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Online Mentoring to Train Association Members in Workload Negotiation Skills.
PROCEEDINGS

, , American Speech-Language-Hearing Association, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: Client caseloads are a long-standing professional issue for speech-language pathologists (SLPs) in US public schools. Many schools base caseload and work time on direct client contact hours alone, with little time allotted in the SLP's schedule for supporting activities. This paper reports results of a blended learning mentoring activity to train school SLP in a new approach to analyze caseload in terms of total workload activities. A live, synchronous Telephone Seminar was followed by a three-week-long asynchronous mentoring activity via the Internet. Nineteen SLPs completed the mentoring activity. The average participation time was 5.5 hours (range 2.5-10.5 hours). Participants completed an average of 4 out of 7 possible interactive topic activities. Feedback from successful participants was very positive. Six month follow-up data on the efficacy of the training, in terms of actual caseload negotiations, will be collected in September 2003.

Citation

Traylor, V. & Nawaz, S. (2003). Online Mentoring to Train Association Members in Workload Negotiation Skills. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 754-757). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2019 from .

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