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Matt LeClair

Maslows Hierarchy and Employee Engagement - 0 views

www.managementstudyguide.com/hy-and-employee-engagement.htm

tools references action research engagement employee hierarchy data research

shared by Matt LeClair on 22 Jun 12 - No Cached
  • 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.
  • Matt LeClair on 22 Jun 12
     
    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.
Matt LeClair

World Without Walls: Learning Well with Others: How to teach when learning is everywhere. - 0 views

www.edutopia.org/age-technology-will-richardson

collaborate technology learning school explore network community trust

shared by Matt LeClair on 27 Oct 11 - Cached
  • Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant.
  • Experts are at our fingertips,
  • Content and information are everywhere, not just in textbooks.
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  • And the work we create and publish is assessed by the value it brings to the people who read it, reply to it, and remix it.
  • Much of what our students learn from us is unlearned once they leave us; paper is not the best way to share our work, facts and truths are constantly changing, and working together is becoming the norm, not the exception.
  • It's about solving problems together and sharing the knowledge we've gained with wide audiences.
  • Inherent in the collaborative process is a new way of thinking about teaching and learning
  • As connectors, we provide the chance for kids to get better at learning from one another.
  • In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits.
  • That means that as teachers, we must begin to model our own editorial skills
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies.
  • they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
  • As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "Knowingly sharing your work with others is the simplest way to take advantage of the new social tools."
  • Fortunately, social tools like wikis, blogs, and social-bookmarking sites make working with others across time and space easier than it's ever been. They are indeed "weapons of mass collaboration," as author Donald Tapscott calls them.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators?
  • What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape.
  • And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Matt LeClair on 27 Oct 11
     
    World Without Walls: Learning Well with Others How to teach when learning is everywhere. By Will Richardson Facebook 16 Twitter 25 Share 136 Email Four teachers from High Tech High. Bringing Their A-Game: Humanities teacher Spencer Pforsich, digital arts/sound production teacher Margaret Noble, humanities teacher Leily Abbassi, and math/science teacher Marc Shulman make lessons come alive on the High Tech campuses in San Diego. Credit: David Julian Earlier this year, as I was listening to a presentation by an eleven-year-old community volunteer and blogger named Laura Stockman about the service projects she carries out in her hometown outside Buffalo, New York, an audience member asked where she got her ideas for her good work. Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Stockman's readers -- each represented by a little red dot -- come from all over the world. 1 She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Stockman in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago. Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wisdom and experiences of the more than one billion people now online but also to connect with them to further our understanding of the global experience and do good work together. These tools are fast changing, decidedly social, and rich with powerful learning opportunities for us all, if we can figure out how to leverage their potential. For e
Matt LeClair

social network analysis « L&T blog: About learning, training and technology a... - 0 views

itcilo.wordpress.com/...social-network-analysis

social social network network analysis learning tools resources research relationships knowledge networking mapping

shared by Matt LeClair on 15 May 12 - No Cached
  • How is it applied? - identify the network of people to be analysed - gather the necessary background information - clarify the objectives and the scope of analysis and agree on the level of reporting required - formulate hypotheses and questions - develop the survey methodology and design the questionnaire - surveying the individuals and identifying the relationships and the knowledge flows between them - use a software mapping tool to visualize the networks - review the map and the problems and opportunities - design and implement actions to bring desired change - map the network again after a suitable time
  • uestions to ask? Who knows who and how well? How well do people know each other’s knowledge and skills? Who or what gives people information about xyz? What resources do people use to find information/feedback/ideas/advice about xyz? What resources do people use to share information about xyz?
  • Matt LeClair on 15 May 12
     
    Steps in doing a social network analysis
Matt LeClair

QUALITATIVE FORMS OF ART EDUCATION RESEARCH - 0 views

www.public.asu.edu/...qualformsarted.htm

qualitative research learning tools methodology questions inquiry ethnography survey mapping

shared by Matt LeClair on 20 Mar 12 - Cached
  • Ethnography is an inquiry process carried out by a person from a point of view based on experience and knowledge of prior research. Anthropologists try to understand the significance or meaning of an experience from the participants' views. Some researchers also use the term ethnography to refer to all techniques used in fieldwork, not a single method; for example Stuhr (1986).
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • ...11 more annotations...
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • Matt LeClair on 20 Mar 12
     
    "The purpose of this chapter is to 1) discuss the nature of qualitative inquiry, 2) explore different kinds of qualitative inquiry, 3) explain the role of interpretation, 4) present various participant observation stances, 5) offer ways of gaining access and achieving reciprocity, 6) review stages of qualitative research, 7) suggest practical procedures related to research methods as well as research writing, 8) present sociocultural problems, and 9) give future alternatives for qualitative research. Specifically, stages of qualitative research to be described are data collection, content analysis, and comparative analysis. Practical suggestions for analysis will include such examples as computer programming, icon and color coding of concepts, focus groups and key informants, and spread sheets for comparative and cross-site analysis"
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia & Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
Matt LeClair

In The Physical World - Gaming - 0 views

www.i2i-align.com

motivation incentive reward psychology performance

shared by Matt LeClair on 29 Sep 11 - No Cached
  • Matt LeClair on 29 Sep 11
     
    For program sponsors, we design new, or audit existing, motivation, incentive and reward programs to increase their effectiveness and reduce your costs. Through the use of proven motivational theory, behavioral economics and social psychology we can help you drive extraordinary company performance. For incentive companies we provide a unique perspective when designing programs for their clients as well as support for their marketing and sales efforts.
Matt LeClair

Teaching Perspectives Inventory - 1 views

teachingperspectives.com/...tpi_frames.htm

teaching style assessment pedagogy education

shared by Matt LeClair on 21 Sep 11 - Cached
  • Matt LeClair on 21 Sep 11
     
    The Teaching Perspectives Inventory can help you collect your thoughts and summarize your ideas about teaching. It can be useful in examining your own teaching as well as helping clarify the teaching views of other people. The TPI is quick to complete - it usually takes no more than 10-15 minutes to answer all the questions and to automatically score your results. You may also choose to print out your profile sheet to help you visualize and interpret your scores.
Matt LeClair

30+ Really Useful Infographics Tools & Resources - 0 views

www.webadvantage.net/...fographic-tools-resources-4453

resources tools web2.0 infographics diagrams charts design resume infographic idea resource templates digitalstorytelling

shared by Matt LeClair on 21 Jul 12 - No Cached
  • Wordle – Generates beautiful, customizable word clouds from your own text. Copy & paste your own words, or enter any RSS feed to automatically parse & scrape text.  Tweak your clouds with different fonts, layouts and color schemes.
  • Wordle – Generates beautiful, customizable word clouds from your own text. Copy & paste your own words, or enter any RSS feed to automatically parse & scrape text.  Tweak your clouds with different fonts, layouts and color schemes.
  • ds from your own text. Copy & paste your own words, or enter any RSS feed to automatically parse & scrape text.  Tweak your clouds with different fonts, layouts and color schemes.
  • ...7 more annotations...
  • ds from your own text. Copy & paste your own words, or enter any RSS feed to automatically parse & scrape text.  Tweak your clouds with different fonts, layouts and color schemes.
  • Wordle – Generates beautiful, customizable word clouds from your own text. Copy & paste your own words, or enter any RSS feed to automatically parse & scrape text.  Tweak your clouds with different fonts, layouts and color schemes.
  • Visualize.me – Another visual résumé service that turns your work history and experience into beautiful infographics! Connect your LinkedIn account for easy integration with Visualize.me’s visual résumé tool.
  • Tableau – Robust, premium data visualization solution for analyzing and presenting data in more meaningful ways.  Try Tableau Desktop for free, which includes sample workbooks and data sets.
  • Tagxedo – Online tool that turns words (quotes, slogans, themes, articles–anything you want) into visually stunning word clouds. Great for incorporating into infographics, blogs, and websites.
  • Online Chart Tool – A simple, free browser-based tool for creating charts and graphs.  Point & click to create Bar, Line, Area, Pie, Bubble charts and more. Customize your creations with colors and fonts, then save & share.
  • acoo – Create eye-catching diagrams online with real-time collaboration! User-friendly drawing tool that enables you to create a variety of diagrams like sitemaps, wireframes, and network charts. Free version is more limited, but still powerful.
Matt LeClair

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

www.talenthq.com/...-conversation-with-monster-com

facebook network networking monster app

shared by Matt LeClair on 22 Nov 11 - No Cached
  • 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,
  • ...6 more annotations...
  • 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?
  • Matt LeClair on 22 Nov 11
     
    professional networking on facebook (app)
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