A Nurse's Step-by-Step Guide to Transitioning to an Academic Role gives you a detailed road map for a successful transition to academia, offering guidance in how to balance competing priorities and ...avoid burnout.
Coaching In Depth introduces the reader to the management consultancy technique of Organizational Role Analysis (ORA); a technique with the immensely practical purpose of helping managers to stay "in ...role and on task". The ORA method is grounded in a process of consultation that derives from the conjunction of open systems theory and psychodynamic understandings of human behaviour. It enables the collaborative resolution of the mental and emotional tensions represented in the client's work role as he/she strives to manage the dynamics between their organization-in-the-mind and the organization-in-reality.
Your Fix-It Guide to TrainingWhen you need to repair an appliance on the fritz, you can consult the instruction manual. But if you’re stuck when designing or facilitating training, what resource can ...you turn to for solutions to your problem?Part troubleshooting guide, part introduction to training design and delivery, Troubleshooting for Trainers delivers in-the-moment fixes and longer-term solutions for common challenges at every stage of the learning and development process. Pull it out when you’re in a predicament, flip to the related challenge listed in the table of contents, and find some immediate relief. Better yet, use it to discover tips and strategies that will help you proactively avoid the crises new trainers face. Covering more than 40 challenges, the book offers solutions for when:you feel a lack of personal and professional credibilitytraining isn’t well regarded you don’t have enough resources you have minimal learning design expertiseyou’re uncertain about measurement and reporting metricslive training surprises throw you for a loopyou encounter challenging participants.Perfect for the busy trainer, each chapter briefly describes a challenge for trainers, offers a series of solutions for overcoming it, and includes some resources to go deeper about the topic. Job aids and sample worksheets accompany the solutions.“If only I knew this when I was starting out.” Experienced trainers often express this sentiment later in their careers. Why wait? The next time you’re at a training impasse, troubleshoot your way out.
The right skills for the job? Almeida, Rita; Almeida, Rita; Behrman, Jere ...
2012, 2012., 07-05-2012, 2012-07-19, 20120101
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This book addresses the question of how to build and upgrade job relevant skills. Specifically, the authors focus on three types of training programs relevant for individuals who are leaving formal ...general schooling or are already in the labor market: pre-employment technical and vocational education and training (TVET); on-the-job training (OJT); and training-related active labor market programs (ALMPs). ALMPs are usually of shorter duration and target individuals who are seeking a second chance and who do not have access to TVET or OJT; these are often low-skilled unemployed or informal workers. Contrary to training-related ALMPs, pre-employment TVET is usually offered within the formal schooling track and tends to be administered by the ministries of education. The book discusses the main justifications for these programs and how they relate to market failures that can lead to underinvestment in training and misalignment between supply and demand for skills. Unfortunately, governments are also prone to failure and many of the programs that countries have adopted today are part of the problem and not the solution. This book proposes options to improve the design and implementation of current skills development systems. Clearly, the authors cannot cover all issues in detail. Training methods among TVET, OJT, and ALMP programs are quite different, ranging from classroom instruction, laboratory research, TVET workshops, and apprenticeship arrangements and internships in firms. All have different challenges and specificities. The report highlights the most important design features of the different programs and points to the main knowledge gaps and areas for future research and analysis. The book is organized into five chapters. Following this overview, chapter two introduces the policy framework that guides the analysis in the book. This framework describes the main market and government failures that require attention and identifies potential interventions to address them. Chapter's three to five then discuss the main challenges facing, respectively, TVET, OJT, and training-related ALMP programs and outlines recommendations to address them. The rest of this overview summarizes the main messages from each of the chapters and in the last section outlines the main knowledge gaps and proposes an agenda for future research and policy analysis.
In this chapter, we reflect on the aims and gaps of this volume and the positionality of the co‐editors and contributors. We invite readers to consider how education and training for evaluators are ...or should be conceptualized and actualized, and detail future areas for consideration and attention.
In the above article <xref ref-type="bibr" rid="ref1">1 , the fifth author, Guillaume Alinier, was missing. The author byline should have five authors: Abdullah Alsalemi, Yahya Alhomsi, Fayçal ...Bensaali, Guillaume Alinier, and Ali Ait Hssain.
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. ...The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance.
The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions:
What’s working well?
What needs changing?
What are we learning?
Where do we go from here?
With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.
Chapter 1. Some major developments in reflective practice Chapter 2. Being a reflective practitioner Chapter 3. Some views of the nature of reflection-on-practice Chapter 4. A strengths-based reflective practice Chapter 5. Reflection-on-values Chapter 6. Voicing concerns and asking questions Chapter 7. Evidence-based reflective practice Chapter 8. Reflection-on-context: Partnership in Practice Chapter 9. Reflections on the Whole: Thinking Again
Tony Ghaye is an expert in positive psychology. He is Director of a not-for-profit social enterprise called Reflective Learning-UK (www.reflectivepractices.co.uk). He has experience as a school teacher, school leader and teacher educator. He is also editor-in-Chief of the international, peer reviewed journal Reflective Practice (Routledge).
The increasing awareness of the impact of human activities on the environment has led to a growing interest in sustainable consumption behavior. Sustainable consumption behavior refers to the choices ...and actions of individuals, households, or organizations that prioritize the long-term well-being of both the environment and society while meeting their needs and desires. It involves making responsible and ethical decisions about what to consume, how much to consume, and how to consume, with the aim of minimizing negative impacts on the planet and future generations. This research aims to identify the importance of training and development programs in HRM in promoting sustainable consumption behavior. The research problem has been formulated with several questions, most notably: Do organizational training and development programs impact sustainable consumption behavior? The methodology of this study is a Systematic Literature Review of the importance of training and development programs in promoting sustainable consumption behavior. This research found that HRM can implement training and development programs focusing on sustainability to encourage sustainable behavior among employees. Such programs can include educating employees on sustainable consumption practices, promoting renewable energy sources, reducing waste, adopting a life cycle perspective, and accounting for equity dimensions.
Organizations in the United States alone spend billions on training each year. These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, ...improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with a discussion of implications for both leaders and policymakers and an exploration of issues that may come up when deciding to implement a training program. Furthermore, we include key questions that executives and policymakers should ask about the design, delivery, or implementation of a training program. Finally, we consider future research that is important in this area, including some still unanswered questions and room for development in this evolving field.
Workplace Learning in Context Fuller, Alison; Munro, Anne; Rainbird, Helen
Routledge eBooks,
2004, 20040122, 2004-01-22
eBook
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As policy makers increasingly focus on workplace learning as a way of improving organizational performance, the debate about the learning organization has grown. Counterbalancing the often ...over-optimistic assumptions made about the future of work and learning, this book argues that without a contextualized analysis of the field, our understanding of the learning environment is limited. It reconsiders the true role and nature of workplace learning in context.
Grounded in original research, the book features case studies which illuminate how the workplace environment can provide both barriers to and opportunities for learning. It explores learning in different organizational contexts and different countries, sectors, types of public and private sector organization, and by different occupational groups. This multi-disciplinary approach provides a coherent perspective of the institutional, organizational and pedagogical contexts of workplace learning, and as a result, policy-makers, trainers, trade unionists and educators alike will welcome this groundbreaking text, as it gives the intellectual tools required to understand how learning in the workplace can be improved.
Helen Rainbird is Professor of Industrial Relations at University College, Northampton and an Associate Fellow at the Industrial Relations Research Unit at the University of Warwick. Alison Fuller is a Senior Research Fellow at the Centre for Labour Market Studies at the University of Leicester. Anne Munro is a Reader at the School of Management at Napier University.
Part One: The Context of Workplace Learning 2. The Political Economy of Workplace Learning 3. The Employment Relationship and Workplace Learning 4. The Quality of Work and the Quality of Learning: The Case of Italian Small Firms 5.The Context of Learning in Professional Work Environments: Insights from the Accountancy Profession 6.The Assessment of Workers' "Basic Skills": A Critical Examination of Late Twentieth Century Trends Part Two: The workplace as a learning environment 7 Learning Through Work: Workplace Participatory Practices 8 Expansive Learning Environments: Integrating Organisational and Personal Development 9 The New Generation Of Expertise: Seven Theses 10 Supporting Learning in advanced Supply Systems in the Automotive and Aerospace Industries Part Three : Skills, Knowledge and the Workplace 11 Conceptualising Vocational Knowledge 12 Transfer of Knowledge between Education and Workplace Settings 13 Learner Biographies: Exploring Tacit Dimensions of Learning And Skills 14. The Conceptualisation and Measurement of Learning at Work 15. The Complexities of Workplace Learning: Problems and Dangers in Trying to Measure Attainment Part Four: Research and Policy 16. The Relationship between Research and Policy: The Birthpangs of a New Workforce Development Policy in Britain 17. Conclusion
