Purpose - The purpose of this paper is to consider how simulations are increasingly used in training programs for the development of skills such as leadership. However, the requirements of leadership development go be...
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Purpose - The purpose of this paper is to consider how simulations are increasingly used in training programs for the development of skills such as leadership. However, the requirements of leadership development go beyond the development of task specific procedural knowledge or expertise that simulations have typically been used to develop. Leadership requires flexibility in the application of knowledge developed through simulations and the creation of linkages to behavioral execution skills needed to utilize that knowledge effectively in real world settings. Design/methodology/approach - The successful acquisition of flexible expertise and the related execution skills requires instructional techniques that manage cognitive load, delay automatization of responses, and provide diversity in simulated experiences to ensure richness of the mental models developed while working on simulations. The successful transfer of that knowledge to real world settings requires supplemental instructional techniques that link the use of the mental models developed on simulations to the contexts and behavioral requirements of the trainees' roles in real world settings. Findings - If simulations are going to be used effectively for the development of dynamic skills such as leadership there is a need to go beyond their traditional use. The execution of leadership skills requires flexible expertise. The successful acquisition of rich schemata and versatile mental models as the goal of leadership development programs calls for instructional techniques that also facilitate the successful manifestation of flexible expertise. Originality/value - The paper shows that, when embedded in deliberative processing, application of knowledge developed though simulations and the creation of linkages to behavioral execution skills facilitates successful performance in complex and dynamic real world challenges.
Purpose - The purpose of this article is to examine the impact of the shift to a knowledge society, where information and communication technology (ICT) and the widening spread of internationally distributed informati...
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Purpose - The purpose of this article is to examine the impact of the shift to a knowledge society, where information and communication technology (ICT) and the widening spread of internationally distributed information are creating a "skill revolution", as O'Hara suggests, there is a widening culture mismatch between what members of the knowledge society need to succeed and what current systems of higher education are geared to offer and to adequately prepare people and communities to thrive in the global knowledge society. Design/methodology/approach - For universities, as the scope and complexity of the actual business environment grows, the changing landscape of business education needs to come to terms with a developing global environment that has impacted on business, demographics and culture which demands a change in managerial skills to lead sustainable enterprise. Findings - Students need to master higher-order cognitive, affective, and social skills not central to mature industrial societies, but vital in a knowledge based economy that include "thriving on chaos" (making rapid decisions based on incomplete information to resolve novel situations);the ability to collaborate with a diverse team - face-to-face or across distance - to accomplish a task;creating, sharing, and mastering knowledge through filtering a sea of quasi-accurate information. Originality/value - These skills, according to Galerneau and Zibit, are "the skills for the twenty-first century", as they are "the skills that are necessary to succeed in an ever changing global society where communications is ubiquitous and instantaneous, and where software tools allow for a range of creative and collaborative options that yield new patterns and results that we are only beginning to see".
Purpose - The purpose of this paper is to explore the role of computerbased business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of re...
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Purpose - The purpose of this paper is to explore the role of computerbased business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of real business problems. Whether the integration of business simulation technologies will enable significant innovation in teaching and learning and will significantly enhance the quality and efficiency of traditional management teaching and learning methods is to be examined. Design/methodology/approach - Previous research has established that simulations can be an effective integrative learning mechanism for the student participant seeking to understand management concepts, techniques and practices. A number of prominent training institutions have adopted simulations in order to increase business acumen, financial literacy and build competency. Findings - The research carried out seems to confirm that simulations can be powerful, engaging, dynamic and effective teaching and learning tools. The immersive worlds of simulations can be designed to replicate actual economic, market and business events where students experiment in real time with alignment and commitment surrounding complex corporate strategies, business models and initiatives. Originality/value - To achieve the required convergence of the business curriculum, the paper suggests that a broad-based integrative approach needs to be adopted to overcome the silo effect of supply driven disciplinary models, which have traditionally prevailed in business education.
PurposeThe purpose of this paper is to explain how a large UK care‐home group uses e‐learning to ensure that its 4,000 employees, of widely varied backgrounds and academic ability, are fully trained to comply with l...
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Purpose
The purpose of this paper is to explain how a large UK care‐home group uses e‐learning to ensure that its 4,000 employees, of widely varied backgrounds and academic ability, are fully trained to comply with legal requirements and provide residents with high‐quality care.
Design/methdology/approach
Charts the reasons for the company's decision to choose e‐learning, and the advantages it has brought.
Findings
Reveals that the training caters for all ICT abilities, academic backgrounds and languages. The training is appealing to employees and tailored to the national minimum standards for care.
Practical implications
Describes how the company has seen a significant increase in NVQ achievement rates and has been able to deliver the NVQ much faster compared to classroom‐based delivery. It can more easily record employee qualifications and training and so prove compliance.
Originality/value
Reveals that e‐learning has proved to be an efficient and cost‐effective way of training a geographically dispersed workforce.
Purpose – Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies. Design/methodology/approach – This briefing is prepared ...
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Purpose – Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings – For the vast majority of organizations, training is crucial to their prospects of achieving and sustaining competitive advantage. According to American writer Thomas J. Peters, training is so important that firms can never “overspend” in this area. Maybe so. But against an increasingly tougher economic background, company leaders are naturally looking to make employee development as cost‐effective as possible. To this end, a mounting number of organizations are turning towards online training to provide the solution. And why not? The mechanism permits a flexible approach that enables training to be supplied exactly when and where it is required. These just‐in‐time capabilities can mean a hefty saving on the distribution costs associated with the more conventional training courses. Any satisfaction at cutting the budget will, however, be short‐lived unless the format proves effective. Practical implications – Provides strategic insights and practical thinking that have influenced some of the world's leading organizations. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.
Purpose - High order leadership, problem solving skills, and the capacity for innovation in new markets, and technologically complex and multidimensional contexts, are the new set of skills that are most valued by com...
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Purpose - High order leadership, problem solving skills, and the capacity for innovation in new markets, and technologically complex and multidimensional contexts, are the new set of skills that are most valued by companies and employers alike. Business simulation exercises are one way of enhancing these skills. This article aims to examine the capacity of business simulations to deliver the learning outcomes they have the potential to achieve, and the challenges faced in implementing these technologies. Design/methodology/approach - A literature of the learning outcomes from business simulations, and critical assessment of the challenges and problems involved in the implementation of learning technologies. Findings - Traditionally, postgraduate business education programs have adopted the functional silos that provide the organizational framework for the design of the curriculum. Business problems rarely present themselves in the compartmentalized silo supply-driven disciplinary framework. The question of how to achieve greater convergence of the business curriculum programs that offer students more practical oriented experiences to develop their conceptual understanding in cross functional decision making and analytical thinking abilities through "learning by doing" of real business problems, has concerned business education for a considerable time. Originality/value - The article shows that the prospect of adopting a broad-based, integrative approach that goes beyond the conventional lectures and case studies complemented by business simulations and emerging technologies has significant potential to resolve the traditional problems of business education convergence of the curriculum.
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