https://doi.org/10.59132/vviz/2022/1/20-31
Povzetek
Senčenje je oblika profesionalnega in kariernega razvoja, ki temelji na izkustvenem učenju, pri katerem posameznik kot senca opazuje nekoga drugega, kako opravlja delo na primerljivem delovnem mestu, in tako širi sliko svojega delovanja (primerjaj Tulowitzki, 2019). Kot takšno ga je tako mogoče razumeti tudi kot orodje mreženja. Kot oblika učenja je senčenje postalo aktualno predvsem v zadnjem desetletju (glej npr. Simkins idr., 2009; Service idr., 2016; Earley, 2012). V okviru projekta Vodenje in upravljanje inovativnih učnih okolij (VIO) v programu Vodenje kariere ravnatelja, ki ga je Šola za ravnatelje izvajala v času od 2016−2019, je 14 ravnateljev, vključenih v program, za en dan senčilo druge vodje v gospodarstvu. Namen senčenja je bil opazovati dejavnosti v kadrovski službi podjetij, ki podpirajo karierni razvoj zaposlenih. Posebnost je bilo povezovanje javnega in zasebnega sektorja. Za raziskovanje učinkov smo uporabili kvalitativni pristop. Podatke smo pridobili z analizo dokumentov, pisnih refleksij, ki so jih ravnatelji oddali po zaključenem enodnevnem senčenju. Izjave smo umestili v preglednico z vnesenimi šiframi ravnateljev v glavno kodo (karierni razvoj) s tremi podkodami (ravnatelj, strokovni delavci, sistem). Besedilo smo nato analizirali po posameznih kategorijah. Analiza refleksij je pokazala, da senčenje prinaša ravnateljem pomembna spoznanja za njihov karierni razvoj, za vodenje kariernega razvoja zaposlenih v VIZ in razmisleke o potrebi po nekaterih spremembah na ravni sistema. Na podlagi refleksij lahko ugotovimo tudi, da senčenje kot oblika in orodje mreženja spodbuja povezovanje javnega in zasebnega sektorja ter omogoča kakovostno izmenjavo informacij za izboljšave. V luči navedenega je obliko koristno ohranjati in nadgrajevati v različnih programih profesionalnega in kariernega razvoja ravnateljev.
Abstract
Shadowing as a networking tool for headteachers’ career development
Shadowing is a form of professional and career development based on experiential learning, in which an individual as a shadow observes someone else doing work in a comparable workplace, and thus broadens the picture of his work (compare Tulowitzki 2019). As such, it can also be understood as a networking tool. As a form of learning, shading has become topical especially in the last decade (see, e.g., Simkins et al. 2009, Service et al. 2016, Earley 2012). Under the Slovenian project Leading and Managing Innovative Learning Environments in the Leading Headteachers’ Career program implemented by the National School for Leadership from 2016 to 2019, 14 headteachers were invited to a day-shadowing of a human-resource department leader or staff member in private sector between February and April 2017. The purpose of shadowing was to observe the activities in the human resources department of companies that support the employees’ career development. A qualitative approach was used to investigate the effects of networking. The data were obtained by analyzing documents, i.e. written reflections, which were submitted by the headteachers after the completion of the one-day shadowing. Headteachers’ statements were coded, the main code being “career development” and the three sub-codes “headteacher”, “staff”, and “system”. The text was then analyzed by individual codes. The analysis of reflections showed that shadowing brings important insights to headteachers for their career development, for managing and leading the career development of school staff and reflections on the need for some changes at the system level. Based on the reflections, it can be concluded that shadowing as a form and tool of networking promotes the integration of the public and private sectors and enables a quality exchange of information for improvements. In light of the latter, it is useful to maintain and upgrade the form in various headteachers’ professional and career development programs.