The design and delivery of a pain science e-learning course for a multi-disciplinary team working in high performance sport

Physiotherapy ◽  
2021 ◽  
Vol 113 ◽  
pp. e41-e42
Author(s):  
A. More
Keyword(s):  
High Performance ◽  
Team Working ◽  
E Learning ◽  
Multi Disciplinary Team

Pursuit of Operational Excellence

2016 ◽  
Vol 3 (2) ◽  
pp. 21-34
Author(s):  
Christine Welch ◽  
Tammi Sinha ◽  
Nigel Ward
Keyword(s):  
Change Management ◽  
Continuous Improvement ◽  
High Performance ◽  
Effective Leadership ◽  
Value Systems ◽  
Goods And Services ◽  
Team Working ◽  
Performance Teams ◽  
Operational Excellence

Operational Excellence (OE) is achieved when high performance teams are seeking for continuous improvement in well-designed processes, using appropriate tools and technologies. Excellence is underpinned by a philosophy in which problem-solving, team-working and effective leadership combine to focus upon customer needs, and all employees are empowered to act to maintain optimal flows of value. OE is clearly a desirable quality of organizations seeking both effectiveness and efficiency in their production of goods and services for customers. OE is underpinned by concepts such as team-working, effective leadership and change management, and depends upon effective flows of value. Systems Thinking (ST) is consequently at the heart of genuine excellence. This paper was conceived in the context of a Community of Practice of business improvement professionals, who took Operational Excellence as their agenda for inquiry during sessions in 2015. Reflection upon practice discussed at these meetings, together with the literature of change management and continuous improvement, have led to development of a systemic ‘landscape' model for pursuit of Operational Excellence. The elements of this model are set out, showing how they can contribute to OE.

Knowledge-Based E-Learning in Virtual Enterprises

2010 ◽  
pp. 795-799
Author(s):  
Ana C. Andrés del Valle
Keyword(s):  
Human Capital ◽  
Technological Change ◽  
Learning Strategies ◽  
High Performance ◽  
Skills Training ◽  
Global Network ◽  
Virtual Enterprises ◽  
Knowledge Based ◽  
E Learning ◽  
Technical Skills Training

Virtual enterprises, like their traditional counterparts, face the challenge of surviving in an ever evolving market. Virtual enterprises are characterized by their distributed nature. Processes and resources are assigned over a network of specialized enterprises. Their survival is dependent on individual performances as well as the performance of the global network. Knowledge is the most valuable resource in adapting to technological change. Sainz (2002) clearly states it saying: the human capital is not only a factor utilized for goods production but also the agent that generates and implements the technological change in a company. So managing this “human capital” involves understanding their capabilities (knowledge) and fostering their technical skills (training) (Allee, 1997). This paper develops the concept of knowledge-based e-learning. We will go over the basics of e-learning and will offer the reader some of the latest joint knowledge- management/e-learning strategies to ensure high performance by virtual enterprises.

Making E-Training Cost Effective through Quality Assurance

2009 ◽  
pp. 623-631
Author(s):  
Lichia Yiu ◽  
Raymond Saner
Keyword(s):  
High Performance ◽  
Cost Effective ◽  
Web Based ◽  
Corporate Learning ◽  
Use Of Technology ◽  
Training Cost ◽  
E Learning ◽  
American Society ◽  
High Level ◽  
The Cost

Since the 1990s, more and more corporate learning has been moved online to allow for flexibility, just-in-time learning, and cost saving in delivering training. This trend has been evolved along with the introduction of Web-based applications for HRM purposes, known as electronic Human Resource Management (e-HRM). By 2005, 39.67% of the corporate learning, among the ASTD (American Society for Training and Development) benchmarking forum companies, was delivered online in comparison to 10.5% in 2001. E-learning has now reached “a high level of (technical) sophistication, both in terms of instructional development and the effective management of resources” in companies with high performance learning function (ASTD, 2006, p.4). The cost per unit, reported by ASTD in its 2006 State of Industry Report, has been declining since 2000 despite the higher training hours received per employee thanks to the use of technology based training delivery and its scalability. However, the overall quality of e-learning either public available in the market or implemented at the workplace remains unstable.

Developing e-learning for interprofessional education

2005 ◽  
Vol 11 (1_suppl) ◽  
pp. 102-104 ◽  
Author(s):  
Tunde Varga-Atkins ◽  
Helen Cooper
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Developmental Stages ◽  
First Year ◽  
Team Working ◽  
Content Development ◽  
E Learning ◽  
Development Evaluation ◽  
Online Format ◽  
The University

An evidence-based, interprofessional educational course involving first-year undergraduate students studying medicine, nursing, physiotherapy and occupational therapy has been piloted at the University of Liverpool. Part of the content was developed in an online format. To capture the development process and the e-learning writing experience, a focus group was arranged for the content writers. The session was audio-recorded and tapes were transcribed. All the data were subjected to thematic analysis. Twenty-three sub-themes were identified in the 72 comments. These were grouped under six themes, corresponding to the developmental stages of e-learning. The highest number of comments fell under the theme of preparation, followed by content development, evaluation, general design and structure, and finally delivery. Team working contributed to the success of the writing process, reflecting the theme of working interprofessionally.

scholarly journals Developing Productive Skills through an Interactive Approach: Present to Learn

2020 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Marine Milad
Keyword(s):  
Community Of Practice ◽  
Oral Presentation ◽  
High Performance ◽  
Interactive Approach ◽  
Performance Achievement ◽  
Face To Face ◽  
Self Study ◽  
E Learning ◽  
Students Satisfaction ◽  
Learn Approach

This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters. Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations.

Multi-disciplinary team working in practice: managing the transition

2000 ◽  
Vol 14 (3) ◽  
pp. 269-279 ◽  
Author(s):  
Flowie Lowe ◽  
Suzanne O'Hara
Keyword(s):  
Team Working ◽  
Multi Disciplinary Team

scholarly journals Interesting case of ovarian sarcoidosis: The value of multi disciplinary team working

2007 ◽  
Vol 5 (1) ◽  
Author(s):  
Rekha Wuntakal ◽  
Rasiah Bharathan ◽  
Andrea Rockall ◽  
Arjun Jeyarajah
Keyword(s):  
Interesting Case ◽  
Team Working ◽  
Multi Disciplinary Team

E-learning: a Step Change in Developing our People

2002 ◽  
Vol 2 (3) ◽  
pp. 34-36
Author(s):  
Lorraine Boyd
Keyword(s):  
Customer Service ◽  
Financial Market ◽  
Intellectual Capital ◽  
High Performance ◽  
Training And Development ◽  
Step Change ◽  
Design Development ◽  
Market Place ◽  
Group I ◽  
E Learning

E-learning – is it all it's made out to be? Does it deliver what it promises? In this article, I hope to convince you that it does? I'll explain why, as Head of Resource Development for the Retail Branch Networks for the Royal Bank of Scotland Group, I believe it has proved successful. The Royal Bank of Scotland (RBS) and National Westminster (NW) Branch Networks consist of over 2,300 branches employing approximately 30,000 people throughout the U.K. My team are responsible for the design, development and implementation of training and development for these staff. We consider that in today's climate of accelerated change, high performance depends critically on the extent to which our intellectual capital is built, refreshed and leveraged – why?Our customers expect that, as a minimum, our people are appropriately trained and can handle all their enquiries efficiently and effectively. Competent staff and the delivery of excellent customer service are not an option for the Group, but a necessity if we are to sustain our competitive advantage in the financial market place.

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