By Philip Whitehead
ISBN-10: 0470092041
ISBN-13: 9780470092040
ISBN-10: 047009205X
ISBN-13: 9780470092057
This textbook is designed to aid trainee probation officials with the degree in Probation experiences, specifically with the NVQ components and making the hyperlink to the measure programme in probation. Written by means of Philip Whitehead and Jamie Thompson, every one with over 25 years’ event of the probation provider, it's going to even be priceless to these assessing and handling trainees.Opening with an ancient review of educating in probation, the ebook strikes directly to learn facets of the NVQ, record writing, details for perform improvement Assessors, tips on how to positioned education into perform as soon as certified, and past the codification of data to vocational excellence as a probation officer.Teaching and studying positive aspects include:Chapter menus and summariesFurther readingGlossaryAppendicesTimely and proper, wisdom and the Probation provider: elevating criteria for trainees, assessors and practitioners will stimulate and encourage trainees, supply foodstuff for notion for these keen on the making plans and improvement of probation education, and should give a contribution to the broader debate in regards to the nature of probation identification in those altering instances for the carrier.
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Extra info for Knowledge and the Probation Service: Raising Standards for Trainees, Assessors and Practitioners
Example text
The second big objective is consistency, and here the tools are the National Standards against which services are inspected and Occupational Standards against which probation staff are trained and developed. It is here that we see the power of the managerial agenda. National Standards, Occupational Standards and indeed the notion of programme integrity in the delivery of probation programmes are all framed as baseline essentials. National Standards are the baseline procedures for staff, Occupational Standards are the baseline competences for staff and programme integrity is a requirement that all programmes are delivered by staff in the same way.
SODEN & PITHERS, 2001, p. 219 It is not clear that post-school teaching institutions or the (G)NVQ processes have been able to consistently deliver these thinking skills to students, partly because expertise in teaching thinking is not widely held and partly because the various codifications of knowledge fail to articulate ‘thinking well’ as an aim or objective. Soden and Pithers base their work on the body of cognitive research that indicates two key factors in the development of critical and effective thinking.
Occupational Standards are arrived at through an arcane process of wide consultation and expert specialist involvement. They have a number of uses. In the first place they are a standardisation process and establish clear boundaries and expectations in relation to particular groups of employees in relation to particular sets of competences. As such they can be tools in organising the workforce in functional ways. They can be used to identify recruitment, training and development need and to focus effort in relation to identified target areas of work for priority and effort.