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Facilitator as Mediator: Mediating the Tension between Management and Employee-Learners

Facilitator as Mediator: Mediating the Tension between Management and Employee-Learners Facilitator as Mediator: Mediating the Tension between Management and Employee-Learners he political context of and Wilson (1994, 2005) have made Tcurriculum and program it a centerpiece in their work. In the development was acknowledged at examination of planning as a process least as early as 1949 by R.W. Taylor, in which multiple parties with many who, in his seminal work on cur- disparate interests are present, the riculum, briefly acknowledged the planner must work to negotiate political nature of curriculum design. those interests so that successful and Contemporary scholars have been effective programs are produced and much more direct in acknowledging provided. This paper builds on this power differentials and politics in the concept of negotiation and provides a planning process (Houle, 1976; Shaw, more narrowly focused framework for 1975; Walker &Soltis, 2009). Perhaps negotiating content-related political none has provided such a blunt and dynamics within workplace training useful guide to navigating the often settings. difficult political environment of While remaining consistent with program planning as Cervero and this scholarship, the Facilitator as Wilson (1994, 2005). These authors Mediator (FAM) model is distinct in go a long way toward illuminating at least three ways. First, it focuses on By http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Facilitator as Mediator: Mediating the Tension between Management and Employee-Learners

Adult Learning , Volume 21 (1-2): 7 – Jan 1, 2010

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References (22)

Publisher
SAGE
Copyright
© 2010 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515951002100104
Publisher site
See Article on Publisher Site

Abstract

Facilitator as Mediator: Mediating the Tension between Management and Employee-Learners he political context of and Wilson (1994, 2005) have made Tcurriculum and program it a centerpiece in their work. In the development was acknowledged at examination of planning as a process least as early as 1949 by R.W. Taylor, in which multiple parties with many who, in his seminal work on cur- disparate interests are present, the riculum, briefly acknowledged the planner must work to negotiate political nature of curriculum design. those interests so that successful and Contemporary scholars have been effective programs are produced and much more direct in acknowledging provided. This paper builds on this power differentials and politics in the concept of negotiation and provides a planning process (Houle, 1976; Shaw, more narrowly focused framework for 1975; Walker &Soltis, 2009). Perhaps negotiating content-related political none has provided such a blunt and dynamics within workplace training useful guide to navigating the often settings. difficult political environment of While remaining consistent with program planning as Cervero and this scholarship, the Facilitator as Wilson (1994, 2005). These authors Mediator (FAM) model is distinct in go a long way toward illuminating at least three ways. First, it focuses on By

Journal

Adult LearningSAGE

Published: Jan 1, 2010

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