By Mark Baldwin, Nick Gould
A severe attribute of human carrier organisations is their potential to profit from adventure and to evolve constantly to altering exterior stipulations corresponding to downward strain on assets, consistent reconfiguration of the welfare kingdom and speedily altering styles of social want. This worthy, groundbreaking quantity discusses intimately the concept that of the educational association, specifically its relevance to social paintings and social prone. participants subscribe to jointly from throughout Europe, North the United States and Australia to discover the advance of the educational association inside social paintings contexts and its use as a strategic software for assembly difficulties of continuing studying, supervision and alter. the quantity addresses a number of vital subject matters, from ideas for embedding studying and demanding mirrored image within the social paintings studying association, to the results of the training association for the hot community-based future health and social care time table.
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Additional resources for Social work, critical reflection, and the learning organization
Sample text
The multiple mediations between the different components are decisive features in the activity. The subject and the object, or the actor and the environment, are mediated by instruments, including symbols and representations of various kinds. There are also less visible mediators of activity such as rules, community and division of labour. Between all the components of the activity system, there are continuous transformations and the system thus incessantly reconstructs itself. The system is also ‘much more competent and robust than any of its individual expert members’ (Engeström, 1992: 12–13).
As actors of the expansive cycle, participants will reconstruct their understanding and gain new meaning perspectives. The central idea of this approach is to help the organization and working community to reflect on their practice in a systematic way (Engeström, 1987; 1992; Engeström, Engeström and Vähätalo, 1999; Engeström, Miettinen and Ounamäki, 1999). Reflexive Supervision Social work is about action (for example, Adams, Dominelli and Payne, 2002: 6). Supervision in its efforts to help practitioners act in the best possible way is about very broad analysis of action .
Structures and mechanisms for supporting reflexion, learning and innovative knowledge generation are of increasing interest, one of these being the learning organization. Supervision is also part of these processes, attaining a new role and scope. In social work, supervision carries traditions of reflexive knowledge creation and learning. Coping with uncertainty and ambiguity is ‘baked’ into the very essence of social work as a professional practice dealing with social problems and people’s 23 24 Social Work, Critical Reflection and the Learning Organization everyday life.