Zielvereinbarungsgespräch und Leitungsaufgabe von katholischen Priestern

Die großen christlichen Kirchen in Deutschland befinden sich in einem strukturellen Umbruch, der sich zunehmend auf die Pastoral der örtlichen Pfarreien und Kirchengemeinden auswirkt. Durch die Einführung von Verfahren aus dem New Public Management erhoffen sich Kirchenleitungen beider Konfessionen eine innerkirchliche Personalentwicklung, die vor allem das hauptberufliche Seelsorgepersonal neu motivieren soll. Insbesondere in der katholischen Kirche soll so - in Verbindung mit einem möglichst missionarisch wirksamen Neuaufbruch - die Transformation der ehemals volkskirchlich geprägten Pfarrgemeinden in eine sich neu abzeichnende Sozialgestalt von Kirche als Netzwerk größerer pastoraler Einheiten unterstützt werden. Die vorliegende Arbeit untersucht an der interdisziplinären Schnittstelle von Organisationforschung und praktischer Theologie, inwieweit die Einführung von Zielvereinbarungsgesprächen (ZVG) führungsverantwortliche Priester in der Wahrnehmung ihrer Leitungsaufgabe stärkt. Über 300 leitende Priester aus den Erzbistümern Freiburg und Paderborn hatten an der empirischen Studie mit zwei Messzeitpunkten teilgenommen. 73 Priester waren an beiden Messzeitpunkten A (2007) und B (2008) beteiligt. Unmittelbar nach dem Zeitpunkt A besuchten die befragten Priester der Erzdiözese Freiburg eine ZVG-Einführungsschulung, der sich eine einjährige Gesprächspraxis anschloss. Die in der Erzdiözese Paderborn befragten Priester bildeten die Vergleichsgruppe (ohne entsprechendes Treatment).rn rnWesentliches Ergebnis der Studie sind empirische Hinweise auf signifikante Zusammenhänge zwischen dem priesterlichem Leitungsselbstverständnis, der ZVG-Umsetzung und der Einschätzung der eigenen Führungsqualität.rnrnIn den Selbsteinschätzungen der leitenden Priester (z.B. im Hinblick auf Leitungszufriedenheit, Bedeutung bzw. Gelingen von einzelnen Leitungs- und Gesprächsaspekten, etc.) zeigten sich zum Zeitpunkt A im Vergleich zwischen beiden Diözesen nur geringe Unterschiede. Dies gilt auch für die in A erfolgte Auswertung offener Fragen zum priesterlichen Selbstverständnis, welches als leitungs-amtliche Handlungs- und Objektorientierung in beiden Diözesen am wenigsten stark ausgeprägt war.Zum Zeitpunkt B verdeutlichte die Untersuchung des Tätigkeitsfelds Gemeindeleitung, dass dessen Bedeutung in Freiburg größer war als in Paderborn. Der hierfür erbrachte Kraft- bzw. Zeitaufwand war in Freiburg jedoch niedriger als in Paderborn, was als eine Frucht der verbindlichen ZVG-Einführung in Freiburg interpretiert werden kann. Deutlich wird auch, dass Priester, die der ZVG-Einführung eine hohe Bedeutung beimessen, mit ihren Mitarbeitern viele Gespräche planen. Weil Folgegespräche zum Zeitpunkt B im gleichen Umfang wie schon zum Zeitpunkt A geplant wurden, müssen die konkreten Gesprächserfahrungen in der A-Phase hinreichend positiv gewesen sein. Die Umsetzung zum Zeitpunkt B war jedoch nicht in dem zum Zeitpunkt A geplanten Maß erfolgt, was sich mit Prioritätsverschiebungen erklären lässt. Interessanterweise korreliert die Anzahl der geführten Zielvereinbarungsgespräche mit dem Dienst- und Lebensalter der Priester. Erfahrene Priester, die sich auf eine Mitarbeiterführung durch Zielvereinbarung einlassen, machen demnach gute Erfahrungen mit diesem Personalentwicklungsinstrument. rnrnInsgesamt können die Ergebnisse der Studie zu einer weiteren Kultivierung der Zielvereinbarungsgespräche im kirchlichen Dienst ermutigen. Bistümern, die noch keine Zielvereinbarungsgespräche eingeführt haben, kann eine Implementierung angeraten werden. rn

Labor risk prevention culture encouragement among students from building degree in the Technical University of Madrid

The influence of training in labor risk prevention and the development of the resulting pre-emptive culture are analyzed within this paper. In order to achieve this, a quantitative analysis of the students of Building Degree in the Technic University of Madrid has been developed. This study has been made in all grades, valuating the previous knowledge acquired during compulsory education. It must be kept in mind that the students in 3rd and 4th grade have received general and specific compulsory training in prevention and safety in the building sector.

Efficacia della formazione alla salute e sicurezza sul lavoro: fattori di successo e criticità

Background: sulla base delle evidenze emerse dalle rassegne sistematiche in materia (Johnstone, 1994; Cohen et al.,1998; Robson et al., 2012; Burke et al., 2006; Ricci et al., 2015) si è ipotizzato che la formazione alla salute e sicurezza sul lavoro sia maggiormente efficace quando non è presentata come obbligatoria e venga articolata su più livelli di apprendimento, attraverso metodologie adeguate per ogni livello, con docenti che abbiano caratteristiche corrispondenti allo specifico obiettivo di apprendimento e la cui durata sia parametrata all’obiettivo stesso. Obiettivo di questa ricerca è valutare se esista e quanto sia intensa la relazione causale tra la formazione alla sicurezza sul lavoro e i suoi effetti sul miglioramento delle conoscenze, degli atteggiamenti, dei comportamenti, degli esiti per la salute, del clima di sicurezza aziendale, del controllo comportamentale percepito dai lavoratori, delle condizioni operative e procedure interne, oltre l’eventuale effetto di moderazione determinato da caratteristiche socio-demografiche dei partecipanti e dal gradimento della formazione. Metodo: la variabile indipendente è costituita dell’intervento formativo erogato, articolato in tre condizioni: formazione obbligatoria, formazione non obbligatoria, gruppo di controllo: sono stati posti a confronto due interventi di pari durata (16 settimane, per 10h complessive), realizzati con identiche modalità (step1 audio-visivo; step2 affiancamento su lavoro da parte del preposto; step3 discussione di auto-casi), ma differenziati rispetto all’essere presentati uno come formazione obbligatoria, l’altro come non obbligatoria. I due gruppi sono anche stati confrontati con un gruppo di controllo per il quale la formazione è prevista successivamente. I partecipanti sono stati assegnati in modo casuale al gruppo con obbligo formativo, senza obbligo formativo, di controllo. Sono stati presi come indicatori (variabili dipendenti) per valutare l’effetto della formazione: I livello – conoscenze: riconoscimento o produzione di un maggior numero di risposte corrette. II livello – atteggiamenti e credenze: maggiore propensione a mettere in atto comportamenti auto ed etero protettivi. III livello – comportamenti: comportamenti osservati più adeguati per la tutela della salute propria e altrui. IV livello – salute: maggior grado di benessere bio-psico-sociale auto-riferito. Le misure di esito consistono nella variazione tra la rilevazione iniziale e ogni rilevazione successiva, sulla base delle diverse misure registrate per ognuno dei quattro livelli dell’intervento formativo. Lo stesso confronto del tempo è stato realizzato per le misure del clima di sicurezza aziendale, del controllo comportamentale percepito dai lavoratori, delle condizioni operative e procedure interne, oltre l’eventuale effetto di moderazione determinato da caratteristiche socio-demografiche dei partecipanti e dal gradimento della formazione, quest’ultimo misurato solo immediatamente al termine dell’intervento. Risultati: le condizioni di intervento non differiscono in termini di efficacia, la formazione determina infatti gli stessi risultati per i partecipanti del gruppo obbligo formativo e di quello non obbligo, con una significativa differenza post-intervento rispetto al gruppo di controllo. La formazione ha un effetto forte nel miglioramento delle conoscenze che solo parzialmente decade nel tempo, ma comunque mantenendo un livello maggiore rispetto ai valori iniziali. In relazione al miglioramento di atteggiamenti e comportamenti sicuri nel lavoro al Videoterminale, l’effetto della formazione è modesto: per gli atteggiamenti si registra solo un miglioramento verso l’applicazione delle procedure come utili realmente e non come mero adempimento, ma tale effetto decade entro quattro mesi riportando i partecipanti su valori iniziali; i comportamenti invece migliorano nel tempo, ma con deboli differenze tra partecipanti alla formazione e gruppo di controllo, tuttavia tale miglioramento non decade in seguito. Non si registrano invece effetti della formazione nella direzione attesa in termini di esiti per la salute, per il miglioramento del clima di sicurezza e come maggior controllo comportamentale percepito, non risultano nemmeno dati evidenti di moderazione degli effetti dovuti a caratteristiche socio-demografiche dei partecipanti. Inoltre emerge che il gradimento per la formazione è correlato con migliori atteggiamenti (strumento audio-visivo), il miglioramento del clima di sicurezza e un maggior controllo comportamentale percepito (studio di auto-casi), ovvero gli step che hanno visto l’intervento di formatori qualificati. Infine, la formazione ha determinato migliori condizioni operative e l’adeguamento delle procedure interne. Conclusioni: la presente ricerca ci consente di affermare che la formazione erogata è stata efficace, oltre che molto gradita dai partecipanti, in particolare quando il formatore è qualificato per questa attività (step1 e 3). L’apprendimento prodotto è tanto più stabile nel tempo quanto più i contenuti sono in stretta relazione con l’esperienza lavorativa quotidiana dei partecipanti, mentre negli altri casi il decremento degli effetti è alquanto rapido, di conseguenza ribadiamo la necessità di erogare la formazione con continuità nel tempo. E’ risultato comunque modesto l’effetto della formazione per migliorare gli atteggiamenti e i comportamenti nel lavoro al VDT, ma, al di là di alcuni limiti metodologici, sono obiettivi ambiziosi che richiedono più tempo di quanto abbiamo potuto disporre in questa occasione e il cui conseguimento risente molto delle prassi reali adottate nel contesto lavorativo dopo il termine della formazione. Le evidenze finora prodotte non hanno poi chiarito in modo definitivo se attraverso la formazione si possano determinare effetti significativi nel miglioramento di esiti per la salute, anche eventualmente attraverso interventi di supporto individuale. Inoltre l’assenza di differenze significative negli effetti tra i partecipanti assegnati alla condizione di obbligo e quelli di non obbligo, eccezion fatta in direzione opposta alle attese per la misura del danno da lavoro, suggeriscono che nell’erogare la formazione, occorre sottolineare in misura molto rilevante l’importanza dell’intervento che viene realizzato, anche qualora esistesse una prescrizione normativa cogente. Infine, la ricerca ci ha fornito anche indicazioni metodologiche e misure valide che invitano ad estendere questa formazione, e la sua valutazione di efficacia, a diversi comparti economici e svariate mansioni. Nel fare questo è possibile fare riferimento, e testare nuovamente, un modello che indica la corretta percezione del rischio (conoscenza) come fattore necessario, ma non sufficiente per ottenere, con la mediazione di atteggiamenti favorevoli allo specifico comportamento, azioni sicure, attraverso le quali si rinforza l’atteggiamento e migliorano le conoscenze. La formazione, per raggiungere i propri obiettivi, deve tuttavia agire anche sui meccanismi di conformismo sociale favorevoli alla safety, questi originano da conoscenze e azioni sicure e reciprocamente le rinforzano.

Skill formation in Britain and Germany: Recent developments in the context of traditional differences. CES Germany & Europe Working Papers, No.06.1, 2006

This paper proposes a comparison of skill formation in Germany and Britain over the last decades. Taking historical trends into account, the two cases can be regarded as representing different types of skill production regimes. Institu-tional features include a relatively low degree of standardization of training and a larger amount of on-the-job training in Britain. In Germany, post-compulsory training has been conducted predominantly within the dual system of vocational training, underlining the vocational specificity of a large part of the labor market. As a consequence, international differences in individual skill investments, transitions from school to work and other life-course patterns can be observed. At least in Britain, however, the situation seems to have changed considerably during the 1990s. The paper argues that the divergence in more recent developments can still be understood as an expression of historical path-dependency given the traditional connections between the post-compulsory training system and the broader societal context in which it is embedded. These concern, in particular, links with the system of general and academic education as the basis for – and also a possible competitor with – vocational training; links with the labor market as they are indicated by specific skill requirements and returns to qualifications; and, links with the order of social stratification in the form of the selective acquisition and the social consequences of these qualifications. The links manifest themselves as typical individual-level consequences and decisions. Founded on the basis of these distinctions, the aim of this paper is to investigate the preceding conditions for recent developments in the qualification systems of Britain and Germany, which have adapted to specific challenges during the last decades.

Fostering 'habits of reflection, independent study and free inquiry': an analysis of the short-lived phenomenon of General/Liberal Studies in English vocational education and training

In 1957, 12 years after the end of World War II, the Ministry of Education issued Circular 323 to promote the development of an element of ‘liberal studies’ in courses offered by technical and further education (FE) colleges in England. This was perceived to be in some ways a peculiar or uncharacteristic development. However, it lasted over 20 years, during which time most students on courses in FE colleges participated in what were termed General or Liberal Studies classes that complemented and/or contrasted with the technical content of their vocational programmes. By the end of the 1970s, these classes had changed in character, moving away from the concept of a ‘liberal education’ towards a prescribed diet of ‘communication studies’. The steady decline in apprenticeship numbers from the late 1960s onwards accelerated in the late 1970s, resulting in a new type of student (the state-funded ‘trainee’) into colleges whose curriculum would be prescribed by the Manpower Services Commission. This paper examines the Ministry’s thinking and charts the rise and fall of a curriculum phenomenon that became immortalised in the ‘Wilt’ novels of Tom Sharpe. The paper argues that the Ministry of Education’s concerns half a century ago are still relevant now, particularly as fresh calls are being made to raise the leaving age from compulsory education to 18, and in light of attempts in England to develop new vocational diplomas for full-time students in schools and colleges.

Graduate Attitudes towards Vocational Training

Introduction: Vocational training (VT) is a mandatory requirement for all UK dental graduates prior to entering NHS practice. The VT period provides structured, supervised experience supported by study days and interaction with peers. It is not compulsory for Irish dental graduates working in either Ireland or the UK to undertake VT but yet a proportion voluntarily do so each year.

Objectives: This study was designed to explore the choices made by Irish dental graduates. It aimed to record any benefits of VT and its impact upon future career choices.

Method: A self-completion questionnaire was developed and piloted before being circulated electronically to recent dental graduates from University College Cork. After collecting demographic information respondents were asked to indicate if they pursued vocational training on graduation, give their perception of their post-graduation experience, describe their current work profile and detail any formal postgraduate studies.

Results: 35% of respondents opted to undertake VT and 79% did so in the UK. Those who completed VT regarded it as a very positive experience with benefits including: working in a positive learning environment, help on demand and interaction with peers. Of those who chose VT, 49% have pursued some form of further formal postgraduate study as compared to 40% of those who did not. All of the respondents who completed VT indicated they would recommend it to current Irish graduates. The majority of those who took up an associate position immediately after graduation reported that this was beneficial but up to three quarters would recommend current graduates undertake VT and 45% would now chose to do so themselves.

Conclusions: Increasing numbers of Irish graduates are moving to the UK to undertake VT and they find it a beneficial experience. In addition, those who undertook VT were more likely to undertake formal postgraduate study.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Individual Video Training iVT - Development of a National Infrastructure for Video-Supported Learning

Introduction: Video‐Supported Learning is particularly effective when it comes to skills and behaviors. Video registration of patient‐physician interviews, class room instruction or practical skills allow it to learners themselves, their peers, and their tutors to assess the quality of the learner's performance, to give specific feedback, and to make suggestions for improvement. Methods: In Switzerland, four pedagogical universities and two medical faculties joined to initiate the development of a national infrastructure for Video Supported Learning. The goal was to have a system that is simple to use, has most steps automated, provides the videos over the Internet, and has a sophisticated access control. Together with SWITCH, the national IT‐Support‐Organisation for Swiss Universities, the program iVT (Individual Video Training) was developed by integrating two preexisting technologies. The first technology is SWITCHcast, a podcast system. With SWITCHcast, videos are automatically uploaded to a server as soon as the registration is over. There the videos are processed and converted to different formats. The second technology is the national Single Logon System AAI (Authentification and Authorization Infrastructure) that enables iVT to link each video with the corresponding learner. The learner starts the registration with his Single Logon. Thus, the video can unambiguously be assigned. Via his institution's Learning Management System (LMS), the learner can access his video and give access to his video to peers and tutors. Results: iVT is now used at all involved institutions. The system works flawlessly. In Bern, we use iVT for the communications skills training in the forth and sixth year. Since students meet with patient actors alone, iVT is also used to certify attendance. Students are encouraged to watch the videos of the interview and the feedback of the patient actor. The offer to discuss a video with a tutor was not used by the students. Discussion: We plan to expand the use of iVT by making peer assessment compulsory. To support this, annotation capabilities are currently added to iVT. We also want to use iVT in training of practical skills, again for self as well as for peer assessment.  At present, we use iVT for quality control of patient actor's performance.

The directions taken by young people on leaving compulsory education:a study in two Birmingham schools

The thesis addresses the relative importance of factors affecting working-class school-leavers' post-compulsory education transitions into post-sixteen education, training, employment and unemployment. It focuses on school-leavers choosing to enter the labour market, whether successfully or not and the influences affecting this choice. Methodologically, the longitudinal approach followed young people from before they left school to a period of months after. Discrepancies between young people's intended and actual destinations emphasised the diverse influences on post-sixteen transitions. These influences were investigated through a dynamic multi-method approach, drawing from quantitative and qualitative methodologies providing depth and insight while locating the research within a structural framework, allowing a comparison with local and national trends. Two crucial factors of school and gender affected young people's intended and actual post-sixteen directions. School policy, including treatment of disaffected pupils and recruitment to a large, on-site sixth form, influenced the number of pupils opting to continue their education. Girls were more likely to continue education after the end of compulsory schooling and gave different reasons to boys for doing so. Family and peer groups were influential, helping young people develop a 'horizon for action' incorporating habitus and subjective preferences that specified acceptable post-sixteen directions. These influences operated within the context of the local labour market. Perception of the latter rather than actual conditions informed post-sixteen decisions; however, labour market reality influenced the success of the school-leavers' endeavours. The research found that the economics-based rational choice model of decision-making did not apply to many working class school-leavers. The cohort made pragmatically rational decisions dependent on their 'horizon for action'. based on partial, occasionally inaccurate information. Policy recommendations consider the careers service and structure or school sixth forms as aiding successful transitions from compulsory education into education, employment or training. The maintenance allowance may be ineffectual in tackling its objective of social inclusion.