20 Inspirational Sales Quotes from Don DraperInsightSquared
Don Draper, the brilliant ad man from the popular AMC TV show Mad Men, often shares words of advice on business, marketing and life in general. We’ve collected 20 of our favorite inspirational life and sales quotes from Don Draper to motivate you.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
This document provides information and instructions for trainers on how to lead a PreciseTM training course. It covers conducting the course introduction, leading topic discussions, concluding the course, and course evaluations. The introduction section discusses introducing prerequisites, audience, instructors, and the course schedule. The topic discussion section provides guidance on presenting instructional materials and improvising. The conclusion section addresses bringing the course to an end and evaluating success.
The document outlines the human resource strategy and goals for a company. It identifies four strategic drivers: 1) providing tools and processes for understanding talent pipeline demands, 2) identifying capability barriers to success, 3) establishing assessment and development processes to ensure the right skills are in place, and 4) establishing an aligned people development agenda. Key performance indicators are established to measure progress on goals related to each strategic driver, such as percentage of openings filled using succession planning and percentage of employees participating in training programs and performance reviews.
This document discusses strategic human resource development and learning strategies within organizations. It aims to 1) understand the philosophy and objectives of strategic HRD, 2) analyze concepts like a learning culture and organizational learning, and 3) evaluate tensions between individual and organizational control and development. It outlines elements of HRD including learning, training, education, and development. It also discusses creating a learning culture, single and double loop learning, the learning organization concept, and balancing individual vs organizational control and development in HRD strategies.
Using the Test Centre Tool: an opportunity to inform learning and teachingAuSakai
David Maxwell & Lynnette Flynn,
Charles Sturt University
The Test Centre tool was implemented to aid student reflection; to inform the teaching approach and for subject assessment purposes. The challenges the subject coordinator experienced; initial student attitudes and suggested areas for improvement will be addressed.
This presentation reviews an initial utilisation of the Test Centre tool by the subject coordinator of an undergraduate distance subject ‘Advertising Principles’ (Bachelor of Media Communication. This subject requires students to gain an understanding of complex concepts in the advertising process: research, positioning, strategy, creative execution and media selection. There is a need to progressively assess student learning throughout the subject. This is required for a number of reasons: as an aid to students reflecting and monitoring their learning; for student progress to inform the teaching approach of the subject, and to obtain evidence of student learning for assessment purposes. This presentation examines the assumed level of knowledge and intuitiveness of the user required for successful test implementation to meet assessment requirements of the subject. The outcomes of the implementation and students attitudes to the test centre tool will be explored. The subject coordinator and educational designer will make suggestions for further developments and improvement to the tool.
20 Inspirational Sales Quotes from Don DraperInsightSquared
Don Draper, the brilliant ad man from the popular AMC TV show Mad Men, often shares words of advice on business, marketing and life in general. We’ve collected 20 of our favorite inspirational life and sales quotes from Don Draper to motivate you.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
This document provides information and instructions for trainers on how to lead a PreciseTM training course. It covers conducting the course introduction, leading topic discussions, concluding the course, and course evaluations. The introduction section discusses introducing prerequisites, audience, instructors, and the course schedule. The topic discussion section provides guidance on presenting instructional materials and improvising. The conclusion section addresses bringing the course to an end and evaluating success.
The document outlines the human resource strategy and goals for a company. It identifies four strategic drivers: 1) providing tools and processes for understanding talent pipeline demands, 2) identifying capability barriers to success, 3) establishing assessment and development processes to ensure the right skills are in place, and 4) establishing an aligned people development agenda. Key performance indicators are established to measure progress on goals related to each strategic driver, such as percentage of openings filled using succession planning and percentage of employees participating in training programs and performance reviews.
This document discusses strategic human resource development and learning strategies within organizations. It aims to 1) understand the philosophy and objectives of strategic HRD, 2) analyze concepts like a learning culture and organizational learning, and 3) evaluate tensions between individual and organizational control and development. It outlines elements of HRD including learning, training, education, and development. It also discusses creating a learning culture, single and double loop learning, the learning organization concept, and balancing individual vs organizational control and development in HRD strategies.
Using the Test Centre Tool: an opportunity to inform learning and teachingAuSakai
David Maxwell & Lynnette Flynn,
Charles Sturt University
The Test Centre tool was implemented to aid student reflection; to inform the teaching approach and for subject assessment purposes. The challenges the subject coordinator experienced; initial student attitudes and suggested areas for improvement will be addressed.
This presentation reviews an initial utilisation of the Test Centre tool by the subject coordinator of an undergraduate distance subject ‘Advertising Principles’ (Bachelor of Media Communication. This subject requires students to gain an understanding of complex concepts in the advertising process: research, positioning, strategy, creative execution and media selection. There is a need to progressively assess student learning throughout the subject. This is required for a number of reasons: as an aid to students reflecting and monitoring their learning; for student progress to inform the teaching approach of the subject, and to obtain evidence of student learning for assessment purposes. This presentation examines the assumed level of knowledge and intuitiveness of the user required for successful test implementation to meet assessment requirements of the subject. The outcomes of the implementation and students attitudes to the test centre tool will be explored. The subject coordinator and educational designer will make suggestions for further developments and improvement to the tool.
Sakai 2.6 includes enhancements to tools like Assignments, Calendar, Citations, and Gradebook. It focuses on improvements to performance, testing, and internationalization. Sakai 2.6 will be the last release in the 2.x series, with support through 2011. Development is increasingly focused on Sakai 3.x, which will include a new user experience and be based on the Kernel 2 framework.
Sakai 2.6 includes enhancements to tools like Assignments, Calendar, Citations, and Gradebook. It focuses on improvements to performance, testing, and internationalization. Sakai 2.6 will be the last release in the 2.x series, with support through 2011. Development is increasingly focused on Sakai 3.x, which will include a new user experience and be based on the Kernel 2 framework.
We gave it a try now our students love Sakai!AuSakai
This document summarizes the author's experience using the Sakai learning management system with first year botany students at Charles Sturt University. Some key features of Sakai that were utilized included announcements, blogs, wikis, test centers, chat rooms, forums, podcasts, and resources like lectures and past exams. Students engaged with these tools and formed study groups. They provided positive feedback, saying it created a learning community and questions were answered quickly. The author was pleased with Sakai's improvements over a traditional forum and is looking forward to updates in the next version.
Reflections on experiences in managing the piloting and evaluation phase of o...AuSakai
This document discusses pilots of learning management system (LMS) environments in higher education. It provides an overview of NetSpot, a company that supports open source LMS platforms. It then discusses NetSpot's experiences with LMS pilots in 2009, including different types of pilots and considerations for pilots. Finally, it outlines critical success factors for successful LMS pilots, including clear governance, a sound evaluation framework, and stakeholder representation.
Sakai 3 at CSU – a catalyst for rethinking Information SystemsAuSakai
The document discusses Charles Sturt University's plans to transition to Sakai 3 from their current Sakai 2 system. Sakai 3 uses a backend kernel with RESTful services and frontends implemented through JavaScript. This separation allows more flexibility and innovation at the frontend. CSU expects Sakai 3 to meet their needs for provisioning learning sites and tools while improving content management, personalization and integration with other systems through its use of REST APIs and a content repository. The transition will require CSU to develop new client-side development skills and identity management to support authentication across systems.
Developing Sakai 3 style tools in Sakai 2.xAuSakai
The document discusses developing Sakai 3 style tools in Sakai 2.x. It provides an overview of the Mandatory Subject Information project which aims to integrate subject outlines into Sakai using AJAX technology for improved usability and consistency. Examples are given of how AJAX can improve the development workflow and a sample outline management tool is demonstrated, including the JSON response structure and client-side processing.
The document discusses CSU's plans to migrate from its current Sakai installation to Sakai 3. It provides a brief history of CSU's Sakai implementation. Sakai 3 will provide improved scalability, reduced costs, and better alignment with CSU's architecture. The migration will involve preparatory work to integrate Sakai 3 with CSU systems and a two-phase implementation project to design and deploy the new system between 2009-2011. Sakai 3 is expected to offer improved functionality and ease of use for users.
Interact is a learning management system introduced at Charles Sturt University in 2008. It provides various tools like forums, chat rooms, wikis and blogs to facilitate learning and interaction between students and lecturers. A survey of 59 students found that most found Interact easy to use and that it enhanced their learning by providing a central place for subject materials. However, the chat room was rarely used with students preferring forums for interaction. Improving lecturer participation and training was suggested to help students better utilize all of Interact's features.
- LAMS is a learning design system used by thousands of educators to create sequences of structured learning activities for students. It can integrate with learning management systems like Sakai.
- The presentation discussed new features of LAMS 2.3 including improved speed, new tools, and deeper Sakai integration. It also introduced the LAMS Activity Planner which will provide templates and guidance for designing learning activities.
- Looking ahead, deeper integration between LAMS and Sakai is possible, as well as potential integration with other systems through common standards. This could improve the user experience and reuse of learning content.
Sakai 2.6 includes enhancements to tools like Assignments, Calendar, Citations, and Gradebook. It focuses on improvements to performance, testing, and internationalization. Sakai 2.6 will be the last release in the 2.x series, with support through 2011. Development is increasingly focused on Sakai 3.x, which will include a new user experience and be based on the Kernel 2 framework.
Sakai 2.6 includes enhancements to tools like Assignments, Calendar, Citations, and Gradebook. It focuses on improvements to performance, testing, and internationalization. Sakai 2.6 will be the last release in the 2.x series, with support through 2011. Development is increasingly focused on Sakai 3.x, which will include a new user experience and be based on the Kernel 2 framework.
We gave it a try now our students love Sakai!AuSakai
This document summarizes the author's experience using the Sakai learning management system with first year botany students at Charles Sturt University. Some key features of Sakai that were utilized included announcements, blogs, wikis, test centers, chat rooms, forums, podcasts, and resources like lectures and past exams. Students engaged with these tools and formed study groups. They provided positive feedback, saying it created a learning community and questions were answered quickly. The author was pleased with Sakai's improvements over a traditional forum and is looking forward to updates in the next version.
Reflections on experiences in managing the piloting and evaluation phase of o...AuSakai
This document discusses pilots of learning management system (LMS) environments in higher education. It provides an overview of NetSpot, a company that supports open source LMS platforms. It then discusses NetSpot's experiences with LMS pilots in 2009, including different types of pilots and considerations for pilots. Finally, it outlines critical success factors for successful LMS pilots, including clear governance, a sound evaluation framework, and stakeholder representation.
Sakai 3 at CSU – a catalyst for rethinking Information SystemsAuSakai
The document discusses Charles Sturt University's plans to transition to Sakai 3 from their current Sakai 2 system. Sakai 3 uses a backend kernel with RESTful services and frontends implemented through JavaScript. This separation allows more flexibility and innovation at the frontend. CSU expects Sakai 3 to meet their needs for provisioning learning sites and tools while improving content management, personalization and integration with other systems through its use of REST APIs and a content repository. The transition will require CSU to develop new client-side development skills and identity management to support authentication across systems.
Developing Sakai 3 style tools in Sakai 2.xAuSakai
The document discusses developing Sakai 3 style tools in Sakai 2.x. It provides an overview of the Mandatory Subject Information project which aims to integrate subject outlines into Sakai using AJAX technology for improved usability and consistency. Examples are given of how AJAX can improve the development workflow and a sample outline management tool is demonstrated, including the JSON response structure and client-side processing.
The document discusses CSU's plans to migrate from its current Sakai installation to Sakai 3. It provides a brief history of CSU's Sakai implementation. Sakai 3 will provide improved scalability, reduced costs, and better alignment with CSU's architecture. The migration will involve preparatory work to integrate Sakai 3 with CSU systems and a two-phase implementation project to design and deploy the new system between 2009-2011. Sakai 3 is expected to offer improved functionality and ease of use for users.
Interact is a learning management system introduced at Charles Sturt University in 2008. It provides various tools like forums, chat rooms, wikis and blogs to facilitate learning and interaction between students and lecturers. A survey of 59 students found that most found Interact easy to use and that it enhanced their learning by providing a central place for subject materials. However, the chat room was rarely used with students preferring forums for interaction. Improving lecturer participation and training was suggested to help students better utilize all of Interact's features.
- LAMS is a learning design system used by thousands of educators to create sequences of structured learning activities for students. It can integrate with learning management systems like Sakai.
- The presentation discussed new features of LAMS 2.3 including improved speed, new tools, and deeper Sakai integration. It also introduced the LAMS Activity Planner which will provide templates and guidance for designing learning activities.
- Looking ahead, deeper integration between LAMS and Sakai is possible, as well as potential integration with other systems through common standards. This could improve the user experience and reuse of learning content.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
11. Institute Director Meeting needs of customers Learner and enterprise focus Leading edge technologies Business Line Management Marketing and business plans Setting targets Budgets Managers Teaching and Learning and Head Teachers Project Approach Strategic Opportunities Teachers Management buy-in organisational strategy
12.
13. Elearning champions Champions at the strategic support unit level Individuals within business lines Sustaining online delivery within the organisation
My name is Irene Ireland and I am here representing TAFE NSW Northern Sydney Institute. In this session today I will be sharing with you the model we have developed at NSI to help embed and sustain online/e learning practices within our organisation. Northern Sydney Institute is one of Australia’s largest vocational education institutions with over 50,000 enrolled students annually. Our institute consists of 7 colleges located in the Northern Sydney region and we have approximately 1300 teaching staff.
We have, over the last 12 months, installed and implemented a Sakai online learning solution for our teachers and students. On that Sakai installation we have approximately 3800 unique users accessing 776 Sakai sites supporting 64 qualifications. I would now like to share with you what we have doing at NSI to continue to grow this initiative.
Let me set the scene.... Why Online delivery... As a vocational educational institution it is important that we are responsive to our local markets, we recognised a need ... our learners are demanding flexibility, businesses don’t want their employees to leave the workplace in order to study ..... Online delivery is an excellent way of meeting some of these needs... External factors were recognised, now we had to provide the systems, change the culture – traditionally we do most teaching face to face – teachers are very much of the opinion that students want to come to class Set with the task of moving them into a different paradigm – change in delivery –just change
What we found was that some of our teachers were early adopters, they could immediately see the benefit, they got a satisfaction with working with a new technology and they were keen to utilise the solution to enhance the teaching and learning of their students. They got on board, we did some training with them, they start to use it, they got feedback from their students, they uploaded resources and some of them even moved to the assessment process online.
The students love it, they are engaging well with what their teachers are doing and requesting more access in more subjects. Other teachers saw what they are doing and they wanted to do it too...
So the question for the organisation is ..... How do you keep this momentum going? How do you increase the uptake across the organisation by staff? How do you get more teachers involved? How do you sustain online learning practices within the organisation?
In effect we want to move from single points of enthusiasm and innovation, to a wide spread organisational uptake – A thousand flowers blooming...
Why bother with a sustainable model? You might ask yourself – what drives an organisation to want a sustainable model for elearning initiatives You might think that so long as some people are using the tools and providing flexible solutions to their students – that is enough But is it? – Consider this... what happens when those who were the early adopters leave, what about meeting the continuing expectations of students, how can we harness any cost benefits, how can we ensure that we are meeting the market requirements for flexible delivery options These are some of the issues that drove us as an organisation to ensure that there is sustainability and growth in online delivery
How are we achieving this at NSI? I would like to take you through the model that we have adopted at Northern Sydney Institute – Let me share with you an example - in our Community Services and Welfare Business Line (faculty) we had one flower blooming – our Beauty section started by delivering their Retail Units online. Others areas within the business line saw their successes and wanted to do the same for their students – within 14 months this business line now has 20 qualifications online for their students – in Sakai terms this has equated to 470 unique students accessing 102 Sakai course sites. Our model is based upon a three pronged approach A clear organisational Strategy Organisational Support Elearning champions Looking at these in more detail....
Clear Organisational Strategy At NSI there is a whole of organisation approach to online delivery.
For this to be successful there must be management buy-in across the organisation. Top down and at all levels – Institute Director – Kevin Harris is very passionate about meeting the needs of the customer (both the learners and enterprises ) He is keen on the use of leading edge technologies and how they can innovate and enhance the teaching and learning experience for both the teacher and the learner This enthusiasm filters down the organisation – Business line management include online learning in their marketing and business plans – There are targets set across the organisation for the delivery of online units within business lines The develop budgets which include line items for IT infrastructure, professional development of teachers, purchasing of existing resources, costs of outsourcing some support and development etc. Managers Teaching and Learning and Head Teachers - look for strategic opportunities - what subjects suit online delivery – what combinations of delivery will meet the needs of the students – how can we enhance the assessment process – what resources already exist – how can we share across teaching sections. A project approach is also used to ensure maximum effectiveness of teacher time and resources – project approach includes offering, planning, developing, conducting, and reviewing This whole management buy in approach which forms part of the organisational strategy sees teachers being supported in their development and delivery of online learning
The second prong to the model is Organisational support We have basically broken this down into four main areas Responsive and empathetic IT department is fundamental to the implementation of a reliable and successful system We have hosted our instance of Sakai internal to the NSI systems infrastructure – our ICT staff have had to become familiar with the installation of Sakai and other applications which support it. Policy and procedure support – policies and systems need to reflect the changes that online delivery brings to the teaching approach. At NSI many of the policies and their supporting systems have been developed for face to face teaching – these need to be updated and adjusted to reflect the issues that online delivery has – for example responding to emails and forum postings etc outside of normal face to face hours – how is this handled, recording student participation – turning up in the classroom and marking the roll – absent or present is no longer suitable, taking assessments – doing them online – how do we validate the learner – who is sitting the test etc Making the changes to these policies and systems is paramount in the success of embedding elearning in the organisation - otherwise it becomes too hard for the teachers!- we have developed a good practice guideline that supports teachers in implementing online learning – it provides them with checklists and processes to make it easy for them. Reliable and appropriate hardware and systems If you are offering anytime, anywhere, anypace delivery then you need to have a reliable hardware/systems implementation. The PC’s which are being used to access the online delivery need to have the correct software and versions to support the resources being used. We work closely with the ICT department to ensure that the standard builds of PC’s throughout the organisation have the applications and appropriate versions installed. The server in particular must be reliable – bad first experiences by students and teachers are not easily forgotten. Budget support – spending and return on investment changes when you introduce a new teaching medium into an organisation. Often an organisation assumes that by moving everything online they will be able to cut costs! Initially this is not the case – particularly during the initial stages of moving online. Adding appropriate line items to budgets to support online delivery is necessary to ensure adequate funding.
It is the third component of our model - introduction of the champions for online delivery - which appears to have the biggest impact on sustainability at the grass roots level within the organisation What is a champion? Essentially a champion is someone who can Empower, motivate and mentor teachers in online delivery, as well as influence others at all levels about the benefits of online delivery They play a vital role in ensuring sustainability within an organisation. At NSI we have adopted the role of champions at two levels One is within the Teaching and Learning Performance and Development unit – a strategic unit setup to provide online learning (and other technology based learning) support for the entire Institute. The other is with individuals within Business Lines(teachers basically who are using the technology and are passionate) they are supported by their Head Teachers, Managers Teachers and Learning and Business Lines. These champions influence those around them, essentially acting as change agents, sustaining online delivery within the organisation.
Recently (April this year) a paper was released by the Australian Flexible Learning Framework called “The impact of elearning champions on embedding elearning – in organisations, industry or communities” I was pleased to read the findings in this paper as it supported the approach that we at NSI had been using to help grow and sustain online delivery within our organisation. This diagram has been developed as the result of this research conducted by the Aust Flexible Learning framework and represents the champions program design and performance framework required for the champion to impact effectively and achieve the goal of embedding elearning. The research involved a review of existing literature, consultation and interviews with 15 experienced elearning champions and case studies of three of the champions. Essentially it outlines the traits and tasks of the champion to sustain embedded elearning If we work our way through the framework (starting at the top box) - the champion must have credibility – that is they must have considerable theoretical and practical skills in elearning and the capacity to use a diverse range of soft skills at all staff levels. They need to be end user focussed, generous and have enthusiasm, be persistent and problem solve – with these characteristics a champion builds credibility and elearning is more likely to be adopted. The next two boxes focus on building engagement and influencing others – this can only be achieved through a strong user focus – exposing teachers to elearning as they become ready, transferring elearning know how in chunks, providing strong support and remaining open to changing their approach based on feedback. Influencing others at all levels of the organisation through effective communication. And then the fourth box focuses on organisational commitment as already described – this research found that champions with these characteristics, supported by the organisation, can result in sustained embedded elearning.
Champions summary They need to operate strategically and focus available resources on achieving a critical mass of adopters. Be highly visible – promote the cause within the organisation Great to have a champion in management – someone with political intelligence
Recap... Our model is based upon a three pronged approach A clear organisational Strategy Organisational Support Elearning champions
Recap... Our model is based upon a three pronged approach A clear organisational Strategy Organisational Support Elearning champions