The Wiley handbook of global workplace learning
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Content: Intro Title Page Copyright Page Contents About the Editors Contributors' Biographies Preface Acknowledgements Part I Change Management Chapter 1 Leadership as Shared Practice: A Means of Democratizing School for Its Goals Attainment Leadership Concept Objectives/Purpose of Study Perspective/Theoretical Framework Leadership Styles Principalship in Secondary Schools in Nigeria Functions of the School Principal Instructional Program Student Welfare The School as a Formal Organization (Goal-Oriented) How Leadership Styles Vary by Region/Country Method Data Source Results Significance/Educational Implication of the StudyReferences Appendix I Questionnaire on Effective Leadership Style on Secondary School Goals Attainment Appendix II Questionnaire on Effective Leadership Style on Secondary School Goals Attainment Chapter 2 Effective Strategies for Workplace Learning Background Raelin's Work-Based Learning Model Raelin's Work-Based Learning Model in the South African Police Service Context Workplace Learning Strategies in Rethinking of Executive Coaching Through the Lens of Raelin Readiness Level of the Learner The Strengths and Preferences of the Faciliator(s)Organizational Support Workplace Learning as Tool for SAPS Leadership Development Workplace Learning as Task-Oriented Global Workplace Learning as a Tool for Transformational Leadership Barriers that Hinder the Implementation of Newly Gained Knowledge in the SAPS Conclusion References Chapter 3 Developing an Agile Global Workforce: Challenges and Critical Success Factors Agile Thinking, Agile Mindset Challenges and Success Factors Organizational Impact Flexible Structures, Boundless Possibilities References Chapter 4 The New Learning Economy and the Rise of the Working LearnerThe Evolution of the New Learning Economy: Moving From Knowledge to Performance-Driven Learning Who Are Working Learners? The Work vs Learning Conflict: Barriers to Integrating Living, Learning and Working The Future of Work and Learn Options: A New Framework Notes References Chapter 5 Inclusive Education and Work-Based Learning -- Managing a Process of Change: The Arguments of Jennifer Todd, Thomas and Loxley Critical Analysis of J. Todd's "Post-Structuralist" Argument Discussion of the Implications of Inclusive Education for Work-Based Learning in Higher Education InstitutionsDiscussion of the Implications of Inclusive Education for the General Practice of Work-Based Learning Conclusion References Chapter 6 Using an Experiential Learning Model to Design an Assessment Framework for Workplace Learning Rationale for Assessing Workplace Learning Theoretical Overview References Part II Project Management, Partnerships, and Diverse Populations Chapter 7 Measuring Innovative Thinking and Acting Skills as Workplace-Related Professional Competence
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