limited contribution. A two-day seminar was held with the school principals while training for teachers was not arranged by the Ministry of Education prior to the performance evaluation process. In the study, some suggestions were also made regarding the development of the current practice and the assessment of teacher performance in Turkey.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu çalışmanın amacı öğretmenlerin performans kriterlerine göre okul müdürleri tarafından değerlendirildiği yeni uygulama konusunda okul müdürleri ve öğretmenlerin görüşlerini ortaya koymaktır. Nitel araştırma yöntemine göre tasarlanan bu çalışmada olgu bilim deseni benimsenmiştir. Çalışmada katılımcılar amaçlı örnekleme yöntemlerinden maksimum çeşitlemeye göre oluşturulmuştur. Tokat il merkezinde görev yapmakta olan 11 okul müdürü ve 14 öğretmenle yarı yapılandırılmış görüşme formu kullanılarak veri toplanmıştır. Veriler betimsel analiz tekniğine göre çözümlenmiştir. Araştırmada elde edilen verilere göre katılımcılar mevcut performans değerlendirme uygulamasının amacının daha çok öğretmenlerin değerlendirilmesi ve mesleki gelişimlerini artırma olduğu yönünde görüş belirtmişlerdir. Yeni uygulamanın amacına ulaşabilmesine ilişkin öğretmenlerin çoğunluğu sistemin amacını gerçekleştiremeyeceğini düşünürken okul müdürlerinin çoğunluğu bazı eksiklikler belirtmekle birlikte sistemin amacına ulaşabileceğini ifade etmektedirler. Uygulanma süreciyle ilgili katılımcılar sistemin bir anda gündeme gelmesi ve uygulanmasını eleştirmektedir. Katılımcılar okul müdürlerinin bu konuda yeterli olmadığını düşünmektedir. Sisteminin en önemli güçlü yanının okul müdürünün öğretmeni yakından tanıması olduğu ifade edilmiştir. Sistemin zayıf yönleri ile ilgili olarak öğretmenler; okulda yaşanacak çatışmaların veya önyargıların değerlendirmeyi etkilemesi, okul müdürlerinin kriter listesini dikkate almaması, taraflı davranışların varlığı, müdürlerin denetim konusunda eğitimli olmamaları, branşa özgü değerlendirmelerde hatalı veya eksik uygulama, örgüt barışının bozulması şeklinde görüş belirtmişlerdir. Okul müdürlerinin çoğunluğu uygulanmakta olan sistemin öğretmenlerin mesleki gelişimine katkı sağlayacağını belirtirken öğretmenlerin çoğunluğu kısıtlı katkı sağlayacağını düşünmektedir. Performans değerlendirme süreci öncesinde Milli Eğitim Bakanlığı tarafından öğretmenlere yönelik bir eğitim düzenlenmezken, okul müdürlerine iki günlük bir seminer düzenlenmiştir. Çalışmada ayrıca mevcut uygulamanın geliştirilmesi ile ilgili ve Türkiye’de genel anlamda öğretmen performansının değerlendirilmesi ile ilgili olarak birtakım önerilerde bulunulmuştur.

Digitalization of K-12 Teacher Training

2021 ◽  
pp. 123-144
Author(s):  
Linda M. Forrest
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School System ◽  
Phenomenological Study ◽  
Face To Face ◽  
System Leaders ◽  
Blended Professional Development ◽  
Face To Face Learning ◽  
Teachers Attitudes ◽  
K 12

This chapter explores the need for reform in teacher training and professional development of K-12 teachers. Barriers caused by traditional models of professional development courses will be addressed. Information from a phenomenological study investigating teachers' attitudes, perceptions, and motivations regarding blended professional development will provide guidance and insights on the value of blended learning methods. An author-created theoretical framework for blended online professional development, which combines the convenience of online learning with face-to-face learning communities, will be shared. The chapter concludes with recommendations for school system leaders on how to meet the needs and desires of teachers, as well as for the digitalization of teacher training to reform professional development practices and promote 21st century skills for both staff and students.

scholarly journals N04 Being an IBD Clinical Nurse Specialist in the UK National Health Service: Challenges, Stressors and Coping Mechanisms

2021 ◽  
Vol 15 (Supplement_1) ◽  
pp. S609-S610
Author(s):  
L Dibley ◽  
K Kemp ◽  
J Duncan ◽  
I Mason ◽  
Y Lisa
Keyword(s):  
Professional Development ◽  
Complex Disease ◽  
Phenomenological Study ◽  
Treatment Modalities ◽  
Nurse Specialist ◽  
Clinical Nurse ◽  
Mixed Messages ◽  
Specialist Nurses ◽  
Uk National Health Service ◽  
The Uk

Abstract Background Inflammatory Bowel Disease Clinical Nurse Specialists (IBD-CNSs) provide essential therapeutic and emotional support services to patients with often complex disease. The ever-increasing role expectations, treatment modalities and rising patient population places significant demands on IBD-CNSs (Stansfield, 2019), many of whom enter the role soon after qualifying. Posts in the UK-based RCN IBD Nurse Facebook© page suggest stress is high amongst members. Sustaining IBD-CNSs wellbeing is essential for ensuring sustainability of services. Our aim was to explore experiences of being an IBD-CNS in the UK, in order to inform the wider dialogue around workforce and the wellbeing of specialist nurses. Methods This hermeneutic phenomenological study used purposive sampling with maximum variation to recruit Band 6–8 IBD-CNSs who currently, or until recently, worked in NHS Trusts across the UK. Data were collected between July and September 2020, via online or telephone interviews. Focussing on personal perceptions, participants were invited to ‘Tell me what it means to be an IBD-CNS’ with follow-up prompts and probes as needed. Diekelmann et al’s (1989) team analysis method was used. Results Twenty-five IBD-CNSs participated [92% Female; Band 6 (n=3), Band 7 (n=10), Band 8 (n=13); 0.5–19 (mean 5.8) years in post; ex-NHS (n=4)]. Two constitutive patterns: ‘Giving and receiving support’, and ‘Developing potential’ were revealed, informed by relational themes addressing patients’ needs, service design/delivery challenges, workload, professional development opportunities, and peer support. Junior IBD-CNSs worried more about workload and learning the role, whilst senior nurses often struggled with the shift towards management responsibilities which they were expected to take on often without any managerial skills or training. The IBD-CNS role was often poorly understood by senior service managers, whose level of support varied widely. Some participants had techniques to mitigate against stressors, but there were also limited professional development opportunities especially in senior roles. Conclusion IBD-CNSs are committed to patients, despite an often-burdensome workload. Structural, institutional, and hierarchical issues undermine confidence. Many IBD-CNSs are stressed by mixed messages of delivering an excellent service yet being criticised/under-appreciated by the system. Robust senior support structures lead to better experiences for IBD-CNSs. This work contributes to the UK and global data evidencing the need to pursue strategies which promote wellbeing of all specialist nurses.

scholarly journals EDUCATIONAL ENVIRONMENT AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF A TEACHER IN THE ERA OF DIGITALIZATION

2021 ◽  
pp. 12-15
Author(s):  
S. Azhykulov
Keyword(s):  
Professional Development ◽  
Social Status ◽  
Communication Skills ◽  
Media Literacy ◽  
Educational Environment ◽  
Team Communication ◽  
Legal Ethics ◽  
Continue Education ◽  
Information Activity ◽  
Professional Mobility

The value of the digital educational environment is that it contributes to the formation of many of the most important qualities and skills that are in demand by the society of the XXI century and determine the personal and social status of a modern person: information activity and media literacy, the ability to think globally, the ability to continue education and solve creative problems, the willingness to work in a team, communication skills and professional mobility, civil consciousness and legal ethics are brought up.

scholarly journals ‘The Early Exposure is Really Helpful’ – Students’ Views of Participating in Communication Skills Screening

2021 ◽  
Vol 9 (1) ◽  
pp. 18-28
Author(s):  
Robyn Johnson ◽  
Alison Purcell ◽  
Emma Power ◽  
Steven Cumming
Keyword(s):  
Professional Development ◽  
Communication Skills ◽  
Emotional Responses ◽  
Speech Pathology ◽  
Early Exposure ◽  
Clinical Experiences ◽  
Professional Students ◽  
Communication Difficulties ◽  
Qualitative Descriptive ◽  
Health Professional Students

Students commence university with many hopes and dreams for their future and for most, these are realised. Health professional students must succeed in both their academic and clinical experiences. Excellent communication with their patients and colleagues on placement is necessary and particularly so for speech pathology students. This qualitative, descriptive study investigates how first- and final-year students view the screening of their communication skills in which they participate. The focus groups took place within the speech pathology department of a major Australian metropolitan university. Data were transcribed and analysed thematically. Three main themes arose: professional development, students’ cognitive and emotional responses, and the organisation of the screener. Both groups of students felt the screener was both an important part of their professional development and a way of identifying and supporting speech pathology students with communication difficulties. They valued the student-led nature of the process. Implications for the value of using a student-led communication screener to identify students with weaker communication skills early in their program and for the support of such students are discussed.

Mentoring Experiences and Perceptions of Latino Male Faculty in Higher Education

2020 ◽  
Vol 42 (1) ◽  
pp. 117-140 ◽  
Author(s):  
Cristobal Salinas ◽  
Patrick Riley ◽  
Lazaro Camacho ◽  
Deborah L. Floyd
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Latino Students ◽  
Phenomenological Study ◽  
Family Values ◽  
Faculty Members ◽  
Latino Male ◽  
The Impact ◽  
Male Faculty

While some higher education institutions attempt to help support and retain Latino students until graduation, these same institutions often neglect the experiences of Latino faculty members. The main challenges Latino faculties encounter in higher education include cultural taxation, discrimination, and feelings of isolation. Research is limited on the experiences and role of mentorship for Latino male faculty. This phenomenological study examines how Latino male faculty members in higher education perceive mentoring both as a mentee and as a mentor. This study also examines the impact of mentoring on professional development and the path of Latino male faculty. Findings illustrate that family values, mentoring in higher education, and desire to pay forward the mentoring experience are factors that impact Latino male faculty perception of mentorship.

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