This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities.
The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training.
Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff.
Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished.
The assistance of Liisa Alapuranen and Piia Siivonen is gratefully acknowledged. The authors also acknowledge the comments of Thomas Regelski and Pertti Felin on this paper.
This research was funded by Finnish Association on Intellectual and Developmental Disabilities, Finnish Concordia Fund and Eemil Aaltonen Foundation. Funding did not impose any restrictions on free access to or publication of the research data. The authors will not receive any direct financial benefit from the findings presented in this paper.
Koski, K., Martikainen, K., Burakoff, K., Vesala, H. and Launonen, K. (2014), "Evaluation of the impact of supervisory support on staff experiences of training", Tizard Learning Disability Review, Vol. 19 No. 2, pp. 77-84. https://doi.org/10.1108/TLDR-03-2013-0023Download as .RIS
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