Daily Archives: January 28, 2010

Academy, Bachelor, Colleges, Curriculum, Education, Education Services, Educational Institution, Graduate School, Institute, Masteral, Schools, Universities

Henley Business School Reveals Results Of Corporate Learning Priorities Survey 2010

Henley Business School has revealed that developing the leadership skills of middle managers and equipping them to manage change are among the top learning and development priorities for organisations in 2010, according to the Corporate Learning Priorities Survey 2010 carried out by Henley’s Corporate Development team.

Respondents indicated a significant focus on leadership development in 2010, particularly at middle management level. They also anticipate focusing on high-potentials as they grow and develop to lead their businesses into an uncertain future. One respondent commented they were placing, “Change even higher on the agenda in 2010” and 67% of respondents chose ‘Managing Change’ as a specific development priority for managers.

The survey, amongst 2,500 HR and learning development professionals, was designed to
provide an up-to-date perspective of the executive education and development landscape. Over 60% of those completing the survey were HR Directors, Vice-Presidents or Heads of HR or Learning & Development in some of the UK’s largest employers.

Linda Irwin, Executive Director, Corporate Development for Henley Business School, said that the research showed many were planning for the long-term, and not making budget cuts they may live to regret:

“Managing Directors, CEOs, HR Directors and Learning & Development professionals have adopted a pragmatic, level-headed, measured approach when faced with the tumultuous economic climate we have endured. As one respondent commented in the survey, his organisation’s priority is to ‘Ride out the storm that has been created by the recession without losing our A teams.’ Rather than axing development budgets and cutting leadership development they have focused effort on those individuals who they expect will lead their organisations into a future yet to be created. Softer skills, in leadership styles and in leadership coaching for instance, that bring out the very best in people and facilitate team working are also a priority.”

Via EPR Network
More Education press releases

Audio Learning, Education, Education Resources, Education Solutions, Educational System, eLearning, Elementary School, Encyclopedias, Knowledge, Lessons, Pre School

Promethean Unveils Self Paced Learner Response System

Promethean, a world leader in the rapidly growing global market for interactive learning technology, demonstrated the self-paced learning functionality of its popular ActivExpression Learner Response System at the British Education & Training (BETT) Show 2010. With its unique ability to allow each student to work through question sets at their own pace on individual handsets, while also allowing teachers to instantly view progress via a ‘teacher dashboard’, the self-paced learning proved an immediate hit with learners and educators of every age group.

Promethean Unveils Self Paced Learner Response System

Using self paced learning, teachers can pose a series of questions to the class, grouping them into categories, for example, by levels of ease. The system then automatically allows a learner to progress to the next level of difficulty if they correctly answer questions. Teachers can programme rules, determining the number of questions a learner needs to answer correctly before they are moved up to the next level or alternatively set the software to randomise questions and prevent learners from conferring on an answer.

Alison Lydon, Head of Junior School Information and Communication Technologies (ICT) at The Mary Erskine and Stewart’s Melville Junior School, was involved in a pilot of the new self paced learning application. The response from the seven and eight year olds involved in the trial was extremely positive: “We had great fun,” said Alison. “The children loved it, the ease of use was staggering, and the teaching and learning potential was massive.

“The children really were able to work at their own pace. Questions appeared quickly on their screens and children who were able to answer questions easily were not held back by others who took longer. Children could progress to harder questions when they were ready to, rather than when a teacher thought they should.”

Via EPR Network
More Education press releases