Bridging the gap between learning and practice: from where we were to where we are now
| Pages | 28-38 |
| DOI | https://doi.org/10.5042/jap.2010.0293 |
| Date | 26 May 2010 |
| Published date | 26 May 2010 |
| Author | Lindsey Pike,Roger Indge,Corinne Leverton,Deirdre Ford,Tony Gilbert |
28 © Pier Professional Ltd The Journal of Adult Protection Volume 12 Issue 2 • May 2010
10.5042/jap.2010.0293
Introduction
The impact of Steven Hoskin’s murder in 2006 was felt by his
family, his community, and the professionals who worked with
him, as well as wider society (Rickell, 2007). Steven was eligible
for services due to his learning disability. His engagement with
services was sporadic for a variety of reasons. Between mid-
2005 and July 2006, a multitude of agencies missed numerous
opportunities to intervene, using safeguarding adults procedures,
to prevent the people he thought of as friends from subjecting
him to the abuse that led to his murder. As time went on, he
Bridging the gap between
learning and practice:
from where we were
to where we are now
Lindsey Pike
Knowledge Transfer Partnership Associate,
Learning, Training and Development Unit, Adult
Care and Support, Cornwall Council
Roger Indge
Learning and Development Manager, Learning,
Training and Development Unit, Adult Care and
Support, Cornwall Council
Corinne Leverton
Continuing Professional Development Worker
(Safeguarding Adults), Learning, Training and
Development Unit, Adult Care and Support,
Cornwall Council
Deirdre Ford
Lecturer in Social Work, University of Plymouth
Tony Gilbert
Deputy Head of School, University of Plymouth
key words
Training transfer, learning
transfer, safeguarding vulnerable
adults, human rights, learning,
training
abstract
Cornwall has implemented
significant changes to the way that
it delivers its safeguarding adults
training. This paper outlines the
benefits of combining safeguarding
adults, the
Mental Capacity Act
2005
(HM Government, 2005a)
and equality and diversity training
within a human rights framework.
It examines the notion of learning
transfer and considers how the
design and delivery of training can
improve the transfer of learning into
practice. Finally, it highlights the
importance of a receptive workplace
culture to promote effective
learning transfer.
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Policy and practicepaper
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