According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalization as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalization and care to the social inclusion variables of participation and connection.
Purpose – This paper seeks to examine the methodologies for developing a group mentoring component as an add-on to an existing or new corporate mentoring program. Design/methodology/approach – The paper defines group mentoring and explains the differences between group mentoring and classroom training. It provides the hallmarks of mentoring that should exist in a group mentoring program along with the individual development areas that can be successfully addressed through group mentoring. Also included are seven tips for starting and
sustaining a group mentoring program. These tips cover areas such as the optimal group structure, logistics, the use of facilitators, obstacles and measuring the success of the program.
Findings – When implemented correctly, mentoring groups have proven to be a successful training and development strategy. Some of the documented outcomes for participants are increased confidence, expanded understanding of the organization and increased commitment and connectedness to the organization.
Originality/value – Training and development managers who are struggling to expand their mentoring programs can use the information provided in the paper to add group mentoring to their mentorship program
Drawing on social exchange theory and associated notions of reciprocity, we argue that interpersonal support for training transfer in the workplace is associated with increased employee task performance and organizational citizenship behavior (OCB) and reduced turnover intention. We test our hypotheses using survey data from 786 Chinese retail employees. The findings show that when employees perceive high levels of supervisor/peer support for training transfer, they are more likely to deliver higher levels of task performance and OCB in response, which in turn, lead to reduced turnover intention. We also found that the strength of the relationship between supervisor/peer support for training transfer on individuals’ OCB varied across regions within China. The results confirm the moderating role of regional context (coastal and inland regions) on the relationship between supervisor/peer support for training transfer on individuals’ OCB, with a stronger effect found in less economically developed inland regions. The moderating effect of region indicates that cross?cultural researchers need to be aware of possible within?country variations in employee attitudes and values.
In reviewing the historical pattern of education for the Aboriginal people it is noted that the education system was built on the goal of assimilation and was designed for individual economic improvement. According to Imel (2001), Aboriginal adult education programs in the 1950s were designed to improve adult English proficiency and provide adult vocational training. In more recent years, Aboriginal literacy programs have built in broader goals that are concerned with safeguarding Aboriginal language and culture rather than with promoting assimilation. The Aboriginal people have experienced great trauma in their educational journey, especially from the residential school approach where the children were removed from the home, community and nation and placed in a foreign environment governed by Eurocentric rules and expectations. The situation was not much better for the children who attended schools in their home community. They were also exposed to the Eurocentric values of corporal punishment in the learning situation and many were strapped for speaking their own language. Therefore, factors such as healing, reclamation of identity, language, cultures and self-determination, play a major role in the complex issue of Aboriginal literacy and learning. The Ontario Native Literacy Coalition states, “Native literacy is a tool which empowers the spirit of Native people. Native literacy services recognize and affirm the unique cultures of Native Peoples and the interconnectedness of all aspects of creation. As part of a life-long path of learning, Native literacy contributes to the development of self-knowledge and critical thinking. It is a continuum of skills that encompasses reading, writing, numeracy, speaking, good study habits and communication in other forms of language as needed. Based on the experience, abilities and goals of learners, Native literacy fosters and promotes achievement and a sense of purpose, which are both central to self-determination (George, ND:6).”
Although billions of dollars are spent annually on training and development, much about the transfer processes is not well understood. This study investigated the interaction of workplace climate and peer support on the transfer of learning in a corporate field setting. Supervisor ratings of performance on several skill dimensions were obtained before and after training. Trainees in a division with a more favorable climate and those with greater peer support showed greater improvement. In addition, peer support mitigated the effects of a negative climate. Trainees with peer support in a negative climate achieved the same degree of transfer as trainees in a positive climate. These results suggest that more proximal factors, like peer support, can overcome the effect of more distal factors, like climate, in promoting transfer. This study also advances understanding of the transfer process by assessing workplace environment with the use of measures other than trainee perceptions.
The next step in welfare to work policy must include addressing the needs of particular places and populations based on what has been learned since welfare reform legislation was enacted in 1996. One of the important lessons learned is that transitional jobs arean especially promising policy response to the needs of hard-pressed urban and rural communities, and unemployed people facing barriers to work. Transitional jobs are wage paying, community service jobs for welfare recipients and other unemployed adults who have not been hired after a job search in the regular labor market. The jobs provide experience and employer references that improve chances of success in the job market and enable families to avoid destitution when welfare benefits end. While some policymakers have argued that working in a transitional job is no different from unpaid workfare, research shows that transitional job participants have better earnings and employment outcomes. Certainly, transitional jobs are more expensive because they include work supports, supervision and some training. The participants’ success, however, demonstrates the value of additional investment in targeted populations.
This article offers one theoretical perspective of peer support and attempts to define the elements that, when reinforced through education and training, provide a new cultural context for healing and recovery. Persons labeled with psychiatric disability have become victims of social and cultural ostracism and consequently have developed a sense of self that re-enforces the “patient” identity. Enabling members of peer support to understand the nature and impact of these cultural forces leads individuals and peer communities toward a capacity for personal, relational and social change. It is our hope that consumers from all different types of programs (e.g. drop-in, social clubs, advocacy, support, outreach, respite), traditional providers, and policy makers will find this articlehelpful in stimulating dialogue about the role of peer programs in the development of a recovery based system.
During the 1980s and 1990s, transition programs for women were fairly common in Canada. Established to help women enter or re-enter the labour force through skills-based training, they were designed to assist women to overcome educational, attitudinal, and structural barriers, as well as to determine and realize their job aspirations. A national evaluation of the Job Entry Program for the former Employment and Immigration Canada recorded the success of these programs. It found that the Re-entry option was particularly effective for women in the Atlantic region in terms of both employment and earnings. But what happened to these programs? In examining this question, the report explores the key changes in government policies that have had an impact on the job-training delivery landscape from the late 1980s up to the present and introduces the reader to the economic realities faced by many women in Nova Scotia today. The report goes on to examine a variety of approaches and best practices that enable low-income women to move into more stable and better-paid employment. It also looks at current policies and programs and in particular the opportunities the new CanadañNova Scotia Skills and Learning Framework offers to develop meaningful community based training programs that can address womenís needs. A series of recommendations on this question and how the Skills and Learning Framework could meet the educational and training needs of womenóincluding recommendations on infrastructure, delivery and sustainabilityócompletes the report.
Education is a fundamental means to help individuals reach their full potential. The African Canadian Services, Department of Education is committed to strengthening the quality of education by supporting activities and programs that improve the education system, involve parents in their children’s education and provide all Nova Scotians, especially those who have been traditionally under-served and disadvantaged, with the resources and opportunities they need to succeed. This program aims to provide ANS youth with training opportunities and support required to become skilled and productive citizens. The African Canadian Services Division is mandated to provide leadership to the implementation of the BLAC Report on Education. The Division seeks to:
• increase educational access and quality education for the ANS youth
• foster knowledge and curriculum supportive of diversity and inclusion
• support policy and program reforms in both public schools and post-secondary institutions
• increase positive involvement of parents in the education system, supporting their children’s education
• assist ANS access training to become part of a skilled workforce
• enhance access to training and education by providing scholarships and training grants
By committing resources to education, we can help to address some of the great educational challenges and provide quality learning opportunities. The short-term, job-specific training grants aim to increase the skills and to build the credentials of ANS youth, thus opening doors to employment opportunities.