Utilizing a professional role model for development of a learner-centered learning program for managers
-
Author(s)Eduard MaltsevLink to ORCID Index: https://orcid.org/0000-0001-8475-8457
-
DOIhttp://dx.doi.org/10.21511/kpm.02(1).2018.04
-
Article InfoVolume 2 2018, Issue #1, pp. 38-46
- 818 Views
-
125 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
The article is devoted to learner-centered learning program development for adult learners, which are experienced professionals – chief executives. The high speed of learning and precise learning outcomes are seen as the main need of an executive in a learner role. A learner-centered learning program satisfies the need.
The article suggests the use of a professional role model of a learner – after learning program completion – as a main tool for the development of an appropriate learner-centered learning program. The details of the professional role model, as well as an algorithm of learner-centered learning program development, are discussed.
One of the key problems in learning program development is that the skills, competencies and capabilities developed during learning programs often can’t be applied outside the learning program – in “real life” contexts. To enable a learner to be successful in real contexts, it is suggested to use a role concept in different contexts. The learning program in this case should develop not only the ability to play a role, but also play it in different contexts; not just to acquire new roles, but to be able to reduce roles for simpler ones, as well as to compose new roles.
- Keywords
-
JEL Classification (Paper profile tab)A29, M10
-
References30
-
Tables0
-
Figures2
-
- Figure 1. A Personality Conceptual Model
- Figure 2. Three types of role relationships
-
- Apple, M. W. (2004). Ideology and curriculum. New York, NY: Routledge.
- Biddle, B. J. (2013). Role Theory: Expectations, Identities, and Behaviors. New York, NY: Academic Press, Inc.
- Brown, L. K. (1994). Teaching by principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
- Dewey, J. (2013). The School and Society and The Child and the Curriculum. Chicago, IL: The University of Chicago Press.
- Gagne, R. M., Briggs, L. J., Wager, W. W. (1992). Principles of instructional design. Orlando, FL: Harcourt Brace College Publishers.
- Guizzardi, G. (2005). Ontologica l Foundations for Structural Conceptual Models. Enschede, The Netherlands: Telematics Instituut Fundamental Research Series, University of Twente.
- Holmes, L. (1999). Competence and Capability: from ‘confident trick’ to the construction of the graduate identity. In D. O’Reilly, L. Cunningham & S. Lester (Eds.), Developing the Capable Practitioner (pp. 83-98). London: Kogan Page.
- Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Descriptive Report. Alexandria, VA: Association for Supervision and Curriculum Development.
- Kidson, M. (2013). Civil Service Capabilities. A discussion paper. London, UK: Institute for Government.
- Kliebard, H. M. (2004). The struggle for the American curriculum, 1893-1958. New York, NY: Routledge.
- Law, Effie L-C., Virpi Roto, Marc Hassenzahl, Arnold P.O.S. Vermeeren, Joke Kort (2009). Understanding, Scoping and Defining User eXperience: A Survey Approach. Proceedings of the 27th International Conference on Human Factors in Computing Systems, CHI 2009, Boston, MA, USA, April 4-9, 2009.
- Lawson, B. (2007). How Designers Think: The Design Process Demystified. Amsterdam: Elsevier.
- Loebe, F. (2003). An Analysis of Roles. Towards Ontology-Based Modelling (Master Thesis, Institute for Medical Informatics, Statistics and Epidemiology (IMISE), University of Leipzig).
- Mella, P. (2015). Give Me an Arrow and I Will Construct a World for You. Creative Education, 6, 594-611.
- Nicolettou, A., Soulis, S., Seitzinger, J., & Chester, A. (2016). Innovation by Design: A Strengths-Based, Data-Informed and Design-Led Approach to Curriculum Transformation. In Proceedings of 9th annual International Conference of Education, Research and Innovation, Seville, Spain. 14-16 November, 2016 (pp. 3870-3878).
- Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.) (2009). Understanding Instructional Theory. In Instructional-Design Theories and Models. Volume III. Building a Common Knowledge Base (pp. 3-26). New York, NY: Routledge.
- Richards, J. C. (2001). Curriculum development in language teaching. New York, NY: Cambridge University Press.
- Schon, D. A. (1991). Educating the Reflective Practitioner. Towards a New Design for Teaching and Learning in the Professions. San Francisco, CA: Jossey-Bass.
- Smith, R. (2008). Harnessing Competencies, Capabilities and Resources. Research Technology Management: The Journal of the Industrial Research Institute, 51(5), 47-53.
- Soulis, S., Nicolettou, A., Seitzinger, J. (2017). Using Learner Experience Design (LX) for Program Enhancement. Conference Paper presented at Open and Distance Learning Association of Australia Conference Expanding Horizons in Open & Distance Learning. 5-7 February 2017, Melbourne, Australia.
- Steinman, F. (2000). On the representation of roles in object-oriented and conceptual modelling. Data & Knowledge Engineering, 35, 83-106.
- Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
- Stephenson, J. (1998). The Concept of Capability and its Importance in Higher Education. In J. Stephenson & M. Yorke (Eds.), Capability and Quality in Higher Education (pp. 1-13). London, NY: Kogan Page.
- Sweller, J., Van Merrienboer, J. J. G., Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational psychology Review, 10(3), 251-296.
- Taba, H. (1962). Curriculum development: Theory and practice. New York, NY: Harcourt, Brace & World.
- Tanner, D., Tanner, L. N. (1980). Curriculum development: Theory into practice. New York, NY: Macmillan Publishing.
- Thalheim, B. (2010). Towards a Theory of Conceptual Modelling. Journal of Universal Computer Science, 16(20), 3102-3137.
- Thalheim, B., Tropmann-Frick, M. (2016). Models and their Capability. Computational Models of Rationality, College Publications Series, 29, 34-56.
- Tyler, R. W. (2013). Basic principles of curriculum and instruction. Chicago, IL: The University of Chicago Press.
- Vincent, L. (2008). Differentiating Competence, Capability and Capacity. Innovating Perspectives, 16(3), 1-2.
-
Effect of work motivation and job satisfaction on employee performance: Mediating role of employee engagement
Setyo Riyanto ,
Endri Endri 
,
Novita Herlisha
doi: http://dx.doi.org/10.21511/ppm.19(3).2021.14
Problems and Perspectives in Management Volume 19, 2021 Issue #3 pp. 162-174 Views: 9892 Downloads: 7852 TO CITE АНОТАЦІЯTechnological developments are things that must be followed by companies to achieve a competitive advantage to improve performance. To achieve and improve performance, companies need active employee engagement by encouraging motivation and fulfilling their job satisfaction. This study aims to analyze the effect of motivation and job satisfaction on performance with employee engagement as a mediating variable. The research sample is Information Technology (IT) companies located in the cities of Jakarta and Bandung, Indonesia. Research respondents are system developers who handle system development activities for a project or part of an ongoing project. By using the convenience sampling technique 103 responses were obtained from IT developers. The research model analysis method uses Partial Least Square (PLS) with SMART PLS Ver 3.0 software. Empirical findings prove that motivation has a positive effect on the performance of IT employees, while job satisfaction is independent. Employee engagement does not directly affect employee performance, but the effect of mediation through motivation and job satisfaction can have a significant effect on employee performance. The research findings have managerial implications, in increasing high employee involvement, motivation needs to be encouraged to be more active and innovative, and facilitate the achievement of the desired results.
Acknowledgment
This study was made possible because of the full support of the Region III Education Service Institute (LL-DIKTI III), the Ministry of Education and Culture of the Republic of Indonesia, and the Research Center at Mercu Buana University, Jakarta. -
Management of enterprise’s financial sustainability and improvement of its methods
Galyna Azarenkova ,
Olena Golovko ,
Kateryna Abrosimova
doi: http://dx.doi.org/10.21511/afc.02(1).2018.01
Accounting and Financial Control Volume 2, 2018-2019 Issue #1 pp. 1-14 Views: 5365 Downloads: 760 TO CITE АНОТАЦІЯThe article is dedicated to the solution of the relevant issue, concerning management of enterprise`s financial sustainability. Financial sustainability assessment is one of the most important principles of enterprise`s activity, which provides information about financial capabilities of the company at the time of its evaluation and for the future. It is a requirement for the enterprise activity, which provides a high level of competitiveness, efficiency and intensity. Thus, the restoration and strengthening of financial sustainability is a priority task for the enterprise, a basic precondition for its effective functioning. The purpose of the research is to analyze financial sustainability and to improve the methods and approaches of its evaluation. The following methods were used in this research: financial and economic analysis, economic and mathematical modeling, analysis and synthesis, comparison. The main results of the study are following: the theoretical and essential characteristics of enterprise financial sustainability has been determined; the financial status of PJSC “Turboatom” has been analyzed; the taxonomic index of financial sustainability has been calculated and the forecast of its significance has been made, the approaches to increase enterprise financial sustainability have been proposed.
-
The resource-based view: a tool of key competency for competitive advantage
Akwesi Assensoh-Kodua
doi: http://dx.doi.org/10.21511/ppm.17(3).2019.12
Problems and Perspectives in Management Volume 17, 2019 Issue #3 pp. 143-152 Views: 4819 Downloads: 1108 TO CITE АНОТАЦІЯThe increasing turmoil in the external organizational setting or business environment has focused attention on capabilities and resources as the primary source of competitive advantage. Obviously, this statement points to the application of the resource-based view (RBV) of organizational management. Nevertheless, what constitutes RBV remains an illusion in many quarters of organizational management, as scholars have managed to put up their personal ideas, and managed to converge on phenomenon-driven theories, in addition to RBV. This paper reviews the concepts of RBV in light of knowledge management to highlight some critical pitfalls that might have eluded the research community on the subject matter of RBV. To this end, this paper’s educational value lies in the fact that it simplifies the concept of RBV to the new researcher in a fashion that is capable of appealing to his or her level. A cross-sectional qualitative research approach was employed in an effort aimed at understanding the role of RBV in creating a sustainable competitive advantage and key competencies. A total of 20 relevant articles were searched from different databases and search engines, including Scopus, EBSCO, ABI Inform, IEEE, PubMed, Science Direct, SABINET, IEEE, Bing, Science Direct, and Google Scholar. The findings indicate that RBV plays an important role and assists organizations not only create, nurture, and maintain competitive advantage, but also understand the collective resources needed to compete favorably in a globalized and highly competitive market. With expert knowledge workers at its core to provide support for knowledge creation, sharing, and utilization, the RBV principles discussed in this paper promise to guarantee a methodological step geared towards the achievement of competitive advantage. It, therefore, makes an incremental contribution to the RBV to attain modest improvement in organizational settings.
