Leadership quality is recognised as a major contributor to organisational performance. With a talent war looming, there is an increasing emphasis on developing an internal leadership talent pipeline. Formal leadership development programmes are a major vehicle for this purpose. Leadership development programmes find themselves competing with other organisational projects for funds and are expected to show a return on investment. Successful learning translation from the programme to the workplace is therefore essential to fulfil this requirement. Yet, the generally accepted transfer rate of 10% is worryingly low. Traditional learning transfer research, with the working environment explored from a hierarchical and single dyad perspective, provides inconsistent results and little advice for the human resource development (HRD) profession on how to improve transfer performance. This research creates a new conversation by considering learning transfer from a network social capital perspective; a perspective, arguably, more aligned to the socially situated nature of leadership. A longitudinal case study of a senior leadership development programme, underpinned by a critical realist philosophy, is used to explore how a leader’s network social capital – defined as the value inherent in the relationships within the leader’s organisational, professional and home networks – may influence leadership learning translation in the workplace. The results show a far wider range of social network actors are perceived as enabling or hindering the translation of leadership programme knowledge into improved practice than currently considered in the literature. Further, the four groups of identified developmental roles enacted by the social network and forming the leader’s network social capital (Opportunity to participate in learning translation, Structure for learning translation, Learning assistance and Access to vicarious leadership practice) can be sourced from many different parts of the leader’s network. The diversity, multiplexity and individuality of network social capital may explain the ambiguity and contradiction within the extant learning transfer results. Mechanisms facilitating the formation and flow of the four social capital groups are also isolated and then discussed within the context of the leader’s personal agency. The research is limited by a single case focus and its outcomes may be influenced by the seniority of the leaders within the case. However, the inference of the study’s findings is that the HRD community needs to think far wider than the leader’s line manager when designing strategies to support leadership learning translation. The emergence of two distinct drivers of social capital flows suggests consideration of two distinct solutions for improving translation – one focussed on the organisation and one directed at the leader.

The power of peer-to-peer teaching and learning was explored in an interviewing assignment between upper and lower classes in Human Development and Family Life Education. The freshmen and sophomores participated in a Professional Perspectives in Family Science class, whereas the juniors and seniors were completing their practicum experiences. In both classes there is a focus on professionalism and career competence. The two groups of students were pair-matched and the upperclass Practicum students interviewed the underclass Professional Perspectives students as if it were a formal graduate school admission or an employment interview. Both participants had to prepare for the mock interview by partnering with the university career development center. After the interview the upperclass participant of the pair provided feedback to the underclass student. The metacognitive learning in this task was that upperclass students had to reflect on their own performance. By being in the interviewee role, they became aware of the parameters that could be explored in more formal real-life situations, and had an opportunity to enhance their competence for future interviews.

Published research in Behavioural Sciences has indicated that there are some business and work environments which are more effective for the attainment of managerial objectives than others. In this study these research findings have been applied to learning activities of mature vocational students in TAFE in Canberra and to their teachers. Learning processes, learning theories and teaching are discussed. Teacher-student relationships and their impact on learning by creating sound learning environments are examined and a model of sound learning environment is created. This model is tested by investigation with final year certificate students. The impact of the model on teacher selection and teacher education is included in the discussion of results. The principal conclusion which can be drawn from the Study is that the sort of environment, which has been shown to be most effective in achievement of managerial objectives is also likely to be the most effective in achieving educational objectives for adult vocational students.

Made available in DSpace on 2016-01-26T18:49:32Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 421700 bytes, checksum: 21af1bf0b53258939f4dcd386c7fd93c (MD5) Previous issue date: 2009-11-04 / The present thesis discusses the professional education in Brazil and the dualism question, analyzing its building history since Brazil s colonization and the formal education managed by the Jesuits, beginning when Brazil was an empire and independent, developing into a republic, and emphasizing the promulgation of the first Law of Guidelines and Bases of National Education, in 1961, its reform in 1971 and the new Law in 1996, bringing new focuses to the organization and ruling of professional education in the country. The methodology used was literature and documents using the collections available in various media. Highlight in the text the approach to the Senai and the Centro Paula Souza as examples of model maintenance education for vocational training. We aimed our objective, through a scientific and systematic study, checking that all changes during the history, the existence of dualism and its remaining in the model of professional education understood as important to the development of Brazil. / A presente dissertação trata da educação profissional no Brasil, com o objetivo de abordar o dualismo de classes, analisando-se sua história de construção desde o Brasil-colônia, marcada pela educação formal administrada pelos jesuítas; passando pelo Brasil-império; e se desenvolvendo no Brasil-república, com destaque para a promulgação da primeira Lei de Diretrizes e Bases da Educação Nacional, em 1961, sua reforma de 1971 e a nova LDB, em 1996, que trouxe novos enfoques para organização e normatização da educação profissional no país. A metodologia utilizada foi a pesquisa bibliográfica e documental utilizando-se de acervos disponíveis em vários veículos de comunicação. Destaca-se no texto o enfoque em relação ao Senai e ao Centro Paula Souza como exemplos de manutenção do modelo de ensino destinado à formação profissional. Ressalta-se que objetivo deste trabalho foi atingido mediante estudo científico e sistemático que permitiu confirmar, com base em todas as mudanças transformadoras durante a história, a existência do dualismo e sua permanência no modelo de educação profissional considerado essencial para o desenvolvimento do Brasil.

Made available in DSpace on 2016-07-18T17:54:08Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 421700 bytes, checksum: 21af1bf0b53258939f4dcd386c7fd93c (MD5) Previous issue date: 2009-11-04 / The present thesis discusses the professional education in Brazil and the dualism question, analyzing its building history since Brazil s colonization and the formal education managed by the Jesuits, beginning when Brazil was an empire and independent, developing into a republic, and emphasizing the promulgation of the first Law of Guidelines and Bases of National Education, in 1961, its reform in 1971 and the new Law in 1996, bringing new focuses to the organization and ruling of professional education in the country. The methodology used was literature and documents using the collections available in various media. Highlight in the text the approach to the Senai and the Centro Paula Souza as examples of model maintenance education for vocational training. We aimed our objective, through a scientific and systematic study, checking that all changes during the history, the existence of dualism and its remaining in the model of professional education understood as important to the development of Brazil. / A presente dissertação trata da educação profissional no Brasil, com o objetivo de abordar o dualismo de classes, analisando-se sua história de construção desde o Brasil-colônia, marcada pela educação formal administrada pelos jesuítas; passando pelo Brasil-império; e se desenvolvendo no Brasil-república, com destaque para a promulgação da primeira Lei de Diretrizes e Bases da Educação Nacional, em 1961, sua reforma de 1971 e a nova LDB, em 1996, que trouxe novos enfoques para organização e normatização da educação profissional no país. A metodologia utilizada foi a pesquisa bibliográfica e documental utilizando-se de acervos disponíveis em vários veículos de comunicação. Destaca-se no texto o enfoque em relação ao Senai e ao Centro Paula Souza como exemplos de manutenção do modelo de ensino destinado à formação profissional. Ressalta-se que objetivo deste trabalho foi atingido mediante estudo científico e sistemático que permitiu confirmar, com base em todas as mudanças transformadoras durante a história, a existência do dualismo e sua permanência no modelo de educação profissional considerado essencial para o desenvolvimento do Brasil.

Das Working Paper Nr. 1 basiert auf der Studie „Ergebnisse der Situationsanalyse“, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Die vollständige Studie, die für den vorliegenden Bericht durch die Herausgeberin gekürzt und redaktionell weiterverarbeitet wurde, wird nicht als eigene Publikation der Öffentlichkeit zugänglich gemacht. Diese Studie und das Working Paper sind Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.

Das Working Paper Nr. 2 informiert über die Ergebnisse eines Workshops zum Thema „Interkulturelle Kompetenz“, in dem Vertreter der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Dr. Steffen Kersten, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) und der Daetz-Stiftung (Katrin Hallmann M.A.) im Auftrag der Staatlichen Studienakademie Breitenbrunn (Dr. Maik Arnold, Sylvia Koch M.A.) eine Arbeitsdefinition und Lernziele für die Zusatzqualifikation diskutiert haben. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.

Das Working Paper Nr. 3 ist Ergebnis einer Recherche nach interkulturellen Bildungs-, Studien- und Dienstleistungsangeboten, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.

Das Working Paper Nr. 1 basiert auf der Studie „Ergebnisse der Situationsanalyse“, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Die vollständige Studie, die für den vorliegenden Bericht durch die Herausgeberin gekürzt und redaktionell weiterverarbeitet wurde, wird nicht als eigene Publikation der Öffentlichkeit zugänglich gemacht. Diese Studie und das Working Paper sind Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.:1 Ziele und Inhalte der „Zusatzqualifikation Interkulturelle Kompetenz“ 2 Gegenstand und Methode der Situationsanalyse 3 Ergebnisse der Situationsanalyse 3.1 Vorhandene Unternehmensstrukturen 3.2 Stellenwert und Bedeutung von interkulturell qualifiziertem Personal 3.3 Anforderungen an interkulturell qualifiziertes akademisches Fachpersonal 3.4 Inhalte der Zusatzqualifikation Interkulturelle Kompetenz 3.5 Zielländer/-kulturen/-regionen in der Konzeption der Zusatzqualifikation 3.6 Didaktisch-methodische Empfehlungen für die Konzeption 3.7 Befragung der Studierenden des Studiengangs Industrie 4 Fazit

Das Working Paper Nr. 2 informiert über die Ergebnisse eines Workshops zum Thema „Interkulturelle Kompetenz“, in dem Vertreter der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Dr. Steffen Kersten, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) und der Daetz-Stiftung (Katrin Hallmann M.A.) im Auftrag der Staatlichen Studienakademie Breitenbrunn (Dr. Maik Arnold, Sylvia Koch M.A.) eine Arbeitsdefinition und Lernziele für die Zusatzqualifikation diskutiert haben. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.:1 Projekthintergrund und Zielstellung 2 Arbeitsdefinition zum Begriff Interkulturelle Kompetenz 2.1 Begriffliche Charakteristika, Prämissen und Problemstellungen 2.2 Ergebnisse der Diskussion einer Arbeitsdefinition interkultureller Kompetenz für die zu konzipierende Zusatzqualifikation 3 Definition von Lernzielen für die Zusatzqualifikation Interkulturelle Kompetenz 3.1 Grobziel: Förderung interkultureller Kompetenz von Studierenden 3.2 Learning Outcomes nach European Qualifications Framework