Proactive Review

2014 ◽  
pp. 82-100 ◽  
Author(s):  
Ditte Kolbaek
Keyword(s):  
Middle East ◽  
Top Management ◽  
Learning From Experience ◽  
Educational Design ◽  
Design For Learning ◽  
Theoretical Considerations

The aim of this chapter is to provide a theoretically based and proven educational design for learning from experience in the context of a work. This chapter includes some of the theoretical considerations as well as the final educational design for Proactive Reviews, as exemplified in a case study from a worldclass IT company based in more than 60 countries across Europe, the Middle East, and Africa. From 2005 to 2012, Proactive Review was developed and implemented in more than 40 countries. The chapter describes the four roles involved in a Proactive Review: the participant, the sponsor, the top management, and the facilitator. The results of a Proactive Review can be both tangible and intangible and have an impact on the participants, their teams, and the organization's products, services, and ways of working. Finally, the chapter provides recommendations for successful Proactive Reviews.

Improve Business Results by Learning From Experience in Proactive Reviews

2019 ◽  
pp. 52-79
Author(s):  
Ditte Kolbaek
Keyword(s):  
Information Technology ◽  
Lessons Learned ◽  
Top Management ◽  
Global Information ◽  
Work Practices ◽  
Learning From Experience ◽  
Educational Design ◽  
Big Business ◽  
Business Results

This chapter aims to provide a theoretically based and proven educational design for lessons learned. Called a proactive review, this educational design is exemplified in a case study of a global information technology company classified as big business, where proactive reviews were developed and implemented in over 40 countries. This chapter explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This chapter describes the format of proactive reviews, suggestions for starting points called PR triggers, and the four roles involved—the participant, sponsor, top management, and facilitator. The tangible and intangible results of proactive reviews are presented with their impacts on the participants, their teams, and the organization's products, services, and/or work practices. Finally, the chapter provides recommendations for implementing and maintaining proactive reviews in organizations.

Proactive Review - Learn from Experience to Improve Bottom Line

2016 ◽  
Vol 6 (4) ◽  
pp. 1-18
Author(s):  
Ditte Kolbaek
Keyword(s):  
Information Technology ◽  
Lessons Learned ◽  
Top Management ◽  
Global Information ◽  
Work Practices ◽  
Bottom Line ◽  
Educational Design ◽  
Big Business ◽  
Global Information Technology

This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting points called PR Triggers, and the four roles involved—the participant, sponsor, top management, and facilitator. The tangible and intangible results of Proactive Reviews are presented, with their impacts on the participants; their teams; and the organization's products, services, and/or work practices. Finally, the article provides recommendations for implementing and maintaining Proactive Reviews in organizations.

Press Propaganda and Subaltern Agents of Pan-Islamic Networks in the Muslim Mediterranean World prior to World War I

2018 ◽  
Author(s):  
Odile Moreau
Keyword(s):  
Middle East ◽  
World War I ◽  
North Africa ◽  
World War ◽  
Subaltern Studies ◽  
Resistance Movements ◽  
The Press ◽  
Mediterranean World ◽  
History Of

This chapter explores movement and circulation across the Mediterranean and seeks to contribute to a history of proto-nationalism in the Maghrib and the Middle East at a particular moment prior to World War I. The discussion is particularly concerned with the interface of two Mediterranean spaces: the Middle East (Egypt, Ottoman Empire) and North Africa (Morocco), where the latter is viewed as a case study where resistance movements sought external allies as a way of compensating for their internal weakness. Applying methods developed by Subaltern Studies, and linking macro-historical approaches, namely of a translocal movement in the Muslim Mediterranean, it explores how the Egypt-based society, al-Ittihad al-Maghribi, through its agent, Aref Taher, used the press as an instrument for political propaganda, promoting its Pan-Islamic programme and its goal of uniting North Africa.

Fracture Modelling Using Seismic Based Fracture Intensity Volume, a Case Study in Middle East

2013 ◽  
Author(s):  
Mu Hansheng ◽  
Liu Chuanxi ◽  
Li Peng ◽  
Pang Huihua
Keyword(s):  
Middle East ◽  
Fracture Intensity

Higher education, post-conflict democratization and the legacies of authoritarian rule: The Tripoli University Programme for Rebuilding Libya

2021 ◽  
pp. 174619792098136
Author(s):  
Sansom Milton
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Civic Education ◽  
Authoritarian Rule ◽  
Post Conflict ◽  
Transitional Processes ◽  
The Arab Spring ◽  
The Relationship

In this paper, the role of higher education in post-uprising Libya is analysed in terms of its relationship with transitional processes of democratization and civic development. It begins by contextualising the Libyan uprising within the optimism of the ‘Arab Spring’ transitions in the Middle East. Following this, the relationship between higher education and politics under the Qadhafi regime and in the immediate aftermath of its overthrow is discussed. A case-study of a programme designed to support Tripoli University in contributing towards democratisation will then be presented. The findings of the case-study will be reflected upon to offer a set of recommendations for international actors engaging in political and civic education in conflict-affected settings, in particular in the Middle East.

Learning from experience: A structured methodology based on TOC

2005 ◽  
Vol 24 (1) ◽  
pp. 95-104
Author(s):  
Eli Schragenheim ◽  
Avner Passal
Keyword(s):  
Mental Models ◽  
Control Mechanism ◽  
Theory Of Constraints ◽  
Top Management ◽  
Learning From Experience ◽  
Managerial Control ◽  
Thinking Processes ◽  
The Right

This paper presents a structured methodology for learning from experience. It uses the Thinking Processes of the Theory of Constraints with some changes. The objective of the methodology is to learn from single events to identify flawed mental models, update them and fix the processes and norms that have been based on the flawed model. The methodology as such could be used as a managerial control mechanism, especially at times of change, to keep the organization on the right direction pointed by the top management.

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