This document discusses coaching and mentoring in higher education. It introduces Melissa Bradley and Rachel Saint who work at the University of Kent. They define coaching as a conversation to achieve goals and enhance performance, and mentoring as a learning relationship that helps people develop and achieve results. Qualities of a great coach include being patient, honest, and a good listener. Coaching models like GROW and CLEAR are also introduced. The University of Kent uses coaching and mentoring through various programs to support staff development.
This document outlines an activity for a leadership development conference. It discusses identifying inspiring leaders and important leadership attributes. Participants engage in an activity where they plan a hypothetical international higher education conference as part of a continuous professional development framework. They identify stakeholder groups to consider for the conference planning. Finally, the document prompts participants to complete an action planner to develop their own leadership skills.
This document summarizes a change process at Monash University in Australia involving the separation of the Department of Accounting and Finance into two new departments. It describes:
1) The marriage of the combined department from 1997-2012, which grew significantly but also showed unequal growth across campuses.
2) Counselling for the department from 2007-2011 due to a push for separation, culminating in an external review recommending the change in 2012.
3) The divorce process, which was approved by university councils in 2013, beginning the change process of separating roles, staff, and structures into the new departments.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
Securing a place on the Ambitious Futures Management Trainee scheme offers an unparalleled opportunity to start building a career in Higher Education. Developing contacts and networks and making constructive use of conferences are a crucial part of your continuing development as an HE professional. In this session, Nicola Owen and Christine Abbott will talk about how to get the most out of the AUA and Conference, to help build your future from here. Using the AUA framework of Behaviours and working in small groups, the session will provide you with real insight into how to identify your key strengths and areas for development. You will consider how to navigate the Conference programme to really make the most of what’s on offer – so that you can use the time away from the day to day to broaden and deepen your knowledge of the opportunities that the sector offers and make connections with others. Finally this session will suggest ways to help you to identify your career goals, and your next steps.
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
The workshop will begin with a case study from University of Salford, focused on how we are developing and embedding a career culture within our Library. It will be followed by ‘cafe conversations’ with delegates, where they will be able practice the co-creation techniques we have been using at Salford, to explore how career pathways might be developed within their own teams / organisations. The Library has always invested significantly in the development of its people, but feedback from Best Companies Survey and other forums indicated a need to more clearly signpost career pathways and ways to learn and grow. We wanted to establish a career framework which would incorporate and build on existing Library learning and development opportunities, rather than ‘lifting and shifting’ a model from elsewhere. There are three prongs to the approach we used:-
The 70/20/10 model was used to identify and structure learning interventions and to develop a Learning and Development Toolkit
Career conversations with Managers enabled colleagues to identify career pathways, options and outcomes
A career guide will be available to help colleagues navigate their options
We used a co-creative approach to build the framework, which brought together a cross section of people from the library to share their experience and resources. Co-creation was not a natural approach for some of our colleagues, so it was a great learning experience. The framework is sustainable and real. It has been created, owned and delivered by our colleagues. The outcomes are innovative and Library colleagues practised a core skill which underpins the University’s single strategy – Industry Collaboration Zones, which are driven by co-creation. Our journey was facilitated by a member of our Organisational Development team.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
1) The previous structures had grown randomly and led to inconsistencies, lack of clarity and tensions. A review identified a need for streamlining and greater consistency.
2) Principles of the restructure included achieving consistent structures, improving services, introducing process re-engineering, and creating a "whole university" approach.
3) The restructure involved engaging staff, developing new job descriptions and structures, and a match and slot process to move staff to the new roles.
4) The change is intended to provide clearer career opportunities and a flexible structure to
This document discusses coaching and mentoring in higher education. It introduces Melissa Bradley and Rachel Saint who work at the University of Kent. They define coaching as a conversation to achieve goals and enhance performance, and mentoring as a learning relationship that helps people develop and achieve results. Qualities of a great coach include being patient, honest, and a good listener. Coaching models like GROW and CLEAR are also introduced. The University of Kent uses coaching and mentoring through various programs to support staff development.
This document outlines an activity for a leadership development conference. It discusses identifying inspiring leaders and important leadership attributes. Participants engage in an activity where they plan a hypothetical international higher education conference as part of a continuous professional development framework. They identify stakeholder groups to consider for the conference planning. Finally, the document prompts participants to complete an action planner to develop their own leadership skills.
This document summarizes a change process at Monash University in Australia involving the separation of the Department of Accounting and Finance into two new departments. It describes:
1) The marriage of the combined department from 1997-2012, which grew significantly but also showed unequal growth across campuses.
2) Counselling for the department from 2007-2011 due to a push for separation, culminating in an external review recommending the change in 2012.
3) The divorce process, which was approved by university councils in 2013, beginning the change process of separating roles, staff, and structures into the new departments.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
Securing a place on the Ambitious Futures Management Trainee scheme offers an unparalleled opportunity to start building a career in Higher Education. Developing contacts and networks and making constructive use of conferences are a crucial part of your continuing development as an HE professional. In this session, Nicola Owen and Christine Abbott will talk about how to get the most out of the AUA and Conference, to help build your future from here. Using the AUA framework of Behaviours and working in small groups, the session will provide you with real insight into how to identify your key strengths and areas for development. You will consider how to navigate the Conference programme to really make the most of what’s on offer – so that you can use the time away from the day to day to broaden and deepen your knowledge of the opportunities that the sector offers and make connections with others. Finally this session will suggest ways to help you to identify your career goals, and your next steps.
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
The workshop will begin with a case study from University of Salford, focused on how we are developing and embedding a career culture within our Library. It will be followed by ‘cafe conversations’ with delegates, where they will be able practice the co-creation techniques we have been using at Salford, to explore how career pathways might be developed within their own teams / organisations. The Library has always invested significantly in the development of its people, but feedback from Best Companies Survey and other forums indicated a need to more clearly signpost career pathways and ways to learn and grow. We wanted to establish a career framework which would incorporate and build on existing Library learning and development opportunities, rather than ‘lifting and shifting’ a model from elsewhere. There are three prongs to the approach we used:-
The 70/20/10 model was used to identify and structure learning interventions and to develop a Learning and Development Toolkit
Career conversations with Managers enabled colleagues to identify career pathways, options and outcomes
A career guide will be available to help colleagues navigate their options
We used a co-creative approach to build the framework, which brought together a cross section of people from the library to share their experience and resources. Co-creation was not a natural approach for some of our colleagues, so it was a great learning experience. The framework is sustainable and real. It has been created, owned and delivered by our colleagues. The outcomes are innovative and Library colleagues practised a core skill which underpins the University’s single strategy – Industry Collaboration Zones, which are driven by co-creation. Our journey was facilitated by a member of our Organisational Development team.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
1) The previous structures had grown randomly and led to inconsistencies, lack of clarity and tensions. A review identified a need for streamlining and greater consistency.
2) Principles of the restructure included achieving consistent structures, improving services, introducing process re-engineering, and creating a "whole university" approach.
3) The restructure involved engaging staff, developing new job descriptions and structures, and a match and slot process to move staff to the new roles.
4) The change is intended to provide clearer career opportunities and a flexible structure to
This session provides an insight into how the AUA’s CPD Framework can be applied to maximum effect at team level. You will have the opportunity to consider case studies and to share ideas, and practical tips and exercises for developing your team that you can adapt to suit your team’s needs.
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
Understand approaches to career management.
Consider tools and techniques available in HE context.
Articulate a personal career plan.
Identify your next step.
This document discusses the role of professional behaviors and leadership at the Royal Veterinary College (RVC). It provides background on the historical origins of the RVC and describes its current facilities and student/staff composition. The document advocates for using a Professional Behaviors Framework to promote reflection, resilience, and flexible thinking among teams in order to help the RVC adapt to a changing environment. It also discusses the importance of leadership and motivation among RVC staff and students.
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
- The previous structures had grown inconsistently and led to duplication, lack of clarity and tensions. A review aimed to streamline processes and increase consistency.
- Principles of the restructure included achieving consistent structures, improving services, introducing process changes, and creating a unified university approach.
- After consultation, new faculty-based structures and 30 job descriptions were developed. Staff were matched to roles through a slotting process, with some roles advertised competitively.
- The restructure aimed to provide career opportunities through the new consistent structures across the university's facult
The document provides information on how to become a leader in the UAE. It discusses the opportunities for Emiratis to become leaders given the large proportion of expats in the country. It describes characteristics of effective leadership, noting it should be participative and part of a complex system. Relationship building, leading like the head of a family, and driving performance are key aspects of the Gulf Arab leadership style. The document recommends Emiratis gain experience through internships, volunteering, organizing groups, and learning from mentors to develop leadership skills. Young Emiratis are motivated to help their country and have relatives and public figures as role models, giving them advantages to becoming leaders.
East Midlands FE Event - Measuring the impact of CPDIRIS_Connect
The document discusses the importance of continuous learning and development for educators through collaboration with colleagues. It notes that traditional professional development approaches like workshops and courses have little impact, and that true improvement comes from learning on the job every day. Two experts are cited saying that success depends on what happens between workshops, and that improvement relies on learning to do the right thing in one's own setting. The key is moving teacher observation from quality assurance to mentoring, coaching and collaboration where teachers observe each other and provide feedback. IRIS Connect is presented as a tool that can facilitate peer-led mentoring and coaching by allowing teachers to access and share videos of excellent teaching to reflect on practice.
Transferring learning from the classroom to the workplace finalRichard Fryer
A case study of learning programs at Energex, a Queensland-based electricity distributor. The main emphasis is on building mindsets, not skills to drive energy and enthusiasm for learning, and ultimately a return on the learning investment.
The document summarizes the Center of the University Program (CUP) at the University of Sheffield, which aims to strengthen partnerships between student services staff and academic departments. It began as a pilot program in 2012 involving work shadowing and department introductions. Participants found it gave useful insights into other areas. The program has since expanded with partnerships between other departments. The university is now developing a wider framework called the Sheffield Professional to encourage collaboration across roles through shared values like open communication, knowledge sharing, and teamwork. The discussion questions ask how to further encourage relationship building and what models would work at other institutions.
Over the last decade, higher education has experienced growth and massification, but demand has outstripped the regulated supply and the traditional three-year residential degree model has persisted. In the next three years, the sector will see a new funding model take full effect by 2015 and higher education will become a more marketized environment with an emphasis on quality, value, and return on investment. The vision is that reputation will be leveraged based on the value delivered rather than public funding alone.
This document summarizes a presentation given at the University of York on managing an age-diverse workforce. The presentation discusses how the modern workforce incorporates multiple generations with different work skills and styles. While this can lead to conflicts, an age-diverse workforce also provides benefits if institutions harness the varying strengths of different generations. The University of Sheffield was used as a case study, outlining programs they have implemented to support career development, leadership training, and work-life balance across generations. These initiatives aim to fully engage employees and celebrate diversity to improve individual and team effectiveness.
The document discusses Leeds Beckett University's process of changing its name from Leeds Metropolitan University. It describes how the university engaged stakeholders in the name change through consultation, communication efforts during the transition process, and addressing concerns. Key aspects included gathering initial name suggestions from stakeholders, a formal consultation period, regular updates for students, staff, and other groups, and prioritizing systems changes. The university believes the name change has helped foster a sense of community and coordination with its brand identity, and that it demonstrated effective project management skills for future initiatives.
Workshop: Building the Future Learning OrganizationJohan Skoglöf
As the rate of change and technical development accelerates, rapidly building new skills becomes a key priority. This workshop is about building a learning organization that allows companies to compete with the speed of learning.
We will discuss the employees ability to learn themselves, learnability. The learning culture encouraging growth and learning. How to embed learning in work and design organizations and work itself for learning. Through all we will discuss how technology can accelerate learning in the organization.
This is the workshop format. We spend approximately 3 hours on the workshop including beehaves and discussions.
This document discusses ways to improve relationships between central administrative departments and academic schools at universities. It outlines some common tensions between the two groups, including lack of understanding of each other's roles and lack of communication. The University of Kent implemented several initiatives to address this, including creating a new role to facilitate connections, holding professional development events, and implementing job shadowing and coffee meetup programs. While progress has been made, fully bridging gaps between central and local services remains an ongoing challenge that requires long-term commitment.
The University of Sheffield Admissions Service underwent a process to go paperless over several years. They harnessed the external pressure of UCAS pushing for paperless applications to gain momentum for the project when facing lack of internal support. The process involved radically changing core admissions procedures without technology, engaging stakeholders at all stages of design, development and implementation, and relying on constant communication. Lessons learned include the importance of planning processes as much as possible, establishing clear rationale, gaining buy-in at all levels, and embracing continuous improvement even after completion.
Harnessing cpd a road map for the future by Luke Stevens L2Lproject
Luke Stevens from CILIP takes us through the concept of Continuous Professional Development (CPD) and why it is so vital for for Librarians now and in preparation for the future and how CILIP can aid in this.
Capacitación de qnap soluciones de videovigilancia y almacenamientoHernan Lopez
Este documento presenta a QNAP, un proveedor de sistemas de almacenamiento en red. Fundada en 2004, QNAP ahora tiene más de 520 empleados y ha generado ingresos anuales de más de $200 millones. QNAP es el número uno en capacidad de almacenamiento a nivel mundial y ofrece una amplia gama de productos de almacenamiento en red y sistemas de video vigilancia IP. Sus sistemas ofrecen características como almacenamiento escalable, análisis inteligente de video, monitoreo remoto y
This document provides a classification of proteins into different categories:
- Globular proteins include prolamins, glutelins, albumins, hormones, and enzymes.
- Fibrous proteins include collagens, keratins, elastins, and fibroins.
- Heteroproteins include glucoproteins (proteins bonded to sugars), lipoproteins (complexes of proteins and lipids), nucleoproteins (proteins structurally associated with nucleic acids), chromoproteins (contain metals giving them color), and mucoproteins.
This session provides an insight into how the AUA’s CPD Framework can be applied to maximum effect at team level. You will have the opportunity to consider case studies and to share ideas, and practical tips and exercises for developing your team that you can adapt to suit your team’s needs.
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
Understand approaches to career management.
Consider tools and techniques available in HE context.
Articulate a personal career plan.
Identify your next step.
This document discusses the role of professional behaviors and leadership at the Royal Veterinary College (RVC). It provides background on the historical origins of the RVC and describes its current facilities and student/staff composition. The document advocates for using a Professional Behaviors Framework to promote reflection, resilience, and flexible thinking among teams in order to help the RVC adapt to a changing environment. It also discusses the importance of leadership and motivation among RVC staff and students.
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
- The previous structures had grown inconsistently and led to duplication, lack of clarity and tensions. A review aimed to streamline processes and increase consistency.
- Principles of the restructure included achieving consistent structures, improving services, introducing process changes, and creating a unified university approach.
- After consultation, new faculty-based structures and 30 job descriptions were developed. Staff were matched to roles through a slotting process, with some roles advertised competitively.
- The restructure aimed to provide career opportunities through the new consistent structures across the university's facult
The document provides information on how to become a leader in the UAE. It discusses the opportunities for Emiratis to become leaders given the large proportion of expats in the country. It describes characteristics of effective leadership, noting it should be participative and part of a complex system. Relationship building, leading like the head of a family, and driving performance are key aspects of the Gulf Arab leadership style. The document recommends Emiratis gain experience through internships, volunteering, organizing groups, and learning from mentors to develop leadership skills. Young Emiratis are motivated to help their country and have relatives and public figures as role models, giving them advantages to becoming leaders.
East Midlands FE Event - Measuring the impact of CPDIRIS_Connect
The document discusses the importance of continuous learning and development for educators through collaboration with colleagues. It notes that traditional professional development approaches like workshops and courses have little impact, and that true improvement comes from learning on the job every day. Two experts are cited saying that success depends on what happens between workshops, and that improvement relies on learning to do the right thing in one's own setting. The key is moving teacher observation from quality assurance to mentoring, coaching and collaboration where teachers observe each other and provide feedback. IRIS Connect is presented as a tool that can facilitate peer-led mentoring and coaching by allowing teachers to access and share videos of excellent teaching to reflect on practice.
Transferring learning from the classroom to the workplace finalRichard Fryer
A case study of learning programs at Energex, a Queensland-based electricity distributor. The main emphasis is on building mindsets, not skills to drive energy and enthusiasm for learning, and ultimately a return on the learning investment.
The document summarizes the Center of the University Program (CUP) at the University of Sheffield, which aims to strengthen partnerships between student services staff and academic departments. It began as a pilot program in 2012 involving work shadowing and department introductions. Participants found it gave useful insights into other areas. The program has since expanded with partnerships between other departments. The university is now developing a wider framework called the Sheffield Professional to encourage collaboration across roles through shared values like open communication, knowledge sharing, and teamwork. The discussion questions ask how to further encourage relationship building and what models would work at other institutions.
Over the last decade, higher education has experienced growth and massification, but demand has outstripped the regulated supply and the traditional three-year residential degree model has persisted. In the next three years, the sector will see a new funding model take full effect by 2015 and higher education will become a more marketized environment with an emphasis on quality, value, and return on investment. The vision is that reputation will be leveraged based on the value delivered rather than public funding alone.
This document summarizes a presentation given at the University of York on managing an age-diverse workforce. The presentation discusses how the modern workforce incorporates multiple generations with different work skills and styles. While this can lead to conflicts, an age-diverse workforce also provides benefits if institutions harness the varying strengths of different generations. The University of Sheffield was used as a case study, outlining programs they have implemented to support career development, leadership training, and work-life balance across generations. These initiatives aim to fully engage employees and celebrate diversity to improve individual and team effectiveness.
The document discusses Leeds Beckett University's process of changing its name from Leeds Metropolitan University. It describes how the university engaged stakeholders in the name change through consultation, communication efforts during the transition process, and addressing concerns. Key aspects included gathering initial name suggestions from stakeholders, a formal consultation period, regular updates for students, staff, and other groups, and prioritizing systems changes. The university believes the name change has helped foster a sense of community and coordination with its brand identity, and that it demonstrated effective project management skills for future initiatives.
Workshop: Building the Future Learning OrganizationJohan Skoglöf
As the rate of change and technical development accelerates, rapidly building new skills becomes a key priority. This workshop is about building a learning organization that allows companies to compete with the speed of learning.
We will discuss the employees ability to learn themselves, learnability. The learning culture encouraging growth and learning. How to embed learning in work and design organizations and work itself for learning. Through all we will discuss how technology can accelerate learning in the organization.
This is the workshop format. We spend approximately 3 hours on the workshop including beehaves and discussions.
This document discusses ways to improve relationships between central administrative departments and academic schools at universities. It outlines some common tensions between the two groups, including lack of understanding of each other's roles and lack of communication. The University of Kent implemented several initiatives to address this, including creating a new role to facilitate connections, holding professional development events, and implementing job shadowing and coffee meetup programs. While progress has been made, fully bridging gaps between central and local services remains an ongoing challenge that requires long-term commitment.
The University of Sheffield Admissions Service underwent a process to go paperless over several years. They harnessed the external pressure of UCAS pushing for paperless applications to gain momentum for the project when facing lack of internal support. The process involved radically changing core admissions procedures without technology, engaging stakeholders at all stages of design, development and implementation, and relying on constant communication. Lessons learned include the importance of planning processes as much as possible, establishing clear rationale, gaining buy-in at all levels, and embracing continuous improvement even after completion.
Harnessing cpd a road map for the future by Luke Stevens L2Lproject
Luke Stevens from CILIP takes us through the concept of Continuous Professional Development (CPD) and why it is so vital for for Librarians now and in preparation for the future and how CILIP can aid in this.
Capacitación de qnap soluciones de videovigilancia y almacenamientoHernan Lopez
Este documento presenta a QNAP, un proveedor de sistemas de almacenamiento en red. Fundada en 2004, QNAP ahora tiene más de 520 empleados y ha generado ingresos anuales de más de $200 millones. QNAP es el número uno en capacidad de almacenamiento a nivel mundial y ofrece una amplia gama de productos de almacenamiento en red y sistemas de video vigilancia IP. Sus sistemas ofrecen características como almacenamiento escalable, análisis inteligente de video, monitoreo remoto y
This document provides a classification of proteins into different categories:
- Globular proteins include prolamins, glutelins, albumins, hormones, and enzymes.
- Fibrous proteins include collagens, keratins, elastins, and fibroins.
- Heteroproteins include glucoproteins (proteins bonded to sugars), lipoproteins (complexes of proteins and lipids), nucleoproteins (proteins structurally associated with nucleic acids), chromoproteins (contain metals giving them color), and mucoproteins.
Este documento lista los nombres de bares y cafeterías en varias ciudades de Andalucía, incluyendo Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga. Contiene cientos de entradas que enumeran el nombre de cada establecimiento sin otra información.
1) Las unidades estratégicas de negocio son grupos homogéneos de actividades o negocios desde el punto de vista estratégico, para los cuales es posible formular una estrategia común. 2) En compañías muy diversificadas, puede ser útil agrupar los negocios relacionados y delegar la autoridad sobre ellos a un alto ejecutivo, lo que mejora la planificación estratégica. 3) Las unidades de negocio estratégicas proporcionan una forma de reorganizar racionalmente los diferentes negocios de una compañía
La página web contiene publicidad erótica y enlaces a otros sitios con contenido para adultos. Ofrece imágenes y videos explícitos, así como información sobre productos y servicios relacionados con la sexualidad. El dominio ".dk" indica que el sitio es de Dinamarca.
La Medicina Narrativa è professionalizzante, ed è una competenza di base legata al patrimonio delle scienze sociali che contribuisce a migliorare il modo di lavorare, fornendo gli strumenti concreti per un approccio di cura basato sull’ascolto di cui beneficia l’intero sistema delle cure.
A presentation from Through the Magic Door outlining the many different programs we support and that can be used with schools, volunteer organizations and others to assist in their efforts to foster a reading culture as well as some programs that can assist in fund raising.
Este documento presenta información sobre el proceso de decisión de compra de los consumidores. Se discute las diferentes etapas como la conciencia inicial, investigación, compra y post-compra. También describe estrategias de marketing para captar a prospectos en diferentes momentos del ciclo de compra como branding, retargeting y cross-selling. Finalmente, se analizan tácticas de publicidad programática y display para comunicarse con audiencias en el momento adecuado.
The leading traders of Embroidery Machines, Apparels, Knitwear, Leather, Textile, Label Machines and Accessories. Our range of products is sourced from various countries like Korea, Japan, Hong Kong, Taiwan, Germany & U.S.A such as Flat Multi Head Automatic Embroidery Machines, Flat Type Embroidery Machine, Dual Function Automatic Embroidery Machine, Multi Head Automatic Embroidery Machine, Flexo Plate Making Machine...
Este documento presenta la visión, misión y situación actual de Doris Lorena Tinoco Serrano, una estudiante de primer semestre de medicina en la Fundación Universitaria de Ciencias de la Salud. Su visión es terminar la carrera de Medicina en 6 años y convertirse en una doctora exitosa y emprendedora con valores éticos. Su misión es ser feliz al cumplir sus metas de ser honesta, responsable y servicial. Actualmente se encuentra estudiando medicina, su pasión, y practicando atletismo de bajo rendimiento.
Informe sobre corredores de seguros inadeCarla Martín
Este documento presenta estadísticas sobre la evolución de los corredores de seguros en España entre 2007 y 2011. Muestra que el número de corredores, tanto físicos como jurídicos, ha aumentado levemente durante ese período. También analiza el volumen de negocio de los corredores, mostrando que su cuota de mercado total ha disminuido del 27,42% en 2006 al 17,04% en 2010, principalmente debido a la pérdida de cuota en los seguros de vida y no vida. El documento también identifica algunas
Hill International BCA Africa Oil and Gas Capability Statement Rev 8Andy Hogan
This document provides an overview of Binnington Copeland & Associates and Hill International, two companies that merged and now provide construction consulting services together in Africa. The companies have extensive experience in claims consulting, litigation support, project management, and other construction-related services. They work to understand clients' unique needs and goals to minimize risks and deliver projects on time and on budget. The document outlines the companies' experience and capabilities and provides contact information for three senior leaders based in Africa.
Shenzhen New Star Glass & Packing manufacture Co.,Ltd Company ProfileJeff He Nuglas
Shenzhen New Star Glass & Packing manufacture Co., Ltd is a tempered glass screen protector manufacturer located in Shenzhen, China. They have been in business since 2013 and have a production capacity of 10,000 pieces per day. Their main products are premium tempered glass screen protectors for various mobile devices like iPhones, Samsung phones, and iPads. They offer competitive pricing, customized orders, and a one-stop service with an emphasis on quality control and after-sales support.
Telefónica published a report in July 2014 titled "Connected Car Report 2014" which provided insights into the connected car market, challenges, and consumer awareness and demand for connected car products and services based on a survey of over 5,000 drivers in 5 countries. The report found that 71% of drivers were interested in or already using connected car services, with safety, diagnostics, and navigation features being the most important. It also found that 35% of consumers expected to use car sharing services rather than own a car by 2034. Telefónica is involved in connected car initiatives through its global M2M alliance, fleet management partnerships, providing connectivity for Tesla, and a telematics-based motor insurance policy
This document outlines the agenda for a leadership programme at the University of Edinburgh for CALA Group. The first day will cover topics such as leadership at the next level, the roles and responsibilities of strategic leaders, and a process for strategic change projects. It provides an overview of the university, including its accreditations and research rankings. It also lists the objectives of the programme for CALA Group, which are to prepare leaders for increased responsibilities, build a future-proof organization, manage change, and provide a forum for collective learning.
The document discusses current and future challenges in management development, including dealing with virtual teams, engaging employees, and cultural differences. It outlines key success factors for management development such as top management support, sharing knowledge, and aligning training with corporate strategy. The document then describes how to create a learning organization with features like systems thinking and team learning. Finally, it provides an overview of the Meshed solution for management development, which includes knowledge development sessions, skills training, case work, coaching, and an experienced team to facilitate the program.
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Here are a few ideas for how we could work on this research agenda together:
- Divide up the literature to review - different team members could each take responsibility for synthesizing a few key areas like team effectiveness, collaboration, family systems, etc.
- Set up working sessions to come together periodically to share our findings, discuss connections to DAC, and identify gaps/new areas to explore
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CercleS Focus Group on Management and Leadership: Preliminary findings of a 2015 Survey of Language Centre Directors
1. ∂
CercleS Focus Group: Management and Leadership:
Preliminary findings of a 2015 Survey of Language
Centre Directors
Mark Critchley, Director
Centre for Foreign Language Study
mark.critchley@durham.ac.uk
2. ∂
The focus group aims at creating a low threshold network for
directors for sharing challenges and questions and, by doing
this, provides collegial support in management and
leadership. Expected results are an intranet for directors to
exchange experiences, workshops and webinars for directors
and a mentoring system for new directors.
CercleS Focus Group: Management & Leadership
3. ∂
Members:
Heidi Rontu, Convenor (Aalto University, Finland)
Debbie Coetzee-Lachmann (Universität Osnabrück, Germany)
Mark Critchley (Durham University, UK)
Marta Estella (Universitat Autònoma de Barcelona, Spain)
Daniela Forapani (Università degli Studi di Parma, Italy)
Petra Gekeler (Universität Basel, Switzerland)
Cristina Pérez Guillot (Universitat Politècnica de València, Spain)
Ulla Kristiina Tuomi (University of Helsinki, Finland)
CercleS Focus Group: Management & Leadership
4. ∂
Purpose of survey:
To learn about management and leadership challenges faced by
Directors of language centres, to identify common themes, and to
develop recommendations for future support
14 questions. Circulated through national associations (including
AULC) in March 2015
65 responses received
CercleS Focus Group: Management & Leadership
5. ∂
Questions:
1.What is the status of your centre in the university?
2.Do you have other duties in addition to management?
3.As a language centre director, in which areas do you
particularly wish to improve your skills?
4.From a list of core skills a manager should have, choose the
ones you feel you need to enhance in order to lead your
language centre
5.As a language centre director, in which areas would you like
to share experiences with colleagues?
CercleS Focus Group: Management & Leadership
6. ∂
6. Does your institution have an official deputy director?
What are his or her tasks and responsibilities? How do
you communicate with him or her: do you have regular
one-on-one meetings/discussions?
7. In case you have division heads (e.g. for languages) at
your institution, how do their roles and responsibilities
relate to those of the lecturers in their language groups and
to those of you as the director?
8. Can you delegate any of your work tasks? Which ones?
9. What would you consider your greatest challenge at the
moment? Why?
CercleS Focus Group: Management & Leadership
7. ∂
10. Do you get sufficient support from the University in
challenging leadership situations?
11. What kind of support would be helpful in coping with
challenges?
12. What does well-being at work mean to you?
13. Do you have support for well-being at work at your
institution?
14. What makes you happy at work?
CercleS Focus Group: Management & Leadership
8. ∂
Questions and responses, when analysed, fall into 4 broad
categories:
CercleS Focus Group: Management & Leadership
9. ∂
Of institutions responding:
•32% are autonomous institutions within the University
•60% are part of other University structures (e.g. academic
departments)
•5% are private enterprises
Broad range, very little commonality
CercleS Focus Group: Management & Leadership
10. ∂
Structures of language centres vary widely, according to:
•Number of languages
•Number of courses
•Number of students
•Number of staff and grade profile
•Proportion of freelance teachers
•Budget control
•Range of stakeholders
•Institutional policy
However, a common theme for Directors is empowerment
CercleS Focus Group: Management & Leadership
11. ∂
• 23% of Directors are full time
• 77% are lecturers, professors and teachers with Director
responsibilities
48% have a formal deputy; 29% have an informal deputy
Most commonly delegated tasks are QA, exams, pedagogical
development, and “admin tasks” … - or “nothing”
“… there is one person I trust…”
“we have a sort of deputy director”
“we have a Directory Board”
“in practice, I have to mainly work alone ….”
CercleS Focus Group: Management & Leadership
12. ∂
Director’s role is influenced by:
•Clarity of structures
•Connectivity within the institution
•Authority and responsibility
•Autonomy and support
•Communication skills
•Inter-cultural skills
•Attitudes and values
•Balance between management and administration
(i.e. workload)
CercleS Focus Group: Management & Leadership
13. ∂
3 core skills that Directors need:
•Project management 68%
•Collaboration 54%
•Leadership and people management 48%
CercleS Focus Group: Management & Leadership
14. ∂
Top 3 skills that Directors want to develop:
•Entrepreneurship 68%
•Networking and lobbying
•Strategic/organisational planning 65%
•Team building
•Financial management 48%
•HR management
CercleS Focus Group: Management & Leadership
16. ∂
The main issue challenging Language Centre Directors?
Support
CercleS Focus Group: Management & Leadership
17. ∂
Is support generally available?
•HR? Yes (for problem solving)
No (for resources)
•Finance? No
•Estates? occasionally
•Innovation? sometimes
CercleS Focus Group: Management & Leadership
18. ∂
Is support generally available?
•From senior management? depends
•From line manager? frequently
•From colleagues? not always
CercleS Focus Group: Management & Leadership
20. ∂
Well-being:
•A reasonable and manageable workload
•Trust and support from above and below
•Recognition
•Good atmosphere
•Work/life balance
“Well-being at work is generally associated for me with the
notion that we are making progress in solving problems,
improving relations between colleagues and delivering better
teaching to students”
CercleS Focus Group: Management & Leadership
21. ∂
According to the survey, what experiences do Directors want
to be shared?
•How to improve the profile of the Language Centre
• internally
• externally
•Quality assessment
•Facing up to leadership challenges
CercleS Focus Group: Management & Leadership
22. ∂
According to the survey, what support do Directors want to be
provided?
•Coaching
•How to enhance visibility of issues to senior management
•Workshops
•Mentoring – sharing of experiences and know-how
CercleS Focus Group: Management & Leadership
23. ∂
Suggestions and recommendations from the Focus Group:
•Dedicated fora for interchange of ideas between Directors
(via CercleS website?)
•Website with documents and resources (e.g. organisational
models, standard job profiles for key roles)
•Workshops in key skills development for Directors, for deputy
directors, or division heads
•Mobility – exchange visits
•Mentoring and coaching
CercleS Focus Group: Management & Leadership
24. ∂
Personal reflections
•We’re all in this together – collaboration not competition
•In absence of support from others, let’s support each other
•HEA learning & teaching resources in the disciplines
•AULC Management SIG
CercleS Focus Group: Management & Leadership