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Whilst there are many books on knowledge management there are few
aimed directly at HR practitioners and the critical role that they
can play in building a knowledge-centric culture. This practical
book draws on the author's own experience, as well as that of
leading-edge Human Resource and Knowledge Management practitioners
(including Linda Holbeche, Elizabeth Lank, and David Snowden), each
of whom recognise that building a knowledge-centric culture cannot
be achieved through technology alone. It covers areas such as:
Defining the key ingredients of a knowledge-centric culture The
changing structures, roles and responsibilities needed to create a
knowledge-centric culture HR's unique contribution to building a
knowledge-centric culture, together with practical steps for
getting started on the KM journey and for keeping the momentum
going Tools and techniques for: opening up a dialogue about why
knowledge management is crucial for business and personal success;
knowledge mapping; encouraging and facilitating knowledge sharing,
as well as ways of identifying key knowledge players How to help
your organisation reframe its assumptions about learning in the
knowledge economy How to ensure that your HR practices are
knowledge aligned Contents Defining the characteristics of a
knowledge-creating culture; The strategic context for HR's
involvement in the knowledge management arena; Planning the
cultural shift; Communicating the cultural shift; Knowledge and
business process mapping; Understanding the motivation for
learning; New approaches to learning; Interweaving people,
processes and technology to create and support a knowledge creating
culture; Retaining knowledge; Conclusions; References. Readership:
Human resource professionals; learning and development
practitioners; internal consultants and practitioners working
within an organizational development role; Undergraduate and
graduate students. Outline the strategic
Coaching has become a global business phenomenon, yet the way that
coaching has evolved and spread across the globe is not
unproblematic. Some of these challenges include: different
types/genres of coaching; understanding and relevance of different
coaching philosophies and models in different cultural contexts;
equivalency of qualifications and coach credentials, as well as
questions over standards and governance, as part of a wider debate
around professionalization. Coaching then, as with the transfer of
knowledge and professionalization in other disciplines, is not
immune to ethnocentricity. Through a combination of adopting a
meta-analysis of coaching, supported with narratives of coaching
practice drawn from different socio-political/cultural contexts,
the aim of this book is to challenge current knowledge,
understanding and norms of how coaching is, or should, be practised
in different cultural contexts. This book will provide a foundation
for further research in coaching as an academic field of study and
as an emerging profession. It will resonate with critical scholars,
coach educators, and coach practitioners who want to develop their
praxis and enhance their reflexivity and be of interest to
researchers, academics, and students in the fields of business and
leadership, human resource development, organizational learning and
development, mentoring and coaching.
Over a century has passed and yet there is growing evidence that
knowledge workers across the globe today are as constrained by F.W.
Taylor's much-maligned The Principles of Scientific Management, as
factory workers were in the early twentieth century. Re-Tayloring
Management looks critically at Taylor's philosophy on management
and contrasts it with other perspectives that have since emerged,
along with the professionalization of management and the growth in
business and management education. The contributors demonstrate
that despite the complexity and uncertainty that organizations
face, instead of designing work systems where knowledge and service
workers have the freedom to apply knowledge and skills at the point
they are most needed, managers are obsessed with maintaining
tighter control. This approach conflicts with contemporary job
design principles, which emphasise 'job crafting', whereby
individuals are encouraged to craft their role in a way that is
congruent with their identity. Drawing on insights from academics
with diverse backgrounds and interests, and organised around
'past', 'present' and 'future' themes, this book is a
thought-provoking read for professional managers, as well as for
postgraduate students and academics teaching and researching
organizational studies and management.
Whilst there are many books on knowledge management there are few
aimed directly at HR practitioners and the critical role that they
can play in building a knowledge-centric culture. This practical
book draws on the author's own experience, as well as that of
leading-edge Human Resource and Knowledge Management practitioners
(including Linda Holbeche, Elizabeth Lank, and David Snowden), each
of whom recognise that building a knowledge-centric culture cannot
be achieved through technology alone. It covers areas such as: *
Defining the key ingredients of a knowledge-centric culture * The
changing structures, roles and responsibilities needed to create a
knowledge-centric culture * HR's unique contribution to building a
knowledge-centric culture, together with practical steps for
getting started on the KM journey and for keeping the momentum
going * Tools and techniques for: opening up a dialogue about why
knowledge management is crucial for business and personal success;
knowledge mapping; encouraging and facilitating knowledge sharing,
as well as ways of identifying key knowledge players * How to help
your organisation reframe its assumptions about learning in the
knowledge economy * How to ensure that your HR practices are
knowledge aligned
Over a century has passed and yet there is growing evidence that
knowledge workers across the globe today are as constrained by F.W.
Taylor's much-maligned The Principles of Scientific Management, as
factory workers were in the early twentieth century. Re-Tayloring
Management looks critically at Taylor's philosophy on management
and contrasts it with other perspectives that have since emerged,
along with the professionalization of management and the growth in
business and management education. The contributors demonstrate
that despite the complexity and uncertainty that organizations
face, instead of designing work systems where knowledge and service
workers have the freedom to apply knowledge and skills at the point
they are most needed, managers are obsessed with maintaining
tighter control. This approach conflicts with contemporary job
design principles, which emphasise 'job crafting', whereby
individuals are encouraged to craft their role in a way that is
congruent with their identity. Drawing on insights from academics
with diverse backgrounds and interests, and organised around
'past', 'present' and 'future' themes, this book is a
thought-provoking read for professional managers, as well as for
postgraduate students and academics teaching and researching
organizational studies and management.
Coaching has become a global business phenomenon, yet the way that
coaching has evolved and spread across the globe is not
unproblematic. Some of these challenges include: different
types/genres of coaching; understanding and relevance of different
coaching philosophies and models in different cultural contexts;
equivalency of qualifications and coach credentials, as well as
questions over standards and governance, as part of a wider debate
around professionalization. Coaching then, as with the transfer of
knowledge and professionalization in other disciplines, is not
immune to ethnocentricity. Through a combination of adopting a
meta-analysis of coaching, supported with narratives of coaching
practice drawn from different socio-political/cultural contexts,
the aim of this book is to challenge current knowledge,
understanding and norms of how coaching is, or should, be practised
in different cultural contexts. This book will provide a foundation
for further research in coaching as an academic field of study and
as an emerging profession. It will resonate with critical scholars,
coach educators, and coach practitioners who want to develop their
praxis and enhance their reflexivity and be of interest to
researchers, academics, and students in the fields of business and
leadership, human resource development, organizational learning and
development, mentoring and coaching.
`What a gem. This book introduces a whole-school approach to an
area that has previously been addressed by the speech and language
specialists working with small groups. This approach helps to
develop language processing skills by improving the auditory and
visual attention skills used The resources on the CD-Rom will be
invaluable for reminding pupils if the skills they should be using
to learn to listen. This interactive and fun approach explains the
difference between the skills of social listening and listening
skills necessary for processing information in learning' - TES
Extra, Special Needs `This book is well designed. It utilizes many
strategies speech-therapists use in their clinical work. It is a
simple resource that is easy to follow and has had good rates of
success when delivered by teachers' - Communication Matters `The
programme should lead to improvements in social skills, learning
and classroom behaviour, and it is easy to implement with two
teaching sessions and a follow-up booster session. There are
comprehensive facilitator instructions and all the resources are
provided for these fun and interactive sessions that will engage
all pupils' - Learning to Learn Newsletter This book provides a
completely new approach to the teaching of listening. Whilst
educators are familiar with assessing comprehension, little has
been done to ensure that the input process is efficient. By
improving auditory and visual attention during a listening activity
the authors demonstrate how the process can be enhanced. The
programme should lead to improvements in social skills, learning
and classroom behaviour, and it is easy to implement with two
teaching sessions and a follow-up booster session. There are
comprehensive facilitator instructions and all the resources are
provided for these fun and interactive sessions that will engage
all pupils. The difference between social listening for interaction
and accurate listening in a classroom setting is explained. As well
as the usual topics: eye contact, body language, acknowledgements
etc there is a fascinating section on the neurological evidence for
the importance of efficient sitting positions. We expect young
people to acquire effective listening skills but it is a complex
activity, which benefits direct teaching.
`What a gem. This book introduces a whole-school approach to an
area that has previously been addressed by the speech and language
specialists working with small groups. This approach helps to
develop language processing skills by improving the auditory and
visual attention skills used The resources on the CD-Rom will be
invaluable for reminding pupils if the skills they should be using
to learn to listen. This interactive and fun approach explains the
difference between the skills of social listening and listening
skills necessary for processing information in learning' - TES
Extra, Special Needs `This book is well designed. It utilizes many
strategies speech-therapists use in their clinical work. It is a
simple resource that is easy to follow and has had good rates of
success when delivered by teachers' - Communication Matters `The
programme should lead to improvements in social skills, learning
and classroom behaviour, and it is easy to implement with two
teaching sessions and a follow-up booster session. There are
comprehensive facilitator instructions and all the resources are
provided for these fun and interactive sessions that will engage
all pupils' - Learning to Learn Newsletter This book provides a
completely new approach to the teaching of listening. Whilst
educators are familiar with assessing comprehension, little has
been done to ensure that the input process is efficient. By
improving auditory and visual attention during a listening activity
the authors demonstrate how the process can be enhanced. The
programme should lead to improvements in social skills, learning
and classroom behaviour, and it is easy to implement with two
teaching sessions and a follow-up booster session. There are
comprehensive facilitator instructions and all the resources are
provided for these fun and interactive sessions that will engage
all pupils. The difference between social listening for interaction
and accurate listening in a classroom setting is explained. As well
as the usual topics: eye contact, body language, acknowledgements
etc there is a fascinating section on the neurological evidence for
the importance of efficient sitting positions. We expect young
people to acquire effective listening skills but it is a complex
activity, which benefits direct teaching.
"The Cabin on Green Creek" tells the story of Helen Nordstrom, a
writer and retired nurse, who has moved back to the valley in
Wyoming where she grew up. Helen is merely looking for some peace
and solitude at her cabin in the mountains. She is haunted by her
ex-husband's suicide, then finds her niece dead of a drug overdose.
While hiking on the Table Mountain trail, she witnesses a young man
commit suicide. Stunned by this event, she becomes involved in the
search for the stranger's identity with Sheriff's Deputy Dan Bell
who befriended her at the time of her niece's death. Although Helen
is an optimistic, happy person, these three deaths have a profound
impact on her life. She struggles with the idea of suicide and
tries to find answers as to why these people chose to die. As Helen
narrates the tale, she gently describes the beauty of the Wyoming
countryside and reminisces about her childhood growing up on a
ranch in the valley. Her love of nature and her reverence for life
overshadow the sadness caused by the losses she experiences. "The
Cabin on Green Creek" is an easy read that is like coming home. One
will recognize immediately that the author knows and loves this
Wyoming wonderland as much as she knows and loves the people who
live there. With just a touch of nostalgic romance, this book is a
breath of fresh air that is simplistic yet thought-provoking and
well-written.
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