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Personality types, Behavioural styles theories, Personality and testing systems - for self-awareness, Self-development, Motivation, Management, Emotional Intelligence and Recruitment
2012
In line with increased attention on the application of cognitive approaches to industrial, work and organizational psychology, the last 40 years have witnessed a growing interest in application of the cognitive style construct to the field of business and management. The purpose of this paper is threefold. First, we wish to advance understanding of cognitive styles research by elucidating trends and perspectives related to business and management. Second, we identify gaps in the literature and promising
States have been well documented over the past 15 years. Existing assessment of professional development events for many teachers creates limited change in teacher knowledge, skills, and classroom practice. The purpose of this case study was to examine elementary teachers' assessments and reactions to district professional development events. Within this case study, the research questions helped examine teachers' perceptions of new knowledge learned, quality of professional development, and their overall satisfaction of district professional development programs. Grounded in the theoretical framework of adult learning theory and teacher self-efficacy, a case study design with a critical case sample of 6 elementary school teachers was utilized. Inchoate themes were selected from the interview data, validated with member checking, and triangulated with themes that emerged from the literature's best practices. Schools and participants were randomly selected. Results indicated a range of positive and negative impressions of professional development events and revealed areas for improvement and that accurate content and processes during professional development events must meet the needs and match the learning styles of teachers. The implication of social change from this is study is improved content for adult learners within professional development and its events, increased teacher knowledge, effective communication between school district leadership and teachers, increased teacher self-efficacy, and overall effective teacher learning for positive classroom experiences.
The changed nature of contemporary missions toward combined, joined, and comprehensive collectives has set new requirements for the formation of mission-specific military and military-civilian teams. Teams are often formed in an ad hoc fashion and must work together effectively despite rapidly changing team formations and increased time pressure. An ad hoc team training approach for swift team effectiveness and augmented maturity - STEAM - has been developed to address these challenges. STEAM is described as “pressure-cooker training” in which team members gain insight into their team and themselves as a team player, within one day. This fast track is possible because the training is custom-made for the team, is highly motivating, and addresses underlying drivers of behaviours. Prior to the training team members perform an online assessment from which the specific team characteristics of the team are mapped. In this way, trainers gain insight into the potential strengths and “bottle...
The strategic plan at Carnegie Mellon University highlights the important contributions that staff members make to the organization. Concomitantly the university encourages the growth of a diverse campus community and stresses the important of developing a culture of respect. The university libraries have embraced these two threadsrecognizing the important contributions made by staff and the desirability of a diverse work force. This paper discusses the importance of these two threads and highlights the various steps taken to acknowledge staff contributions and to create a culture of respect.
Purpose of the Study: For adaptive selling to be successful, salespeople need to categorize their customers to tailor their sales approach. But how do students who are learning to sell know how to categorize customers when they often have little or no experience with customers? Students intuitively understand that customers are unique and thus adaptive selling techniques are needed. However, they lack the experience to create customer typologies and to know what kind of adaptions they should make and how to implement those adaptations throughout the steps in the sales process based on specific customer types. This article describes a pedagogical methodology that is empirically tested to help educators teach adaptive selling knowledge by using DISC® (Dominance, Influence, Steadiness, and Conscientious). In so doing, a cumulative hierarchical structure is created that assists teaching adaptive selling throughout the entire sales process. Method/Design and Sample: Assessment from quantitative and qualitative methods with 82 students from traditional and online modalities was utilized. Results: Findings provide support for the instructional methodology. Additionally, qualitative research uncovered students' perceptions of DISC® in four key areas: (1) DISC® knowledge, (2) self-awareness, (3) changes to views of others, and (4) interpersonal communication. Value to Marketing Educators: Step-by-step project implementation is provided for ease of use and adaptation to selling, as well as other marketing classes. Moreover, the article includes a table that applies DISC® to all steps of the selling process, detailing how to use established selling techniques for different behavioral styles.
Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Guided by Knowles’ adult learning theory, a conceptual framework was used to explore teacher perceptions of preferred PD programs. The research questions assessed teachers’ perceptions of the format, content, and process of professional development programs and examined how teachers applied new knowledge, concepts, and skills offered in professional development training. A case study design was used to gather data from a critical case sample of 6 elementary teachers. The criteria for voluntary participation in the study required teachers to be participating in PD training or to have participated in PD within the past 3 years. Data were generated from focus group interviews. Emergent themes were identified from the data, and the data were triangulated across the individual interview responses. Findings were developed and validated with member checking. The findings indicated that teachers want to be involved in planning relevant PD, request greater time allocated to collaborative activities, and desire more grade level customized programming. Implications for positive social change include improved district professional development opportunities that align with best teaching practices for effective student instruction and increased student achievement.
Hieroglyphs, 2023
Exploration of various types of scribal innovation (particularly in the arrangement of hieroglyphs), as evidenced in Roman period inscriptions from Esna, compared to similar practices in James Joyce’s Finnegans Wake. Beyond the much-discussed phenomenon of unetymological spellings, particular attention is paid to the reduction of chief divinities’ names to sportive bigrams and trigrams, which could be rearranged to express theological constellations.
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