Building a Career: The Effect of Initial Job Experiences and Related Work Attitudes on Later Employment

Examines the effects of initial job experiences and attitudes of young people in shaping their lifetime employment experience.https://research.upjohn.org/up_press/1153/thumbnail.jp

Taking the Charisma Out: Teaching as Facilitation

The author provides a personal account of his transition from attempting to use charisma to transmit knowledge to students to removing it so that students can themselves experience knowledge as a basis for learning. Consistent with inquiry-based democratic pedagogy, the author demonstrates how he became more a facilitator of learning than its transmitter. He shows how putting charisma into unscheduled classroom inquiry rather than into the teacher’s delivery can produce knowledge collectively and concurrently co-constructed in service of action

O gestor e a PcD: reflexões sobre aprendizagens e competências na construção da diversidade nas organizações

Esta pesquisa teve como objetivo estudar a experiência de gestores na inclusão de pessoas com deficiência PcDs em suas equipes. A intenção foi identificar e analisar os processos de aprendizagem e as competências desenvolvidas pelos gestores para lidar com o universo da PcD, a partir dos modelos teóricos de Sandberg 2000 , Cheetham e Chivers 1996, 2005 e Cox e Baele 1997 . Seguindo os pressupostos do paradigma interpretativista e do estudo qualitativo básico MERRIAM, 2002 , foram analisadas as experiências de inclusão de seis gestores e seis PcDs a eles subordinadas, com deficiências moderadas a severas, em cinco empresas paulistas, multinacionais, dos segmentos editorial, energia, tecnologia diesel, agronegócios e automotivo. O principal instrumento de coleta de dados foi entrevistas em profundidade, complementadas por análise documental e observações diretas. A análise dos dados revelou que, para os gestores, o ato de incluir está mais relacionado à questão da justiça social do que à ideia de empoderamento da PcD. Tal interpretação os levou a priorizar o desenvolvimento de dois tipos de competências: comportamentais e de éticas e valores. O principal processo de aprendizagem identificado para o desenvolvimento dessas competências foi o experiencial, o que levou os gestores a revisar seus conceitos, questionar e modificar suas crenças e, em consequência dessa reflexão, repensar sua forma de gerenciar. Os resultados pretendem contribuir para a discussão sobre o tema a partir de uma nova perspectiva: o gestor como agente de inclusão

Comparative Advantages of School and Workplace Environment in Competence Acquisition: Empirical Evidence from a Survey Among Professional Tertiary Education and Training Students in Switzerland

This paper sheds light on the questions how important competences are and which competences can best be learned at school and which competences can be acquired better in the workplace. Exploiting data from a survey among professional tertiary education and training business administration students and their employers in Switzerland, we find that competences related to strategic management, human resource management, organizational design and project management processes are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational competences, for which school and workplace are similarly suitable. Thereby, the paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship

The First Job Experience and its Career Implications

This article discusses the findings and specific implications of HR policies from career development research which considers the longitudinal effects of first job experiences. The basic premise is that the initial job experiences and attitudes of young people are critical in shaping their ultimate employment experience. Recommendations offer specific human resource activities that can ensure that the young person gets the most out of his or her early career

"I Don't Have Time to Think!" versus the Art of Reflective Practice

This article and its commentaries shed light on reflective practice, a reflection of past experiences to ponder the meaning of what has recently transpired to one's self and others in the immediate environment. It incorporates a rationale for reflective practice; strategies to encourage organizational use of reflective practice; and skills relevant to reflective practic

Public Reflection as the Basis of Learning

It is through public reflection that we may create a collective identity as a community of inquiry. But how does public reflection differ from introspection, and how does it contribute to self and organizational learning? In this article, the author uncovers the many traditions which constitute the process of critical reflective practice, as may be practiced as part of a project-based learning experience. After defining the concept, the article illustrates why reflection is fundamental to learning and how it can be brought out in the company of trusted others through dialogue. The article goes on to illuminate the relationships between public reflection and the common good, experience, and time, as well as to characterize the skills associated with reflective practice

Refereeing the Game of Peer Review

In this dialogue, the author depicts the journal peer review process as a high-stakes game involving three parties: editor, reviewer, and author. In light of a non-infrequent transposition of what should have been a constructive professional development process into a self-promotional social process, critiques of peer review have abounded, such as the "as-is" process recently recommended by Eric Tsang and Bruno Frey in this journal. While the "as-is" process highlights and potentially remedies some of the abuses of the system, there may be less radical options through professional education and development to preserve the critical developmental function of peer review