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Contents: 1. Introduction 2. S. Tjepkema, H. ter Horst and M. Mulder Learning Organizations and HRD 2.1 Lifelong Learning, Organizational Learning and Learning-Oriented Organizations 2.2 Human Resource Development in Learning-Oriented Organizations 2.3 A European Outlook on HRD? Comparison with US and Japan 3. S. Tjepkema Methodology 3.1Case Study Design and Realization 3.2 Survey Design and Realization 4. D. Buyens and S. van Schelstraete Cases from Belgium 4.1 DVV - Insurance Company 4.2 Siemens Atea - Telecommunications Company 4.3 Alcatel Bell - Telecommunications Company 4.4 ISS - Cleaning Service Provider 4.5 Factors Influencing HRD's Role and how HRD Deals with Them 4.6 Summary and Conclusions 5. T. Vaherva and H. Woods Cases from Finland 5.1 Vaisala - Electronic Measurements Systems Manufacturing 5.2 Valmet - Paper Machinery Manufacturing 5.3 Okobank Group (Central Unit) - Financial Services 5.4 Outokumpu Zinc - Steel Production 5.5 Factors Influencing HRD's Role and how HRD Deals with Them 5.6 Summary and Conclusions 6. D. Belet Cases from France 6.1 Motorola - Semiconductors Plant 6.2 Auchan - Retail Organization 6.3 Accor Group - Hotel and Travel Service Provider 6.4 GT Group - Road Transport Firm 6.5 Factors Influencing HRD's Role and how HRD Deals with Them 6.6 Summary and Conclusions 7. K. Meinicke, R. Reinhardt, A. Buschmann and P. Pawlowsky Cases from Germany 7.1 Bosch Siemens Hausgeräte - Domestic Appliance Manufacturer 7.2 AgrEvo - Chemicals Manufacturer 7.3 Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) - Engineering Consultancy Firm 7.4 Sony Germany - Marketing, Sales and Service Organization 7.5 Factors Influencing HRD's Role and how HRD Deals with Them 7.6 Summary and Conclusions 8. M.Tomassini and A. Cavrini Cases from Italy 8.1 Barilla - Food Producer 8.2 Bayer - Chemicals Manufacturer 8.3 Lever - Cosmetics Manufacturer 8.4 Datalogic - Bar code Manufacturer 8.5 Factors Influencing HRD's Role and how HRD Deals with Them 8.6 Summary and Conclusions 9. H. ter Horst and S. Tjepkema Cases from The Netherlands 9.1 Akzo Nobel Chemicals - Chemicals Manufacturer (Salt) 9.2 Ericsson - Telecommunications Company 9.3 BAC - IT Centre of Dutch Inland Revenue Service 9.4 KIBC - Construction Company 9.5 Factors Influencing HRD's Role and how HRD Deals with Them 9.6 Summary and Conclusions 10. S. Sambrook and J. Stewart Cases from the United Kingdom 10.1 Royal Mail - Postal Services 10.2 Rolls Royce Aerospace Group - Aero Engine Manufacturing 10.3 Royal Scottish Assurance - Financial Services 10.4 Wolverhampton & Dudley Breweries - Beer Production 10.5 Factors Influencing HRD's Role and how HRD Deals with Them 10.6 Summary and Conclusions 11. S. Tjepkema Conclusions from Case Studies and Survey 11.1 Organizational Context 11.2 HRD's Envisioned Role 11.3 HRD Strategies 11.4 Influencing Factors 11.5 Summary 12. S. Sambrook and J. Stewart Reflections and Discussion 12.1 Implications 12.2 A Critical Examination of the Concepts of HRD, Learning Orientated Organizations and Lifelong Learning 12.3 Implications for Comparative and Collaborative Research 12.4 Final Thoughts
This book presents a comprehensive overview of extant literature on
competence-based vocational and professional education since the
introduction of the competence concept in the 1950s. To structure
the fi eld, the book distinguishes between three approaches to defi
ning competence, based on 1.functional behaviourism, 2. integrated
occupationalism, and 3. situated professionalism. It also
distinguishes between two ways of operationalizing competence: 1.
behaviour-oriented generic, and 2. task-oriented specifi c
competence. Lastly, it identifi es three kinds of competencies,
related to: 1. specific activities, 2. known jobs, and 3. the
unknown future. Competence for the unknown future must receive more
attention, as our world is rapidly evolving and there are many
'glocal' challenges which call for innovation and a profound
transformation of policies and practices. Th e book presents a
range of diff erent approaches to competence-based education, and
demonstrates that competencebased education is a worldwide
innovation, which is institutionalized in various ways. It presents
the major theories and policies, specifi c components of
educational systems, such as recognition, accreditation, modelling
and assessment, and developments in discipline-oriented and
transversal competence domains. Th e book concludes by synthesizing
the diff erent perspectives with the intention to contribute to
further improving vocational and professional education policy and
practice. Joao Santos, Deputy Head of Unit C5, Vocational Training
and Adult Education, Directorate General for Employment, Social Aff
airs and Inclusion, European Commission: "This comprehensive work
on competence-based education led by Martin Mulder, provides an
excellent and timely contribution to the current debate on a New
Skills Agenda for Europe, and the challenge of bridging the
employment and education and training worlds closer together. Th is
book will infl uence our work aimed at improving the relevance of
vocational education to support initial and continuing vocational
education and training policy and practice aimed at strengthening
the key competencies for the 21st century." Prof. Dr. Reinhold
Weiss, Deputy President and Head of the Research, Federal Institute
for Vocational Education and Training (BIBB), Bonn, Germany: "This
book illustrates that the idea and concept of competence is not
only a buzzword in educational debates but key to innovative
pedagogical thinking as well as educational practice." Prof. Dr.
Johanna Lasonen, College of Education, University of South Florida,
Tampa, USA: "Competence-based Vocational and Professional Education
is one of the most important multi-disciplinary book in education
and training. Th is path-breaking book off ers a timely, rich and
global perspective on the fi eld. Th e book is a good resource for
practitioners, policymakers and researchers."
Corporate training and effective performance have become major
issues in the 1980s and '90s. Reviews of the training research
literature show that, parallel to the growing attention to
corporate training, research has also increased in the field,
giving a better understanding of the subject and providing
fundamental expertise on which trainers can build. The
contributions to the book differ in the degree to which they are
related to performance issues, but all chapters underline the
necessity of thinking from the perspective of effective
performance.
Corporate training and effective performance have become major
issues in the 1980s and '90s. Reviews of the training research
literature show that, parallel to the growing attention to
corporate training, research has also increased in the field,
giving a better understanding of the subject and providing
fundamental expertise on which trainers can build. The
contributions to the book differ in the degree to which they are
related to performance issues, but all chapters underline the
necessity of thinking from the perspective of effective
performance.
The research carried out in the project is presented in this book,
which contains three main parts and nine chapters. This PhD thesis
book is aimed at developing a competency profile for instructors in
the agricultural extension services in Esfahan, Iran. Selected
instructors are part-time subject matter specialists who cooperate
with the Ministry of Agriculture and teach short-term extension
courses in different disciplines to farmers. Previous research
revealed that the target group of the research generally experience
many problems in their role of instructor during extension courses
for farmers. This PhD project was then conducted to develop a
competency profile for this role in the next three to five years.
In doing that, a comprehensive review of the literature was carried
out, the competency models presented by McLagan (1982) were
selected and adjusted to the Iranian extension system, and were
tested for the role of instruction. To increase the reliability of
the model, different respondents were involved: participating and
non-participating farmers in extension courses, agricultural
experts, agricultural managers, and instructors.
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