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Matt LeClair

Maslows Hierarchy and Employee Engagement - 0 views

  • How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
  • Biological and Physiological Needs: These are basic human needs including food, water and shelter. Organisations can buy them lunch, offer gift cards and give time off for necessary day-to-day tasks. It not only makes their life easier but also gives them a chance to retain with the organisation. Safety Needs: Safety needs include good shelter, protection, safety, security, law and order and stability. Once human beings have enough for food, water and shelter, they want to live a comfortable and safe life. Again the mantra of keeping them with the organisation is to pay. Pay for food and loan them an amount to build their own home or buy a vehicle. Organisations can also support their children education. Belonging Needs: It is a basic human need that they always want to be associated with something. They want to belong and to be belonged. The managers can establish friendly relationships with their subordinates so that they feel that they are an important asset of the organisation and they add value to it. Including them in decision making process or any other sensitive issue springing up within the workplace is a good idea. Also involve them in improvement teams where they really can contribute something substantial. Self Esteem: According to Maslow’s Hierarchy model, the fourth stage of one’s life is to attain a status in the society as well as in professional life. Besides this, a sense of achievement and recognition of their efforts play a vital role. Organisations which are successful in recognising the efforts of employees and reward them for their performance and contribution are able to retain their talent. Issuing newsletters recognising their contribution or giving a think you card or awarding them with a trophy can serve the purpose. Self Actualisation: It is the last stage in the Maslow’s Hierarchy model that is about growth and fulfilment in personal and professional life. By this time, individuals are well settled in life and are able to contribute through their work experiences. It is the time when organisations can make them feel empowered by giving them leadership authority, autonomy to take decisions and training opportunities. Employee engagement is a science as well as an art. It takes into account all tangible and intangible factors related to human life directly or indirectly.
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    How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
Michelle Green

Activity Theory | Learning Theories - 1 views

  • Three levels of activity
  • Activity towards an objective (goal) carried out by a community
  • Action towards a specific goal (conscious), carried out by an individual or a group
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  • Operation structure of activity typically automated and not conscious concrete way of executing an action in according with the specific conditions surrounding the goal
  • Principles:
  • Object-orientedness.
  • Internalization/externalization
  • Mediation.
  • Development
  • All four of the above basic principles should be considered as an integrated system, because they are associated with various aspects of the whole activity.
Matt LeClair

InspiringLearningForAll - Research methods, guidelines, and templates - 0 views

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    " esearch methods (pdf, 89kb) This table identifies the strengths of different methods of research to help you identify the most appropriate method for your programme or activity Research question bank (Word, 100kb) A question bank that offers useful and relevant research questions to help you customise questionnaires. Questions are divided into categories including: knowledge and understanding; skills; attitudes and values; enjoyment, inspiration and creativity and activity, behaviour and progression Guidelines on involving users (Word, 38kb) This document provides useful tips on how to involve users in identifying learning opportunites Interpreting visual images (Word, 774kb) This useful guide helps you to interpret visual images as research evidence. Particularly useful in researching the impact of your learning activity with children Focus group guide (Word, 40kb) This guide provides information and support on how to run a focus group "
Matt LeClair

Blooms activity analysis 2.pdf - 0 views

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    "Bloom's Digital Taxonomy - Activity Analysis Tool Purpose: This tool is designed to analize classroom activities and units for the balance of Higher Order and Lower Order thinking skills. Analysis can either be a simple overview of task construction or a analysis of time allocation to each specific taxonomic level.
Matt LeClair

CRADLE - Center for Research on Activity, Development, and Learning - University of Hel... - 0 views

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    The purpose of CRADLE is to create a strong research community with high international impact, a national and international cradle of activity-theoretical and socio-cultural research.
Matt LeClair

Mapping Learning and the Growth of Knowledge in a Knowledge Building Community - 0 views

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    Bereiter and Scardamalia (1996) argue that there is a difference between learning and knowledge building. Learning is activity directed towards improving personal knowledge. Knowledge building is trying to improve knowledge itself by considering ideas in regard to their strengths, weaknesses, applications, limitations, and potential for further development. Both learning and knowledge building are needed in schools. This paper traces the development of both in a Grade 5/6 classroom studying physical science. Knowledge transforming discourse is central to knowledge building because it is the means through which knowledge is formed, criticized, and amended (Scardamalia, Bereiter & Lamon, 1994). In this knowledge building classroom, the capacity for transformative discourse was afforded by Knowledge Forum® and classroom processes. Our paper deals with how this class engaged in the process of articulating and changing their learning goals as they reflected on and evaluated their class' knowledge building progress. Our sources of data come from discourse in the Knowledge Forum® database and videotapes of classroom discussion. A second set of analyses designed to capture students' activity in the database used data from the Analytic Toolkit, a suite of tools designed to track each student's use of Knowledge Forum. A third set of measures came from a pretest and post-test of students' knowledge of physical science. Our results showed that students who engaged in knowledge building discourse around central features of physical science also improved their learning.
shawntel

EBSCOhost: Different outcomes of active and reflective students in problem-based learn... - 1 views

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    Yera, H., & Sun, K. (2007). Different outcomes of active and reflective students in problem-based learning. Medical Teacher, 29(1), 18-21. doi:10.1080/01421590601045007
Matt LeClair

InspireLearningForAll - 0 views

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    " What makes a learning organisation (Word, 43kb) This document explores the characteristics of a learning organisation Find out what your learning style is (Word, 52kb) An activity you could do with your staff or users to discover their preferred learning styles Defining learning: outline for a training session (Word, 52kb) This training session is designed to be used with groups of up to 15 staff, working with a facilitator to help them explore the broad definition of learning adopted by Inspiring Learning. The session should run for up to 1.5 hours. Building a learning team (Word, 58kb) A document to support you to build a learning team. It identifies that a balance needs to be struck between achieving a task and providing opportunities to reflect on the process itself to promote individual and collective learning within your organisation."
Matt LeClair

IIC - Intellectbase International Consortium - 0 views

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    Intellectbase International Consortium (IIC) is dedicated to professional academic conferences and reviewed journal publications (ACRP). Intellectbase is a professional academic organization committed to advancing and encouraging quantitative and qualitative (including hybrid and triangulation) research practices. IIC provides an open and discussion forum for Academics, Researchers, Engineers and Practitioners from the following research disciplines: BESTMAPS - Business, Education, Science, Technology, Multimedia, Arts, Political, Social etc. IIC promotes broader intellectual resources, a continuous development and the exchange of ideas among global research professionals. Senior, Middle and Junior level scholars are invited to participate and contribute one or several article(s) to the conference. IIC welcomes and encourages the active participation of all researchers seeking to broaden their horizons. Scholars are invited to share experiences on new research challenges, research findings and state-of-the-art solutions.
Matt LeClair

Edutopia Quiz: What's Your Emotional Intelligence? | Edutopia - 0 views

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    " 13Share on email Edutopia Quiz: What's Your Emotional Intelligence? Emotional intelligence -- the ability to empathize, persevere, control impulses, communicate clearly, solve problems, and work with others -- can be a critical skill for teachers. This quiz should help you learn more about how you manage emotions. It takes less than five minutes to complete and provides personalized tips for how to improve the way you manage your classroom and interact with your students. Think about the last week as you answer the following questions. How often have you engaged in the behavior or activity described while at school?"
Michelle Green

An Introduction to Activity Theory - YouTube - 0 views

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    Only focus on the first four minutes to grasp the concept
Matt LeClair

Social Development Theory - 0 views

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    Social development can be summarily described as the process of organizing human energies and activities at higher levels to achieve greater results. Development increases the utilization of human potential.
Matt LeClair

http://www.actionresearch.net/writings/jack/arplanner.htm - 0 views

  • expression and communication of these values is essential in any valid explanation of your educational influence in your own learning and in the learning of others.  I am thinking here of values such as freedom, justice, care, love, compassion, respect and knowledge-creation
  • three assumptions
  • 'How do I improve what I am doing?'  in  your professional practice.
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  • onversations between pairs of practitioner-researchers in which we take some 4 minutes each to outline our contexts, what really matters to us, and what we would like to improve
  • motivating you to improve your practice it often helps in the development of realistic action pla
  • After the initial conversation on values and context in relation to your desire to improve practices that relate to helping students, yourself and/or colleagues to improve their learning, I believe that you may find the following action planning process most useful.
  • 'How do I improve what I am doing?'
  • tions, ideas and actions that can distinguish an action reflection cycle: 1) What do I want to improve? What is my concern? Why am I concerned? 2) Imagining possibilities and choosing one of them to act on in an action plan 3) As I am acting what data will I collect to enable me to judge my educational influence in my professional context as I answer my question?  4) Evaluating the influence of the actions in terms of values and understandings. 5) Modifying concerns, ideas and actions in the light of evaluations.
  • Making public a validated explanation of educational influences
  • 7) As I evaluate the educational influences of my actions in my own learning and the learning of other, who might be willing to help me to strengthen the validity of my explanation of my learning about my influence with responses to questions such as: i)               Is my explanation as comprehensible as it could be? ii)             Could I improve the evidential basis of my claims to know what I am doing? iii)            Does my explanation include an awareness of historical and cultural influences in what I am doing and draw on the most advanced social theories of the day? iv)            Am I showing that I am committed to the values that I claim to be living by?
  • nhancing professionalism with TASC (Thinking Actively in a Social Context)
  • .  In producing a valid explanation for our educational influences in the learning of others I believe it to be necessary for the other's explanation of their own learning to be included in our explanation. 
  • ecognises the creativity of the other in engaging with ideas
  • I believe that Sally's writings make an original contribution to educational knowledge whilst showing that she has found useful some of my own ideas  in making this contribution.
  • Educational Enquiry (EE), Research Methods in Education (RME), Understanding Learners and Learning (ULL) and Gifts and Talents in Education (G & T) you can access these at: http://www.actionresearch.net/writings/mastermod.shtml .
  • To see the criteria used in assessing these units click on this link for the MACriteria.
  • virtual learning space for this CPD project go to http://www.spanglefish.com/livingvaluesimprovingpracticecooperatively/ . You can also read Walton's (2011 a&b) ideas on developing a collaborative inquiry.
  • In an inclusional way of being and knowing an individual recognises that they exist in a relational dynamic of space and boundaries. Hence one of the tasks of the practitioner-researcher is to express and communicate this relational dynamic in explanations of educational influence.
  • An example here would be the use of Foucault's (1977) ideas on Power/Knowledge to understand the relationships between the Truth of Power and the Power of Truth in the workplace when seeking academic legitimation for new living standards of judgment.
  • Appendix 1 Action Planner
  • You can access this curriculum at http://www.actionresearch.net/writings/bishops/bish99.pdf
  • How do we contribute to an educational knowledge base
  • Hymer, B. (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness?
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    "Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"
Michelle Green

CSCW 2012: The 2012 ACM Conference on Computer Supported Cooperative Work - 0 views

    • Michelle Green
       
      Paul shared this in the context of Activity Theory
Michelle Green

ijCSCL :: International Journal of Computer-Supported Collaborative Learning - 0 views

shared by Michelle Green on 10 Feb 12 - Cached
    • Michelle Green
       
      Paul shared this in the context of Activity Theory
Matt LeClair

BeKnown: A Conversation with Monster.com | Talent HQ - 0 views

  • BeKnown allows you to manage your professional and social connections on one site, Facebook.
  • It’s been designed to keep these two distinct networks separate from each other.
  • BeKnown users can follow company job and network activity,
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  • I asked about why a company would want to claim a page and build a network / community through BeKnown vs. creating a page right on facebook directly. He stated most pages for companies are owned and driven by marketing – not recruiting, and through BeKnown an opportunity could exist to leverage more holistically as a social recruiting solution.
  • ompanies should build proprietary talent communities of their own, not grow Monster.com’s.
  • He reiterated that BeKnown is free. He also stated that there absolutely will be paid features for Recruiters and Companies.
  • hey’ve also communicated to employers that they will soon have online access to company profile pages to help employers showcase their brand and extend your job posting reach.
  • BeKnown is aligned with Monster’s strategy to continue advancing careers for job seekers as well as make it as easy as possible for companies to find the right talent.
  • Why would you grow Monster.com’s network, and then get charged to search it?
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    professional networking on facebook (app)
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