Impulses for Professionalizing Personnel Development from the Practice for the Practice

Author(s):

Cornelia Knoch(presenting / submitting)

Conference:

ECER 2017

Network:

01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 06 A, Models of Collaborative Practice

Paper Session

Time:

2017-08-23

15:30-17:00

Room:

K3.17

Chair:

Hannu L. T. Heikkinen

Contribution

Learning and development are areas of expertise in schools. For the classroom and its pupils, this assumption is taken for granted. But how clear is this assumption with a differentiated look on the learning and development of the organization and their main key roles – the school leaders, the teachers and other included professions? Some schools put impressive effort on the development of their staff, some are likely indifferent.

This paper focuses on some assorted examples from the practice, including schools and non-profit-organizations (see Knoch, 2016). The aim is to work out some valuable hints for the practice and professionalization of personnel development: These examples give useful impulses for the professionalizing of the individual practice in schools in general. At least they show different perspectives on the subject "personnel development" and they invite one to deal and to rethink the individual point of views.

For this the paper emphasizes first, the meaning of values as the normative framework of personnel development: Values are a crucial motivational basis for human actions (see e.g., Heyse, Erpenbeck, 2004). They influence the practice of personnel development. The paper describes approaches how to work intentionally and structured with these influences within personnel development in school organizations (see Becker, 2005, Knoch, 2014). These approaches can be used as first steps into the professionalizing of personnel development in schools.

Against this background the paper secondly, continues with four assumptions for the professionalizing of an effective personnel development in schools. These assumptions are illustrated by selected examples from the practice, based on real cases from schools and non-profit-organizations like foundations with the purpose on “education” (see Knoch et al., 2016). The assumptions describe on which areas schools should focus when they start to reconsider their practice of personnel development. Examples are useful impulse-givers for rethinking the individual practice. Nevertheless: Coming back to the starting point “values” the paper finishes with the conclusion that the professionalizing of personnel development in organizations has to be tailor-made. This is the ground for being effective and for creating suitable frameworks for learning and development within the school and its main key roles - which are responsible for the education in the classrooms.

The paper addresses those who are working in these specific field of learning and development of organizations and their main key roles. Other interested persons are kindly invited to join the exchange.

Method

Theory can be understood by a deeper look at the practice. Vice versa practice helps to deepen theory – or to generate. The paper combines these purposes for a broader perspective on the practice of personnel development in schools. For this the paper combines an analysis of theory and practice: First, the analysis of the normative framework as the basis of personnel development in a single school. Second, the analysis of selected examples from the practice for focusing on main areas of improvement of personnel development. The examples are taken from real cases from the practice. They are based on interviews with assorted key persons (e.g., school leaders). The entire interviews can be read in a textbook and were made in 2015 (see Knoch, 2016). The paper itself is a further development of the outcomes and their evaluation. For this reason, the paper articulates assumptions for discussing and rethinking the momentous existing practice of personnel development in schools.

Expected Outcomes

The paper intends to give impulses for reflecting on the practice of staff development in schools. The aim is a broader perspective and differentiated understanding of personnel development. This is the basis of an improved practice and professionalization of personnel development in schools. Whether in theory or in practice – personnel development always comes along with a specific understanding of the human being as part of an organization. The paper shows ways how to work with these influences in the background and how to use them effectively in the practice e.g., by exploring and discussing the common values against the background of a mission statement and by identifying appropriate measures on several levels within an organization. Furthermore, a school is not only a vivid system itself, it is also part of a vivid context. This gives hints for the direction of personnel development within a single school, illustrated by examples from the schools. The paper will extract four assumptions for the professionalizing of personnel development as conclusion.

References

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Author Information

Cornelia Knoch (presenting / submitting)

Dr. Cornelia Knoch Beratung

Zürich

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