Katja Koski, Kaisa Martikainen, Katja Burakoff, Hannu Vesala and Kaisa Launonen
This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who…
Abstract
Purpose
This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities.
Design/methodology/approach
The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training.
Findings
Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff.
Originality/value
Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished.
Details
Keywords
Timo Savolainen, Kaisa Airo and Tuuli Jylhä
The overall quality of education may be compromised due to the limited availability of safety and security (S&S) courses in professional teacher education. The purpose of this…
Abstract
Purpose
The overall quality of education may be compromised due to the limited availability of safety and security (S&S) courses in professional teacher education. The purpose of this paper is to identify the main safety-related training needs of a higher education institution, which may provide insights for improving the quality of education from a safety perspective.
Design/methodology/approach
This study included 17 interviews with students and staff experienced in S&S due to their professions. The study also used Laurea University of Applied Sciences’ (Laurea) S&S reports, which have a variety of S&S events from 28 October 2020 to 20 December 2021. Both data sets were analyzed using qualitative theory-driven content analysis.
Findings
Safety risks at schools are mainly constructed through the negative psychosocial atmosphere and lack of safety knowledge and/or skills. There is a need for safety training covering key topics such as crime prevention, violence, fire safety and understanding inclusion and diversity.
Practical implications
The study proposes a new risk-based training and development management model for school management and the planning of training activities.
Social implications
The analysis offers valuable perceptions of the S&S challenges of educational institutions, which can be used as a starting point to enhance overall educational quality and safety.
Originality/value
This paper provides a novel way of improving the safety of education by approaching training needs from a risk assessment perspective.