Active learning in the workplace: transforming individuals and institutions

Abstract

In order to keep current and dynamic, organizations depend on the careful induction of new members. In social work, as in many professions, that task is generally given to experienced practitioners who supervise and manage the gradual transformation of novices into effective professionals. The process is critical for both organizations and newcomers: the former require new practitioners who are capable of respecting and emulating current practice, but also able and willing to challenge and revise the way things are done; the latter require a quick, deep immersion in organizational life if they are to participate in and influence practice. Unsuccessful induction can lead to stagnation for individuals and the organizations they seek to join. This article draws on a longitudinal study of the school‐to‐work transition in social work, with particular attention to the conditions that are most conducive to the effective induction of newcomers. Social work students were interviewed during their final field education placements (ie internships) and again in their first professional jobs. Findings considered here include the student’s responsibility in the induction process, the importance of first impressions and activities, the ways successful mentoring is distributed across organizations, and the benefits gained by the organization through the induction process.

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