Learning with colleagues: An action guide for peer consultation PDF
Preview Learning with colleagues: An action guide for peer consultation
Learning with colleagues An action guide for peer consultation Erik de Haan Translated from the Dutch by Sue Stewart Learning with colleagues This page intentionally left blank Learning with colleagues An action guide for peer consultation Erik de Haan Translated from the Dutch by Sue Stewart Illustrations by Selma van Vemde © Erik de Haan 2005 Softcover reprint of the hardcover 1st edition 2005 978-1-4039-4287-6 All rights reserved.No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2001 in the Netherlands asLeren Met Collega’s This edition published 2005 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y.10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St.Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan®is a registered trademark in the United States, United Kingdom and other countries.Palgrave is a registered trademark in the European Union and other countries. ISBN 978-1-349-52172-2 ISBN 978-0-230-50942-9 (eBook) DOI 10.1057/9780230509429 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. 10 9 8 7 6 5 4 3 2 1 14 13 12 11 10 09 08 07 06 05 To Carmen for sharing so much of the learning This page intentionally left blank Contents List of figures and tables xiii Preface xv Part I: Peer consultation 1 Introduction: Professional development through joint reflection 3 1. Peer supervision and action learning: similarities and differences 4 Peer supervision: the profession at the centre 4 Action learning: the professional at the centre 5 Peer supervision and action learning: the main differences 6 Summary: what are peer supervision and action learning? 9 2. Who or what is at stake? 10 Summary: who or what is at stake? 14 3. The art of asking questions 15 Closed and specific questions 15 Open questions 16 Questions to be handled with care 18 Structuring and summarising 19 Summary: the art of asking questions 20 4. Consultation methods 22 Brief introduction to each method 23 The supervision method 27 The brainpicking method 28 The problem-solving method and the Balint method 29 Extension for the Balint method 29 Background to the Balint method 30 The learn-and-explore method 31 viii CONTENTS The dominant-ideas method 32 The U-method 33 Learning from success 34 The ten-step method 35 Suggestions regarding the ten-step method 36 The five-step method 37 The gossip method 38 Suggestions regarding the gossip method 39 The clinic method 40 The storytelling method 41 The hologram method 42 Organisation constellations 43 Summary: consultation methods 44 5. Choosing the right method 45 Summary: choosing the right method 48 6. Preconditions: fostering peer supervision and action learning 49 Freedom 49 Openness 49 Safety 50 Trust 50 Expectations 51 Relevance of issues 52 Summary: fostering peer supervision and action learning 53 Part II: Facilitation 55 Introduction: Facilitating peer consultation groups 57 7. The role of the facilitator 58 Who assumes this role? 58 Facilitation of peer supervision 58 Facilitation of action learning 60 Summary: role of the facilitator 61 8. Methodical interpretation of the facilitator’s role 62 Preparation 62 Getting started and choosing a method 62 Contributing issues 64 Asking questions 64 Exchanging ideas, views, problem descriptions and so on 64 Elaboration 65 Evaluation 65 ix CONTENTS Timetable 66 Summary: interpreting the facilitator’s role 67 9. Creating conditions for mutual learning 68 Suspending judgement 68 Striving for an open approach 69 Exploring the relationship between issue holder and issue 70 Reversing the focus of attention 70 Summary: creating conditions for mutual learning 71 10.Giving feedback 72 Summary: giving feedback 77 11.Keeping an eye on the mirror 78 Through the eyes of the beholder: what are we looking at? 79 The issue becomes the focus of recognition 80 Reflections on there-and-then 82 Lack of focus: diffuse scatter 86 Conclusion 89 Summary: keeping an eye on the mirror 90 12.Encouraging development 91 Encouraging consultation 91 Encouraging group development 94 Summary: encouraging development 98 13.Handling difficult moments 99 Summary: handling difficult moments 102 Part III: Learning from experience 103 Introduction: Authorities on learning 105 14.Some concepts and definitions 107 An example: Erik’s diary of Learning with Colleagues(1) 110 Summary: concepts and definitions of learning 111 15.Four learning styles 112 Divergence 114 Assimilation 115 Convergence 116
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