HRD in 2020: a hop-on,hop-off city tour

This article reports on the outcome of a Future Search Conference in the UK to consider human resource development (HRD) in 2020 and beyond. We firstly consider themes from the past into the present. This includes the persistence of solutions in HRD that are systematic, predictable, how apprenticeships in the UK have had to accommodate government policies to ameliorate youth unemployment and the long-standing difficulty for HRD of failing to demonstrate a return on investment (ROI) on activities. We then present four scenarios based on key questions for the future relating to value of HRD and whether this will be a future for HRD. Reponses to the questions form scenario logics which we present against the theme of city tour. Each scenario is explained against the presented logic with positive, negative, ambiguous and uncertain implications for HRD. We suggest that each scenario carries a glimpse of what might be.     

Narrative reasoning and coherent alignment in field placement

ABSTRACT

In social work, field placement is considered an essential component to prepare students for professional practice. A significant degree of disjunction between academic and practical learning also is asserted. The present study aims to explore how students develop their professional competence in field placement and relate their learning outcomes across the university setting and the field. Data from students’ learning contracts and placement reports and a focus-group interview are analysed. Concrete practical experiences and the complexity of problems in specific contexts seem to provide inputs on the development of students’ knowledge, skills and personal competence outside the university setting. Although the students were asked to account for these three dimensions separately, the findings demonstrate their ability to connect and integrate them in the narrative reasoning that characterises students’ reflections on their learning from placement. Moreover, our findings show that all three dimensions are developed in both the university setting and in field placement. Preparing students properly for placement training and calling for specific reports on learning outcomes allow access to meaningful connections that are created and developed between the university setting and field placement.     

A long journey to a cul-de-sac: a reflection on UK skills policy

Skills and training policy will be a significant issue at the next UK general election in 2015 and youth unemployment is likely to be especially prominent. However, there has been a consistent failure to address the underlying problem and to consider its causes. Instead an increase in the number of apprenticeships, now increasingly loosely defined, has been seized upon as a solution by all sides in the debate. As a result another policy failure is likely. The article concludes with an alternative proposal, based on a change in the Companies Act.     

Cocreating a Social Work Apprenticeship with Disadvantaged African American Youth: A Best-Practices After-School Curriculum

Cocreating an after-school program with disadvantaged African American youth (2006–2011) resulted in a social work apprenticeship. In a participatory action, youth-led evaluation process, youth (N = 203) prioritized positively impacting their communities, especially mentoring community children and promoting alternatives to community violence. Starting from the strengths perspective and self-determination theory, topics youth valued included human rights, peace-building, trauma and stress management, and mentoring. Knowledge about human development and interviewing helped youth experience the fulfillment of being mentors. A subsample (n = 133) described what they learned about social work, and 43% of those reported an interest in pursuing a social work career.