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Her personal interest in me and enthusiasm for coachingA  have been a great encouragement to me. In the 21st Century, coaching employees to their highest potential is the name of the game. Truth: It is not possible to account for all performance dimensions for all positions, and types of employees on any appraisal instrument. Truth: There at least 15 flaws attributed to Performance Appraisals, any, or all of them undermine the administrative decisions based upon their use. The only way to overcome these fallacies is to avoid traditional performance mangement systems.
ReviewWe review your organization's policies, procedures, programs, performance management documents and systems, consult with your HR staff and select managers, then offer suggestions for improving your system.
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OK, are you ready to roll up your sleeves?  What is your plan to develop your leadership potential?  Do you have DREAMs you want to turn into reality?  Do you need to sort through the LEARNing process to position yourself to move forward?  Are you willing to DO what is necessary and make really tough choices?  Do you really want to BECOME something more or different than you currently are? The program will provide you with a roadmap to transform you or your business to achieve your potential.   We will work together intensely for several months to develop your strategy, then maintain a long term relationship for continued support.
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MatricA?late en este Curso Homologado Online y podrA?s disfrutar de nuestro envio urgente. Digital literacies is a very “hot” topic right now, and one that deserves our attention given the influence of the web on our working and social lives.
Yet, not everyone perceives the web in this way nor does everyone value it for its social(lisation) potential. This takes me to consider the Digital Visitors and Digital Residents debate initiated by White and Cornu. This makes me wonder what role individuals’ social, cultural and economic background play in prompting them to engage with the web for living, learning and working. And more important even, it leads me to question as to the role (or duty) of educational institutions in cultivating and enhancing learners‘ cultural capital in a world mediated by technology. Providing access to technology and wifi is necessary, but it’s effects will only be felt if the implementation of such technological infrastructures are accompanied by practices that promote its effective use. The University of Southampton has recognised that and launched a module on Living and Working on the Web in an attempt to equip their students with relevant skills for the changing job market that the so called digital economy is bringing about.
With learning technologies (and implicitly digital literacies) starting to feature heavily in Educational Institutions’s policies, what does it really mean to (and in) practice?
I am yet to develop a convincing message for those who see technology as a threat [and me as a lunatic].
I participated in several events in the past weeks where technology in education was discussed. As you can note from this post, I’m frustrated with such attitude, but I am even more frustrated with myself for not being able to convey the message in an effective way.
We set out to create spaces that combine the best of a trusted community, innovation lab, business incubator and the comforts of home. The idea has been spreading like wildfire and resulted in the emergence of a global movement.
One of the issues may be the level of decision making and the forms that decision making takes.
Similarly, we need to re-look at social systems to see how they can be adapted to changing patterns fo work including access to food and recreation systems, transport, nursery provision and education and training.
The other says we are entering a period of disruption with the existing system fundamentally unable to respond to needs and that the take up of technology will lead to fundamental change.
What this suggest to me is that it is not technology as such that is the major factor in disruption. But the promise of such developments is to extend education to all who wish to learn, rather t5han the present minority who are able to access higher education. In terms of the use of technology for teaching and learning we saw limited technical innovation. But probably the main innovation was in terms of pedagogy and in wider approaches to ideas around learning. These issues can be overcome and I think there are significant moves towards recognising broader forms of learning in different contexts. Students have led an impressive (and largely unexpected) fightback in the UK and the outcome of this struggle is by no means clear. And that also poses issues for those of us who have viewed the adoption of technology for learning as an opportunity for innovation and change in pedagogy and for extending learning (through Open Education) to those outside schools and universities.
At their best, both the movements around Open Education and the student movement against cuts have begun to pose wider issues of pedagogy and the purpose and form of education as will as the issues of how we recognise learning.
I wonder now, if it is possibel to bring together the two different movements to develop new visions of education together with a manifesto or rather manifestos for aschieveing such visions.
I am not going to try to define any of these, still less to try to put forward any form of construct for measuring openness. I have already written extensively on the artefacts and tools which mediate activities and learning. What is missing at the moment is easy tools for resource discovery (Google is still fairly poor at finding Open Educational Resources). And, of course, we have seen the emergence of communities of practice around different topics, practices and occupations.
What it is about – its joint enterprise as understood and continually renegotiated by its members.
How it functions – mutual engagement that bind members together into a social entity.
What capability it has produced – the shared repertoire of communal resources (routines, sensibilities, artefacts, vocabulary, styles, etc.) that members have developed over time. Lave and Wenger see the process of integration in communities as coming through involvement around practice – what they called legitimate peripheral participation. The work of Joss Winn and Richard Hall has probably not received as much attention as it deserves. There is a complex interplay between the theoretical opportunities of social media for personal emancipation through engagement in contexts for narrative and authorship, and our understanding of how those tools are deployed and owned in reality ….

Richard Hall goes on to look at “how to frame a curriculum that enables individuals-in-communities to learn and adapt, to mitigate risks, to prepare for solutions to problems, to respond to risks that are realised, and to recover from dislocations.
In seeking to frame a curriculum to allow individuals in communities to deal with the challenges of the changing environment, Hall puts forward the basis for curricula design for Open Education. The ideas put forward by Richard Hall are remarkably similar to those advanced by Willem Wardekker in comparing Critical and Vykotskian ideas of education.
Plurality may be seen in Vygotskian theory not only as a characteristic of society, but also as a characteristic of human personality.  It is not the social structures themselves that are internalized, but the meaning the individual learns to give to these structures in its interaction with others and in relation to what it has learned before. These ideas can provide a starting point for a discussion around curricula for Open Education.  Key is the idea of authentic learning in engagement with real-world situations that demonstrate complexity and context. We will broadcast on Friday, Saturday and Sunday (2nd, 3rd and 4th of August) from San Marino.
According to the TES teachers in the UK “are more likely to work unpaid overtime than staff in any other industry, with some working almost 13 extra hours per week, according to research. It finds funding and oversight bodies have been slow to address emerging financial and educational risks, with current oversight arrangements leading to confusion over who should intervene and when. Skills Panorama, they say,  turns labour market data and information into useful, accurate and timely intelligence that helps policy-makers decide on skills and jobs in Europe. The new website will provide with a more comprehensive and user-friendly central access point for information and intelligence on skill needs in occupations and sectors across Europe. Simply, that coaching is an a€?ask not tella€? process and presupposes people to have answers within themselves.
El coaching es un proceso de desarrollo humano que implica una interacciA?n estructurada y focalizada, un gran complemento para el mentoring que serA­a el proceso de desarrollo de personas en las empresas y en las organizaciones en general, ambos conceptos unidos pueden brindar numerosas oportunidades a los empresarios.
And worthy of note is that the web is not only influencing the way we work nor solely the way we use it to socialise. The web as a field of participation and socialisation is not deprived of tensions, and it is far from being evenly distributed in the current global and network society [just to throw a couple of more ready made phrases in there!]. In wanting to take the digital native discussion to a new level, the authors devised a topology that looks at the frequency of use and explores the needs and motivations of individuals when using the web.
In our preliminary study we realised that the student population participating in the module was very diverse, not only in terms of their digital literacies but also, and above all, in terms of their attitudes with regard to digital forms of working and learning. Technology, or the Web for that matter, as a form of accessing information or allowing teachers to create sleek content seems to be popular amongst teachers. The Hub is located on the first floor of New Zealand house, the New Zealand embassy near Piccadily. But there is an acute lack of collaboration and support structures to help make them happen. Spaces with all the tools and trimmings needed to grow and develop innovative ventures for the world.
To date, there are 25+ open HUBs and many more in the making, from London to San Francisco, Johannesburg, Melbourne, Sao Paulo and Milan.
It consists of a large open working space, with different small work areas, and different meeting areas. The present EU policy seems to be based on reducing legislation and providing targeted help.
More transparency and social involvement in decision making processes could improve the quality of support for SMEs.
But I would argue that the public sector has a key role to play and that we need more democratic and open processes if that support is to be effective.
Rather it is social and ideological drivers which are leading to the more apocalyptic scenarios. Coursera is an international consortium of elite universities using a proprietary platform to deliver free online courses.
OK, the UK saw an increasing trend towards providing Virtual Learning environments (mainly Moodle) in primary schools.
Who should be able to provide such accreditation and perhaps more importantly what should it be for (this raises the question of curriculum). Although traditional forms of individual assessment can be seen as holding back more innovative and group based forms of teaching and learning there are signs of movement in this direction – see, for example the Jisc Effective Assessment in a Digital Age, featured as his post of the year by Stephen Downes. In this respect, the development of Personal Learning Environments and Personal Learning Networks are an important step forward in allowing access to both technology and sources of learning to those not enrolled in an institution.
One of the main gains of social democratic and workers movements over the last century has been to win free access to education and training for all based on nee4d rather than class or income.
With pressures on econo0mies due of the collapse of the world banking system, governments are trying to roll back on the provision of free education.
Inevitably they have begun to reflect on the relation between their learning and the activities they are undertaking in fighting the increases in fees and cutbacks in finances, thus raising the issue of the wider societal purposes and forms of education.
How can we defend traditional access to institutional learning, whilst at the same time attacking it for its intrinsic limitations. One of the most encouraging developments in the student movement in the UK has been the appropriation of both online and physical spaces to discuss these wider issues (interestingly in opposition to the police who have in contrast attempted to close access to spaces and movement through he so-called kettling tactic). Instead I want to try to explore the dimensions of these different ways of understanding open education and what they might mean in practice.
Artefacts and tools include Open Educational Resources and open repositories, cloud and social software as well as Personal Learning Environments. Such communities are by definition emergent (as practices evolve) and vary greatly in structure and purpose. And evidence suggests that may work well for many learners, particularly those in vocational education and training. Joss Winn is particularly concerned with the dependency on tools and services underpinned by oil and technocentric economic, social and educational development in a world faced by growing uncertainties due to declining oil production. He saw tools as mediating relationships, and as emancipatory where mastery of them in a specific context could be achieved. It can recognize that positions, perspectives, and cultural resources may be inconsistent with each other without one or more of them being false. Open education can support learners in developing and exploring their own identities through developing meanings and coping with change and contradictions, both in their own personal contexts and in relation to wider society. Rosanna de Rosa, from UNINA, will present the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Subscribe to Mike the Mentor's free newsletter - and get 2 bonus articles "The Future of Leadership Coaching" and "Mentoring" available only to new subscribers. I’ve gained a deep understanding of the ICF Ethics and Core Competencies and beyond feeling prepared to submit my application, am confident that my credibility, professionalism and coaching quality have all deepened significantly.
The separation between formal and informal, public and private spaces has never been less straight forward and, as many would argue, the boundaries are blurry(ing) (See here, here, and here, for instance). Consequently, different practices, and agendas, co-exist in a space that aggregates a wide variety of groups of people with a multitude of approaches on how the web can be appropriated to serve their needs. This is translated into two different types of users: those who have embedded the web in their day-to-day practice (the residents) and those who use it sporadically for specific purposes (the visitors).
This might be related to the way students have been socialised into learning and how they are predisposed to engage with digital practices.

I think everyone is capable of it … even if the degree of depth might vary according to the knowledge and  experiences we manage to accumulate. But above all, spaces for meaningful encounters, exchange and inspiration, full of diverse people doing amazing things. And although European Commission policy recognises the centrality of small enterprises for future employment and economic growth, I think they have been slower to think through the implications of this in social and education policy terms. Yet the ‘system for targeted help may be to inflexible and slow to meet real needs on the ground. One says that education is not in a period of disruption – rather that the system is evolving to take account of the possibilities that technology offers for teaching and learning. Whilst there is little doubt of the speed of change, uncertainty and even disruption in the US and UK higher education sectors, in Germany and the Netherlands, for example, life seems to be going on as before. We probably have reached a tipping point in that the use of technology for learning is becoming mainstream. And of course the new private institutions will be  driven primarily by the need to make a profit – rather than by pedagogical imperatives.
Apart from their use of video these courses are somewhat traditional in their pedagogic approach.
Applications like Google docs and Dropbox allowed enhanced facilities for collaborative work and file sharing. Of course we do not have a precise or agreed definition of what open education or open learning means. Recognition takes the form of entry into a profession or job, promotion to a higher level or increased pay.
In countries like the UK, the government is to privatise education – both through developing a market driven system and through transferring the cost of education from the state to the individual or family.
As David Wiley has pointed out one of the problems of Virtual Learning environments is that the tools and artefacts of such groups are usually deleted at the end of a particular course.. Hanks puts it in his introduction to their book: ‘Rather than asking what kind of cognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place’. However it may be far more problematic for academic education or for those whose learning needs (or desires) lay outside present participation in am occupational practice. Yet traditional curricula, based on expert knowledge of a domain area may not be appropriate to present day needs characterised by the ready availability of information through the internet or indeed to the ideas of open education providing increased leaner autonomy. At the same time, learning means learning about yourself: building perspectives on yourself in relation to the learning situations you find yourself in.
Darco Jansen, from EADTU (European Association of Distance Teaching Universities), will talk about Europe’s response to MOOC opportunities.
The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page. If you're hungry for more, wea€™ve devoted a whole white paper to this topic of coaching and mentoring. Attached to this dichotomy between intense and occasional use of the web is a feeling of belonging, with the former feeling more attached to the “online world” than the latter.
In this sense, I wonder how different these students are from staff who also feel less keen in changing their practices and attitudes to accommodate digital practices. All it takes is to create the appropriate learning context for it to happen and allow learners to engage with it.  Having said that, sometimes that accumulated experience can also get into the way we think… critically!
But when it comes to use the web as a form of participation, networking and co-creation of knowledge people’s opinions seems to change… almost radically, because apparently children and teenagers might not be ready for it!! I am also unconvinced that merely exempting SMEs from employment legislation is the right answer.
This, in turn, means better access to data and ideas for those responsible for such planning.
And the availability of high quality learning opportunities outside the classroom means that educational institutions can know longer claim a monopoly on learning or knowledge. At last weeks EFQUEL conference, Jeff Haywood, Vice Principal of Knowledge Management at Edinburgh university, a founder member of the Coursera consortium, was quite explicit about their interest in MOOCs. As a society should we be retaining free education and investing in education as a response to the fall in productivity and high levels of unemployment. It is not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Dave Cormier says that the present speed of information based on new technologies has undermined traditional expert driven processes of knowledge development and dissemination. This may generate a certain continuity, without taking the form of a unified perspective which could be called identity in the accepted sense. Although the Digital Visitors and Digital Residents metaphor provides us with an understanding on how individuals are taking to the Social and Participatory Web, it still offers, in my opinion, a binary interpretation of a more complex reality; one that educational institutions are struggling to get to terms with. Germany has some of the toughest employment legislation in Europe, yet has a record of thriving SMEs. They were motivated by the idea of new pedagogical approaches to using technology for learning. Indeed the main technical trend may have been on the one hand the increased use of social software and cloud computing apps for learning and on the other hand a movement away from free social software towards various premium business models.
Whilst we are still struggling to develop new financial models for such programmes, perhaps the major barrier is recognition.
Even in those rich countries, there are still big differences in terms of opportunities based on class.
The explosion of freely available sources of information has helped drive rapid expansion in the accessibility of the canon and in the range of knowledge available to learners. In different situations, before different audiences, the individual may be guided by different perspectives which may be partially incompatible. And that has as much to do with how learners are using the web as it has to do with why some learners are more predisposed to do so than others, not to mention those who may be excluded of this topology altogether because of other factors that may preclude them from having access to technology or perceiving it as a useful tool for learning. I was puzzled that it  seems to work as a perfect excuse not to look further into how technology can add something to the teaching and learning experience.  Would we allow our pupils and students to say they were rubbish at maths or spelling and let them get away with it?
And if we do not make money within four years we will close the MOOCs down (it is worth reading Audrey Watters extremely amusing account of the education session at the TECHCrunch Disrupt conference in San Francisco earlier this week). Of course mobile devices are fast evolving and are making an increasing impact on teaching and learning. And it should not be forgotten that whilst workers movements have fought for free and universal access to education, it has been the needs of industry and the economic systems which have tended to prevail in extending access (and particularly in moulding the forms of provision (witness the widely different forms of the education systems in northern Europe). We are being forced to re-examine what constitutes knowledge and are moving from expert developed and sanctioned knowledge to collaborative forms of knowledge construction. Cambie la rutina y aprenda a incrementar su capacidad de desarrollo en: coaching, mentoring, cursos subvencionados para trabajadores online y cursos gratuitos para trabajadores a distancia. Cormier sees a movement from expert defined curricula to community based curricula but does not elaborate on how this process might happen.

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