The Wiley Handbook of Global Workplace Learning.

Cover -- Title Page -- Copyright Page -- Contents -- About the Editors -- Contributors' Biographies -- Preface -- Acknowledgments -- Part I Change Management -- Chapter 1 Leadership as Shared Practice: A Means of Democratizing School for Its Goals Attainment -- Leadership Concept -- Objectives/Purpose of Study -- Perspective/Theoretical Framework -- Leadership Styles -- Principalship in Secondary Schools in Nigeria -- Functions of the School Principal -- Instructional Program -- Student Welfare -- The School as a Formal Organization (Goal‐Oriented) -- How Leadership Styles Vary by Region/Country -- Method -- Data Source -- Results -- Significance/Educational Implication of the Study -- References -- Appendix I Questionnaire on Effective Leadership Style on Secondary School Goals Attainment -- Appendix II Questionnaire on Effective Leadership Style on Secondary School Goals Attainment -- Chapter 2 Effective Strategies for Workplace Learning -- Background -- Raelin's Work-Based Learning Model -- Raelin's Work-Based Learning Model in the South African Police Service Context -- Workplace Learning Strategies in Rethinking of Executive Coaching Through the Lens of Raelin -- Readiness Level of the Learner -- The Strengths and Preferences of the Facilitator(s) -- Organizational Support -- Workplace Learning as a Tool for SAPS Leadership Development -- Workplace Learning as Task‐Oriented -- Global Workplace Learning as a Tool for Transformational Leadership -- Barriers that Hinder the Implementation of Newly Gained Knowledge in the SAPS -- Conclusion -- References -- Chapter 3 Developing an Agile Global Workforce: Challenges and Critical Success Factors -- Agile Thinking, Agile Mindset -- Challenges and Success Factors -- Organizational Impact -- Flexible Structures, Boundless Possibilities -- References.

Chapter 4 The New Learning Economy and the Rise of the Working Learner -- The Evolution of the New Learning Economy: Moving From Knowledge to Performance‐Driven Learning -- Who Are Working Learners? -- The Work versus Learning Conflict: Barriers to Integrating Living, Learning and Working -- The Future of Work and Learn Options: A New Framework -- References -- Chapter 5 Inclusive Education and Work-Based Learning-Managing a Process of Change: The Arguments of Jennifer Todd, Thomas, and Loxley -- Critical Analysis of J. Todd's "Poststructuralist" Argument -- Discussion of the Implications of Inclusive Education for Work‐Based Learning in Higher Education Institutions -- Discussion on the Implications of Inclusive Education for the General Practice of Work-Based Learning -- Conclusion -- References -- Chapter 6 Using an Experiential Learning Model to Design an Assessment Framework for Workplace Learning -- Rationale for Assessing Workplace Learning -- Theoretical Overview -- References -- Part II Project Management, Partnerships, and Diverse Populations -- Chapter 7 Measuring Innovative Thinking and Acting Skills as Workplace-Related Professional Competence -- Problems of Fitting the Needs of the Current Labor Market -- Modeling and Measuring Workplace Competence -- Conclusion and Educational Impact -- References -- Chapter 8 Global Strategic Planning -- Strategic Planning in a Global Context -- The Strategy-Planning Process -- Strategy Development -- Strategy Implementation -- Monitoring and Evaluation -- Integrating Risk Management into Global Strategic Planning -- Conclusion -- References -- Chapter 9 Global Talent Management -- The Talent Concept -- The Talent Life Cycle -- Global Talent Management Challenges -- Conclusion -- References -- Chapter 10 The Confucius Institute Teachers' Workplace Training.

The Significance of Workplace Training for Chinese Teachers in the CI -- Criteria for the Selection of Chinese Teachers -- Training Methods for Confucius Institute Chinese Teachers -- CI's Role in Organizing Workplace Training -- The CI at UTSA and the Chinese Teachers Association of Texas Active Cooperation in Building a Platform for Teacher Training -- Adaptation of New Technologies in Chinese Teacher Training -- Encouraging Teachers to Participate in the STARTALK Program -- References -- Chapter 11 Navigating Generational Differences in the Workplace -- Managing Five Generations at a Time -- Generational Approaches to Workplace Learning -- Career Expectations and Attitudes to Work -- Who Works the Most Hours? -- Generational Differences in Soft Knowledge Situations -- Generational Attitudes to Teamwork -- Generational Differences Across the Globe -- The "Intergenerational Sweet Spot" -- Intergenerational Differences: A Challenge Far from Novel to Organizations -- Rethinking Generation Y -- A Four Generational Workplace: Tomorrow's Ideal Environment for Organizational Learning -- References -- Chapter 12 Multicultural Curriculum and Cross-Cultural Workplace Learning -- Theoretical Framework, Methodology and Background to the Study -- The Case of University Partnerships in Brazil -- The Role of Leadership -- Conclusion -- References -- Chapter 13 Employee Learning Disabilities and Workforce Learning -- Diversity -- Disability -- Inclusive Workplace Development -- Organizational Learning -- Conclusion -- References -- Chapter 14 Digital Education in Career and Technical Education and the Support of Creative Professional Development -- Creativity Development Through Digital Technologies -- The Age of ICT in VET -- Unleashing the Creative Potential of VET Students-Theoretical Approaches -- How Visuals Transform Teaching and Learning.

The Swiss Vocational System -- Using Mobile Learning with Apprentice Chefs -- Using Hypervideo to Foster Procedural Learning with Surgery‐Room Technicians -- Future Outlook -- References -- Chapter 15 Professional Development Meets Personal Development: Impact of a Master's Program on Alumni -- Philosophical Underpinnings of the MSc -- Critical Reflective Practice and Action Research -- Methods -- Findings and Discussion -- Conclusion -- References -- Part III Culture and Language -- Chapter 16 Competency in Globalization and Intercultural Communication -- Key Concepts and Theories of Intercultural Communication -- Intercultural Competence in the Global Network Society -- Development of Intercultural Competence in the Workplace -- Conclusion -- References -- Further Reading -- Chapter 17 Intercultural Communication in the Multilingual Urban Workplace -- Cultural Communication in the Multilingual Workplace -- Theories Related to Intercultural Communication -- Communication in the Urban Multilingual Workplaces -- Cases of Intercultural and Interlinguistic Communication in Urban Workplaces -- Discussion -- References -- Chapter 18 Internationalization of Higher Education in the United Arab Emirates: Opportunities and Fears -- Internationalization of Higher Education -- The Context of the United Arab Emirates -- Brief History of the Educational Development in the UAE -- Education Reform in UAE -- Internationalization and Workplace Learning in Higher Education in the UAE -- Conclusion -- References -- Chapter 19 Are We Teaching and Assessing the English Skills Needed to Succeed in the Global Workplace? -- Impact of Low ELP on Countries, International Businesses, Employers and Employees -- English-Related Communicative Skills Necessary for the Global Workplace -- Face-to-Face Dialogs -- Internal Communications and Collaborations -- Focal Skills of Value.

The Instruction of Generalizable English Skills -- Pedagogical and Assessment Materials -- Focal Classroom Tasks and Activities -- References -- Chapter 20 Bridging the Cultural Gap in the Global Workplace: A Sociocultural Perspective -- Setting the Stage: Challenges in Global Workplace Learning -- Definition of Organizational Culture -- Sociocultural Theory as a Tool for Examining Global Workplaces -- Training and Learning in a Global Workplace -- Case: Training and Learning in Practice -- Artifacts and Their Role in Learning -- Technology, Intercultural Communication and Support -- Conclusion -- References -- Chapter 21 Compensating for the Lack of Physical Nonverbal Cues in a Virtual Team Context, Based on Cultural Background and Preferred Communication Style -- What You Think You Understood Is Not What I Meant to Say -- A Research Imperative -- Making the Connection -- Intercultural Communication as an Organizational Strategy -- Moving Forward -- References -- Chapter 22 Culture and Global Workplace Learning: Foundations of Cross‐Cultural Design Theories and Models -- What Is Culture? -- Culture and Learning -- Culture and Design -- Models for Incorporating Culture into Global Workforce Learning -- The Culture-Based Model (CBM) -- Conclusion -- References -- Part IV Engagement and Motivation -- Chapter 23 Modern Meditation Training: An Innovative Technique to Increase Employee Learning and Achievement -- Introduction -- Optimal Cognitive Function -- History of Meditation in the West -- Exercise #1-Breathing to Relax -- Exercise #2-Positive Affirmation -- Is Meditation Powerful Enough? -- Exercise #4-Modern Meditation Technique -- Signs of Progress in Meditation -- Conclusion -- Notes -- References -- Chapter 24 Improving Leadership Communication Competencies and Skills Through Training -- Training Benefits.

Design of Training and Framework for Interpersonal Communication and Leadership.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.