Search results

Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

This monograph reports on the strategic and operational roles of learning and development (L&D) professionals in Irish, UK European and US organisations including multinational corporations, small to medium enterprises, the public sector and not for profit organisations. This paper aims to investigate the contextual factors influencing L&D roles in organisations, the strategic and operational roles that L&D professionals play in organisations, the competencies and career trajectories of L&D professionals, the perceptions of multiple internal stakeholders of the effectiveness of L&D roles and the relationships between context, L&D roles, competencies/expertise and perceived organisational effectiveness.

The study findings are based on the use of multiple methods. The authors gathered data from executives, senior managers, line managers, employee and L&D professionals using multiple methods: a survey (n = 440), Delphi study (n = 125) and semi-structured interviews (n = 30).

The analysis revealed that L&D professionals increasingly respond to a multiplicity of external and internal contextual influences and internal stakeholders perceived the effectiveness of L&D professionals differently with significant gaps in perceptions of what L&D contributes to organisational effectiveness. L&D professionals perform both strategic and operational roles in organisations and they progress through four career levels. Each L&D role and career level requires a distinct and unique set of foundational competencies and L&D expertise. The authors found that different contextual predictors were important in explaining the perceived effectiveness of L&D roles and the importance attached to different foundational competencies and areas of L&D expertise.

This is one of the few studies to have investigated the L&D professional role in organisations from the perspective of multiple stakeholders using multiple research methods.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

The emerging technological work culture calls for a massive re‐education of the existing workforce, especially for the new careers emerging as a result of the revolutions in microelectronics, biotechnology and communication. In this monograph the author argues that for management it demands a new attitude toward employees as human capital. For the average worker, especially those displaced by the new technologies, it will require re‐education focused on skill development for new careers and service activities.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

This study addresses the specific topic of transition between higher education and the world of work, taking differences naturally inherent to the individual and to the surrounding micro and macro contexts. With a holistic approach, this paper aimed to provide a deeper understanding about the university-to-work transition process in a period of turbulence and continuous changes in the labour market.

The three research questions that guide this qualitative study are as follows: (1) What are the factors that facilitate the transition to the labour market? (2) What are the factors that constrain the transition to the labour market? (3) What are graduates' perceptions of their employability? To answer these questions, eleven graduates were interviewed about facilitators and barriers of the transition process and perceptions of employability. Data collected from the interviews were then related to categories previously defined from the literature review. Version 12.0 of the NVivo software was used to support the process of data analysis.

Overall, participants' discourse refer to a multidimensional and dynamic perspective of factors related with work transition and employability. The obtained results indicate that the lack of career agency during graduation and professional experiences, together with late career exploration processes, represent possible barriers of transition, especially in study fields with targeted job offers. Likewise, experiences promoting the development of competencies through supportive practice from teachers, mentors and colleagues are referred as facilitators of transition.

One of the most consistent outcomes of the interviews conducted concerns the importance of a stronger focus on developing practical experiences during higher education studies. This empirical study demonstrated how this type of experience can mitigate the impact of the transition from university to the labour market.

This empirical study demonstrated how work being integrated into learning in curricula can mitigate the impact of the transition from university to the labour market. It offers important insights about possible strategies that could be adopted to promote graduates' employability from a perspective of shared responsibility.

The purpose of this study is to explore the challenges faced by married women professionals in the private sector and the factors affecting their decisions in leaving the workforce.

A qualitative approach was used in this study. Data were obtained using a purposive sampling method in selecting ten married women professionals based on the inclusion criteria for this study. Semi-structured interviews were conducted and the whole interview sessions were audio recorded. Thematic analysis using the constant comparative method was used in interpreting the data.

The findings of this study revealed that majority of the married women professionals leaving workforce are affected by “pushed out” factors such as workplace inflexibility, long working hours, high volume of work than “opt-out” factors, which focus on the biological and psychological “pulls” that lure women back into their traditional roles of motherhood. Most of the married women professionals interviewed had no intention to return to the workforce and had lost confidence to join back the workforce.

This study involved married women professionals in the private sector only. As a qualitative study, it limits to voice and views of these particular subjects only and could not be generalised to other group of women.

The findings from this study shall enlighten all parties involved such as women professionals, HR managers and private sector organisations in strategies and plan of action towards minimising the talent drain of women professionals.

This paper offers new insight into debating the opt-out or pushed out factors influencing married women professionals’ decisions in leaving the workforce. It provides voice and views of women professionals who faced a predicament in making a decision about their career development.

The purpose of this paper is to learn about professional employees in the early stage of their careers, particularly, their understanding of competence development and career advancement. Law firms have a relatively low rate of turnover of professional staff when compared with employee flow rates that are standard in other organisations and industries. In law firms, the collective stock of embodied knowledge changes gradually influenced by recruitment cohort phases and employee departures. This paper aims to analyse lawyers employed in a reasonably munificent internal labour market context, seeking to understand their accounts of how their competencies can be developed and how their careers may be advanced.

This paper considers the competences and careers of a group of junior professional knowledge workers employed full‐time in a large law firm and conceptualises their competence development and professional career advancement through an existential ontological conceptualisation using a qualitative interpretive research methodology.

The findings from interviews with lawyers in the Planning and Environment area of specialisation are reported concentrating on employees' perspectives. Lawyers' self‐understanding is strongly influenced by career stage and position in the organisation. Their understanding of work in contrast reveals more individual and idiosyncratic clusters of work activities and distinctive ways of acknowledging and developing technical and professional expertise. They express a preference for a focal group of other people at work selecting from primary orientations to either clients or peers or self.

It is concluded that policy makers, practitioners, and academic researchers all have roles to play in assisting people at an early stage in their career to reflect on their existing expertise, assess current work practices, and develop and pursue strategies for competency development and career advancement.