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Tytuł:
Pedagogiczne elementy adaptacji (kierowanej) społeczno-zawodowej nowych pracowników
Autorzy:
Aleksander, Tadeusz
Tematy:
adaptation
socio-occupational adaptation
the range of adaptation
the dynamics of adaptation
adaptation programme
professional development and training
forms of professional development and training
adaptacja
adaptacja społeczno-zawodowa
zakres adaptacji
dynamika adaptacji
zakładowy program adaptacji
dokształcanie i doskonalenie zawodowe
formy dokształcania i doskonalenia zawodowego
Pokaż więcej
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Powiązania:
https://bibliotekanauki.pl/articles/614385.pdf  Link otwiera się w nowym oknie
Opis:
The objective conditions of professional training in the field of education and the specificity of work-related activities involve the need to provide adaptation training to newly-hired workers. Adaptation is an intentional, educational process. It constitutes the beginning of a long, multi-stage occupational development process and is reduced to four activity areas: a) adjusting the newly-hired worker to the social environment of the work establishment and workers, b) inducing this worker to an efficient work, c) familiarizing such a person with the activities of social departments (e.g. self-governing bodies, trade unions, special-interest groups) operating within the work establishment, d) adjusting such a worker to organizational conditions of work (working time, length of stay in the work post, punctuality and work discipline). Treating the adapted workers as a potential force capable of improving the functioning and development of the work establishment, creates the characteristic feature of the adaptation process. In different companies this process should start with developing the adaptation programme which should be implemented in a thoughtful manner. The basic adaptation strategy includes additional training and professional development in different forms which are constantly diversified and refined.
Obiektywne warunki kształcenia zawodowego w szkolnictwie i specyfika pracy zawodowej rodzą konieczność zorganizowania dla zatrudnianych osób działań adaptacyjnych. Adaptacja to intencjonalny proces edukacyjny i wychowawczy. Jest ona początkiem długiego, wieloetapowego procesu rozwoju zawodowego pracowników. Jej zakres sprowadza się do czterech obszarów działań: a) przystosowanie nowego zatrudnionego do środowiska społecznego (pracowników) zakładu pracy, b) wdrożenie go do efektywnego wykonywania pracy, c) wtajemniczanie w działalność społecznych agend (samorządu pracowniczego, związków zawodowych, kół hobbystów) zakładu pracy, d) dostosowanie do warunków organizacyjnych (pora pracy, długość czasu pobytu na stanowisku pracy, terminowość i dyscyplina pracy) wykonywanej pracy. Cechą współczesnej adaptacji jest traktowanie adaptowanych pracowników jako potencjalnej siły zdolnej do poprawy funkcjonowania i rozwoju zakładu pracy. W poszczególnych zakładach pracy należy ją rozpoczynać od opracowania zakładowego programu adaptacji, a następnie realizować ją w sposób przemyślany. Podstawową strategią adaptacji jest dokształcanie i doskonalenie zawodowe pracowników realizowane w wielu stale różnicujących się i doskonalonych formach.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Agnieszka Dragon (2018). Transformacja doświadczeń życiowych uczestników mediacji [Transformation of Life Experiences in Mediation Participants]. Kraków: Oficyna Wydawnicza „Impuls”. ss. 203
Agnieszka Dragon (2018). Transformacja doświadczeń życiowych uczestników mediacji [Transformation of Life Experiences in Mediation Participants]. Kraków: Oficyna Wydawnicza „Impuls”. pp. 203
Autorzy:
Aleksander, Tadeusz
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Powiązania:
https://bibliotekanauki.pl/articles/686641.pdf  Link otwiera się w nowym oknie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Community conditions of adult education
Wspólnotowe uwarunkowania edukacji dorosłych
Autorzy:
Aleksander, Tadeusz
Wydawca:
Wydawnictwo Uniwersytetu Jagiellońskiego
Opis:
The adult education under the Polish circumstances is defined as a multiplicity of intentional didactic-educational and educational-entertaining activity directed to adults and to teenagers. It is a form of collective life, created and realized at the base of a community. The complexity of this education causes that its existence should be connected with two types of communities. The first type are the internal, causative communities of a higher range in relation to it and, as a rule, the bigger ones (bigger than its institutions as elements). The communities belonging to them are: the state (state authorities), local self-government (local authorities), professional self- government (e.g. physicians, lawyers, nurses, handicraftmen, works), social associations and political parties, economic companies, service institutions, churches and confession associations. It is a result of social movements as well (which the communities are, too): political, national, economic, ecological, peace, emancipation communities and others. When bringing it into life (consisting of particular institutions), these external or superior communities put specified hopes and impose defined functions on the adult education institutions, which, as a rule, are understood as changes in the organizers’ structure. The adult education is an element integrating groups and social movements, a tool to improve their internal cohension, and thus, it is a stimulator of their efficiency and of the increase of the effectiveness of activity. These communities, representing diverse level of integration and different power of action, organize the adult education, i.e. they bring into being diverse institutions of education in order to become more and more strong and effective through their educational activities in the realization of the assumed tasks. So, the foundations of the activity of a community in favour of the adult education became in their case the aspiration to strengthen its position against the background of other communities and it improves the effectiveness of activity (social effectiveness). The second dimension of the educational community in relation to adult education has an internal character and is expressed in the treatment of each institution of this education, established by external forces, as a community. So, an educational community is a school for adults, company’s training centre (e.g. Telekomunikacja Polska SA), additional training and professional training centre, popular university and parents’education courses, culture centres, libraries, museums, art-galleries, company’s education and recreation centres and other. These institutions represent sometimes a very high integration level. Communities are the participant groups acting within them: school classes, particular age-groups of high school students, participants of courses or of popular universities, artistic teams and groups of enthusiasts in culture centres and others. A part of these communities is an important stimulator of adult education, which are able to take over through their activity the function of co-operators of the performed training. The adult education institutions are communities of persons (participants, visitors) who try to change themselves. They are linked together by a common aim, which is to form their own personality in a socially desired direction, the aspiration to improve, which guarantees not only a better quality of life at present, but in an undetermined future as well. The foundation of integration is in their case the motivation to participate in these educational communities. First, the aspiration to overcome oneself (transgression), and thus, to gain more and more in diverse fields of life in the family, in the local environment and sometimes in the homeland, in the state. The foundation (a motive) of membership (of establishing) of this educational community becomes the aspiration of its particular members to be equal to other in order not to be worse than other persons. Many adults leant, i.e. become members of an educational community with the aim to gain acceptance of other persons, “an applause” for their educational afford, for the reached results. An attachment to such communities as the particular adult education institutions is advantageous for their members. It causes, that they experience in the surrounding of others - similar or better persons - an increase of energy and motivation to work on their self-improvement, they are moved to the realization of uneasy tasks, they are able to more and more quietly and surely overcome the problems of the learning process. Very often, within these groups, an almost spontaneous internal cooperation of their members arises, which consists in an exchange of the gained knowledge, in mutual offering facilities for using education equipment (books, periodicals, notes), in consulting on, how to acquire knowledge and competence, in initiating collective learning and in elaborating diverse forms of support in overcoming difficulties etc. The above mentioned advantages resulting from the attachment to educational communities show the need for the fixation and extension of the foundations conditioning the accession of the people to these communities. Forming these foundations from the earliest years of human life is a good way to prepare the man to continue his education until the old age.
Dostawca treści:
Repozytorium Uniwersytetu Jagiellońskiego
Artykuł
Wyświetlanie 1-10 z 266

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