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Descriptors:
Financial Services; Experiential Learning; Organizational Development; Instructional Effectiveness; Relevance (Education); Leadership Training; Foreign Countries; Skill Analysis; Skill Development; Training Methods; Training Objectives; Corporate Education; Workplace Learning; Best Practices; Instructional Development

Abstract:
Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the "rules" of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation offered some insights into the challenges of introducing action learning into the field. Pressures on organisations of time and business expedients might make them believe that action learning is too slow a technique to offer real rewards. However, elements of the action-learning story do resonate in the workplace, key concepts that appear to "stick" are listening, questioning and equality. The utilisation of these skills enhances leadership and organisational development and can still provide a useful set of actions to aim for. This is especially true in problem solving and the way in which respect and equality can re-create a different environment or development space. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vocational Education; Foreign Countries; Labor Market; Small Businesses; Economics; Training; Public Policy; Population Distribution; Employment; Corporate Education; Educational Legislation; Federal Legislation; Government Role; Unions; Educational Development; Federal Regulation; Partnerships in Education; Adult Education

Abstract:
This briefing examines training and development (T&D) in Quebec, one of 10 provinces and three territories that make up Canada. Quebec has three distinguishing characteristics that encourage analysis of its T&D separately from that of Canada as a whole. First, it is the only North American region with a majority francophone population. Second, government regulation of the labour market is the most extensive in North America. Third, the percentage of workers who are unionized is the highest in North America. The authors first outline the background of T&D in Quebec, mainly by describing the evolution of the education system. Second, they explore the legislation which makes compulsory the investment in T&D for organizations that have a payroll exceeding 1 million Canadian dollars (CAD). The briefing highlights the fact that the legislation and concerted action between the social partners are the main determinants of T&D practices in Quebec. Given the importance of small and medium-sized enterprises (SMEs) in the Quebec economy, the authors then present an overview of training practices in SMEs. Despite increased participation and investment in T&D, it is still limited in SMEs and this remains a challenge for Quebec. (Contains 8 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Economic Progress; Educational Objectives; Training; Public Policy; Vocational Education; Labor Needs; Elementary Secondary Education; Population Distribution; Economics; Employment; Educational Policy; Educational Finance; Expenditures; Corporate Education; Graduate Study; Universities

Abstract:
Peru is in the central, western part of South America. It is the third largest country in South America and number 20 in the world. It is the country with the fourth highest population in South America. In 2010, the gross domestic product (GDP) of Peru was 154 billion USD, and its rate of growth was 8.8% (higher than the average for the region for the last 5 years). 56.8% of employed population was in the tertiary sector, 26.7% in the primary and mining sector and only 16.5% worked in manufacturing and construction. These figures are quite stable for the last years with a slight decrease in the primary sector (in 2006, it employed 32.9% of total employees), which went to the secondary sector (it was 14.2% in 2006) and the service sector (52.9% that year). In the period considered, employment has increased significantly in Peru due to economic growth. However, it is important to note that the rate of informality in the economy remains very high, with figures above 60%. The informal sector creates many "bad" jobs, without social insurance and other benefits normally provided by the formal sector. In this paper, the authors first describe the training and development policies; secondly, the higher and non-higher educational systems; finally, they display some statistics related to educational expenditure as well as Peru's strategic educational objectives. (Contains 6 tables, 4 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interdisciplinary Approach; Foreign Countries; Electronic Learning; Conferences (Gatherings); Annual Reports; Delivery Systems; Taxonomy; Distance Education; Educational Experience; Blended Learning; Multicultural Education; Information Literacy; Educational Games; Video Technology; Educational Media; Robotics; Performance Based Assessment; Outcomes of Education; Educational Quality; Instructional Effectiveness; Theory Practice Relationship; Faculty Development; Instructional Development; Teamwork; Teacher Collaboration; Microbiology; Laboratory Training; Best Practices; Instructional Design; Technology Uses in Education; Educational Innovation; Virtual Classrooms; Urban Planning; Transformative Learning; Conference Papers; Health Services; City Government; Corporate Education

Abstract:
This year's E-Learn conference has numerous exciting presentations and keynotes. Many speakers will be discussing how education is changing in the forthcoming years. Among them are Dale Stephens who works with the social movement "Uncollege" that empower students to create their own education, Saul Carliner who talks about Massive Online Open Courses, Aaron Doering will be speaking about engaging millions of voices and minds and Punya Mishra who stresses the importance of a transdisciplinary approach with an important role for creativity and technology. There will be plenary sessions, virtual papers, posters, showcases, etc. which bring latest information on E-Learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Educational Change; Corporate Education; Public Education; School Restructuring; Resistance to Change; Educational Policy; Policy Analysis; Teacher Evaluation; Activism; Change Strategies; Politics of Education

Abstract:
Corporate school reformers like to call themselves just "reformers" and counterpose themselves to the "status quo." There is no doubt that the corporate/foundation crowd has successfully captured the media label as "education reformers." However, this political branding has little to do with reality or the substance of the issues under debate. Like many others who oppose corporate school reform, the author has spent years criticizing the flawed institutions and policies of public education as a teacher, an education activist, and a policy advocate. "Rethinking Schools" has been pressing for radical reform of public education and for student-centered, social justice education since it began 25 years ago. But with debate about education policy now sharply politicized and polarized, there are added reasons to look beyond the rhetoric. Examining closely what the corporate education reform movement proposes and what it actually delivers can help expose where it is vulnerable to the most hopeful development of the last two years--the steady growth of a deep, broad, and at times quite militant pushback against the corporate reform agenda. The failures of the corporate education "reform" movement leave it vulnerable to genuine grassroots school transformation. In this article, the author takes a look at what corporate reformers have actually achieved when it comes to addressing the real problems of public education. The author also offers a quick survey of 10 hopeful, tangible signs of growing resistance to the corporate reform agenda. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Electronic Learning; Instructional Design; Teamwork; Structural Equation Models; Behavior Theories; Interaction; Surveys; Group Dynamics; Statistical Analysis; Corporate Education

Abstract:
The primary purpose of the study was to investigate team-based e-Learning content development projects from the perspective of the shared mental model (SMM) theory. The researcher conducted a study of 79 e-Learning content development teams in Korea to examine the relationship between taskwork and teamwork SMMs and the performance of the teams. Structural equation modeling (SEM) was used to analyze the parameter estimations. As hypothesized, the results indicated that interaction among e-Learning ID team members led to higher SMMs (Ed- this acronym has already been defined above) which in turn improved the team performance. Meanwhile, the interaction decreased with the progression of ID projects and with the role differentiation. The implications of the findings and directions for instructional design (ID) practices are discussed. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Evaluation Criteria; Role Models; Best Practices; Professional Recognition; Recognition (Achievement); Trainers; Change Agents; Industrial Training; Corporate Education; Job Performance; Success; Training Methods; Training Objectives; Instructional Leadership; Teacher Effectiveness; Evaluation Methods; Teacher Evaluation

Abstract:
Supercharged. High-performers. Leaders of the pack. This article presents "Training" magazine's 2012 Top Young Trainers--those high-potential training professionals who are on the fast track to success. For the fifth year, "Training" magazine is pleased to recognize the outstanding talents, accomplishments, and leadership exhibited by 40 learning professionals age 40 and under. The young leaders profiled in this article were nominated by their industry peers in January and selected by "Training's" editor-in-chief and an independent judging panel comprising members of "Training's" Editorial Advisory Board. To qualify, candidates were required to possess a minimum of three years' experience in the training field and manage one or more direct reports or lead a large-scale training/learning and development initiative. Nominees also were judged on criteria including: (1) Leadership skills; (2) Demonstrated career progression in an accelerated timeframe; (3) Proven success in meeting a difficult training challenge or completing a training turnaround job; (4) Development of innovative training solutions or programs; (5) The ability to consistently produce training results (as evaluated by the Kirkpatrick model); (6) A demonstrated ability to design training programs that are strategically aligned with the business; and (7) Technical competence. In this article, the author provides in-depth profiles of the Top 10 Young Trainers (listed in alphabetical order), plus shorter profiles of the other 30 Top Young Trainers. She also provides a "10 to Watch" list, which features up-and-coming leaders who didn't receive an award this year, but who are well on their way to becoming future Top Young Trainers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Change Strategies; Educational Strategies; Educational Change; Organizational Change; Air Transportation; Industrial Education; Industrial Training; Corporate Education

Abstract:
Orchestrating a smooth training transition during a merger or acquisition is never easy. When Delta Air Lines absorbed Northwest Airlines Corp. in 2008, the Training function realized it was in for a bumpy ride. This article looks at the strategies used and progress made since the takeover was announced.

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Descriptors:
Corporate Education; Labor Force Development; Job Training; Industrial Training; Proprietary Schools; Hospitality Occupations; Educational Opportunities; Recognition (Achievement); Best Practices; Educational Practices; Industrial Psychology; Performance Technology

Abstract:
Preparing employees for the immediate work in front of them is a challenge. While most companies are still mastering effectively training their own workforce, some, such as "Training" magazine Top 10 Hall of Famer The Ritz-Carlton Hotel Company, have set up for-profit academies open to the public. When Ritz-Carlton won the national Malcolm Baldrige Award not once but twice in the 1990s, the company knew it had an opportunity. The hotel, renowned for its customer service, had become a master at creating engaged and loyal guests. The way it did that was through a workforce that fully understood what it meant to keep those guests happy. The company's Learning and Development professionals wondered if they could benefit other organizations by sharing the lessons they taught their own employees. In addition to being a good corporate citizen, the company knew that sharing its customer service training wisdom also could generate a new profit stream. It wasn't long before The Ritz-Carlton Leadership Center, a corporate university open to the public, was born. In this article Diana Oreck, The Ritz-Carlton Leadership Center Vice President, offers some advice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Business Skills; Job Skills; Skill Analysis; Skill Development; Education Work Relationship; Partnerships in Education; Institutional Characteristics; Corporate Education; Industrial Training; Work Experience Programs; Training Methods

Abstract:
When an employer sees on a resume that an applicant graduated at the top of his or her business school class, does that necessarily translate into guaranteed success behind the desk at the company? A business school background can't hurt, but most organizations know it is far from enough. With more individuals touting business school degrees on their resumes, companies are recognizing the need to help these new employees apply what they learned in the classroom to the real world of tight budgets and stretched financial goals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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