With the rapid changes in the social, political, economic and technological landscape around the world, today's learners face a more globally competitive job market after leaving school. The 21st century, which is characterized by the emergence of knowledge-based societies, expects learners to be comfortable in dealing with ambiguities and complexities in the real world and to be able to use knowledge as a tool at their workplace. This book will help readers develop an in-depth understanding of authentic problem solving and learning, and how it can be used to make a difference in their school or learning communities for the development of 21st century competencies. Comprising 20 chapters written by Singapore-based and international authors, the book is organized into three themes: authentic problems, authentic practices, and authentic participation. It details innovative school practices (e.g. productive failure) concerning the design of problems, learning activities, learning environments, and ICT tools for authentic problem solving and learning. Along with theoretical explanations of authentic learning processes and outcomes, the book also elucidates how students learn by generating and exploring solutions to complex problems and which cognitive functions are needed at different stages of problem-based learning. Presenting coherent descriptions of instructional design principles, successful cases and challenges encountered in K-12 schools and learning communities, the book provides useful information, new insights, and practical guidance for school directors, parents, teachers and researchers seeking to develop authentic learning environments for 21st century learners.

Need your new sales hires to get up to speed faster? Want your salespeople to stop depending on you? Like to get the very best from your sales team? "This is the book you keep on your shelf and 'dog-ear' as a new or seasoned manager with tips you can action immediately. A rare find among sales books today." Ashton Williams - Senior Manager Revenue Enablement ADA "A masterpiece in sales coaching. Your salespeople will become autonomous in their thinking, discovering their own answers, mastering their own objections, and you will be the guide to their success." Caroline McCrystal - Senior Account Manager UK&I GTM Banking Experian "Mark does a phenomenal job demystifying sales coaching and making it actionable for frontline managers. A must-read for any sales leader unlocking the performance of their team." Matthew Dixon - Co-author of The Challenger Sale and Jolt More than ever you need to coach your team so they can think for themselves, take responsibility for their performance and do what you hired them to do. If you want to turn your team into top sales performers, sales coaching must be your focus. Let this practical and easy-to-read book show you how. Mark Garrett Hayes is an accredited coach and trainer, and is passionate about helping sales leaders to dramatically boost sales performance and accountability.

In recent years the German economy has grown sluggishly and created few new jobs. These developments have led observers to question the future viability of a model that in the past seemed able to combine economic growth, competitiveness in export markets, and low social inequality. This volume brings together empirical and comparative research from across the social sciences to examine whether or not Germany's system of skill provision is still capable of meeting the economic and social challenges now facing all the advanced capitalist economies. At issue is the question of whether or not the celebrated German training system, an essential element of the high-skill, high-wage equilibrium, can continue to provide the skills necessary for German companies to hold their economic niche in a world characterized by increasing trade and financial interdependence. Combining an examination of the competitiveness of the German training system with an analysis of the robustness of the political institutions that support it, this volume seeks to understand the extent to which the German system for imparting craft skills can adjust to changes in the organization of production in the advanced industrial states.

This book aims to provide insight into how digital technologies may bridge and enhance formal and informal workplace learning. It features four major themes: 1. Current research exploring the theoretical underpinnings of digital workplace learning. 2. Insights into available digital technologies as well as organizational requirements for technology-enhanced learning in the workplace. 3. Issues and challenges for designing and implementing digital workplace learning as well as strategies for assessments of learning in the workplace. 4. Case studies, empirical research findings, and innovative examples from organizations which successfully adopted digital workplace learning.

Many researchers dread writing. They find it laborious - even painful - to put their scholarly work into words. They get bogged down in the study, and lose track of the story. And they produce uninspiring papers that fail to resonate with readers or reviewers. This book offers an antidote to this problem: brief, accessible lessons that guide researchers to write clear and compelling scientific manuscripts. The book is divided into three sections - Story, Craft, and Community. The Story section offers advice on getting the balance of study and story just right, introducing strategies for tackling each section of a scientific manuscript. The Craft section considers the grammatical and rhetorical tools of the trade, showing how they can be wielded for maximum impact. And the Community section offers suggestions for writing collaboratively, supporting other writers, and navigating peer review. Each section features multiple short and pragmatic lessons, peppered with illustrative examples. Readers can use the chapters collectively to build holistic writing skills, or dip in and out to refine specific elements of the craft. Rooted in a coaching philosophy, we aim to unlock our readers' potential as writers through instruction, reflection, and example. And we hope to inspire researchers to face writing with joy. This work is clearly written and easily understandable. Its many practical examples, tools, and exercises make an effective toolbox of support for scholarly writers. This will be invaluable to new scholars and help established scholars as well. The inclusion of examples specific to the health arena and the clear, elegantly simple explanations add strength and relevance to this work. Toni Ungaretti, Johns Hopkins School of Education, Baltimore, MD, USA This book is the most original perspective I have ever read about the craft of writing. As its title suggests, it is inspiring. Brownie Anderson, NBME, Philadelphia, PA, USA

This book looks at various aspects of tourism education in Asian countries and the impacts of sustainable development in tourism education to the Asian student markets. It provides an insightful and authoritative account of the various issues that are shaping the higher educational world of tourism education in Asia and for its Asian students overseas, and it highlights the creative, inventive and innovative ways that educators are responding to these issues. The book is composed of contributions from specialists in the field and is international in scope. It is divided into four parts: an introduction setting the scene of tourism education and Asia; case studies of tourism education in various Asian countries; case studies of tourism education of Asian students abroad and their trans-national student experiences; and broader perspectives on intra-Asian and transnational tourism education. The book provides a systematic guide to the current state of knowledge on tourism education and Asia and its future direction, and is essential reading for students, researchers, educational practitioners, and academics in Tourism Studies.

Active participation in processes of change are an essential aspect of community participation, and proper recognition of opportunities for participation facilitate community engagement nationally and internationally. Education and its relation to citizenship in recent years has become one of the most important fields of research. From different areas and contexts, it has been revealed that there is a prevailing need for education for citizens to take part actively in the processes of change and improvement that the current global situation requires. The Handbook of Research on Education for Participative Citizenship and Global Prosperity is a pivotal reference source focusing on the productions and fields of study that are carried out all over the world on education for citizenship, namely the devices that provide young people with the consciousness and highlight the aspects of an active democratic life. While highlighting topics such as citizenship identity, educational policy, and social justice, this publication explores participation instruction, as well as the methods of community involvement. This book is ideally designed for educational administrators, policymakers, researchers, professionals, and educators seeking current research on instructional methods for teaching active community and political involvement.

This book examines the impact of internationalization, student mobility and transnational workforce mobility on the changing nature of teacher work and teacher professional learning in the Vocational Education and Training (VET) sector. Derived from a three-year project funded by the Australian Research Council across more than 30 VET and HE institutions, this is the first book that explores teacher professional learning in international education. The authors address how teachers position their professional responsibilities and learning in relation to the institutional structure, internationalization agenda and policy fields in which their profession is embedded by drawing on both empirical evidence and key concepts and models of teacher professional learning. This pioneering text provides international education and VET policy makers, practitioners, educators and researchers with unique insights and practical implications for enhancing teacher professional learning and capabilities in international education.

In today's complex and ever-changing world it has become obvious that even highly developed knowledge and skills are no longer sufficient to meet new challenges, situations and problems facing individuals, organisations and nations. This raises an enormous and potentially confusing issue for educators and trainers: how is it possible to generate and assess abilities to deal with challenges and problems unknown ? or not even in existence ? at the time when the learning takes place?

The book builds on the experiences and insights of its expert contributors, all of whom have worked with, studied and analysed competences and how they are developed. Their collected work presents

• Comprehensive explanation and analysis of the concept and nature of competence.
• Specific contexts of competence development, e.g. in the public sector or small business.
• Competence development as a national strategy for building an up-to-date education and training system.

With chapters from around the world, including the UK, USA, Canada, Australia, Scandinavia, this book illustrates in an engaging and convincing manner the importance and innovative nature of the concept of competences, resulting in a varied, differentiated and empathetic guide to the topic. It will appeal to educators, both in academic and management circles, as well as students and administrators of education.

This volume presents an analysis of the Erasmus+ funding process. It examines the first 3 years of the programme to discover if the funds are being distributed homogeneously throughout the regions of France, Germany, Italy, Spain and the United Kingdom. If it turns out that funds are being unevenly delivered this could result in an inequity situation: students living in specific regions might have greater chances to benefit from KA102 funds, while other students might have fewer opportunities to benefit from these funds. The book looks in detail at the implementation and performance of the various programmes within Erasmus+, the funds and distribution of these funds, and the number of students in the programmes. The book studies these five countries because they contain more than half of all the vocational education and training students in the European Union. Also, these countries had the most students participating in mobilities during the previous Leonardo da Vinci programme. Hence, it is to be expected that the conclusions drawn in this study are representative of the situation of VET mobilities and Erasmus+ funding in Europe. Erasmus+ is the European programme in charge of fostering the development of transnational programmes in the areas of education, training, sports and youth policies. It is focused on the adaptation to a fast changing world, tackling youth unemployment, and preparing workers for highly skilled jobs. Erasmus+ integrates former programmes such as the Lifelong Learning Programme, Youth in Action, and the various international Higher Education and Sports programmes. It started in 2014 and will be active until 2020.

This book presents a radical reconceptualization of subject-focused and research-led teacher professional development. Drawing on the experiences of more than 50 high school teachers and technicians who participated in science-based research with their students, the author examines how this enables teachers to develop a 'Teacher Scientist' model of professional identity. Through active participation in research, science teachers and technicians can implement socially just approaches to education, where students' differences are valued and, through research, their social and academic development is supported. Central to the 'Teacher Scientist' identity is the development of, and sustained interaction with, complex and collaborative professional networks which include researchers, university-staff and teachers and students in other schools. In the context of persistent recruitment and retention challenges, the 'Teacher Scientist' model provides a research-led approach which may offer an alternative to strategies focused on financial incentives.

The central claim of this fascinating monograph is that strategies for vocational and professional education adopted by the UK over the last two decades are founded upon a number of fundamental and fatal errors. The essential problem is that these strategies derive from a number of philosophical confusions about what it is to be skilled, competent or capable. The aim of the book is to unravel the philosophical assumptions at the heart of current strategies, examine their shortcomings and propose a more coherent account of vocational and professional capability. It will be argued that not only does this have serious practical implications for the vocational curriculum, teaching, learning and assessment, but that it indicates the need for an urgent and radical reassessment of the relationship between vocational, general and academic education.>

Discussions surrounding mental health are becoming more prominent and these conditions are becoming less stigmatized. Studying the effects that mental wellness has on students within the medical field can provide an insider perspective on this critical topic. Exploring the Pressures of Medical Education from a Mental Health and Wellness Perspective is a critical reference source that examines the mental and emotional problems that arise with students practicing in the medical field. Featuring relevant topics such as student burnout, cognitive learning, graduate education, and curriculum development, this scholarly publication is ideal for medical practitioners, academicians, students, and researchers that are interested in staying apprised of the latest trends and developments relating to mental wellness.

- Draws on tried and tested best practice from the PESTA in Singapore and global contexts. - Chapters encourage readers to reflect on how they could embed the new knowledge they are acquiring. - For physical education teachers moving beyond initial teacher education to help them continue their professional journey.

Rapid-and seemingly accelerating-changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about '21st-century' skills and including operational definitions of those skills. The authors focus too on fresh approaches to educational assessment, and present methodological and technological solutions to the barriers that hinder ICT-based assessments of these skills, whether in large-scale surveys or classrooms. Equally committed to defining its terms and providing practical solutions, and including international perspectives and comparative evaluations of assessment methodology and policy, this volume tackles an issue at the top of most educationalists' agendas.

This book offers psychologists and those who are involved with systems design an overview of changing technology and guidelines for using new techniques in the design and development of systems in the workplace. The first part of the book concerns productivity and cognitive assessment. The papers provide state of the art appraisals of robotic perception, artificial intelligence, knowledge representation, decision making and the control of automation systems. The second part, on systems design research, discusses a number of key applied human factors problems, including supervisory control systems, human workloads, methods of systems design, job aiding, and human factors considerations.

Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence.

For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve global issues and problems. Often, professionals are the first responders who are required to take an active stance in defining and solving problems.

This book explores the pedagogic implications of these challenges internationally for a wide range of professions which include: accountants, military company commanders, surgeons, nurse practitioners, academic, managers, community physicians and dentists. The established view of professional development is about what the professional knows and can do. The authors broaden this view to include the systemic and contextual factors that affect learning, and the conditions necessary for effective practice and identity development across the professional lifespan.

Authors examine the unique particularities and requirements of diverse professional groups. The editors emphasize new ideas and learning that emerges across the professions. As readers use this book as a pathway to their own innovations in scholarship and pedagogic research, they join their colleagues in supportingnew directions in learning, teaching and assessment across professions.

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Technology plays a vital role in bridging the digital divide and enhancing student learning both in and outside of the classroom. This is possible thanks to the successful use of educational online technologies and other new teaching resources being integrated into learning environments. Advanced Online Education and Training Technologies is an essential reference source that explores student and teacher learning through various online platforms. Featuring research on topics such as professional development in the twenty-first century and cultural differences in online learning environments, this book is ideally designed for educators, students, academicians, and other education professionals seeking coverage on enhanced student learning through technology-based learning tools.

By integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.

This book presents a mobile technology capacity building framework that offers academics, students, and practitioners involved in workplace education a deeper understanding of, and practical guidance on, how mobile technology can enhance professional learning. Approaching professional and workplace learning as a hybrid space in which work, learning and technology meet, the book discusses the value of mobile technology in shaping professional education, particularly during student placements. The framework focuses on staying professional and safe, considering issues of time and place, planning learning activities, initiating dialogue, networking, creating learning opportunities on-the-go, and deepening reflection. It is designed to assist students and their educators to use mobile technology knowledgeably and responsibly, and to help bridge the gap between university learning and workplace practice. This book also contributes to a better understanding of the interconnectedness between learning, practice and technology. It demonstrates how to enhance learning and working with mobile technology by drawing on two perspectives: the 'professional-plus' and the 'deliberate professional'.

There is a changing culture within the health service to become a learning environment', and mentoring is becoming a more popular and expected activity. However, the approach to mentoring in the past has often been neglected and individuals have become mentors without adequate training and information for the role. This toolkit describes where mentoring has come from and how it works as a positive and developmental experience for all staff. It covers the whole process from the perspectives of health organisation, the mentor and those being mentored. It offers practical tools and approaches to enable health professionals, managers and other staff in any part of the NHS to work towards the competencies expected of a mentor in line with standards in the Agenda for Change Knowledge and Skills Framework. Healthcare organisations will also gain valuable advice on how to set up mentoring schemes, running programmes for mentors and mentees and evaluating progress in the mentoring relationships.

What skill-development strategies should developing countries adopt to compete successfully in the international markets of the 21st century? This innovative new book provides a blend of theory and case studies which shed new light on this important question. It approaches the question from two angles. It considers, first, how skill development affects a country's international competitiveness and, secondly, what a government should do to develop a country's skills. It concludes that development of skills is necessary for a country to make the transition from primary exports to manufactures and from labour-intensive to skill-intensive manufacturing. For this purpose, it is argued an education system that recognizes the return to improvements in quality, and a training system that internalizes externalities and prevents market failure are needed. Issues explored include: the arguments for an activist skill-development policy (with particular emphasis on education of girls and women); the transition from cheap labour to skill-based competitiveness; human resources and structural adjustment; and different approaches to training for countries and enterprises at different levels of technological development. Skill Development for International Competitiveness will be of interest to academics, students and researchers in the fields of development studies, development economics, the economics of education and training and labour economics. Policymakers and planners responsible for policies on human resource development and employment and overall development strategy will also find this a vital source of information.

The second edition of this bestselling book, 'Return on Investment in Training and Performance Improvement Programs, ' guides you through a proven, results-based approach to calculating the Return on Investment in training and performance improvement programs.

Jack Phillips has composed user-friendly ROI calculations, plus:
*ten post-program data collection methods
*ten strategies for determining the amount of improvement that is directly linked to training programs
*ten techniques for converting both hard and soft data to monetary values
'Return on Investment in Training and Performance Improvement Programs, Second Edition' continues as a primary reference for learning how to utilize ROI to show the contribution of training, education, learning systems, performance improvement, and change initiatives throughout organizations.
The book also details implementation issues, provides worksheets, and pinpoints non-monetary program benefits. A case study takes the reader through the ROI process step-by-step.
* Applies the well-known ROI method to training programs
* Provides you with the tools to identify the key indicators for measurement and how to measure them effectively
* Summarizes in simple language everything practitioners need to do to sell, defend, or expand training initiatives to senior management

1.1 Introduction Each year corporations spend millions of dollars training and educating their - ployees. On average, these corporations spend approximately one thousand dollars 1 per employee each year. As businesses struggle to stay on the cutting-edge and to keep their employees educated and up-to-speed with professional trends as well as ever-changing information needs, it is easy to see why corporations are investing more time and money than ever in their efforts to support their employees' prof- sional development. During the Industrial Age, companies strove to control natural resources. The more resources they controlled, the greater their competitive edge in the mark- place. Senge (1993) refers to this kind of organization as resource-based. In the Information Age, companies must create, disseminate, and effectively use kno- edge within their organization in order to maintain their market share. Senge - scribes this kind of organization as knowledge-based. Given that knowledge-based organizations willcontinuetobeadrivingforcebehindtheeconomy, itisimperative that corporations support the knowledge and information needs of their workers.

Knowledge is one of today's few meaningful resources. Equip yourself to ride the rollercoaster of racing change, globalism and technological super-innovation that is life and work in our age. Completely revised and updated for the 2000s, The Adult Learner at Work, 2nd edition is for educators, trainers and managers who want to stay in touch with the latest thinking in their fields. Dr Robert Burns explains the important changes that have swept through the field of post-compulsory education and the worldwide swing to the lifelong learning as the gateway to a learning society. When work, education and life satisfaction can truly intermesh, sustainable prosperity becomes achievable. Robert Burns explores such questions as: * What conditions have created lifelong learning, learning societies and learning organisations? * How have government and business responded? * What methods and processes enhance the learning potential of adults? * How can we motivate adults to learn? * What are the effects of advancing age on our ability to learn? * Is competency training an effective tool for encouraging learning? This new edition examines how and why we must facilitate the learning potential of all members of society. The Adult Learner at Work, 2nd edition provides an attractive vision of the development of learning environments in the workplace and the community setting-integrating skill learning and personal development using well founded principles of adult learning.