Browsing by Subject "Social Service Providers"

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    Specialization and time: Two core principles for adult learning
    (Council for Adult and Experiential Learning (CAEL), 2017-11) Makki Alamdari, Sara; Walton, Betty A.; Moynihan, Stephanie
    Overview: Training plays an important role in the profession of social services to improve the quality of services. Interviewing ten social service providers, data analysis demonstrated that the most important principles pursued by participants are specialization and time. Consistent with adult learning theory, if training is designed to meet these principles, participants will become actively involved in training, and their perceived relevancy and in-depth learning will be improved. Abstract: Training plays an important role in the profession of social services to improve the quality of services through workforce development. Since 2006, the Indiana Family and Social Services Administration, Division of Mental Health and Addiction in collaboration with Indiana University has sponsored training for the staff. Annually, more than 500 trainees attend these in-person statewide workshops. In this study, ten social service providers who attended these trainings were interviewed in order to understand strategies to improve effectiveness of workshops. Grounded theory approach was applied to analyze data. Data analysis demonstrated that the most important principles and values pursued by participants are specialization and time. Participants frequently emphasized the importance of specialized learning tailored toward their needs. Time is also crucial. Adult learners would rather shorter trainings for several reasons. For example, participants leave their workplace for training purposes, when they come back; they face many in-complete tasks, which is overwhelming for them. If trainings are designed to meet these principles, participants will become actively involved in training, and their perceived relevancy and in-depth learning will be improved. These two core principles are consistent with adult learning theory mentioned by Knowles (1980, 1990). According to this theory, understanding of intrinsic value, autonomy, direct impact on the work and meaningful engagement are important components for adult learning. Adherence to these two principles, in designing training for adult, helps meet fundamental components of adult learning theory and attract adult learners. In this case, technology, organizational supportive environment and activities beside and out of workshops can be employed to serve these two principles. It is also helpful to consider dynamics of any specific group of participants to tailor the training toward their needs. In this case, having need assessment a few days before training is recommended to discover expectations.