Christina Evans - Böcker

Coaching has become a global business phenomenon, yet the way that coaching has evolved and spread across the globe is not unproblematic. Some of these challenges include: different types/genres of coaching; understanding and relevance of different coaching philosophies and models in different cultural contexts; equivalency of qualifications and coach credentials, as well as questions over standards and governance, as part of a wider debate around professionalization. Coaching then, as with the transfer of knowledge and professionalization in other disciplines, is not immune to ethnocentricity.Through a combination of adopting a meta-analysis of coaching, supported with narratives of coaching practice drawn from different socio-political/cultural contexts, the aim of this book is to challenge current knowledge, understanding and norms of how coaching is, or should, be practised in different cultural contexts. This book will provide a foundation for further research in coaching as an academic field of study and as an emerging profession. It will resonate with critical scholars, coach educators, and coach practitioners who want to develop their praxis and enhance their reflexivity and be of interest to researchers, academics, and students in the fields of business and leadership, human resource development, organizational learning and development, mentoring and coaching.

Over a century has passed and yet there is growing evidence that knowledge workers across the globe today are as constrained by F.W. Taylor's much-maligned The Principles of Scientific Management, as factory workers were in the early twentieth century. Re-Tayloring Management looks critically at Taylor's philosophy on management and contrasts it with other perspectives that have since emerged, along with the professionalization of management and the growth in business and management education. The contributors demonstrate that despite the complexity and uncertainty that organizations face, instead of designing work systems where knowledge and service workers have the freedom to apply knowledge and skills at the point they are most needed, managers are obsessed with maintaining tighter control. This approach conflicts with contemporary job design principles, which emphasise ’job crafting’, whereby individuals are encouraged to craft their role in a way that is congruent with their identity. Drawing on insights from academics with diverse backgrounds and interests, and organised around 'past', 'present' and 'future' themes, this book is a thought-provoking read for professional managers, as well as for postgraduate students and academics teaching and researching organizational studies and management.

Whilst there are many books on knowledge management there are few aimed directly at HR practitioners and the critical role that they can play in building a knowledge-centric culture.This practical book draws on the author's own experience, as well as that of leading-edge Human Resource and Knowledge Management practitioners (including Linda Holbeche, Elizabeth Lank, and David Snowden), each of whom recognise that building a knowledge-centric culture cannot be achieved through technology alone.It covers areas such as:* Defining the key ingredients of a knowledge-centric culture* The changing structures, roles and responsibilities needed to create a knowledge-centric culture* HR's unique contribution to building a knowledge-centric culture, together with practical steps for getting started on the KM journey and for keeping the momentum going* Tools and techniques for: opening up a dialogue about why knowledge management is crucial for business and personal success; knowledge mapping; encouraging and facilitating knowledge sharing, as well as ways of identifying key knowledge players* How to help your organisation reframe its assumptions about learning in the knowledge economy* How to ensure that your HR practices are knowledge aligned

Whilst there are many books on knowledge management there are few aimed directly at HR practitioners and the critical role that they can play in building a knowledge-centric culture.This practical book draws on the author's own experience, as well as that of leading-edge Human Resource and Knowledge Management practitioners (including Linda Holbeche, Elizabeth Lank, and David Snowden), each of whom recognise that building a knowledge-centric culture cannot be achieved through technology alone.It covers areas such as:* Defining the key ingredients of a knowledge-centric culture* The changing structures, roles and responsibilities needed to create a knowledge-centric culture* HR's unique contribution to building a knowledge-centric culture, together with practical steps for getting started on the KM journey and for keeping the momentum going* Tools and techniques for: opening up a dialogue about why knowledge management is crucial for business and personal success; knowledge mapping; encouraging and facilitating knowledge sharing, as well as ways of identifying key knowledge players* How to help your organisation reframe its assumptions about learning in the knowledge economy* How to ensure that your HR practices are knowledge aligned

Coaching has become a global business phenomenon, yet the way that coaching has evolved and spread across the globe is not unproblematic. Some of these challenges include: different types/genres of coaching; understanding and relevance of different coaching philosophies and models in different cultural contexts; equivalency of qualifications and coach credentials, as well as questions over standards and governance, as part of a wider debate around professionalization. Coaching then, as with the transfer of knowledge and professionalization in other disciplines, is not immune to ethnocentricity.Through a combination of adopting a meta-analysis of coaching, supported with narratives of coaching practice drawn from different socio-political/cultural contexts, the aim of this book is to challenge current knowledge, understanding and norms of how coaching is, or should, be practised in different cultural contexts. This book will provide a foundation for further research in coaching as an academic field of study and as an emerging profession. It will resonate with critical scholars, coach educators, and coach practitioners who want to develop their praxis and enhance their reflexivity and be of interest to researchers, academics, and students in the fields of business and leadership, human resource development, organizational learning and development, mentoring and coaching.

Over a century has passed and yet there is growing evidence that knowledge workers across the globe today are as constrained by F.W. Taylor's much-maligned The Principles of Scientific Management, as factory workers were in the early twentieth century. Re-Tayloring Management looks critically at Taylor's philosophy on management and contrasts it with other perspectives that have since emerged, along with the professionalization of management and the growth in business and management education. The contributors demonstrate that despite the complexity and uncertainty that organizations face, instead of designing work systems where knowledge and service workers have the freedom to apply knowledge and skills at the point they are most needed, managers are obsessed with maintaining tighter control. This approach conflicts with contemporary job design principles, which emphasise ’job crafting’, whereby individuals are encouraged to craft their role in a way that is congruent with their identity. Drawing on insights from academics with diverse backgrounds and interests, and organised around 'past', 'present' and 'future' themes, this book is a thought-provoking read for professional managers, as well as for postgraduate students and academics teaching and researching organizational studies and management.

`What a gem. This book introduces a whole-school approach to an area that has previously been addressed by the speech and language specialists working with small groups.

This approach helps to develop language processing skills by improving the auditory and visual attention skills used

The resources on the CD-Rom will be invaluable for reminding pupils if the skills they should be using to learn to listen. This interactive and fun approach explains the difference between the skills of social listening and listening skills necessary for processing information in learning' - TES Extra, Special Needs

`This book is well designed. It utilizes many strategies speech-therapists use in their clinical work. It is a simple resource that is easy to follow and has had good rates of success when delivered by teachers' - Communication Matters

`The programme should lead to improvements in social skills, learning and classroom behaviour, and it is easy to implement with two teaching sessions and a follow-up booster session. There are comprehensive facilitator instructions and all the resources are provided for these fun and interactive sessions that will engage all pupils' - Learning to Learn Newsletter

This book provides a completely new approach to the teaching of listening. Whilst educators are familiar with assessing comprehension, little has been done to ensure that the input process is efficient. By improving auditory and visual attention during a listening activity the authors demonstrate how the process can be enhanced.

The programme should lead to improvements in social skills, learning and classroom behaviour, and it is easy to implement with two teaching sessions and a follow-up booster session.

There are comprehensive facilitator instructions and all the resources are provided for these fun and interactive sessions that will engage all pupils.

The difference between social listening for interaction and accurate listening in a classroom setting is explained. As well as the usual topics: eye contact, body language, acknowledgements etc there is a fascinating section on the neurological evidence for the importance of efficient sitting positions. We expect young people to acquire effective listening skills but it is a complex activity, which benefits direct teaching.