scholarly journals The importance of permanent learning in sport

Bastina ◽  
2020 ◽  
pp. 497-512
Author(s):  
Ivanka Gajić
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Employee Training ◽  
Educational Needs ◽  
Doing Business ◽  
Starting Point ◽  
The Individual

The development of self-educational competence of employees is of key importance in the modern way of doing business. Therefore, it is very important that employees are trained for self-education, so that it does not take place spontaneously and at the free discretion of the individual. Therefore, the paper pays special attention to the analysis of educational needs as a starting point for employee training. The paper also talks about the professional development of employees, its importance for career development, but also the organization as a whole. The aim of this paper is to point out the importance of self-education of employees in sports, and to give a review of the reviewed literature in this field.

scholarly journals The quality of performance of educational institutions and the professional development of school staff: From institution standards to staff needs

2020 ◽  
Vol 69 (2) ◽  
pp. 133-150
Author(s):  
Violeta Orlović-Lovren ◽  
Aleksandra Pejatović ◽  
Neda Čairović
Keyword(s):  
Professional Development ◽  
School Performance ◽  
Sequential Analysis ◽  
Educational Needs ◽  
Teaching Staff ◽  
Development Programs ◽  
Target Groups ◽  
Starting Point ◽  
Professional Development Programs ◽  
Formed Part

This paper looks at the extent to which the range of accredited programs of professional development for educators corresponds to educators' needs for professional development. The theoretical starting point for the study presented in the paper is the positioning of the professional development of educators within the complex construct and context of professional development, viewed as a lifelong process, also relying on the concept of educational needs arising from the discrepancies between the existing state and the desired (according to the standards) state. Data on the educational needs of potential users of accredited programs were obtained by analyzing the results of external evaluations of school performance, where lower levels of standard realization (levels one and two) were seen as indicators of discrepancies between the actual situation in a school and the desired level of school performance i.e. the level prescribed by standards. The identified discrepancies were treated as a space in which educational needs arise, the meeting of which might lead to an improvement in the performance of the schools that formed part of the sample. A qualitative study was carried out, with the aim of examining to what extent the accredited professional development programs on offer correspond to the educational needs of teaching staff. The programs offered were analyzed using the method of sequential analysis, with the following sequences selected: program name, program topic, general and specific program aims, and program target groups. The results of the analysis suggest that professional development programs only partially correspond to the needs identified through the analysis of external evaluation, both at the topic level and in terms of the needs of specific target groups. The paper concludes with a recommendation of possible directions for improving the system of teacher professional development in Serbia.

Personalized and Explainable Employee Training Course Recommendations: A Bayesian Variational Approach

2022 ◽  
Vol 40 (4) ◽  
pp. 1-32
Author(s):  
Chao Wang ◽  
Hengshu Zhu ◽  
Peng Wang ◽  
Chen Zhu ◽  
Xi Zhang ◽  
...  
Keyword(s):  
Career Development ◽  
Employee Training ◽  
Training And Development ◽  
Online Course ◽  
Learning And Development ◽  
Real World Data ◽  
Recognition Mechanism ◽  
Management Learning ◽  
Integration Mechanism ◽  
The Individual

As a major component of strategic talent management, learning and development (L&D) aims at improving the individual and organization performances through planning tailored training for employees to increase and improve their skills and knowledge. While many companies have developed the learning management systems (LMSs) for facilitating the online training of employees, a long-standing important issue is how to achieve personalized training recommendations with the consideration of their needs for future career development. To this end, in this article, we present a focused study on the explainable personalized online course recommender system for enhancing employee training and development. Specifically, we first propose a novel end-to-end hierarchical framework, namely Demand-aware Collaborative Bayesian Variational Network (DCBVN), to jointly model both the employees’ current competencies and their career development preferences in an explainable way. In DCBVN, we first extract the latent interpretable representations of the employees’ competencies from their skill profiles with autoencoding variational inference based topic modeling. Then, we develop an effective demand recognition mechanism for learning the personal demands of career development for employees. In particular, all the above processes are integrated into a unified Bayesian inference view for obtaining both accurate and explainable recommendations. Furthermore, for handling the employees with sparse or missing skill profiles, we develop an improved version of DCBVN, called the Demand-aware Collaborative Competency Attentive Network (DCCAN) framework , by considering the connectivity among employees. In DCCAN, we first build two employee competency graphs from learning and working aspects. Then, we design a graph-attentive network and a multi-head integration mechanism to infer one’s competency information from her neighborhood employees. Finally, we can generate explainable recommendation results based on the competency representations. Extensive experimental results on real-world data clearly demonstrate the effectiveness and the interpretability of both of our frameworks, as well as their robustness on sparse and cold-start scenarios.

The Solidarity of Distance1

2005 ◽  
Vol 36 (3) ◽  
pp. 103-115 ◽  
Author(s):  
Robert A. Wicklund
Keyword(s):  
Physical Contact ◽  
Emotional Distance ◽  
Starting Point ◽  
Shared Emotions ◽  
Common Goals ◽  
Full Interaction ◽  
The Individual ◽  
Social Incompetence

Abstract: Solidarity in the classic sense pertains to a cohesion among humans that entails physical contact, shared emotions, and common goals or projects. Characteristic cases are to be found among families, close friends, or co-workers. The present paper, in contrast, treats a phenomenon of the solidarity of distance, a solidarity based in fear of certain others and in incompetence to interact with them. The starting point for this analysis is the person who is motivated to interact with others who are unfamiliar or fear-provoking. Given that the fear and momentary social incompetence do not allow a full interaction to ensue, the individual will move toward solidarity with those others on a symbolic level. In this manner the motivation to approach the others is acted upon while physical and emotional distance is retained.

CHILD-PARENT RELATIONS AS A FACTOR IN THE FORMATION OF PROFESSIONAL PREFERENCES IN PEDAGOGICAL DYNASTIES

2020 ◽  
Vol 2 (4) ◽  
pp. 126-130
Author(s):  
N. V. SHAMANIN ◽  
Keyword(s):  
Professional Development ◽  
The Family ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship ◽  
Parent Child Relationships ◽  
Professional Preferences ◽  
Parent Child

The article raises the issue of the relationship of parent-child relationships and professional preferences in pedagogical dynasties. Particular attention is paid to the role of the family in the professional development of the individual. It has been suggested that there is a relationship between parent-child relationships and professional preferences.

Stasis Anxiety

2017 ◽  
Author(s):  
Andrew van der Vlies
Keyword(s):  
South Africa ◽  
Civil War ◽  
Black Writers ◽  
Political Rights ◽  
Ancient Greek ◽  
Individual Subject ◽  
Starting Point ◽  
The Individual ◽  
Past Experiences ◽  
Contemporary Writing

Two recent debut novels, Songeziwe Mahlangu’s Penumbra (2013) and Masande Ntshanga’s The Reactive (2014), reflect the experience of impasse, stasis, and arrested development experienced by many in South Africa. This chapter uses these novels as the starting point for a discussion of writing by young black writers in general, and as representative examples of the treatment of ‘waithood’ in contemporary writing. It considers (spatial and temporal) theorisations of anxiety, discerns recursive investments in past experiences of hope (invoking Jennifer Wenzel’s work to consider the afterlives of anti-colonial prophecy), assesses the usefulness of Giorgio Agamben’s elaboration of the ancient Greek understanding of stasis as civil war, and asks how these works’ elaboration of stasis might be understood in relation to Wendy Brown’s discussion of the eclipsing of the individual subject of political rights by the neoliberal subject whose very life is framed by its potential to be understood as capital.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

scholarly journals Power, Agency, Relationality and Welfare Practice

2015 ◽  
Vol 44 (4) ◽  
pp. 687-705 ◽  
Author(s):  
RACHAEL DOBSON
Keyword(s):  
Social Policy ◽  
Practice Research ◽  
Social Worlds ◽  
Social Phenomena ◽  
Working Through ◽  
Starting Point ◽  
The Social ◽  
The Individual ◽  
The Relationship

AbstractThis article argues that constructions of social phenomena in social policy and welfare scholarship think about the subjects and objects of welfare practice in essentialising ways, with negativistic effects for practitioners working in ‘regulatory’ contexts such as housing and homelessness practice. It builds into debates about power, agency, social policy and welfare by bringing psychosocial and feminist theorisations of relationality to practice research. It claims that relational approaches provide a starting point for the analysis of empirical practice data, by working through the relationship between the individual and the social via an ontological unpicking and revisioning of practitioners' social worlds.

Homelessness or Symbolic Castration? Subjectivity, Language Acquisition, and Sociality in Julia Kristeva and Jacques Lacan

Hypatia ◽  
2005 ◽  
Vol 20 (2) ◽  
pp. 69-87 ◽  
Author(s):  
Bettina Schmitz ◽  
Julia Jansen
Keyword(s):  
Language Acquisition ◽  
Jacques Lacan ◽  
Julia Kristeva ◽  
Early Stages ◽  
Patriarchal Society ◽  
Starting Point ◽  
The Individual ◽  
Forms Of Violence

How much violence can a society expect its members to accept? A comparison between the language theories of Julia Kristeva and Jacques Lacan is the starting point for answering this question. A look at the early stages of language acquisition exposes the sacrificial logic of patriarchal society. Are those forces that restrict the individual to be conceived in a martial imagery of castration or is it possible that an existing society critically questions those points of socialization that leave their members in a state of homelessness? The following considerations should help to distinguish between unavoidable and avoidable forms of violence.

Digital competences of the workforce – a research topic?

2017 ◽  
Vol 23 (3) ◽  
pp. 721-734 ◽  
Author(s):  
Matthias Murawski ◽  
Markus Bick
Keyword(s):  
Research Topic ◽  
Future Research ◽  
Digital Competence ◽  
Content Type ◽  
Research Activities ◽  
Starting Point ◽  
Pros And Cons ◽  
Definition Of ◽  
The Individual ◽  
Practical Implications

Purpose Considering working in the digital age, questions on the consequences for the individual workers are, so far, often neglected. The purpose of this paper is to deal with the question of whether the digital competences of the workforce is a research topic. The authors argue for the thesis that it is indeed a research topic. Design/methodology/approach In addition to a literature analysis of the top IS, HR, and learning publications, non-scientific sources, as well as the opinions of the authors, are included. The authors’ thesis is challenged through a debate of corresponding pros and cons. Findings The definition of digital competences lacks scientific depth. Focussing on the workforce is valid, as a “lifelong” perspective is not mandatory for research. Digital competence research is a multidisciplinary task to which the IS field can make a valuable contribution. Research limitations/implications Although relevant references are included, some aspects are mainly driven by the opinions of the authors. The theoretical implications encompass a call for a scientific definition of digital competences. Furthermore, scholars should focus on the competences of the workforce, including occupations, roles, or industries. The authors conclude by providing a first proposal of a research agenda. Practical implications The practical implications include the alignment of multiple stakeholders for the design of “digital” curricula and the integration by HR departments of the construct of digital competences, e.g. for compensation matters and job requirements. Originality/value This paper is one of very few contributions in the area of the digital competences of the workforce, and it presents a starting point for future research activities.

Career development and individuals with physical disabilities

2014 ◽  
Vol 19 (2) ◽  
pp. 222-243 ◽  
Author(s):  
Mercedes Villanueva-Flores ◽  
Ramón Valle-Cabrera ◽  
Mar Bornay-Barrachina
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Perceived Discrimination ◽  
Physical Disabilities ◽  
Human Resources Management ◽  
Mediating Effect ◽  
Job Dissatisfaction ◽  
Content Type ◽  
Perceptions Of Inequality ◽  
The Relationship

Purpose – Few studies have focussed on the situation of employees with physical disabilities from the perspective of human resources management – in particular on the career development expectations of this group. The purpose of this paper is to meet this need by focussing on individuals with physical disabilities in Andalusia (Spain). It analyzes three key aspects: whether the perception of discrimination is related to the perception of inequity due to their disabilities, with this relationship being moderated by gender; whether these perceptions of inequality and discrimination lead to feelings of dissatisfaction with the employing organization; and whether the perception of discrimination mediates the relationship between perceived inequity and job dissatisfaction. Design/methodology/approach – Using the theoretical framework of organizational justice, regression analysis is applied to test the hypotheses in a population of 459 employed people with physical disabilities. Findings – The results show that perceived discrimination is due to perceived inequity when peers who do not have a disability are used as comparative reference; however, this relationship is not moderated by gender. These perceptions of inequity and discrimination cause individuals to feel dissatisfaction in organizations, and a mediating effect is found for the perception of discrimination in professional development opportunities. The control variables considered, age and education, are not significant in the relationships studied. Originality/value – An original and valued model is proposed to explain job dissatisfaction among employees with physical disabilities and the possibility of perceiving a dual disadvantage, in their possibilities for professional development. The model links together three variables that have not previously been linked all together in the literature – perceived inequity, perceived discrimination on the grounds of disability, and dissatisfaction – highlighting that perceived discrimination on the grounds of disability mediates the relationship between perceived inequity and dissatisfaction. This model can also examine whether a dual disadvantage is perceived owing to an individual's being a woman and having a disability, considering gender as a variable that moderates the relationship between perceived inequity and perceived discrimination on the grounds of disability.

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