The Impact of Early Career Experiences on Youth’s Proactive Work Socialization Behavior

Little is known about the impact of individual characteristics, historical factors, and situational characteristics on youth\u27s proactive work socialization behavior (career planning, skill development, consultation, and networking). Data from a longitudinal cross-national study (Belgium, England, Israel, Italy, the Netherlands and Spain) on career starters from two occupational groups, are used to test the hypothesized impact of predictor sets. Results confirm the positive impact of early career experience on the skill development proactive behavior; the dominant impact of the broader socioeconomic political and cultural country context on all four aspects of proactive behavior; and the sporadic effect of occupation, gender, and educational history on some proactive behavior dimensions

Collaborative Leadership Learning; Developing Facilitation Skills for Collaborative Learning in Leadership Learning Groups.

many organisations working for example, with less hierarchical structures, with cross- organisational partners, or in professional environments. Leadership at all levels must be supported by leaders in top executive positions who develop their own capabilities both as leaders and in their role of leading the learning of leadership throughout their organisations. Their ideas of their role in leading learning will be shaped by their own leadership development experiences. Collaborative learning for leadership may be a model of learning that reflects the new leadership required; it may enable leaders to develop their own leadership capability in such a way that they feel enabled to work with others on their leadership development

Reconciling Hierarchy and Democracy: The Value of Management Learning.

Pluralistic organizations are often argued to have become an indisputable reality for senior managers. In consequence, the role of hierarchy has come under close scrutiny. How can organizations balance the need for congruence, provided through hierarchy, with the need for greater organizational democracy? As yet, the potential for management education and learning to impact on this debate, at either an organizational or a societal level, has been largely unfulfilled. This article argues that the aspirational values of liberal adult educationalists have a significant contribution to make to the management of contemporary organizations. It positions these values alongside the business requisites that shape organizations and examine the motivations of senior managers to apply these ideas in practice. The concept of voluntarism, derived from the field of political philosophy, is proposed as an alternative organizational binding mechanism that alters the rationale for the role of hierarchy. The implications for senior executives and management educationalists are considered

How to promote informal learning in the workplace? The need for incremental design methods

Informal Learning in the Workplace (ILW) is ensured by the everyday work activities in which workers are engaged. It accounts for over 75 per cent of learning in the workplace. Enterprise Social Media (ESM) are increasingly used as informal learning environments. According to the results of an implementation we have conducted in real context, we show that ESM are appropriate to promote ILW. Nevertheless, social aspects must be reconsidered to address users' needs regarding content and access, quality information indicators, moderation and control

Efficacy of Online Training for Improving Camp Staff Competency

Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed

Academic literacies twenty years on: a community-sourced literature review

In 1998, the paper ‘Student writing in higher education: an academic literacies approach’ by Mary Lea and Brian Street reinvigorated debate concerning ‘what it means to be academically literate’ (1998, p.158). It proposed a new way of examining how students learn at university and introduced the term ‘academic literacies’. Subsequently, a body of literature has emerged reflecting the significant theoretical and practical impact Lea and Street’s paper has had on a range of academic and professional fields. This literature review covers articles selected by colleagues in our professional communities of the Association for Learning Development in Higher Education (ALDinHE), BALEAP the global forum for English for Academic Purposes (EAP) professionals, and the European Association of Teachers of Academic Writing (EATAW). As a community-sourced literature review, this text brings together reviews of wide range of texts and a diverse range of voices reflecting a multiplicity of perspectives and understandings of academic literacies. We have organised the material according to the themes: Modality, Identity, Focus on text, Implications for research, and Implications for practice. We conclude with observations relevant to these themes, which we hope will stimulate further debate, research and professional collaborations between our members and subscribers