An organization’s culture includes the assumptions, symbols, organizational beliefs, routines, and shared language that influence how people behave and make sense of their experiences within the organization. The culture of an organization is linked to all facets of the people, processes, and technology that make up a functioning organization. Training and development is an important tool and helps to define organizational culture. The organizational knowledge base serves as a foundational resource for the entire training strategy as it allows the organization to be adaptable, responsive, and in alignment with the core values and mission. Knowledge creation enables the organization to refine and develop new content as well as find better, more effective ways to do tasks. Knowledge sharing refers to the social interactions between key stakeholders that allow for the transactional and transformation exchange of organizational experiences, implicit and explicit knowledge, thoughts, and suggestions. Knowledge storage enhances organizational memory and promotes access to and use of information for decision making. Learning and finding appropriate ways to use knowledge within our organizational roles for different activities and problem-solving situations is one of the primary goals of training and development areas. How we choose to train and develop team members will be heavily influenced by the organizational culture. Consider the following example.

This curriculum was designed to teach social workers how to convey their knowledge of human development to the professionals who work with them in the field of child welfare. The five modules teach the principles of interprofessional collaboration, team building, communication styles, working with families in interprofessional teams, and addressing the interdisciplinary problems with which families and children have to cope. (188 pages)Rector, C., Garcia, B., & Foster D. (1997).

This introductory unit covers definitions of terms used in the component, with an emphasis on paradigm shifts in healthcare, including the transition from physician-centric to patient-centric care, the transition from individual care to interdisciplinary team-based care, and the central role of technology in healthcare delivery. This unit also emphasizes the core values in US healthcare.

This course is an introduction to labor economics with an emphasis on applied microeconomic theory and empirical analysis. We are especially interested in the link between research and public policy. Topics to be covered include: labor supply and demand, taxes and transfers, minimum wages, immigration, human capital, education production, inequality, discrimination, unions and strikes, and unemployment.

ICT accessibility and inclusive design is considered as a relevant and essential topic that needs to be well covered and integrated within capacity building, training and education curricula and programmes. Despite this urgent need, there is a lack of integration of ICT-AID aligned courses in educational institutions and professional development services based on a comprehensive Global competency framework delimiting all required relevant competencies and capabilities in the field of ICT accessibility and Inclusive Design. It is in this context that Mada center has developed an open competency framework in a bid to guide globally training of students and workers on ICT accessibility and inclusive design, so that they will be well prepared to excel in their accessibility professions and contribute in the creation of accessible products, contents and services.

LibGuide of resources for Michigan Community College Librarians providing information, training, and support for faculty adoption of open educational resources. Includes training material, examples of OER such as textbooks and full courses, as well as helpful copyright resources and research on OER and its impact.

This resource describes the requirements for submitting or authoring new resources to add to OER Commons.

Lou is a young child presenting problem behaviors. At home, at school, or outdoors, Lou’s parents try different methods of correcting Lou’s behaviors, and evaluating their efficacy in the immediate, and longer, term.
The interactive program offers a rich simulation of situations parents and children in such circumstances might face. Whilst studiosly avoiding any suggestion of easily and universally applicable methods, the interactive program invites parents and professionals in training to reflect on the adequacy of their disciplinary and other child-rearing styles, and the impact of stress and fatigue on family functioning, related to environmental variables in their lives. The interactive program also proposes a series of « golden rules » parents and professionals in training can use as helpful guidelines and points of reference in promoting the welfare of their children and enhancing family functioning.
Use of the interactive program, which should always happen when their is professional supervision and accompaniment, by a parent, in a parental couple with or without the involvement of the child concerned, in a group of parents, or by a psychologist in training, contributes to improvement in child-rearing practices, the feeling of parental competence, co-parenting relationships, and communication with the child in question and other children who may be part of the family setting.
The interactive program’s playful and modern approach makes for an indispensable tool for psychologists and family educators working with young children with problem behavior, and their parents.
The interactive program may be used in four languages (English, French, German, and Spanish), and is accompanied by a manual in English and French describing the theoretical and empirical bases for the interactive program and its uses, as well as guidelines for using the video which are especially apt for professionals working in the educational guidance of parents and families.
Standard instructions regarding the training of students in the helping professions are also available on the interactive program. These instructions are aimed at professors in higher education in the domains of family psychology, family education, and cognitive-behavioral therapy. They permit psychologists and other professionals in training to understand how best to use the interactive program and focus its use in the broader context of their working relationships with one another and with families and children.

Lou est un jeune enfant présentant des difficultés de comportement. A la maison, à l’école ou en promenade, ses parents font des choix éducatifs et en évaluent l’efficacité immédiate et à long terme. Le programme interactif se présente comme un simulateur de situations éducatives. Sans jamais induire que l’éducation d’un enfant se réduirait à une recette universelle, il emmène parents et professionnels dans une réflexion à propos de l’adéquation des réponses éducatives en regard des comportements de l’enfant, de l’impact du stress et de la fatigue sur le fonctionnement familial, de l’importance des variables environnementales. Il propose un ensemble de « règles d’or » agissant comme des points de repère. Son utilisation par le psychologue en formation, le parent seul, en couple parental, avec ou sans leur(s) enfant(s), en groupe de parents, accompagné ou non d’un professionnel de la guidance, contribue par ailleurs à favoriser le travail thérapeutique portant sur la fonction parentale, la relation coparentale et la communication avec l’enfant. Son approche ludique en fait un outil indispensable aux psychologues et aux éducateurs familiaux travaillant auprès de jeunes enfants présentant des troubles du comportement et de leurs parents.
Le programme interactif est présenté en quatre langues (français, anglais, allemand et espagnol). Il est accompagné d’un manuel en français et en anglais donnant des indications sur ses fondements théoriques et des conseils d’utilisation à destination des professionnels de la guidance éducative.
Des consignes standardisées relatives à la formation des étudiants sont également disponibles . Elles sont destinées aux professeurs de l’enseignement supérieur et des universités dans les domaines de la psychologie de la famille, de l’éducation familiale et de la thérapie cognitivo-comportementale. Elles permettent d’orienter le travail des psychologues en formation à partir du programme interactif.

Online training programme for activities and specialized educators on how to use the methodology and tools developed under the project : It targets youth activists and specialized educators who want to involve youth people in civic participation projects, with the goal of training more youth activists and educators.  

The online training programme for activities and specialized educators aimed at introducing how to use the methodology and tools developed under the project : It targets youth activists and specialized educators who want to involve youth people in civic participation projects, with the goal of training more youth activists and educators.

You will find a Guide for the promotion of youth civic participation at the local level: this guide has different objectives, first of all to involve youth at risk and keep them involved, then to diagnose the needs of local communities, and finally to understand and cooperate with the local institutional context.

And a training programme for YOUNG PEOPLE involved in civic participation projects: the program targets youth-at-risk and contains lesson plans and related materials that youth activists and educators can use to train and guide youth-at-risk involved in local change projects.

This training is doable online with quiz to assess the progress of each students.
It is free.

YOUC project for Promoting Youth Participation in Local Communities is aimed at young activists, youth workers, educators and organizations who want to promote the empowerment, initiative and civic participation of young people at risk of marginalization.

The project is based on a methodology and a set of tools to promote youth participation and active citizenship at the local level of young people in difficulty supported by groups of young activists and volunteers, as well as educators from associations in each partner country.

YOUC project supports the capacity building of youth leaders and educators by providing them with an effective methodology and tools to reach marginalized youth and involve them in local civic participation. For the same reason, the project focuses on the horizontal management of the professional development of youth workers.

YOUC aims to:
• Promote the activation of NEETs
• Improve the level of key competences and skills of young people, in particular the European key competence social and civic responsibility
• Promote the participation of young people in civil society
• Promote inclusion and solidarity

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

In this episode of our "Pilot Pals" story time series, we share the story of pioneering African American aviator Cornelius Coffey.

Four Antarctica researchers describe how they keep warm while working in extreme cold, taking lessons from adaptations of wildlife.

This item contains resources relating to the intersection of child welfare and substance abuse services. It includes: a draft outline trainers may use to blend components of sample training curricula; sample curricula on adult substance abuse and on alcohol and other drugs in the practice of child welfare; supplemental training resources including experiential exercises, sample case studies and training handouts; and a bibliography and copies of key articles from research and practice literature. In addition, two brief reference booklets--one on resources for training child welfare staff about substance abuse and one on elements of effective alcohol and drug training for child welfare professionals--are included. (260 pages) Louisell, M., & Drabble, L. (1997).

The mission of the Assistive Technology Act Technical Assistance and Training Center (AT3) is to increase access to and acquisition of assistive technologies by individuals with disabilities across the lifespan.

The Assistive Technology Act Training and Technical Assistance Center(AT3/AT3 Center) is a project funded under grant award # 90ATTA0001 by the U.S. Department of Health and Human Services Administration for Community Living (ACL). AT3 provides technical assistance and supports to State Assistive Technology (AT) Programs funded under Section 4 of the Assistive Technology Act of 1998, as amended (P.L. 108-364). The AT3 Center is a sponsored project of the Association of Assistive Technology Act Programs (ATAP) The information on this website does not necessarily reflect the position or policy of ACL, and no official endorsement should be inferred.

The goals of this instructional course are to get you started in this wonderful sport and to give you a working knowledge of tennis. It should help you to understand the basics of a sport and how to perform these basics. Most of the course will focus on the basic stroke techniques. Variation to those techniques will be presented, as well as drills and games, so that you can take it to the court. Singles and doubles tactics will be covered as well.

A training programme for YOUNG PEOPLE involved in civic participation projects: the program targets youth-at-risk and contains lesson plans and related materials that youth activists and educators can use to train and guide youth-at-risk involved in local change projects.

Hurricane Sandy served as a wake-up call for many coastal communities along the East Coast: they learned that planning and preparation for future hazards and climate change impacts needs to take place before the next disaster. As this type of planning was new to many communities, they needed assistance in identifying the most beneficial data, tools, and resources that could inform their local planning and decision making.

This guide is designed to provide an overview of the knowledge and skills needed to help you make full use of the Oregon Open Learning hub. There are different entry points, but in general, the knowledge and skills contained in earlier modules are prerequisites for the learning presented in successive modules. Gauge your readiness to participate in the Oregon Open Learning community by reviewing the Learning Targets within each module. If you can do it, great! You are ready to jump in. If you’re not there yet, get up to speed by following the respective link(s) to access the learning resources connected to each target.

The WPSA Annual Meeting will be hed on March 28 - 30, 2013, at the Loew's Hotel, Hollywood, CA. The theme for the event is: "The Empire Strkes Back!." Democratic governance, and its triumph over fascism and state-socialism, have long been facilitated by the ability of capitalism to “reform itself” or, more precisely, to reconcile itself to the modest regulation imposed by popular rule. Regulations and reforms established more than a century ago in the Teddy Roosevelt administration, and expanded from time to time in the 40 years that followed, constrained the exploitation of workers, prevented banks from gambling with the economic system, broke up monopolies, restricted unfair labor practices, and established a social safety net, and in so doing provided fertile ground for an unprecedented rate of economic growth, improvement in human conditions, and the establishment of a large and productive middle class. The stability that followed—and the spread or co-occurrence of this approach (with variation and modifications) in the other industrialized democracies of the world—forestalled the emergence of fascism in the U.S. and simultaneously pushed back against the spread of state-socialism in Europe and beyond.Since the passage of the Taft Hartley Act in 1947, the US has seen steady erosion in those protections. Workers in the US and Europe bear a greater and greater burden for the social goods provided by their society and receive fewer and fewer benefits while those who have benefitted most from the triumph of capitalism have begun to knock down the reforms achieved in the 20th Century. Hopes of spreading the improved human condition to the global south have foundered on a reconstructed mercantilist and neo-colonial international trade regime that has resulted in exploitation of workers in lesser-developed nations and vast environmental degradation.Is democracy up to this challenge? Can the free-market global economy again be brought into line with the goals of improving the conditions of humanity? Are our institutions, nation-states, international compacts, and ways of thinking up to this challenge, or will the latter part of the 21st Century more closely resemble the late 19th than the late 20th? While the WPSA welcomes proposals on all political and governmental questions of interest to the discipline, in 2013, we would like to pay particular attention to domestic and international inequality, its causes and its consequences, and whether democratic institutions are up to the task of addressing either.