Fast-track route to supporting global company strategies through management development initiatives Covers the key areas of linking HR policy to global goals, of designing and delivering management development initiatives across international boundaries, of overcoming cultural differences and creating common aims and aspirations Examples and lessons from some of the world's leading companies, including the Disney Corporation, GlaxoSmithKline, Diageo, Volkswagen, General Electric, L'Oreal, BMW and Standard Chartered Bank, and ideas from some of the world's smartest thinkers including Michael Porter, Gary Hamel, Michael Eisner, Jack Welch, and Geert Hofstede Includes a gloassary of key concepts and a comprehensive resources guide

Fast-track route to designing, delivering and facilitating management development initiatives Covers the key areas of: how to link management development initiatives to organizational goals or strategy; how to conduct training needs analysis to test the real learning needs of participants; how to ensure that proper use is made of scenarios, discussions, assignments and action learning; how to capture and sustain the results of the learning Examples and lessons from some of the world's most successful businesses, including General Electric, News International, Standard Chartered Bank and Volkswagen/Skoda, and ideas from the smartest thinkers incuding Rosabeth Moss Kanter, Peter Senge, Chris Argyris and Reg Revans Includes a glossary of key concepts and a comprehensive resources guide

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.

Interest in learning at work has captured the attention of many people around the world, often taking centre stage in policy debates about improving economic performance, prosperity and well-being. This book is about the learning that goes on in workplaces ? ranging from offices, factories and shops to gyms, health centres and universities ? and how it can be improved. Such learning includes everyday work activity, on-the-job instruction and off-the-job training events.

Improving Working as Learning is the first book to analyze systematically learning at work in different settings by developing and applying a new analytical framework. The Working as Learning Framework connects the particularities of work tasks with the way jobs are organized and the wider pressures and constraints organizations face for survival, growth and development. The authors convincingly demonstrate that the framework offers a sophisticated understanding of how improving the work environment ? both within the workplace and beyond ? can enhance and sustain improvements in learning at work.

Each chapter presents evidence ? taken from both private and public sectors ? to illustrate how the Working as Learning Framework provides a means by which employers, researchers and policy-makers can

• Improve the conditions for nurturing and sustaining learning at work
• Build appropriate workforce development plans within given constraints
• Recognize that the creation and use of knowledge is widely distributed
• Mobilize existing workplace resources to support learning
• Enhance and extend our understanding of how workplace learning is shaped by relationships at, and beyond, the workplace

This topical book will appeal to an international readership of undergraduate and postgraduate students, vocational teachers and trainers, human resource professionals, policy-makers, and researchers.

This volume foregrounds the disciplinary literacy approach to college teaching and learning with in-depth discussions of theory and research, as well as extensive classroom illustrations. Built upon the current work of READ (Reading Effectively Across the Disciplines), a disciplinary literacy program at New York City College of Technology, it presents a broad collection of methodologies, strategies, and best practices with discipline-specific considerations. It offers an overview of the program informed by evidence-based research and practices in college disciplinary learning, describing how its unique model addresses the literacy needs of students in STEM and professional studies. Chapter authors, including administrators, literacy specialists, and content experts discuss program design, professional development, and assessments. They also outline strategies to foster disciplinary literacy pedagogy and college success in five content areas, including Accounting, Architecture, Biology, Electromechanical Engineering, and Mathematics.

This book explores the managerial roles and responsibilities with regard to safety. Applying key legal requirements to the workplace, it looks at how workplace facilities are managed and how materials and equipment are used, stored and maintained for optimum effectiveness. It not only aids organisations to achieve success, but to maintain it.

Comprehensive coverage of all aspects of assessment of young children from birth through the third grade Written from a developmental perspective, Assessment in Early Childhood Education provides current and future teachers alike with a comprehensive overview of all aspects of early childhood assessment, including the different possibilities available - far more than standardized tests - and how to use them most effectively for the benefit of the children in their classrooms. Both traditional and authentic assessments designed by teachers are explained for preschool children and for kindergarten and third grade children who are transitioning into literacy. The 8th Edition has been updated with new learning features, a new chapter about technology, Common Core and State Standards information, important organizational changes, and more. Also available with the Enhanced Pearson eText* The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.** Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. **The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and Enhanced Pearson eText search for: 0135206073 / 9780135206072 Assessment in Early Childhood Education Plus Enhanced Pearson eText -- Access Card Package, 8/e Package consists of: 0135206529 / 9780135206522 Assessment in Early Childhood Education, 8/e 0135207940 / 9780135207949 Assessment in Early Childhood Education, Enhanced Pearson eText -- Access Card, 8/e

Straightforward, affordable, and practical, Improving Adolescent Literacy gives all middle and secondary school teachers instructional routines that will allow them to develop the content literacy skills of their students. Chapter-opening vignettes from actual classrooms show readers effective teaching in action and give them a look at how the chapter's instructional approach works within content area teaching. Research-based rationales for each strategy follow the vignettes and provide an in-depth look at how to implement the strategy, along with examples of each strategy across the curriculum. In this 5th Edition, the authors provide new classroom examples from their colleagues across the disciplines as well as new instructional routines that have been researched and validated since the publication of the last edition. Also, this edition has been re-organized, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasizing reading and comprehending texts, creating graphic organizers, developing vocabulary knowledge, and writing to learn.

Practical Exercises + Active Theory = TEAM SUCCESS! Some books show you how to structure experiential learning. Other books give you a showcase of experiential initiatives. Few books have effectively combined experiential theory and practice. Until now! Ed Rose assembles a framework for learning-by-doing; then he gives you active, practical exercises you'll use right away. In the past, you've had to struggle to encourage active participation. First, you stumbled through developing your own training design. Then you waded through game books to find one with suitably dynamic, practical exercises. Now everything you need is in a single source. An active framework complemented by active initiatives -- 50 Ways to Teach Your Learner has everything you need! Rose enables you to:

• Evaluate team-development needs
• Build an environment of trust and recognition
• Encourage adaptability and readiness for change
• Use simple and inexpensive props with maximum effect
• Conduct successful post-exercise debriefs . . . and much more!

John Heron, well known for his previous books, The Facilitator's Handbook (1989) and Group Facilitation (1993), both of which have become standard reading on the subject, now integrates, builds on and updates those works to provide this comprehensive guide to making a success of facilitation. The key to the new book lies in the way in which it helps facilitators to understand and develop a personal style to their work. Analytical in approach and highly structured, it offers strong theoretical content on the fundamental thinking underlying facilitation (which includes exploration of its dimensions and modes, whole person learning, and a comprehensive group dynamic theory) but combines this with a wide repertoire for practical action designed to enable facilitators to build up their skills effectively. John Heron's distinctive merit here is his demonstration of the benefit to be derived when such skills not only suit facilitator's own personality but can also be matched to whatever situation facilitators encounter. This publication makes John Heron's seminal work newly accessible - for it is now available for the first time in paperback - to a new generation of facilitators in both training and education.

This text focuses on one aspect of an examiner's role -assigning a fail grade. The context is vocational training where success confers "competence to practice" a profession with pupils, patients or clients who place their trust in the knowledge, skills and conduct of the professional. The guide is intended to help academic and work-based assessors make good judgements. It explains the reasons why failing is so difficult, looking at the individual, institutional and contextual factors involved and paying particular attention to the feelings of anxiety and guilt that interfere with decision-making. Specific coping strategies are suggested for each stage of the assessment cycle. These cover eliciting, interpreting and acting upon the evidence in a way which respects the rights of assessors and students. The book has a positive approach which views failure as a natural part of life and learning.

Social work education has developed internationally over the past 50 years as part of wider processes of economic and cultural globalization. Diverse political and social events across the world have shaped social work and its education, leading to aims and methods that are shared and contested. This book brings together, through 13 interviews and biographies, the lives, experiences and contributions of leading social work educators from Comoros, the Caribbean, India, Mexico, Sweden, Switzerland, the United States and the United Kingdom. Their receipt of IASSW's Katherine Kendall Award recognized that they were at the forefront of establishing and securing social work education during this period of internationalization. Exploring the aims and priorities of these leading social work educators, Askeland and Payne draw out a historical and contextual account of how social work education became widely adopted in different national and cultural environments. The Awardees' diverse lives and professional experiences reveal the issues they faced, the paths they travelled and the prospects and threats confronting social work and its education more widely.

Informal Learning at Work reflects the growing interest in changing the way the workplace encourages and enhances learning and professional development. Due to societal, economic, and technological developments, organisations face the pressure of growing knowledge-intensity and the need for innovations. As a result, employees are expected to adapt to new situations and constantly update their skillsets within an increasingly challenging environment. This book brings together cross-disciplinary perspectives from leading international researchers, drawing on a range of theoretical and empirical studies. Extensively researched and expertly edited, this new addition to the EARLI New Perspectives on Learning and Instruction series outlines the starting points for future research, and highlights the benefits and implications for those aiming to foster informal learning at work, covering areas such as: professional judgement improving the structure of work tasks facilitating innovative work behaviour the place of informal learning within teaching Informal Learning at Work presents original quantitative and qualitative studies as well as integrative analyses of worldwide research and is an invaluable introduction to this highly topical subject.

This handbook, which serves as a follow-up text to The Palgrave Handbook of Experiential Learning In International Business, reviews theoretical and empirical approaches of experiential learning pedagogy, and its role in increasing the effectiveness in teaching and learning of international business, and also, in the incorporation of international business-related concepts and competences in business and non-business programs. This edition offers a broader and updated perspective on experiential learning pedagogy for international business and management, and beyond. The first part provides an updated overview of the theories of experiential learning and effectiveness of teaching and learning in international business through the use of experiential learning projects. Part two provides a collection of specific applications of experiential learning in International Business and related fields. This handbook is a one-stop source for international managers, business educators, and trainers seeking to either select and use an existing experiential learning project or develop new projects and exercises of this kind.

This accessible primer sets out the core elements and methods of Clinical Pastoral Education (CPE), and shows how to use it most effectively to improve clinicians' capacity for spiritual care. The guide explains how to learn best from verbatim sessions, open agenda groups and writing projects. It shows how the primary learning modalities of CPE add competence to a spiritual caregiver's practice, suggesting helpful ways to reflect on spiritual care encounters from varying perspectives. It recommends ways to collaborate with a peer group, enhance frameworks of understanding people, improve self-awareness and broaden one's scope of caring while also deepening it. Written by an experienced supervisor of the Association for Clinical Pastoral Education, this guide is an essential introduction for anyone seeking to foster positive attitudes and practice of spiritual care in hospitals, hospices and other clinical settings.

Develop standard-setting customer service!
Based on the best-selling book Fabled Service by Betsy Sanders!
This program will help you develop exceptional customer service that puts your organization above your competition. Inspiring Fabled Service helps you assess your needs and select activities to improve weak areas in your current customer service.
Teach others vital customer service skills, such as how to:
* Positively represent the organization
* Satisfy customers so they will buy the product or service
* Encourage customers to return
* Understand what motivates people and initiates action
* Solve problems immediately and effectively... and more!
Simply written, this program includes all necessary materials to create results-oriented, customized customer service training. A Trainer's Guide includes specific direction for administering the Customer Service Survey, which assesses individual strengths and weaknesses in three learning areas: understanding him or herself and others; planning for results; and product/service knowledge. The Guide also includes 12 prepared activities that correspond with the three learning areas. Using results from the survey, you choose activities that will help your group improve in its weaker areas. Each activity specifies goals, materials needed, time required, physical setting, and process (including questions to help you review what was learned and help people understand what can be applied to every day situations).
You will need to order a Participant Workbook for each person involved in the training. The Workbook includes a copy of the survey and participant materials for each activity.
Creategreat service that gets customers talking!

Historically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

Custom training materials made easy!
You will flawlessly design your own distinctive training materials with this practical, easy-reading handbook. Petit invites you into her remarkable book with encouraging words: You'll find that being extraordinary rather than ordinary is easier than you think! and If you make mistakes, consider them ordinary events on the road to extraordinary results. She's right. We guarantee that your results with this book will exceed any of your expectations.
Motivate your trainees with training materials that:
* Capture attention
* Highlight the important information
* Relate ideas logically...and much more!
You get checklists, you get exercises, you get models, games, samples, and references. Petit teaches the value of economical designs--Fill the learner, not the page, she writes--and simple words--Collect plain words and spAnd them wisely.
With irresistable verve, Petit introduces you to the 3 Ps of successful training materials:
* Preparation: Making sure the cover beckons; fostering a positive learning environment; offering incentives to learn; and guiding with clear instructions
* Presentation: Using appearance to aid comprehension; using friAndly, energetic, understandable words; arranging content for optimal learning; and using words creatively to reinforce, emphasize, enliven learning
Whether you're a novice or a seasoned professional, you'll appreciate the practical approach of this smart and charming reference. Grab your pen or pencil, open your mind, and GO!

Public relations experts and crisis management personnel have done an excellent job over the years of drawing attention to the grand scope of risks associated with crisis. Particularly in the present challenging economic conditions, organizations have become aware of the costs of crises and are willing to put forth effort and resources in crisis prevention. In this book, the editors and contributors offer significant insight into the critical considerations of crisis preparation as well as the importance of anticipation and pre-crisis planning. Pre-crisis planning has been a part of crisis management ever since scholars and practitioners began researching it. This book presents some of the most detailed and thorough insights published to date and serves as an example of where future research can go.

This book presents a comprehensive discussion of sociocultural perspectives on graduate employability and workplace-based learning development. It draws on Vygotsky's theories such as situated learning and sociocultural perspectives, as well as the constructivist learning theory. This book showcases theoretical and empirical analyses that show how institutions, decision-makers or academics can work together to enhance job employability in this age of uncertainty. It discusses issues such as the development of emerging and employability skills, examines research in higher education and workplace-based learning development, and proposes directions for the changing nature in real-world settings. This book details empirical research in the field using quantitative, qualitative and mixed method approaches, and summarizes the key conclusions pertaining to graduate employability skills as well as workplace learning culture and technology-mediated environment. It includes contributions from experienced international scholars, and offers detailed insights for readers who want a timely understanding of research trends in graduate employability and workplace-based learning development.

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.

Action learning is a continued process of learning and reflection with the support of a group of colleagues, working on real issues. The action learning method is increasingly used to bring innovation to many different fields of work. The principles of action learning can achieve improvement and transformation in a wide range of applications and disciplines, including professional training and educational contexts. This book is a comprehensive guide to action learning which maintains an accessible, practical focus throughout. It is packed with useful resources, including case studies and ideas for workshop sessions. Key topics covered include: * action learning in professional and educational settings * setting up, facilitating and evaluating an action learning programme * the roles and skills required to practice successfully * use of action learning in relation to the individual, the group and the organization * the role of reflection; and action learning theory. Newcomers to the area of action learning will find this an essential introduction which can be put to use straight away, while more experienced practitioners seeking a deeper understanding will value the thorough analysis of action learning theory.

As the global economy has changed and thus organizations with it, more learning is delivered at and through work and individuals are encouraged to utilise the opportunities that advances in technology have brought to take charge of their own learning. Essential reading for the CIPD Level 7 Advanced postgraduate unit Designing, Delivering and Evaluating Learning and Development Provision, Designing, Delivering and Evaluating L&D critically examines the contextual factors impacting upon these activities in organizations. With case studies from the public, private and voluntary sectors as well as examples of international practice, the book helps to identify some of the challenges L&D professionals face in a range of environments. Designing, Delivering and Evaluating L&D is suitable not just for students working towards a CIPD Level 7 qualification, but also for those studying more general business and management degrees, as well as anyone who may have studied the subject previously and wishes to engage in continuous professional development with regard to this key HR practice. Online supporting resources include an instructor's manual, lecture slides and web links.

An essential guide to HR practices and policies Human Resources is a constantly evolving field, with policies, regulations, applicable laws, and even company policies changing every day. Staying current with the latest in the field can quickly become a full-time job, pulling information from multiple, often difficult-to-parse sources. The 1993 Annual: Developing Human Resources does the work for you, compiling the year's most important information into a single, easily-referenced volume. An essential update on the field's most recent changes and new practices, this book deserves a place on the shelf of every Human Resources manager.

A major contribution to current debates about the future of skill formation in a context of economic globalization, rapid technological innovation, and change within education, training, and the labour market. It represents a major theoretical advance in its holistic approach to the political economy of high skills, and has implications that stand at the core of firm strategies and government policy in Europe, North America, and Asia.