Workplace mediation training
What a fantastic day. I met 11 people from very varied working backgrounds and with vrey different experiences and we formed a workplace mediation training group. I began to realise hpw much I dont know about mediation and how much I will need to know in order to become an effective mediator.
We learned what mediation is.
What skills and qualities are required to be a mediator.
We demonstrated what conflict looks like, so very visual.
How mediation benefits organisations.
What would be the ground rules of how the group will work together.
Diversity.
We looked at the usefulness of reflection in learning to mediate, and , here I can refer to Schon and Argyris reflective cycles of learning.
‘a
‘an underpinning theory of professional practice consultancy (supervision) has yet to be articulated. Current training and practice draw from other disciplines such as counselling and social work. (pge 14 Mediation in Practice. However there are three types of mediation ‘transformative’, ’facilitative’ and ‘evaluative’. Transformative mediation takes a holistic approach in that through empowerment and recognition of needs, individuals settle disputes themselves. There is not scope in this report to discuss other styles.
n underpinning theory of professional practice consultancy (supervision) has yet to be articulated. Current training and practice draw from other disciplines such as counselling and social work. (pge 14 Mediation in Practice. However there are three types of mediation ‘transformative’, ’facilitative’ and ‘evaluative’. Transformative mediation takes a holistic approach in that through empowerment and recognition of needs, individuals settle disputes themselves. There is not scope in this report to discuss
‘an underpinning theory of professional practice consultancy (supervision) has yet to be
Discovery Learning
Bruner
was influential in defining Discovery Learning. It uses Cognitive psychology as a base. Discovery learning is "an approach
to instruction through which students interact with their environment-by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments" (Ormrod, 1995, p. 442) The idea is that students are more likely to remember concepts they discover on their own. Teachers have found that discovery learning is most successful when students have prerequisite knowledge and undergo some structured experiences. (Roblyer, Edwards, and Havriluk, 1997, p 68 (http://copland.udel.edu./~jconway/EDST666.htm
Posted at 07:58 am by holyward
