With the use of case studies and examples this book shows how innovation at work has its roots in the creative development of all staff members. This book will show how companies gain competitive advantage by introducing an innovative culture in the organization.

Studying for your Policing Degree is PERFECT for anyone wanting to train to become a police officer. After reading this fully comprehensive guide you will understand: the structure and culture of HE, and how policing fits into it what to expect, and what will be expected of you, as a university student teaching and assessment methods within policing, so that you can perform to the best of your ability in an academic environment how to manage your policing studies in an effective way and make the most of the resources available to you. The books in our Critical Study Skills series will help you gain the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Packed with tasks and activities to help you improve your learning, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Uniquely, this book is written by a subject specialist and an English for Academic Purposes (EAP) expert.

Apprenticeships can offer apprentices, their teacher-tutors and business apprenticeship supervisors experiences that are rich in knowledge. The Success of Apprenticeships presents the observations and opinions of 48 actors regarding apprenticeships. These testimonies recount how apprenticeships allowed them to improve their expertise, their professional practices and their organization skills. This book also examines how their interactions in the work/study process allowed them not only to develop the skills of apprentices, but also the skills of those who accompanied them - the teacher-tutors and the business apprenticeships supervisors. The creation of an authentic community of apprentices subscribes to the formation of an ecosystem of learning, in which each individual harvests fruits in terms of the development of their personal abilities.

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.

Teaching and Learning in Primary Care has been specially designed for undergraduate and vocational teaching. It combines both practical advice and theory covering day-to-day teaching and learning in the real world. It also encourages trainers to become more involved in teaching and supervising. This essential guide provides vital guidance and support to general practitioners with teaching responsibilities, undergraduate healthcare lecturers and tutors and healthcare professionals in primary care.

The global market means that many organizations now have offices, affiliates, suppliers, call centres, clients and customers in a wide range of countries and cultures. Employees at a variety of levels are expected to have as good skills in cross-cultural working as in any other key competency. The Cross-Cultural Communication Trainer's Manual provides a complete toolkit for the trainer/facilitator needing to design and deliver cross- or inter-cultural training, for both mono- and multicultural audiences. Volume One: Designing Cross-Cultural Training The first volume in this two-volume set opens with an outline of useful information on cross-cultural training content, design and delivery. This is followed by a series of readings that flesh out many of the concepts important for trainers and learners alike and provide important facts, theory and practical background on an area in question. They can be used as a basis for facilitator presentations or given to learners as reading exercises. The manual concludes with (1) a series of action planning activities to help consolidate what learners have experienced and (2) evaluation forms for assessing and evaluating the effectiveness of any cross-cultural training events. The Appendix offers outline designs for seven half-day, one-day and two-day workshops using activities from Volume Two: Activities for Cross-Cultural Training along with a detailed bibliography. Volume Two: Activities for Cross-Cultural Training With 80 activities (covering skills such as understanding culture and differences, stereotypes, cultural self-awareness, cultural influences, barriers to communication) this varied and imaginative collection is a must-have resource for anyone involved in cross- or inter-cultural training. The collection concludes with a detailed bibliography of further reading and references.

This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

This book confronts readers with questions emerging from the 'gap' between EU aspirations to reduce youth unemployment without increasing social exclusion - and what is actually happening in practice. Aimed at a diverse readership, it is based on a three year European Union (EU) project into education, training, guidance and employment (ETG) programmes for young adults across six countries. Insights are grounded in the lives and stories of disadvantaged young adults, and of those who work with them, bringing to life unintended impacts of well intended interventions. The authors consider the influence of shifting political and pedagogical ideologies in the EU on local practices and young peoples' lives and choices. They also consider the impact of policy and performance management discourses 'on the ground'. This work uses rigorous yet innovative narrative forms to invite readers into a 'whole system' inquiry into these complexities. Unemployed Youth and Social Exclusion in Europe will make an important contribution to reflecting critically on current policy and practice, as well as to academic understandings of unemployed youth, and restrictive and reflexive approaches to learning for inclusion across Europe.

This book describes a participatory case study of a small family farm in Maharashtra, India. It is a dialectical study of cultivating cultivation: how paddy cultivation is learnt and taught, and why it is the way it is. The paddy cultivation that the family is doing at first appears to be 'traditional'. But by observation and working along with the family, the authors have found that they are engaging in a dynamic process in which they are questioning, investigating, and learning by doing. The authors compare this to the process of doing science, and to the sort of learning that occurs in formal education. The book presents evidence that paddy cultivation has always been varying and evolving through chance and necessity, experimentation, and economic contingencies. Through the example of one farm, the book provides a critique of current attempts to sustain agriculture, and an understanding of the ongoing agricultural crisis.

Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers' sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.

Twenty-five years after the publication of Paul Willis' seminal text Learning to Labor, Nadine Dolby and Greg Dimitriadis have gathered together an internationally renowned group of scholars to reflect on the meaning and influence of what many consider to be the most influential book in critical education and cultural studies of our time. Learning to Labor in New Times will refocus attention on the themes that have been central to Willis' work: the relationship between schooling and work; the lives of working class youth; the role of the school as a productive site of struggle; the significance of common culture in the lives of young people; and the continuing importance of ethnography as a research methodology.

This is the 2009 volume in the Advances in Business Education & Training Book Series. The Series aims to foster advancement in the field and to serve as an international forum for scholarly and state-of-the-art research and development.

This volume offers challenging thoughts on constructing meaningful learning both within the academy and in collaboration with outside stakeholders. It comprises two major sections: research into business education and best practice in business education. The research contributions explore the incorporation of theoretical frameworks and the exploitation of clicker technology in classroom practice, the integration of reflective writing into work placements to support learning, the exposure of ideas about morally leading change and its impact on leadership aspirations, large group business learning, self-theories, goal orientations and achievement motivations, and Chinese students' perceptions of intercultural competence in tutors. Other research contributions look beyond the business school to explore entrepreneurs' perceptions of their existing business model. The best practice contributions discuss master thesis supervision, MBA study tours designed to increase global exposure, the use of authentic learning materials in career writing courses, and cross cultural innovations.

Reflecting on almost three decades of postsocialist transformations, the second edition of Globalization on the Margins explores continuities and changes in Central Asian education development since the dissolution of the Soviet Union in 1991, with a particular focus on the developments that took place since the production of the first edition in 2011. Rather than viewing these transformations in isolation, the authors place their analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. This new edition, in addition to a revised introduction and a newly added conclusion, consists of four thematic sections, each reflecting a key theme in the educational life of the Central Asian states. These thematic sections, introduction and conclusion collectively update our understanding of the recent developments and challenges in education of the five Central Asian states. They, however, go beyond mere information update, so as to complicate, re-engage, re-form and re-define the margins, taking up 'margins' a conceptual, geographic, cultural, and geo-political construct. Notwithstanding the diversity of local and international authors, variety of theoretical perspectives, methodological approaches, and conceptual lenses, the essays reveal the complexity and uncertainty of the post-socialist education transformations. Instead of portraying the transition process as the influx of Western ideas into the region, Globalization on the Margins provides new lenses to critically example education as a contested field of diverse perspectives, competing forces, and multidirectional flow of ideas, concepts, and reforms in Central Asia.

Assessment and Development Centres are very resource intensive, both in terms of time and money. Poorly trained assessors, resource people and role players can all have a huge adverse impact on the results of an Assessment and Development Centre. To ensure consistency in the performance of assessors, resource people and role players, they must all be well briefed and properly trained. This manual provides a practical guide, with everything you need to train assessors, resource people and role players. Parts One to Three of the manual deal with the behavioural assessment skills of observing, recording, classifying, summarizing and evaluating (ORCSE). There are exercises for learning and trying out the techniques needed for each stage of the process. There is also a collection of mock simulations, which allow potential assessors to put all of the skills together and practice for real. Part Four covers training for resource persons and role players, an area which is often overlooked. Training for Assessors is an essential resource for anyone running, or planning to run, assessment and/or development centres.

This open access book analyzes the main drivers that are influencing the dramatic evolution of work in Asia and the Pacific and identifies the implications for education and training in the region. It also assesses how education and training philosophies, curricula, and pedagogy can be reshaped to produce workers with the skills required to meet the emerging demands of the Fourth Industrial Revolution. The book's 40 articles cover a wide range of topics and reflect the diverse perspectives of the eminent policy makers, practitioners, and researchers who authored them. To maximize its potential impact, this Springer-Asian Development Bank co-publication has been made available as open access.

This book is a detailed manual for the implementation of competence diagnostics in the field of vocational training. With the COMET competence model, both conceptual competences as well as practical skills are recorded and evaluated. The manual guides through all methodological steps, including the preparation and implementation of tests, cross and longitudinal studies, the development of context analyses and measurement methods for the test motivation. The focus of the final chapter is the application of the COMET procedure for the design, organisation and evaluation of vocational education and training processes.