A Design for Large Scale Training of Subprofessionals.

Institution	New York Univ., NY. New Careers Development Center.
Titel	A Design for Large Scale Training of Subprofessionals.
Quelle	(1967), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Agents; Group Discussion; Inservice Education; Job Training; Models; Nonprofessional Personnel; Off the Job Training; On the Job Training; Paraprofessional Personnel; Preservice Teacher Education; Role Playing; Simulation; Social Services; Trainees; Trainers; Training Laboratories + Suchen Sie Ihr Suchwort? Gruppendiskussion; Berufsbegleitende Ausbildung; Berufsqualifizierender Bildungsgang; Analogiemodell; Außerbetriebliche Weiterbildung; Training-on-the-Job; Laienhelfer; Lehramtsstudiengang; Lehrerausbildung; Rollenspiel; Simulation program; Simulationsprogramm; Social service; Soziale Dienstleistung; Soziale Dienste; Auszubildender; Weibliche Auszubildende; Ausbildungslehrer; Trainer
Abstract	A design to provide core-skill training to enable 500 nonprofessionals to assume entry-level civil service positions in police, health and welfare, inspections, and housing and relocation work involves three phases. In the first phase, to last four weeks, trainees learn basic job skills through such methods as role playing and job simulation and acquire an understanding of their change-agent roles in the particular agencies involved. In Phase 2, a four-week transitional period, trainees work half day on the job and participate in group discussion of work experiences and problems during the other half of the day. In the third phase, which could last up to two years, trainees work on the job four days a week and receive special training on the fifth day. Upgrading of necessary core skills, high school equivalency work, or advanced educational training might comprise this fifth day, or the time might be used in preparation for a shift to a different job in another agency. A training director, an associate director, four service trainers, and four to eight assistant trainers are trained (partly at a preservice training laboratory and partly inservice) in knowledge of tasks to be performed by nonprofessionals, learning styles of low-income populations, agency structure and tradition, and methodology and training design. Preservice training for trainees must be phased, however, to make optimum use of the number of trainers. (SG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01