Fresh, creative strategies guaranteed to enliven online training 101 Ways to Make Learning Active Beyond the Classroom provides proven, practical strategies, activities, and tips for those tasked with facilitating training in any subject area among alternative settings. Based on the best-selling Active Training approach, these methods have been designed by recognized experts, and are guaranteed to enliven any learning event. Readers will find a toolkit of ready-to-use exercises and tips for organizing, conducting, and delivering active learning, in alternative settings on the job or around the world. The book is organized in a way that allows trainers to quickly and easily identify strategies that hold the most promise for specific situations. Each strategy is illustrated with a case example that demonstrates the concepts in action. Two hundred tips organized in twenty how-to lists will prove invaluable for using Twitter, coaching virtually, encouraging informal learning, opening interactive virtual learning sessions, and much more. Coverage includes best practices for social media and informal learning, common e-learning tools, as well as guidance toward using a full gamut of tools from gamification and simulation to serious games and m-learning. Active training encourages participants to use their brains to study ideas, solve problems, and apply what they've learned. It's a fast-paced, fun, supportive, and personally engaging environment. This book shows training facilitators the proven techniques that help learners get more out of the material. * Design a more engaging learning environment * Improve delivery with optimized technology * Utilize effective learning tools and practical strategies * Learn best practices for social media, coaching, virtual learning, and more Learners need to figure things out by themselves, ask questions, practice skills, and transfer skills and knowledge to the job. With proven strategies designed by industry leaders, 101 Ways to Make Learning Active Beyond the Classroom is the indispensable guide to the design and delivery of effective alternative ways to learn.

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. The transition to more just and sustainable development requires radical change across a wide range of areas and particularly within the nexus between learning and work. This book takes an expansive view of vocational education and training that goes beyond the narrow focus of much of the current literature and policy debate. Drawing on case studies across rural and urban settings in Uganda and South Africa, the book offers a new way of seeing this issue through an exploration of the multiple ways in which people learn to have better livelihoods. Crucially, it explores learning that takes place informally online, within farmers' groups, and in public and private educational institutions. Offering new insights and ways of thinking about this field, the book draws out clear implications for theory, policy and practice in Africa and beyond.

The results are in. The evidence has been analyzed. Research shows that the lack of enterprise-wide training is the biggest reason for ERP implementation failures. It is the single most important precursor to achieving success.

Integrated Learning for ERP Success is the first resource to offer a specifically defined, comprehensive method for planning, delivering, and evaluating ERP training efforts. It even includes formulas for determining training return on investment. The Learning Requirements Planning (LRP) process presented involves a six-step enterprise-level instructional design model that when implemented correctly assures success.

If you would rather have a root canal than oversee an ERP implementation, you are not alone. But like avoiding a root canal, avoiding ERP implementation only causes more pain. This book eases the implementation pain. It shows you how a formal plan for learning will increase the productivity of the ERP implementation team, shorten overall implementation time, and substantially decrease implementation costs. It also provides a discussion on how an ERP implementation can be used as a catalyst for lifelong organizational learning.

Implementing an ERP system can cost three to ten times the actual software purchase price. You can't afford to waste money or time in the areas of ERP education. Integrated Learning for ERP Success shows you how to create learning-focused ERP implementations that provide substantial savings and the competitive advantage.

Action learning is a method of learning that takes place in a group - of colleagues or students. It is widely used in a wide number of educational fields, particularly where learning in groups is appropriate. Action learning is established in both higher education and in professional learning and training situations. First published in 1995, this is a guide to using action learning techniques successfully.;Written by two leading figures in the field, this revised edition retains the same practical guidebook approach to how action learning works. Key points include being a facilitator of action learning, and running workshops for a variety of situations, including higher education, organizational change and professional development.

How do you openly work with a "poor team player"? Positively handle a "negative attitude"? Objectively deal with a "bad judgment"? Sensitively criticize your boss (and keep your job)? And, how do you praise others to capitalize on your team's strengths? The Feedback Planner--a powerful and professional coaching tool shared in this guidebook--shows you how. Now you can offer ideas for improvement and build your working relationships through successful communication!

This book provides an integrated treatment of the relationship between political economy and vocational education at the beginning of the twenty-first century. Approaching the subject from a philosophical perspective the author engages with debates about
* the work-related aims of education
* the moral and spiritual significance of work
* the conceptualisation of political economy
* high-skill economies and vocational education
* the 'end of work' thesis
* the relationship between education and training in vocational education
* future work patterns
* the educational consequences of the economic theories of influential economists such as Smith, Mill, Marx, Marshall and Keynes.
This is an essential and ground-breaking study for academics and students of business studies, economics, political economy, and the sociology of work. It will equally be of interest to policy makers concerned with the future development of vocational education and training.

eBook available with sample pages: 0203183274

Sometimes in medicine the only way to know what is truly going on in a patient is to operate, to look inside with one's own eyes. This book is exploratory surgery on medicine itself, laying bare a science not in its idealized form but as it actually is--complicated, perplexing, and profoundly human. Atul Gawande offers an unflinching view from the scalpel's edge, where science is ambiguous, information is limited, the stakes are high, yet decisions must be made. He investigates such enduring mysteries as the nature of pain, the inability to cure nausea, even the little-understood biology of blushing. He explores how deadly mistakes happen, and why good doctors go bad. He also gives us privileged entry into the inspiring world of ambitious operations, remarkable experiments, and unexpected intuitions. And through it all, we find Gawande's deep concern with the actual experiences of patients and doctors as they negotiate the paradoxes and imperfections inherent in caring for human lives. At once unsentimental and humane, Complications is a new kind of medical writing, nuanced and lucid, unafraid to confront the conflicts and uncertainties that lie at the heart of modern medicine, yet always alive to the possibilities of wisdom in this extraordinary endeavor. From Complications: I had just finished examining someone in the ER when one of the physicians stopped me with yet another patient: twenty-three-year-old Eleanor Bratton had a red and swollen leg. "It's probably only a cellulitis" --a skin infection--"but it's bad," he said. He had prescribed intravenous antibiotics, but he wanted me to make sure there wasn't anything "surgical" going on. The patient looked fit and athletic. There did not seem anything seriously ill about her. I glanced at her chart--she had good vital signs, no fever, and no past medical problems. I asked Eleanor if she had had any pus or drainage from her leg. No. Any ulcers? No. A foul smell or blackening of her skin? No. I le

Contents:
Introduction 1.What is Practitioner-Based Enquiry? 2.The Basis of Critique of Practitioner-Based Enquiry 3.Opening the Tool Bag: Proactive Behaviour in Planning an Enquiry 4.'Ologies and Analogies: Tuning the Mind to Research Design 5.Contriving Methodology: Bringing Unity to Knowing and Doing in Research Activity 6.Analysing and Writing - Writing and Analysing 7.Making a Difference: Using PBE to Influence Policy and Practice

There was much development of both education and industry in post-World War II Britain. There was, on the one hand, an extension of public education to the secondary school stage and the substantial financial help that was available, which meant that increasing numbers were going to university. On the other, there had been immense advances in scientific and technical knowledge and its application to industry. These advances in industry produced an increase in the demand for trained graduates. This book, first published in 1957, examines this correlation, and provides guidance for both graduates and hiring managers. This title will be of interest to students of human resource management and business studies.

A close look at relationships in the work place that enhance an individual's performance, development and career potential during the early, middle and late career years. The author targets three distinct audiences: individuals at every career stage, practicing managers and employees in all occupations and finally, human resource specialists, organizational researchers and psychologists. Originally published in 1985 by Scott, Foresman and Company.

This book argues that the current structure of student affairs work is not sustainable, as it depends on the notion that employees are available to work non-stop without any outside responsibilities, that is, the Ideal Worker Norm. The field places inordinate burdens on staff to respond to the needs of students, often at the expense of their own families and well-being. Student affairs professionals can meet the needs of their students without being overworked. The problem, however, is that ideal worker norms pervade higher education and student affairs work, thus providing little incentive for institutions to change. The authors in this book use ideal worker norms in conjunction with other theories to interrogate the impact on student affairs staff across functional areas, institutional types, career stage, and identity groups. The book is divided into three sections; chapters in the first section of the book examine various facets of the structure of work in student affairs, including the impact of institutional type and different functional areas on employees' work-lives. Chapters in the second section examine the personal toll that working in student affairs can take, including emotional labor's impact on well-being. The final section of the book narrows the focus to explore how different identity groups, including mothers, fathers, and people of color, navigate work/life issues. Challenging ideal worker norms, all chapters offer implications for practice for both individuals and institutions.

This book explains and demonstrates how creative writing can be used successfully in the context of professional education where traditionally a more distanced approach to reporting on professional experience has been favoured. It is based on many practical examples, drawn from several years' experience of running courses for social workers, nurses, teachers, managers and higher education staff, in which participants explore their professional practice through imaginative forms of writing. The participants experience of the work is presented through a discussion of interviews and evaluative documents. The book includes a set of distance-learning materials for those wishing to undertake such work for themselves or to establish similar courses, as well as a full analysis of the link between professional reflection and the artistic imagination. The book makes available a new and more broadly-based approach to the process of professional reflection, and the concept of the patchwork text has general relevance for debates about increasing access to higher education qualifications.

From the moment the first corporate university (CU) was created and the term was coined, the central metaphor of university has proved a double-edged sword. The emphasis on university has been a driving force in moving companies beyond a restricted and siloed approach to training, to a central vision for learning within the organization. On the other hand, there have been failures and many corporate universities have struggled to bring a business rigour to learning or to align their development with the key business and financial drivers of the organization. Handbook of Corporate University Development draws on experience from around the world, to provide anyone responsible for strategy and learning - at senior levels in government, education and business - with a picture of current best practice. The Handbook is not a prescriptive 'how-to', rather an exploration of key issues such as: Who owns a corporate university initiative? How is the funding managed? How is the CU aligned with business strategy? How do CU directors and project managers deploy resources? How do they deal with suppliers? How do they report and measure CU performance? What are the processes and technologies needed to provide and support different forms of learning? How can you blend different media? How do you assess what learning has taken place? What are the future prospects and potential for corporate universities? It is time for the corporate university to demonstrate how business rigour, handled deftly and with strong and perceptive leadership, can revolutionize learning both inside and outside the organization. Handbook of Corporate University Development is an important catalyst towards this process.

During the 1980s and 1990s the elaboration of a reformed system of vocational qualifications was perhaps the most controversial of all the governments efforts to improve the provision of vocational education and training. Based largely on interviews with nearly 100 individuals who were closely involved with these reforms, this book provides an in-depth account of the origins, development and implementation of NVQ and GNVQ policies. In accounting for the progress of vocational qualifications policy three main areas are covered by the book. Firstly the authors look at the origins of the reformed system, then examine the initial implementation of the NVQ and GNVQ policies in the late 1980s and early 1990s and identify the considerable problems that accompanied the reform process. Thirdly, the book focuses on the ways in which the reformed policy was sustained during the 1990s.

During the 1980s and 1990s the elaboration of a reformed system of vocational qualifications was perhaps the most controversial of all the governments efforts to improve the provision of vocational education and training. Based largely on interviews with nearly 100 individuals who were closely involved with these reforms, this book provides an in-depth account of the origins, development and implementation of NVQ and GNVQ policies. In accounting for the progress of vocational qualifications policy three main areas are covered by the book. Firstly the authors look at the origins of the reformed system, then examine the initial implementation of the NVQ and GNVQ policies in the late 1980s and early 1990s and identify the considerable problems that accompanied the reform process. Thirdly, the book focuses on the ways in which the reformed policy was sustained during the 1990s.

Addresses the question of how to provide for your employees' needs in training and education when they are located on the other side of the globe. This book suggests a systematic process model for transcultural customization of training programs that reduces delivery cycle, and enhances the effectiveness and efficiency of existing programs. Theories of culture and instructional systems design models have been reviewed and a case study was conducted to locate transcultural customizations needs and to develop the new model. The book explains why and how to provide culturally adequate training programs using only existing training courses. In addition, it offers specific guidelines on how to utilize the model in order to meet the individual needs of a global organization's headquarters.

Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment "just part of what we do." We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks. This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus. Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.

Examining pathways from creative education to work, and preparation for these pathways within higher education programs, in the light of long standing labour debates, this book explores the creative launch experiences, destinations, and contributions of graduates emerging into an enormously diverse and heterogeneous creative workforce. Coming from university degree programs that tend to focus on the development of specialist creative disciplinary skills, graduates emerge into the diverse workforce with fairly narrow career identities. With contributions ranging from quantitative analyses of large longitudinal data sets to in-depth qualitative cases, the book aims to provide a range of studies that speak to the complexity found in creative careers. This book was originally published as a special issue of the Journal of Education and Work.

The East Asian miracle, or its putative demise, is always news. The four Tiger economies of Hong Kong, Singapore, Taiwan and South Korea have experienced some of the fastest rates of economic growth ever achieved. This work provides an analysis of the development of education and training systems in Asia, and the relationship with the process of economic growth. The authors focus on how these systems facilitated their transition from labour intensive to capital intensive forms of production and explores the crucial role of government in managing this relationship. The hallmark of policymaking in these economies is that governments have been able to gear the output of their education and training systems to the requirements of any particular stage of growth, often by anticipating future skill demands. However, the book also considers to what extent this model of skill formation is being undermined by processes of economic liberalization and democratization. The text provides policy makers with a model of the skill formation process. It has practical implications for all those concerned with facilitating the process of economic development: from policy makers or sociologists to those

In the light of changes the government has launched as part of its welfare to work initiatives, this text explores apprenticeship. The authors set the historical context and discuss the theoretical and practical aspects of acquiring the necessary knowledge and skills for competence. The Dearing Report has proposed a work related route for some students and this book focuses on a number of academic and professional perspectives on apprenticeship and its revival. The book concludes with a look at the future of apprenticeship.

Accounting and finance have a reputation for complexity and dullness. Financial Games for Training aims to change these perceptions! It is an original collection of more than 65 brainteasers, crosswords, puzzles and quizzes plus all the solutions. They've been specially designed to bring a light-hearted but rigorous approach to the study and teaching of an otherwise 'boring' subject. Whether you're a student or executive, participant or tutor, here's the treasure chest you need to improve your grasp of finance for business. You won't think about the subject in quite the same way ever again!

Most prisoners in the UK are required to work. Yet prison work is a relatively neglected subject in the existing literature on imprisonment and few studies have focused on the nature of prison work, prisoners' experience of it, and the extent to which it meets the need of rehabilitating prisoners.
Prisoners' Work and Vocational Training sheds new light on this crucial area in the work of prisons and examines:
*the nature of training received by prisoners
*the actual work they undertake
*how this relates to the world or work outside
*the role it plays in helping to secure employment on release.
Frances Simon employs a balance of qualitative and quantitative data, including first hand accounts from UK prisons, gathered during field research. Her book will be essential reading for all those studying criminology and prison studies and all professionals working with prisoners, including probation officers and social workers.

Most prisoners in the UK are required to work. Yet prison work is a relatively neglected subject in the existing literature on imprisonment and few studies have focused on the nature of prison work, prisoners' experience of it, and the extent to which it meets the need of rehabilitating prisoners.
Prisoners' Work and Vocational Training sheds new light on this crucial area in the work of prisons and examines:
*the nature of training received by prisoners
*the actual work they undertake
*how this relates to the world or work outside
*the role it plays in helping to secure employment on release.
Frances Simon employs a balance of qualitative and quantitative data, including first hand accounts from UK prisons, gathered during field research. Her book will be essential reading for all those studying criminology and prison studies and all professionals working with prisoners, including probation officers and social workers.

Back cover
Language in Social Life Series
General Editor: Christopher N. Candlin, Chair Professor of Applied Linguistics, City University of Hong Kong, Hong Kong
Language in Social Life Series is a major series which highlights the importance of language to an understanding of issues of social and professional concern. It will be of practical relevance to all those wanting to understand how the ways we communicate both influence and are influenced by the structures and forces of contemporary social institutions.
Just as workers are confronting the rapidly changing practices of the restructured, technological workplace and the increasing convergence of working and learning, so those involved in any form of workplace education or training are also restructuring their focus, teaching methods and approaches. This book examines the conceptual and practical challenges facing education and training professionals in redefining their contribution to improving communication and learning at work.
Interweaving theory and commentary with actual case-studies, the book explores a multifaceted approach to workplace education which aims to develop individual workersA skills as well as integrating learning, language and cross-cultural issues into work, communication and management practices. It is a strategic, practical approach which draws on a range of applied linguistic and educational traditions and is informed by related disciplines such as cognitive and social psychology and organisational behaviour.
The book does not present formulae for success; rather it illustrates the complexities and challenges faced by educators as they learn to balance different, and oftenconflicting priorities.
Language and Literacy in Workplace Education: Learning at Work has been written with a wide audience in mind, from language and literacy professionals, Human Resources staff, vocational trainers, managers, as well as students of education and linguistics. The book is clearly presented, and takes care to explain specific educational or organisational terminology making the study accessible to newcomers to the field.
Giselle Mawer is a researcher and consultant in workplace education and training and has worked with a number of tertiary institutions, government departments and leading Australian and international enterprises.