Search results for """ "The Influence of Gatekeepers on Project Performance in a Major RD Facility""
Legare Street Press The Influence of Gatekeepers on Project Performance in a Major RD Facility
a huge range and FREE tracked UK delivery on ALL orders.
£21.80
John Wiley & Sons Inc Total Quality Project Management for the Design
Book SynopsisStaying Small Successfully A Guide for Architects, Engineers, and Design Professionals Frank A. Stasiowski Today''s design professional with entrepreneurial ambitions often has in mind a small firm. Written by a veteran architect and consultant, here is a clear, detailed road map to setting up a small business or guiding an existing one to success. Using miniprofiles of several small successful design firms, the author pinpoints exactly what''s made them flourish. In a step-by-step format, he describes the six elements of the strategic planning process, tips on doubling average profit levels, building a loyal clientele, making your company a magnet for top talent, as well as measuring the financial health of your firm. This all-in-one seminar includes numerous checklists and flowcharts, a list of design firm management consultants, a typical marketing plan, and a survey of typical marketing costs. 1991 (0-471-50652-4) 297 pp. Value Pricing for the Design Firm Frank A. Stasiowski EssentTable of ContentsA Commitment to TQPM Is a Marketing Issue. The Design Firm as Fishing Village. Changing the Way We Think About Quality. Improving the Quality of Design Projects. Improving the Quality of Studies and Reports. Improving the Quality of Construction Services. Improving Management, Administration, and Marketing. Keeping Your Clients Happy. Eliminating Quality Problems--Permanently. Implementing TQPM in Your Organization. Appendices. Index.
£89.06
Chartered Institute of Personnel & Development Building High Performance in Organisations
Book Synopsis
£670.00
Chartered Institute of Personnel & Development Managing Performance Problems
Book Synopsis
£225.00
The University of Chicago Press Agile Faculty Practical Strategies for Managing
Book SynopsisDigital tools have long been a transformative part of academia, enhancing the classroom and changing the way we teach. Yet there is a way that academia may be able to benefit more from the digital revolution: by adopting the project management techniques used by software developers. Agile work strategies are a staple of the software development world, developed out of the need to be flexible and responsive to fast-paced change at times when business as usual could not work. These techniques call for breaking projects into phases and short-term goals, managing assignments collectively, and tracking progress openly.Agile Faculty is a comprehensive roadmap for scholars who want to incorporate Agile practices into all aspects of their academic careers, be it research, service, or teaching. Rebecca Pope-Ruark covers the basic principles of Scrum, one of the most widely used models, and then through individual chapters shows how to apply that framework to everything from individual research
£25.99
The University of Alabama Press A Presidential Civil Service FDRs Liaison Office for Personnel Management Public Admin Criticism and Creativity
Book SynopsisOffers a comprehensive and definitive study of President Franklin Delano Roosevelt's Liaison Office for Personnel Management (LOPM). Established in 1939 following the release of Roosevelt's Brownlow Committee report, LOPM became a key milestone in the evolution of the contemporary executive-focused civil service.Trade ReviewMordecai Lee's A Presidential Civil Service stands out as a substantive contribution to the field of public administration's historical understanding of the nation's current civil service system and its "executive-centric" approach to managing career federal employees." - Journal of Public Administration Research and Theory"A careful examination of a heretofore obscure topic that deserves attention from public administration scholars. Recommended." - CHOICE"Lee's deep knowledge, style, scholarship, and mastery of detail make him one of very best historians of US public administration. This is and will remain the definitive study of the origin of the US Presidential Liaison Office for Personnel Management and the long run-up to the establishment of the present-day US Office of Personnel Management. There is much more here about public administration than the establishment and development of the Liaison Office itself, however. Many of the arguments about merit versus management in A Presidential Civil Service continue to animate civil service reform today." - David H. Rosenbloom, author of Building a Legislative-Centered Public Administration: Congress and the Administrative State, 1946-1999"An impressive work of scholarship, A Presidential Civil Service synthesizes a vast amount of archival research. Lee's extensive use of primary sources not only bolsters his findings but also adds color and depth to the story. His most important contribution is his challenge of conventional interpretations of the Brownlow report and its aftermath. Until now, attention has been focused on the report itself and on FDR's failure to gain congressional approval of its central elements. Lee makes a strong case that, in fact, FDR managed to achieve his key purpose of centralized control over federal personnel policy with the creation of the Liaison Office for Personnel Management." - James Thompson, associate professor of public administration, University of Illinois-ChicagoTable of Contents Preface Abbreviations Introduction 1. Origins of the Idea of a Presidential Personnel Agency, 1913-1936 2. The Political Battle over Creating a Presidential Personnel Agency, 1937-1939 3. FDR Constructs a Personnel Management Apparatus, 1939 4. The Liaison Office for Personnel Management in Operation, 1939-1941 5. The Liaison Office for Personnel Management in World War II, 1942-1945 6. From the Liaison Office for Personnel Management to a Full-Fledged Presidential Personnel Agency, 1945-1979 Conclusion Bibliography Index
£23.36
Harvard Business Review Press HBR Guide to Project Management HBR Guide Series
Book SynopsisMEET YOUR GOALSON TIME AND ON BUDGET.How do you rein in the scope of your project when you've got a group of demanding stakeholders breathing down your neck? And map out a schedule everyone can stick to? And motivate team members who have competing demands on their time and attention?Whether you're managing your first project or just tired of improvising, this guide will give you the tools and confidence you need to define smart goals, meet them, and capture lessons learned so future projects go even more smoothly.The HBR Guide to Project Management will help you:Build a strong, focused teamBreak major objectives into manageable tasksCreate a schedule that keeps all the moving parts under controlMonitor progress toward your goalsManage stakeholders' expectationsWrap up your project and gauge its success
£13.99
Cambridge University Press Operating Room Leadership and Perioperative Practice Management
£66.50
The University of Chicago Press Shaping Science Organizations Decisions and
Book SynopsisTrade Review"Vertesi takes us on a mission. Based on extraordinary access among the research teams of interplanetary spacecraft, she makes a convincing case that organizational differences make a difference in the types of knowledge produced by these scientists. The analysis is solid, the argument bold, and the writing lively."-- "David Stark, Columbia University"Table of ContentsPreface IntroductionPart 1: Orders Chapter 1: The Context Chapter 2: The Integrators Chapter 3: The Resolutions Chapter 4: The Collective Chapter 5: The EnvironmentPart 2: Outcomes Chapter 6: The Science Chapter 7: The Spacecraft Chapter 8: The Data Chapter 9: The Personalities Chapter 10: The Iterative Loop Conclusion Postscript: Methodological Reflections Acknowledgments Appendix: Acronym and Technical Dictionary Notes References Index
£38.00
John Wiley and Sons Ltd Code of Practice for Project Management for the
Book SynopsisTable of ContentsForeword Acknowledgements Working group for the revision of the Code of Practice List of Figures and Tables Chapter 0 Introduction Purpose Core concepts Environmental mandates (including social value and carbon net zero aspirations) Strategic drivers Guiding principles Themes Structure of the Code of Practice Application to practice GUIDANCE NOTES in the Appendix to the Code of Practice In summary Chapter 1 Identify: needs and benefits Purpose Activities Decisions Chapter 2 Assess: options and feasibility Purpose Activities Decisions Chapter 3 Define: delivery approach and procurement strategy Purpose Activities Decisions Chapter 4 Design: specifications and functionality Purpose Activities Decisions Chapter 5 Implement: manufacture and construction Purpose Activities Decisions Validate: integrate and handover Purpose Activities Decisions Chapter 7 Operate: use and maintain Purpose Activities Decisions Chapter 8 Retire: repurpose or demolish Purpose Activities Decisions Guidance note 1 Funding mechanisms Guidance note 2 Risk appetite and delegated limits of authority Guidance note 3 Assurance and the three lines model Guidance note 4 Design of the project organisation Guidance note 5 Consenting considerations Guidance note 6 Stakeholder analysis and mapping Guidance note 7 Benefit mapping Guidance note 8 Benefit measurement and realisation Guidance note 9 Soft landings framework Guidance Note 10 Information Management using BS EN ISO 19650 series of standards Guidance note 11 Project Mandate indicative contents Guidance note 12 Investment appraisal Guidance note 13 Business case Guidance note 14 Estimating Guidance note 15 Materials selection Guidance note 16 Options analysis and decision-making process Guidance note 17 Design in early lifecycle Guidance note 18 Site Selection and Acquisition Guidance note 19 Site investigations Guidance note 20 Project Brief indicative contents Guidance note 21 Delivery Model Assessments Guidance note 22 Choice of project management approach/method Guidance note 23 Impact of Design for Manufacturing and Assembly (DfMA) on delivery approach Guidance note 24 Forms of contract Guidance note 25 Behavioural procurement Guidance note 26 Tender procedures Guidance note 27 Dispute Resolution Guidance note 28 Project Execution Plan indicative content Guidance note 29 Scope and quality planning and management Guidance note 30 Time planning and management Guidance note 31 Resource planning and management Guidance note 32 Cost and budget planning and management Guidance note 33 Risk identification Guidance note 34 Risk analysis and evaluation Guidance note 35 Quantitative risk analysis and evaluation Guidance note 36 Contingency planning and management Guidance note 37 Progress monitoring, measuring and reporting Guidance note 38 Risk treatment Guidance Note 39 Issue resolution and problem solving Guidance note 40 Health and Safety Plan Guidance note 41 Preparation for stage gate reviews Guidance note 42 Change control Guidance note 43 Stakeholder engagement and communication Guidance note 44 Overview of the UK Health and Safety at Work etc Act, 1974 (HSWA 1974) Guidance note 45 Overview of the UK Construction (Design and Management) Regulations 2015 (CDM 2015) Guidance note 46 Overview of the UK Dangerous Substances and Explosive Atmospheres Regulations, 2002 (DSEAR, 2002) Guidance note 47 Overview of the UK Housing Acts Guidance note 48 Overview of the UK Town and Country Planning Act 1990 Guidance note 49 Implications of the Housing Grants, Construction and Regeneration Act 1996, Amended 2011. Guidance note 50 Overview of the Building Safety Bill (2021) and the UK Fire Safety Act (2021) Guidance note 51 Design management fundamentals Guidance note 52 Detailed design Guidance note 53 Off-site/on-site considerations Guidance note 54 Operations and maintenance (O&M) manual indicative content Guidance note 55 Client handover checklist: indicative content Guidance note 56 Client commissioning checklist – building services example Guidance Note 57 Post occupancy evaluation of buildings Guidance Note 58 Monitoring obsolescence Glossary Past working groups of Code of Practice for Project Management Index
£55.58
The University of Chicago Press Pension Plans Employee Performance Evidence
Book SynopsisExplores the relation between employees' preferences for certain types of pension plans and their productivity. This text shows how pensions influence workers' behaviour on the job, and argues that these plans can help firms select and pay their best workers without expending monitoring resources.Table of ContentsList of Figures List of Tables Ch. 1: Developments in the Market for Private Pensions Ch. 2: Defined Benefit Plans as Implicit Contracts Ch. 3: Impact of Pensions on Quit Rates Ch. 4: Quits and Retirements in the Federal Government Ch. 5: Pensions and Retirement Patterns Ch. 6: Role of Pensions in Earlier Retirement after 1970 Ch. 7: Toward Explaining the Growth of Defined Contribution Plans Ch. 8: Sorting across Plan Type Ch. 9: Encouraging High Discounters to Quit Ch. 10: Aligning Pay and Productivity: 401k Plans Ch. 11: Reliability as a Hidden Worker Attribute Ch. 12: Tax Considerations and Plan Choice Ch. 13: A Pension Tax Policy for Low Discounters Ch. 14: Incentives, High Discounters, and Social Security Ch. 15: Reforms for the Disability and Medicare Programs Notes Selected References Index
£49.40
Academy of Brain-Based Leadership Psychological Safety: The key to happy, high-performing people and teams
£14.24
National Academies Press An Assessment of the SBIR Program at the Department of Energy
978-0309114127
£57.95
A A Balkema Publishers eWork and eBusiness in Architecture, Engineering
Book SynopsisThis is a comprehensive review of research related to construction informatics, with a particular focus on the related 5th framework EU projects on product and process technology and the implementation of the new economy technologies and business models in the construction industry.
£454.91
LEGARE STREET PR A Look at the Myths and Halftruths About Profit and Nonprofit Hospital Performance
a huge range and FREE tracked UK delivery on ALL orders.
£22.75
Springer Information Access in the Era of Generative AI
Book Synopsis1. Introduction.- 2. Foundations of Generative IR.- 3. Interactions With Generative IR Systems.- 4. Adapting Generative IR Systems to Users, Tasks, and Scenarios.- 5. Improving Generative IR Systems Based on User Feedback.- 6. Generative IR Evaluation.- 7. Sociotechnical Implications of Generative AI for Information Access.- 8. Recommendation in the Era of Generative AI.- 9. Designing for the Future of Information Access with Generative IR.
£169.99
National Academies Press Assessment of NIH Minority Research and Training Programs Phase 3
Book SynopsisProvides an assessment of NIH's programs for increasing the participation in biomedical science of individuals from under-represented minority groups. This report examines, using data and the results of a survey of NIH trainees, the characteristics and outcomes of programs at the undergraduate, graduate, post-doctoral, and junior faculty levels.Table of Contents1 Front Matter; 2 Summary; 3 1 Introduction; 4 2 Methods; 5 3 Undergraduate Programs; 6 4 Graduate Fellowships and Traineeship Programs; 7 5 Postdoctoral Training Opportunities: Postdoctorate Fellows and Junior Faculty; 8 6 Perspectives of NIH Program Administrators; 9 7 Findings and Recommendations; 10 Bibliography; 11 Appendix A Committee Biographical Sketches; 12 Appendix B 2001 Census of NIH Extramural Minority Research Training Programs; 13 Appendix C Computer-Assisted Trainee Interview (CATI) Questionnaire for Graduate Trainees; 14 Appendix D Interview Instruments for Training Program Administrators; 15 Appendix E Survey Universe by Gender, 1970-1999; 16 Appendix F Number of Trainees, by Race/Ethnicity and Mechanism, for all NIH Institutes and Centers, 1999-2003; 17 Appendix G Trainee Percentages by Race or Ethnicity and Mechanism, for All Institutes and Centers, 1999-2003
£54.15
Springer Robotic Process Automation (RPA) in the Financial Sector: Technology - Implementation - Success For Decision Makers and Users
Book SynopsisDieses Buch bringt Ihnen die Robotic Process Automation in der Finanzwirtschaft näher In der Finanzbranche ist das Thema Prozessautomatisierung seit Jahren nicht mehr wegzudenken. Doch wie setzt man solche Veränderungen im Rahmen des Changemanagements erfolgreich und effizient um? Das Buch „Robotic Process Automation in der Finanzwirtschaft“ zeigt es Ihnen. Im Fokus steht der recht junge RPA-Ansatz aus der Intelligent Automation. Dabei imitieren Roboter das menschliche Handeln. Die Eingabe von Befehlen erfolgt direkt über die Oberfläche. So gehören tiefgreifende Softwareveränderungen der Vergangenheit an. Im Zuge dessen klärt dieses Buch u. a. folgende Fragen bezüglich der Robotic Process Automation in der Finanzwirtschaft: • Was ist RPA überhaupt? • Welche Vorteile bringt diese Technologie mit sich? • Welche Erfolgsfaktoren tragen zu einer optimalen RPA-Implementierung bei? • Wie sieht ein mögliches RPA-Kompetenzcenter aus? • Welche Anwendungsbereiche für RPA gibt es? Eine Leseempfehlung für ein breites Zielpublikum Daneben beschäftigen sich die Autoren nicht nur mit dem Ist-Zustand der Robotic Process Automation. Zudem erhalten Sie einen Ausblick auf die zukünftige Entwicklung dieser Software-Lösung. Durch den hohen Praxisbezug ist das Buch speziell für folgende Zielgruppen eine lesenswerte Empfehlung: • Verantwortliche für die Implementierung von Prozessen oder Technologien im IT-Bereich • RPA-Anwender und Personen, die sich dafür interessieren • Erfahrene Experten und Praktiker, die branchenübergreifend mit RPA vertraut sindTable of ContentsAreas of application and examples of TSPs in the financial industry - Technological background - TSP market overview and software solutions - Execution of TSP implementations - Setting up and introducing TSP governance - TSP success factors - Special cases and further developments of TSP technology.
£52.24
American Society of Civil Engineers Monitoring Dam Performance
Book SynopsisPresents the fundamentals and current state of practice of instrumented measurements for monitoring dam performance. Dam performance monitoring is a balance of visual surveillance and instrumental measurements to accurately understand how well a dam is performing.Table of Contents Dedication Acknowledgments Preface Chapter 1 Introduction Chapter 2 Performance Monitoring 2.1 Dam Safety Program 2.2 Dam Owner Responsibility 2.3 Failure Modes 2.4 Surveillance and Monitoring Chapter 3 Failure Modes 3.1 Embankment Dams 3.2 Concrete Gravity Dams 3.3 Concrete Arch Dams 3.4 Other Dams Chapter 4 Planning and Implementing a Monitoring Program 4.1 Planning 4.2 Implementation 4.3 Responsibility and Authority 4.4 Operation and Maintenance Chapter 5 Instrumentation and Measurement Tools 5.1 Instrumentation 5.2 Future Trends 5.3 Critical Performance Indicators 5.4 Factors Affecting Instrument Performance Chapter 6 Geodetic Monitoring 6.1 General 6.2 Survey Methods, Old and New 6.3 Total Stations 6.4 Levels 6.5 Global Positioning 6.6 Light Detection and Ranging 6.7 Future Trends 6.8 Planning and Implementation 6.9 Monumentation 6.10 Data Collection 6.11 Data Analysis 6.12 Reporting Chapter 7 Data Acquisition 7.1 Manual Acquisition 7.2 Automated Acquisition Chapter 8 Data Management and Presentation 8.1 Data are Measurements. Measurements are Data. 8.2 Data Presentation 8.3 Reporting Instrumentation Data Chapter 9 Evaluation, Decision, and Action 9.1 Evaluation 9.2 Decision 9.3 Action Chapter 10 Embankment Dams 10.1 Design 10.2 Performance 10.3 Instrumented Monitoring 10.4 Performance Indicators Chapter 11 Concrete Dams 11.1 Design 11.2 Performance 11.3 11.4 Instrumented Monitoring Chapter 12 Other Dams and Appurtenant Structures 12.1 Other Dams 12.2 Appurtenant Structures Chapter 13 Sample Data Forms and Plots 13.1 Reading Recording Forms and Data Reports 13.2 Data Plots Chapter 14 History of Instrumentation and Monitoring Appendix A References Appendix B Failure Mode Analyses Appendix C Range, Resolution, Accuracy, Precision, and Repeatability Appendix D Glossary of Terms Index
£144.75
Lawbook Consulting Ltd T/A Lbc Wise Counsel Ensuring General Wisdom: The critical role non-executive directors and trustees play in executive performance.
£14.95
John Wiley & Sons Inc The Three Laws of Performance
Book SynopsisWhen something at work isn't going smoothly, managers struggle with what part of the problem to tackle first. Do they start with cost reduction? What about morale? Or should they go for process improvements first? They pick the problem to work on and, depending on whether their plan makes sense, one of two things happens.Table of ContentsEditor’s Note, by Warren Bennis xiii Foreword, by Michael C. Jensen xvii Authors’ Note xxi Introduction: The Power of Rewriting the Future xxv Part I: The Three Laws in Action 1. Transforming an Impossible Situation 3 2. Where Is the Key to Performance? 31 3. Rewriting a Future That’s Already Written 65 Part II: Rewriting the Future of Leadership 4. With So Many Books on Leadership, Why Are There So Few Leaders? 93 5. The Self-Led Organization 117 Part III: Mastering the Game of Performance 6. Who or What Is Leading Your Life? 143 7. The Path to Mastery 169 8. Breaking the Performance Barrier 199 Epilogue to the Paperback Edition 206 Appendix: The Three Laws of Performance and the Leadership Corollaries 212 Notes 213 Acknowledgments 215 The Authors 219 Index 221
£13.50
Springer International Publishing AG Rethinking Input-Output Analysis: A Spatial Perspective
Book SynopsisThis textbook helps students to understand the social, economic, and environmental importance of the mutual relations between industries in the same and in different regions and nations and demonstrates how to model these relations using regional, interregional, and international input-output (IO) models. It enables readers to extend these basic IO models with endogenous household expenditures, to employ supply-use tables (SUTs) that explicitly distinguish the products used and sold by industry, and to use social accounting matrices (SAMs) that detail the generation, redistribution and spending of income. In addition to the standard demand-driven IO quantity model and its accompanying cost-push IO price model, the book also discusses the economic assumptions and usefulness of the supply-driven IO quantity model and its accompanying revenue-pull IO price model. The final chapters highlight three main applications of the IO model: (1) economic impact analysis of negative supply shocks as caused by, for example, natural disasters, (2) linkages, key sector, and cluster analysis, (3) structural decomposition analysis, especially of regional, interregional, and international growth, and demonstrate the strengths and weaknesses of these IO applications. Written for graduate students of regional and spatial science as well as for economists and planners, this book provides a better understanding of the foundations, the power, the applicability and the limitations of input-output analysis. The second, completely revised edition expands on updating IO tables, modelling the disaster reconstruction phase, and includes an appendix on the necessary matrix algebra.Table of ContentsChapter 1. Introduction: Importance Interindustry Relations and Overview.- Chapter 2. Basic, Demand-Driven IO Quantity Models.- Chapter 3. Updating Different Types of IO Tables.- Chapter 4. From Regional IO Tables to Interregional SU Models.- Chapter 5. From Basic IO and SU Models to Demo-Economic Models.- Chapter 6. Cost-Push IO Price Models and Interaction with Quantities.- Chapter 7. Supply-Driven IO Quantity Model and its Dual, Price Model.- Chapter 8. Negative IO Supply Shock Analyses: When Substitution Matters.- Chapter 9. Other IO Applications with Complications.- Chapter 10. The Future of IO: What to Forget, to Maintain and to Extend
£61.74
Independently Published Project Math: Tools and Techniques for Project Managers, Agile Coaches and Scrum Masters, Project Sponsors and Business Analysts, Project Management Offices, Team Members, and Engaged Stakeholders
£30.42
A A Balkema Publishers Prediction Versus Performance in Geotechnical
Book SynopsisContents:Foundation engineering & field & laboratory testing; Ground improvement & reinforced earth; Embankments, Excavations & buried structures; Earth structures, mines & slopes; Dynamic behaviours of soil & earthquakes.
£93.72
Apress Scaling Enterprise Solutions with Large Language Models
Book SynopsisChapter 1_Machine Learning and NLP Primer.- Chapter_2: RNN to Transformer and BERT.- Chapter_3: Large Language Models.- Chapter_4: LLM and Python.- Chapter_5: Retrieval Augmented Generation.- Chapter_6: LLM Evaluation.- Chapter_7: AI Governance and Responsible.- Chapter_8: Add Intelligence to a Large Enterprise Applications.- Chapter_9: Big Data in Machine Learning Systems and Architectures.- Chapter_10: An End-to-End Enterprise Application.
£42.49
LEGARE STREET PR A Look at the Myths and Halftruths About Profit and Nonprofit Hospital Performance
a huge range and FREE tracked UK delivery on ALL orders.
£14.09
National Academies Press Rising Above the Gathering Storm Revisited
Book SynopsisTable of Contents1 Front Matter; 2 Executive Summary; 3 1.0 The Gathering Storm, Revisited; 4 2.0 Efforts to Avert the Storm; 5 3.0 Changing Circumstances; 6 4.0 The Ingredients of Innovation; 7 5.0 A Category 5 Storm; 8 Appendix A: Some Perspectives; 9 Appendix B: Report Reviewers; 10 Appendix C: Project Staff; 11 Appendix D: Bibliography
£31.81
Springer Nature Switzerland AG Increasing Learning & Development's Impact
Book SynopsisThis book provides a guide to the process of accrediting training programs, sets out how to achieve consistent measurement of the results of training, and explains why accreditation is critical for capturing and developing today’s workers’ skills, aiding retention, and boosting strategic organizational credibility with millennials. Workplace and executive training is a multi-billion dollar industry and yet an enormous percentage of that budget is spent on programs that have never been rigorously examined to ensure that they are fit for purpose and deliver value for the money. If you’re signing off on that budget, or asking your people to spend time on training programs, shouldn’t that concern you? Training accreditation offers vital quality assurance, ensures global consistency of results and delivers accountability for learning and performance outcomes. Apart from delivering better results and greater ROI, organizations can differentiate themselves from their competitors in the employment marketplace by offering accredited proprietary training. After all, digital natives, and indeed all of today’s most talented potential employees, expect (and increasingly demand) the high quality, engaging and transferable employee development that only accredited programs can deliver. Aligning with the standards set by the International Association of Continuing Education and Training (IACET) – today’s premier accreditation body for training programs – the authors offer principles for quality program structure, delivery, and improvement needed to achieve accreditation. They share practices used by high quality training program managers today, covering business alignment and program administration along with the planning, design, delivery and evaluation of learning systems.Table of ContentsCHAPTER 1: INTRODUCTION............................................................................................... 1 1.1: Rationale for Accreditation......................................................................................... 2 1.2: Business Case............................................................................................................... 7 1.2.1: Today’s Risk Reduced........................................................................................ 7 1.2.2: Tomorrow’s Risk Avoided.................................................................................. 8 1.2.3: Adapt to External Pressures to Change and Re-size............................................. 8 1.2.4: Reduce Direct People Costs................................................................................. 9 1.2.5: Always Innovate................................................................................................. 9 1.2.6: Attract Workers You Want................................................................................ 10 Conclusion......................................................................................................................... 11 References......................................................................................................................... 12 CHAPTER 1: MANAGER TIPS...................................................................................... 14 CHAPTER 1: SUPPLEMENT.......................................................................................... 15 Supplement Tool 1A: The Advanced Organizer............................................................ 15 PART I: STRUCTURE, RESPONSIBILITY AND CONTROL......................................... 18 CHAPTER 2: ALIGN LEARNING WITH ORGANIZATION MISSION VALUES....... 20 2.1: Vision, Mission and Values as Strategy.................................................................... 20 2.2: Alignment Benefits Accreditation.............................................................................. 23 2.2.1: Philosophy on Employee Education.................................................................. 24 2.2.2: Provides Direction............................................................................................. 26 2.2.3: Unifies the Team............................................................................................... 27 2.2.4: Claims Authority............................................................................................... 27 2.3: Steps to writing a Mission and Values Statement..................................................... 28 Conclusion......................................................................................................................... 30 References......................................................................................................................... 30 CHAPTER 2: MANAGER TIPS...................................................................................... 32 CHAPTER 2 : SUPPLEMENT......................................................................................... 34 Supplement Tool 3A: Steps to Writing a Mission and Value Statement......................... 34 CHAPTER 3: STRUCTURING FOR ACCOUNTABILITY............................................... 42 3.1: Models for Structure................................................................................................. 42 3.1.1: Centralized Training Organization..................................................................... 44 3.1.2: Decentralized Training Organization................................................................. 44 3.1.3: Business Embedded Model............................................................................... 45 3.1.4: Corporate Universities and the Emerging Federated Model............................... 46 3.2: Responsibility and Accountability for Learning....................................................... 47 3.2.1: The Senior Learning Executive.......................................................................... 48 3.2.2: Senior Learning Executive Responsibilities....................................................... 48 3.2.3: Learning Processes............................................................................................ 49 3.2.4: Learning Administration................................................................................... 49 3.2.5: Learning Maintenance...................................................................................... 50 3.2.6: Training Audit................................................................................................... 50 3.3: Accountability for Continuing Education Units (CEUs)........................................... 52 3.3.1: Purpose of CEU................................................................................................ 52 3.3.2: Calculating CEU................................................................................................ 52 3.3.3: Recording CEU................................................................................................. 55 Conclusion......................................................................................................................... 55 References......................................................................................................................... 56 CHAPTER 3: MANAGER TIPS...................................................................................... 57 CHAPTER 3: SUPPLEMENT.......................................................................................... 59 Supplement Tool 3A: CEU WORKSHEET (Face-To-Face Event).................................. 59 Supplement Tool 3B: CEU WORKSHEET: Online/Self-Paced...................................... 60 CHAPTER 4: MANAGEMENT OF TRAINING.................................................................. 61 4.1: Learning Environment and Resources...................................................................... 62 4.2: Assessing the Learning Environment........................................................................ 62 4.3: Providing Support Services....................................................................................... 64 4.3.1: Registration Methods......................................................................................... 65 4.3.2: Notifications and Access................................................................................... 66 4.3.3: Seating Arrangements........................................................................................ 66 4.3.4: Equipment to Support Learning......................................................................... 67 4.3.5: Refreshments.................................................................................................... 68 4.3.6: Event Evaluation............................................................................................... 69 4.4: Creating a Supportive Learning Environment......................................................... 70 Conclusion......................................................................................................................... 70 References......................................................................................................................... 71 CHAPTER: 4 MANAGER TIPS...................................................................................... 72 CHAPTER 4: SUPPLEMENT.......................................................................................... 74 Supplement Tool 4A: Tool to Assess the Organization’s Learning Climate.................. 74 PART II: PLANNING THE ENVIRONMENT AND EDUCATIONAL EVENTS.......... 77 CHAPTER 5: PLANNING FOR LEARNING....................................................................... 80 5.1: Quality Management Background............................................................................ 81 5.1.1: Continuous Improvement.................................................................................. 81 5.1.2: Quality and Continuous Improvement in the Context of Learning.................... 83 5.2: Quality Approach to Training – Strategic Planned Learning.................................. 83 5.2.1: Clean up the Talk.............................................................................................. 84 5.2.2: Don’t Say Curriculum!...................................................................................... 84 5.2.3: Structured Learning Plans – the Learning Blueprint........................................... 85 5.2.3.1: Organizational, Job and Individual Needs............................................ 87 5.2.3.2: Planning the Learning Blueprint (shhh! – curriculum planning)......... 88 5.2.3.3: Writing a Learning Blueprint (shhh! - curriculum design).................... 89 5.2.3.4: Formalize the Learning Blueprint......................................................... 90 5.3: Creating Courses – a Design Process...................................................................... 91 5.3.1: Instructional Systems Design (ISD).................................................................. 92 5.3.1.1: ADDIE Model..................................................................................... 92 5.3.1.2: Dick and Carey Systems Approach Model.......................................... 94 5.3.1.3: Successive Approximation Model (SAM)............................................. 95 5.4: Plan to Evaluate......................................................................................................... 96 Conclusion......................................................................................................................... 97 References......................................................................................................................... 97 CHAPTER 5: MANAGER TIPS...................................................................................... 99 CHAPTER 5: SUPPLEMENT........................................................................................ 100 Supplement Tool 5A: Sample Learning Blueprint....................................................... 100 CHAPTER 6: IS TRAINING THE ANSWER? ASSESSING NEEDS............................. 101 6.1: Assessing the Real Need – Determining the Business Problem/GAP...................... 101 6.1.1: Framing the Problem....................................................................................... 103 6.1.2: Type of Need.................................................................................................. 104 6.1.3: Investigating Root Causes................................................................................ 106 6.1.3.1: Individual–Level Root Causes............................................................ 106 6.1.3.2: Organization-Level Root Causes....................................................... 107 6.2: Conducting a Needs Assessment.............................................................................. 110 6.2.1: Setting the Limits............................................................................................. 111 6.2.2: Determining the Data Needed.......................................................................... 111 6.2.3: Identifying Sources of Information................................................................. 111 6.2.4: Selecting Methods for Data Collection........................................................... 112 6.2.5: Collecting and Analyzing the Data.................................................................. 112 6.2.6: Communicating Needs Assessment Results..................................................... 113 6.3: Issues in Needs Assessments.................................................................................... 114 6.4: Planning for Strategic Organizational Learning beyond Needs Assessment......... 115 Conclusion....................................................................................................................... 116 References....................................................................................................................... 116 CHAPTER 6: MANAGER TIPS.................................................................................... 118 CHAPTER 6: SUPPLEMENT........................................................................................ 119 Supplement Tool 6A: Needs Assessment Diagnosis – Where is the real Problem?...... 119 Supplement Tool 6B: Checklist to Guide Training Needs Assessment......................... 121 PART III: BENEFITS AND OUTCOMES........................................................................... 122 CHAPTER 7: INTENDED LEARNING OUTCOMES...................................................... 125 7.1: Name the Program Goal......................................................................................... 125 7.1.1: Training Program Goal Looks to the Future..................................................... 126 7.1.2: Training Program Goal Covers Broad Changes................................................ 127 7.2: Differentiate Goals and Objectives......................................................................... 127 7.3: Analyze Jobs to Determine Performance Objectives............................................. 128 7.3.1: Job Analysis................................................................................................... 129 7.3.2: Performance Objectives in Domains.............................................................. 131 7.3.2.1: The Cognitive Domain..................................................................... 131 7.3.2.2: The Psychomotor Domain................................................................ 133 7.3.2.3: The Affective Domain....................................................................... 134 7.3.3 Using Domains in Performance Objectives..................................................... 136 7.4: Write High Quality Performance Objectives........................................................ 137 7.4.1: Marrying Performance Objectives and Instructional Objectives.................... 137 7.4.2: Descriptors in Every Performance Objective................................................. 137 7.5: Uses for Performance Objectives............................................................................ 139 7.6: Creating Evaluation Methods to Test Objectives................................................... 140 7.7: Preparing Learning Outlines or Storyboards......................................................... 140 7.7.1: Instructional Plan or Storyboard..................................................................... 141 7.8: Writing, Buying or Buying and Modifying Instructional Materials....................... 142 7.9: Communicating Training Events as Opportunities................................................. 142 7.9.1: Communicate to Employees........................................................................... 143 7.9.2: Communicate to Other Managers................................................................... 143 Conclusion....................................................................................................................... 144 References....................................................................................................................... 145 CHAPTER 7: MANAGER TIPS.................................................................................... 147 CHAPTER 7: SUPPLEMENT........................................................................................ 148 Supplement Tool 7A: Instructional Objectives Worksheet........................................... 148 CHAPTER 8: WHO SHOULD BE INVOLVED IN INSTRUCTION?............................. 149 8.1: Qualifying as a Learning and Development Professional....................................... 150 8.2: Knowledge, Skills, Attitudes and Other Competencies Essential for Learning..... 150 8.3: Learning and Development Professionals Skills..................................................... 151 8.3.1: Needs Assessment Skills................................................................................. 152 8.3.2: Job Analysis Skills.......................................................................................... 153 8.3.3: Design Skills.................................................................................................... 154 8.3.4: Development Skills......................................................................................... 154 8.3.5: Implementation Skills...................................................................................... 155 8.3.6: Evaluation Skills.............................................................................................. 156 8.4: Documenting Learning and Development Professional Qualifications.................. 156 8.5: Developing Learning and Development Professional Skills.................................... 157 8.6: Ensuring a Well-Qualified Learning and Development Team................................ 158 Conclusion....................................................................................................................... 159 References....................................................................................................................... 159 CHAPTER 8: MANAGER TIPS.................................................................................... 160 CHAPTER 8: SUPPLEMENT........................................................................................ 161 Supplement Tool 8A: Checklist to Review Instructor Qualifications........................... 161 CHAPTER 9:............................................................................................................................. 162 CONDUCTING LEARNING EVENTS PROFESSIONALLY......................................... 162 9.1: Historical Evolution of the Training and Development Professional..................... 162 9.2: Training and Development Professionals................................................................ 164 9.2.1: Occupational Profile........................................................................................ 165 9.2.2: Required Qualifications................................................................................... 166 9.2.2.1: Credentials, Certifications, and Certificate Programs........................ 167 9.2.2.2: Training Credentials.......................................................................... 168 9.2.2.2.1: Certified Professional in Learning and Performance (CPLP).............. 169 9.2.2.2.2: Associate Professional in Talent Development (APTD)..................... 169 9.2.2.2.3: Certified Performance Technologist (CPT)....................................... 170 9.2.2.2.4: Alternate Credentials................................................................ 170 9.2.2.3: Eligibility for Credentials................................................................... 170 9.2.3: Competencies of Learning and Development Practitioners.............................. 175 9.3: Professional Conduct and Code of Ethics............................................................... 177 9.3.1: Professional Obligations.................................................................................. 178 9.3.2: Confidentiality................................................................................................ 178 9.3.3: Professional Boundaries and Limitations......................................................... 179 9.3.4: Professional Integrity....................................................................................... 179 9.3.5: Maintain Intellectual Property.......................................................................... 180 9.3.6: Inclusionary Practices...................................................................................... 181 9.3.7: Conflicts of Interest......................................................................................... 181 Conclusions..................................................................................................................... 182 References....................................................................................................................... 182 CHAPTER 9: MANAGER TIPS.................................................................................... 185 CHAPTER 9: SUPPLEMENT........................................................................................ 186 Supplement Tool 9A: Professional Development Activities for L & D Personnel... 186 PART IV: CONTENT DESIGN AND DELIVERY............................................................ 187 CHAPTER 10: DECIDING WHAT TO INCLUDE............................................................ 189 10.1: Planning Training for Your Employees and Your Workplace............................ 189 10.1.1: General/Demographic Characteristics......................................................... 190 10.1.2: Current Abilities......................................................................................... 191 10.1.3: Work Environment..................................................................................... 192 10.2: Setting Instructional Objectives............................................................................ 194 10.3: Write Conditions, Action Verbs, and Criteria in Instructional Objectives......... 195 10.3.1: Condition................................................................................................... 195 10.3.2: Action Verbs.............................................................................................. 196 10.3.3: Criteria....................................................................................................... 199 Conclusion....................................................................................................................... 201 References....................................................................................................................... 201 CHAPTER 10: MANAGER TIPS.................................................................................. 203 CHAPTER 10: SUPPLEMENT...................................................................................... 204 Supplement Tool 10A: Instructional Objectives Worksheet......................................... 204 CHAPTER 11:........................................................................................................................... 205 METHODS TO ACHIEVE CONSISTENCY....................................................................... 205 11.1: Design Content....................................................................................................... 205 11.1.1: Workers as Learners.................................................................................... 206 11.1.2: Sequencing the Content............................................................................... 206 11.2: Select Methods....................................................................................................... 208 11.2.1: Methods are categorized.............................................................................. 208 11.2.2: Select Methods According to Objectives..................................................... 209 11.2.3: Create Activities to match Methods and Domains....................................... 210 11.3: Promote Interaction.............................................................................................. 211 11.3.1: Interaction with Content.............................................................................. 212 11.3.2: Interaction with Others................................................................................ 212 11.4: Selecting Instructional Media – Training Delivery............................................... 213 11.4.1: Planning for On-site Learning...................................................................... 214 11.4.2: Planning for Job-integrated Training............................................................ 215 11.4.3: Planning for Peer Learning and Social Media Learning............................... 216 11.5: Implement a Course Planner................................................................................. 216 11.5.1 Using a Course Planning Instrument............................................................. 217 Conclusion....................................................................................................................... 219 References....................................................................................................................... 219 CHAPTER 11: MANAGER TIPS.................................................................................. 220 CHAPTER 11: SUPPLEMENT...................................................................................... 221 Supplement Tool 11A: Methods Overview.................................................................. 221 PART V: ASSESSING OUTCOMES, MAINTAINING RECORDS................................ 225 CHAPTER 12: FEEDBACK AND JOB APPLICATION.................................................. 227 12.1: Providing Learners with Feedback....................................................................... 227 12.1.1: Training Evaluation Policy and Procedures................................................. 228 12.1.2: Record Keeping........................................................................................... 230 12.2: Addressing Job Application of Training............................................................... 232 12.2.1: Defining On-The-Job Transfer.................................................................... 232 12.2.2: Defining and Ensuring Near Transfer of Training..................................... 232 12.2.3: Defining and Ensuring Far Transfer of Training.......................................... 233 12.3: Managers Tips to Provide Learners with Feedback and Ensure On-the-Job...... 235 Conclusion....................................................................................................................... 236 Reference........................................................................................................................ 236 CHAPTER 12: MANAGER TIPS.................................................................................. 238 CHAPTER 12: SUPPLEMENT...................................................................................... 239 Supplement Tool 12A: Brainstorming Guide –Encourage Giving Feedback............. 239 Supplement Tool 12B: Brainstorming Guide –Near Transfer of Learning................. 240 Supplement Tool 12C: Brainstorming Guide –Far Transfer of Learning................... 241 CHAPTE 13: RECORDS AND PROGRAM EVALUATION........................................... 242 13.1: Full Program Evaluation....................................................................................... 242 13.1.1: Purpose....................................................................................................... 243 13.1.2: Reluctance................................................................................................... 243 13.1.3: Comprehensive........................................................................................... 244 13.1.4: Goal Oriented.............................................................................................. 244 13.1.5: Sources........................................................................................................ 245 13.2: Focus: Formative, Summative or Confirmative................................................... 246 13.2.1: Formative.................................................................................................... 246 13.2.2: Summative.................................................................................................. 246 13.2.3: Confirmative............................................................................................... 247 13.3: Evaluation Procedures/Methods........................................................................... 248 13.3.1: Kirkpatrick and Phillips Levels of Evaluation............................................. 248 13.3.2: Other Program Evaluation Methods............................................................. 251 13.4: Report Writing and Audience............................................................................... 253 13.4.1: Results......................................................................................................... 254 13.4.2: Conclusions and Recommendations............................................................ 254 13.4.3: Evaluation Reports..................................................................................... 255 13.5: Training Policy and Records................................................................................. 257 13.5.1: Policy........................................................................................................ 257 13.5.1.1: Evaluation policies..................................................................... 258 13.5.1.2: Learner privacy policies........................................................... 258 13.5.2: Results and Record Maintenance................................................................ 259 13.5.2.1: Training event records................................................................ 259 13.5.2.2: Learner documentation............................................................... 260 13.5.3: Record Maintenance................................................................................... 260 Conclusion....................................................................................................................... 261 References....................................................................................................................... 261 CHAPTER 13 : MANAGER TIPS................................................................................. 263 CHAPTER 13: SUPPLEMENT...................................................................................... 264 Supplement Tool 13A: Level 1 Sample of Evaluation Form........................................ 264 CHAPTER 14: ACCREDITATION SOURCES.................................................................. 265 14.1: Pre-Steps to Achieve Accreditation....................................................................... 265 14.2: Clarify Purpose...................................................................................................... 266 14.3: Research................................................................................................................ 267 14.3.1: Accrediting Bodies...................................................................................... 267 14.3.2: Standards.................................................................................................... 270 14.3.2.1: American National Standards Institute (ANSI)............................ 271 14.3.2.2: International Organization for Standardization (ISO)................ 271 14.3.2.3: Learning and Development Standards........................................ 272 14.4: Business Case......................................................................................................... 273 14.5: Project Plan........................................................................................................... 273 14.6: Accreditation Process............................................................................................ 275 14.7: Recommendation and Tips.................................................................................... 276 Conclusions..................................................................................................................... 283 References....................................................................................................................... 284 CHAPTER 14: MANAGER TIPS.................................................................................. 285 CHAPTER 14: SUPPLEMENT...................................................................................... 286 Supplement Tool 14A: Accreditation Readiness Checklist.......................................... 286
£44.99
Publishing In A Box Risk Up Front: Managing Projects in a Complex World
£15.70
A A Balkema Publishers Environmental & Safety Concerns in Underground
Book SynopsisThis symposium is aimed to promote collaboration and meetings between scholars, professional engineers and the industrial demands of the Asian region, where projects for rock mechanics are very flourishing. Lots of new techniques, theories and case histories on tunnels, underground chambers, mine stopes, nuclear waste disposal repositories and other underground spaces are introduced. The 160 technical papers are focused on the environmental and safety aspects in the design and construction of underground rock structures. Topics: Heat, gas and water flow, and contaminant transport problems in waste disposal; Heat, gas and water flow, and contaminant transport problems in caverns and tunnels; Blasting and machine excavation; Subsidence and ground control; Questions and measures for safety in the design and construction of tunnels; Questions and measures for safety in the design and construction of caverns and openings; Modelling techniques for safety evaluation: Rock characterization; Evaluation of rock mass properties; Simulation of the coupled behavior; Monitoring & interpretation Back analysis and others; Slope stability and landslides.
£120.00
American Society of Civil Engineers HazardResilient Infrastructure
Book SynopsisProvides guidance and an underlying framework for creating consistency across hazards, systems, and sectors in the design of new infrastructure systems. The book also discusses enhancing the resilience of existing systems and relates this framework to the economics associated with system lifecycle.Table of Contents Chapter 1. Introduction 1 1.1. Needs and Significance 1 1.2. Objective and Scope 2 1.3. Infrastructure Systems and Hazards 2 1.4. Structure of the Manual of Practice 5 1.5. Topics Warranting Additional Analysis 6 1.5.1. Dependencies and Interdependencies 6 1.5.2. Non-stationary Hazards and Adaptive Design Concepts 7 1.5.3. Infrastructure Resilience and Sustainability 7 1.6. Uses and Users 9 1.7. Data and Knowledge Sources 9 1.8. References 10 Chapter 2. A Methodology for Assessing Hazard-Resilience of Infrastructure 1 2.1. Introduction 1 2.2. Infrastructure and Lifeline Systems 3 2.3. Overall Methodology 4 2.3.1. Context Definition 5 2.3.2. Hazard Identification and Characterization 8 2.3.3. Failure Probability Estimation and Fragility Curves 9 2.3.4. Resilience Assessment 10 2.3.5. Exposure and Loss Analysis 10 2.3.6. Economic Valuation and Loss Accumulation 12 2.3.7. Risk Quantification as Loss Exceedance Rates or Probabilities 13 2.3.8. Extremes and Uncertainty Analysis 14 2.3.9. Resilience Engineering and Design 15 2.3.10. Lifecycle Analysis 15 2.3.11. Risk-Informed Decision Making for Resilience Engineering 16 2.3.12. Community Socio-Economics 16 2.4. Performance Targets of Infrastructure Systems 18 2.5. Information and Data Sources 18 2.6. Examples and Applications: Transportation Infrastructure 18 2.6.1. Introduction 18 2.6.2. Background and Methodology 19 2.6.3. System Assessment 21 2.6.3.1. Infrastructure Resilience Dimensions 21 2.6.3.2. Transportation System Functionality 21 2.6.3.3. System Service Provision and Operability 23 2.6.3.4. Continuity of Service Temporarily Lost 24 2.6.3.5. Social and Economic Activity 24 2.6.3.6. Community 26 2.6.4. Governance and Management 26 2.6.4.1. Community Performance Targets 27 2.6.4.2. Infrastructure System Performance Targets 27 2.6.4.3. Feedback 27 2.6.4.4. Economics and Resilience 28 2.6.4.5. Regional, Social and Economic Loss 28 2.6.5. Observations and Conclusions 28 2.7. References 28 Chapter 3. Resilience Assessment Methods 1 3.1. Background: Uncertainty and Risk 2 3.2. Resilience Assessment and Quantification Scope: Models and Methods 3 3.3. Fundamental Models for Quantifying Resilience 5 3.3.1. Resilience-Triangle Model 5 3.3.2. Availability-based Resilience Model 7 3.3.3. Simplified Resilience Model 10 3.4. Resilience Assessment of a Single System or Facility 11 3.4.1. Selected Methods for a Single System or Facility 11 3.4.2. Assessment Examples of a Single System or Facility 12 3.4.2.1. Operational Resilience of a Medical City 12 3.4.2.2. Accident Resilience of Existing Nuclear Power Plants 18 3.5. System Resilience Assessment Methods 20 3.5.1. Analytical Considerations 20 3.5.2. Infrastructure Resilience Analysis Method (IRAM) 20 3.5.2.1. Working Definition of Resilience 21 3.5.2.2. Quantification and Metrics 21 3.5.2.3. Resilience Capacities 23 3.5.2.4. Assessment Process 24 3.5.3. A Case Study: Freight Railroads 26 3.5.3.1. State Analysis Objectives and Define System 26 3.5.3.2. Specify the Scenario 27 3.5.3.3. Select Performance Measures 28 3.5.3.4. Obtain Data 29 3.5.3.5. Quantify and Perform Metric Calculations 30 3.5.3.6. Analyze Resilience Capacities 31 3.5.4. Observations and Limitations 31 3.6. System of Systems Assessment Methods 32 3.6.1. Distinguishing Attributes of Systems of Systems 32 3.6.2. Taxonomy for Resilience Assessment 34 3.6.3. Method for SoS Resilience Assessment 35 3.6.3.1. Definition Phase 36 3.6.3.2. Abstraction Phase 36 3.6.3.3. Implementation Phase 37 3.6.4. Model-based Exploratory Analysis 37 3.6.5. Examples of SoS Resilience Assessment 38 3.7. Infrastructure Network Topological Vulnerability and Resilience Methods 42 3.7.1. Terminology 42 3.7.2. Methods for Quantifying Network Resilience 43 3.7.2.1. Defining Network Topology 44 3.7.2.2. Analyzing Network Topology 45 3.7.2.3. Assessing Unweighted and Weighted Networks 46 3.7.2.4. Assessing Vulnerability and Robustness 46 3.7.2.5. Evaluating Resilience Metric for a Network 47 3.7.3. Resilience of a Metro Network as an Example 49 3.7.4. Recovery Strategies of Networked Infrastructure 55 3.7.4.1. Physical Recovery Modeling 55 3.7.4.2. Service Recovery Modeling 56 3.7.4.3. Resilience Quantification for Recovery Purposes 57 3.7.4.4. Regional Recovery Optimization 58 3.7.4.5. Resilience-informed Infrastructure Recovery Example 58 3.8. References 61 Chapter 4. Resilience Economics and Risk Management 1 4.1. Planning Horizon and Discount Rates 1 4.2. Standard Approaches for Evaluating Investments 2 4.2.1. Benefit-Cost Analysis Using Net Present Value 5 4.2.2. Life-Cycle Cost Analysis 7 4.2.3. Savings-to-Investment Ratio 8 4.2.4. Internal Rate of Return 9 4.2.5. Decision Trees and Real Options 10 4.2.6. Sensitivity Analysis with Monte Carlo Techniques 12 4.3. Cost Considerations 14 4.4. Expected Loss Considerations 14 4.4.1. Empirical methods 15 4.4.2. Input-Output (IO) and Computable General Equilibrium (CGE) methods 15 4.5. Optimization 17 4.5.1. A Portfolio Approach for Decision Making 17 4.5.2. Example: Economic Burden Model of Hazards 19 4.6. References 20 Chapter 5. Designing for Resilience 1 5.1. Introduction 1 5.2 Design Bases and Principles 2 5.3 Design Steps 6 5.4. Case Studies 7 5.4.1. Existing Building near the U.S. Gulf Coast – Flood Hazard 7 5.4.2. Mid-rise Building, Boston, MA – Flood Hazard 13 5.4.3. High-rise Building, San Francisco, CA – Seismic Hazard 20 5.5. Summary 23 5.6. References 23 Chapter 6. Community Socio-economics 1 6.1. Motivating Factors and Benefits 1 6.2. Socio-economic Needs and Metrics 3 6.3. Case Studies 11 6.3.1. Simplified Hypothetical Case Study: Urban Train Station in Anywhere, USA 11 6.3.2. Real Case Study: New York's Response to Hurricane Sandy 13 6.3.3. Real Case Study: City of Trees, City Re-Leaf Project, Manchester, UK 15 6.3.4. Real Case Study: Comprehensive Urban Resilience Masterplan for the City of Beirut, Lebanon 18 6.3. References 21 Chapter 7. Emerging Resilience-Enabling Technologies 1 7.1. Introduction 1 7.2. Advanced and Smart Materials 2 7.2.1. Multi-functional Fiber and Polymer Composites 2 7.2.2. Textile Reinforced Composites 4 7.2.3. Super Elastic Materials 6 7.2.4. Self-Healing Materials 7 7.2.5. Bio-inspired Materials 8 7.3. Advanced Construction Technology 10 7.3.1. Building Information Modeling (BIM) 11 7.3.2. Artificial Intelligence and Machine Learning 12 7.3.3. 3-D Printing 14 7.4. Advanced Sensing Technology 16 7.4.1. Fiber Optic Sensors 17 7.4.2. Digital Image Sensing 19 7.4.3. LiDAR 20 7.4.4. Wireless Sensor Network 21 7.4.5. Satellite Images 22 7.4.6. Augmented Reality 22 7.4.7. Unmanned Aerial Systems (UAS) 23 7.5. Field Implementation of Emerging Technologies 24 7.6. References 28 Appendix A. Terminology
£108.75
The University of Chicago Press The Governance of NotforProfit Organizations
Book SynopsisNot-for-profit organizations play a critical role in the American economy. We know such firms don't try to maximize profits, but what do they maximize? Dealing with this question, this book looks at many aspects of not-for-profit operations, from the problems of fundraising, endowments, and governance to issues, such as hospital advertising.Trade Review"This focused analysis by leading economists ultimately challenges the reader to think about just how much nonprofit behavior can be explained by formal models, equations, and the utility-maximizing assumptions of economics. Important parts do come into sharper focus thanks to this fine and precise work." - Peter Frumkin, International Journal of Not-for-Profit Law"
£28.00
The University of Chicago Press Write Your Way In Crafting an Unforgettable
Book Synopsis
£41.80
A A Balkema Publishers The Integration of Material, Process and Product
Book SynopsisA major thrust and contribution of Dr Owen Richmond's research career has been to integrate Mechanics, Materials, Processing and Design, and hence the title of the proceedings. Six major areas are emphasized in this book: Crystal imperfections; Polycrystals and properties; Constitutive modeling; Plasticity and failure; Metal forming and casting processes; Process and product design.
£152.56
Springer Lean Project Management - How to Apply Lean
Book SynopsisThis book shows how the principles of Lean Management can be applied to project management and how some typical problems of project management can be solved by this. The author first provides a theoretical description of what project management is about and explains its tasks and methods as well as its limitations. He also describes how the Lean idea came about and derives five principles from it that can also be applied to project management. Along these principles, the author then elaborates typical current challenges of project management and shows how these challenges can be tackled through Lean Project Management. In doing so, he does not stop at the level of principles, but describes specific tasks and tools that are useful especially for experienced practitioners of project management. This book is a translation of the original German 1st edition Lean Project Management – Wie man den Lean-Gedanken im Projektmanagement einsetzen kann by Rainer Erne, published by Springer Fachmedien Wiesbaden GmbH, part of Springer Nature in 2019. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation. Springer Nature works continuously to further the development of tools for the production of books and on the related technologies to support the authors.Table of ContentsWhat is and what is the use of project management?.- What does the lean idea consist of?.- How can projects be managed leanly?.- Can lean project management be standardized throughout an organization?.
£52.24
Taylor & Francis Ltd (Sales) Personality and the Fate of Organizations
Book SynopsisPersonality and performance are intricately linked, and personality has proven to have a direct influence on an individual''s leadership ability and style, team performance, and overall organizational effectiveness. In Personality and the Fate of Organizations, author Robert Hogan offers a systematic account of the nature of personality, showing how to use personality to understand organizations and to understand, evaluate, select, deselect, and train people. This book brings insights from a leading industrial organizational psychologist who asserts that personality is real, and that it determines the careers of individuals and the fate of organizations. The author’s goal is to increase the reader’s ability to understand other people—how they are alike, how they are different, and why they do what they do. Armed with this understanding, readers will be able to pursue their personal, social, and organizational goals more efficiently.&nTrade Review"While no book can offer a road map out of the fog that many organizational behavior researchers have regarding personality, this book does shine considerable light on important topics. There is no doubt it will be considered new and fresh. There are few writers in the organizational sciences--or psychology for that matter--who can communicate material as engagingly as Robert Hogan. He brings the subject of personality to life, and in doing so presents previously explored and unexplored concepts central to personality psychology."—Timothy A. JudgeDepartment of Management, University of Florida"Bob Hogan has taught me more about leadership and personality--both intellectually and experientially--than any person I know. Given what is happening on the world stage as well as in our political, business, health care, and educational systems, this book should be mandatory reading for anyone in a position of authority. Leadership is the number one issue of the day, and we have tolerated weak or mediocre performance from our leaders for far too long."—Gordon CurphyPresident, C3, Co-author of Leadership: Enhancing the Lessons of Experience"It is rare to find such a seriously researched, thoughtfully constructed and paradigm-challenging book so easy to read. This must be on the prescribed reading list of undergraduates and graduates in personality theory, organizational behavior and HR management, as well as read by all consultants and managers interested in the role of personality and individual differences in the workplace."—Adrian FurnhamProfessor of Psychology, University College London"A superb demonstration of the importance of personality traits in organizational contexts, and a lesson for any organizational psychologist (and manager) who undermines the importance of personality in sociological, historical, and political settings. Hogan's new book provides a theoretical and scientifically robust explanation of leadership, managerial incompetence, and job success, in a unique and charming style that is both a joy to read and accessible to everyone. No other author has accomplished this task with such brilliance, and no other book has succeeded at bridging the gap between academic and business knowledge with such accuracy and simplicity: a real masterpiece!"—Tomas Chamorro-PremuzicDepartment of Psychology, University of London, Goldsmiths College"While no book can offer a road map out of the fog that many Organizational Behavior researchers have regarding personality, this book does shine considerable light on important topics. There is no doubt it will be considered new and fresh. There are few writers in the organizational sciences--or psychology for that matter--who can communicate material as engagingly as Robert Hogan. He brings the subject of personality to life, and in doing so presents previously explored and unexplored concepts central to personality psychology."—Timothy A. JudgeDepartment of Management, University of Florida"A superb demonstration of the importance of personality traits in organizational contexts, and a lesson for any organizational psychologist (and manager) who undermines the importance of personality in sociological, historical, and political settings. Hogan's new book provides a theoretical and scientifically robust explanation of leadership, managerial incompetence, and job success, in a unique and charming style that is both a joy to read and accessible to everyone. No other author has accomplished this task with such brilliance, and no other book has succeeded at bridging the gap between academic and business knowledge with such accuracy and simplicity: a real masterpiece!" —Tomas Chamorro-PremuzicDepartment of Psychology, University of London, Goldsmiths College"Bob Hogan has taught me more about leadership and personality--both intellectually and experientially--than any person I know. Given what is happening on the world stage as well as in our political, business, health care, and educational systems, this book should be mandatory reading for anyone in a position of authority. Leadership is the number one issue of the day, and we have tolerated weak or mediocre performance from our leaders for far too long." —Gordon CurphyPresident, C3, Co-author of Leadership: Enhancing the Lessons of Experience"It is rare to find such a seriously researched, thoughtfully constructed and paradigm-challenging book so easy to read. This must be on the prescribed reading list of undergraduates and graduates in personality theory, organizational behavior and HR management, as well as read by all consultants and managers interested in the role of personality and individual differences in the workplace."—Adrian FurnhamProfessor of Psychology, University College London"Robert Hogan is one of the most well known and often cited authors in the realm of personality as it relates to organizations and organizational behavior. As a result, many readers will find his latest text, Personality and the Fate of Organizations, informative and authoritative… Hogan's discussion of the key issues in personality psychology is accurate and in-depth." – Steven M. Elias, PsycCRITIQUESTable of ContentsContents: Preface. What Is Personality Psychology: Defining the Key Issues and Concepts. The Personality Wars: A Brief History of Modern Personality Psychology. Who Shall Rule: Leadership and Personality. Lives in Public: Personality and Team Performance. The Secret Life of Organizations: Personality and Organizational Theory. The Psychology of Managerial Incompetence. How to Fix Incompetence.
£39.99
Springer Nature Switzerland AG Managing Natural Resource Conflicts with
Book SynopsisThis book integrates spatial analysis into the study and management of conflicts, and offers a model in conflict studies that incorporates theoretical explanations of conflict, its causes, and impacts, with a geospatial strategy for intervening in disputes over allocation and use of natural resources (connects theory and practice). Alongside a theoretical analysis of resource conflicts and an account of Participatory Mapping and PGIS development, this book provides a case study of GIS applications in conflict mediation. The book also lays out a practical and straightforward demonstration of PGIS applications in conflict management using a real-world case study, and traces the Participatory Mapping and PGIS movements’ evolution, compares PPGIS and PGIS practices, and makes distinctions between traditional GIS applications and PGIS practice. The approach embodies the enhanced use of spatial information and media, sets of tools for analyzing, mapping, and displaying spatial data and a platform for participatory discussions that enhances consensus-building. The book, therefore, contributes to the search for novel approaches for managing current and emerging conflicts. With this book, resource managers, development practitioners, students, and scholars of Participatory Mapping and PGIS applications and conflict studies will be equipped with the principles, skills, and the tools they need to manage non-violent resource conflicts and keep the disputes from slipping into violence. The book will also be a valuable text for basic and advanced studies in Participatory Mapping and PGIS applications, Conflict Resolution and Conflict Management. Table of ContentsPart1. Sources, impacts, and the perspectives on resource conflicts.- Chapter1. Natural Resources, Conflict of Interests and their Management.- Chapter2. Sources, Impacts and Management of Natural Resources Conflicts.- Chapter3. Perspectives on Natural Resource Conflicts.- Part2. Participatory Mapping and PGIS applications in conflict management.- Chapter4. Participatory Mapping and management of natural resource conflicts.- Chapter5. The Development of Community-based GIS Applications.- Chapter6. The impact of geospatial data processing on conflict-supporting beliefs.- Chapter7. Case study: Participatory mapping and management of conflict of interests over allocation of resources within the Aboma Forest Reserve at Kofiase, Ghana.- Part3. Assessment of Participatory Mapping and PGIS applications in conflict management.- Chapter8. Important factors in successful Participatory Mapping and PGIS applications in conflict management.- Chapter9. Appraisal of the roles of Participatory Mapping and PGIS applications in conflict management.- Chapter10. Conclusion.
£107.99
National Academies Press LongTerm Health Effects of Participation in Project SHAD Shipboard Hazard and Defense
Table of Contents1 Front Matter; 2 Summary; 3 1 Study Rationale and Overview; 4 2 Investigating the Potential Health Effects from Participation in Project SHAD; 5 3 An Overview of Project SHAD (Shipboard Hazard and Defense); 6 4 Records-Based Data Sources; 7 5 Participant Cohort; 8 6 Referent Cohort; 9 7 Health Survey; 10 8 Analysis Structure; 11 9 Mortality Results; 12 10 Morbidity Results; 13 11 Discussion; 14 Appendix A Executive Summaries of Reports on Toxicological or Biological Agents; 15 Appendix B Questionnaire; 16 Appendix C Material Concerning Outreach Survey
£39.00
The University of Chicago Press Learning by Doing in Markets Firms and Countries
Book SynopsisDrawing out the underlying economics in business history, this text focuses on learning processes and the development of competitively valuable asymmetries. It shows that organizations learn that this process can be organized effectively, which can have major implications for how competition works.
£30.40
Harvard Business Review Press The Three-Box Solution: A Strategy for Leading
Book SynopsisHow to Innovate and Execute Leaders already know that innovation calls for a different set of activities, skills, methods, metrics, mind-sets, and leadership approaches. And it is well understood that creating a new business and optimizing an already existing one are two fundamentally different management challenges. The real problem for leaders is doing both, simultaneously. How do you meet the performance requirements of the existing business--one that is still thriving--while dramatically reinventing it? How do you envision a change in your current business model before a crisis forces you to abandon it? Innovation guru Vijay Govindarajan expands the leader's innovation tool kit with a simple and proven method for allocating the organization's energy, time, and resources--in balanced measure--across what he calls "the three boxes": * Box 1: The present--Manage the core business at peak profitability * Box 2: The past--Abandon ideas, practices, and attitudes that could inhibit innovation * Box 3: The future--Convert breakthrough ideas into new products and businesses The three-box framework makes leading innovation easier because it gives leaders a simple vocabulary and set of tools for managing and measuring these different sets of behaviors and activities across all levels of the organization. Supported with rich company examples--GE, Mahindra & Mahindra, Hasbro, IBM, United Rentals, and Tata Consultancy Services--and testimonies of leaders who have successfully used this framework, this book solves once and for all the practical dilemma of how to align an organization on the critical but competing demands of innovation.Trade Review"His book is both challenging and easy to understand, offering numerous examples--from IBM to GE to Hasbro--of companies that have made it work." -- SUCCESS Magazine "The book [The Three Box Solution] is clearly presented, with illuminating case studies from a variety of organizations helping to explain the ideas." -- The Globe and Mail "The Three Box Solution is an insightful and thoughtful work that should be on the must-read list for all CEOs--and everyone involved in leading innovation in any kind of enterprise." -- Research-Technology Management "The era of doing things in the same way decade after decade is over. Organisations are confronted by external change and the urgent need to change themselves. Innovation is nothing less than a matter of corporate survival...By creating three boxes that a company ought to concentrate on when it is trying to pilot its way into the future, Prof Govindarajan may enable its leaders and workers to think outside the box their normal experience traps them in." -- Peter Day, BBC "A powerful new framework." -- Developing Leaders "The Three Box Solution is a clear winner..." -- BW Businessworld (India) "He succinctly outlines the key behaviors that I believe every business leader must focus on, to drive innovation without waiting for the next competitive crisis...the approach actually works and applies to leaders at all levels." -- Forbes "Supported with rich examples--GE, Mahindra & Mahindra, Hasbro, IBM and Tata Consultancy Services--and testimonies of leaders who have successfully used this framework, The Three Box Solution solves the dilemma of how to align an organisation on the critical but competing demands of innovation." -- The Financial Express, India "When we read The Three Box Solution and hear VG describe the experiences from leaders of Hasbro, Tata, IBM, United Rentals, Mahindra & Mahindra amongst others, we get inspired to find our own balance between these three innovation areas: preservation, destruction and creation...The Three Box Solution helps leaders come into harmony with an ageless rhythm, that creates sustainable prosperity." -- Innovation Management (innovationmanagement.se) "With case studies from toy manufacturer Hasbro, coffee maker Keurig, TCS and even a church reinventing itself, The Three Box Solution makes a good breezy read." -- The Times of India ADVANCE PRAISE for The Three-Box Solution: Jeffrey R. Immelt, Chairman and CEO, General Electric Company-- "Simple, powerful, and purposeful." Zhang Ruimin, Founder, Chairman, and CEO, Haier Group-- "The Three-Box Solution presents a simple, yet powerful framework to simultaneously optimize continuous process improvement and breakthrough innovation. Inspiring for management executives." Anand G. Mahindra, Chairman and Managing Director, Mahindra Group-- "Govindarajan's Three-Box Solution provides a framework for balancing the imperatives of the present with the demands of the future. It is a construct that permeates all our strategic thinking." Marshall Goldsmith, New York Times and Wall Street Journal bestselling author, Triggers-- "If your company needs to stop doing what it's done and branch out in new and profitable ways, this is the book for you." Omar Ishrak, Chairman and CEO, Medtronic-- "The Three-Box Solution is a superb guidance manual for anyone formulating and driving a long-term company strategy. An excellent resource for managers and leaders at all levels." Ajay Banga, President and CEO, MasterCard Inc.-- "Govindarajan provides a winning combination of strategic insights and actionable steps designed to help virtually any business or organization build a better future." Indra K. Nooyi, Chairman and CEO, PepsiCo, Inc.-- "At PepsiCo, we practice what Govindarajan preaches." Samuel R. Allen, Chairman and CEO, Deere & Company-- "This book is worth reading more than once; I highly recommend it." Bhaskar Bhat, CEO, Titan Watch-- "It is very refreshing to read The Three-Box Solution because of both its relevance and its simplicity. As you read the book, you connect with events in your own journey as you grapple simultaneously with ideas such as learning from the past, living in the present, and dreaming about the future. The simplicity of Govindarajan's model, like all great ideas, triggers you to think, 'Hey, why did I not think about it this way?' I recommend this book and its approach to both current and aspiring CEOs. Business schools will also find this approach worthy of teaching, and chief strategy officers will find it most useful." Giovanni Caforio, CEO, Bristol-Myers Squibb-- "The Three-Box Solution brilliantly tackles the challenges of a successful company to continually drive the linear innovation essential for today's operational excellence, while nurturing the nonlinear innovation necessary to create the company's future. Marc Casper, President and CEO, Thermo Fisher Scientific Inc.-- "The Three-Box Solution is essential reading for any senior executive leading a successful company with a proud history. Govindarajan gives a clear path for how to create the environment and culture within a company to foster innovation that will make a difference in ensuring a bright future for an organization. Ian Cook, Chairman, President, and CEO, Colgate-Palmolive Company-- "In The Three-Box Solution, Govindarajan offers a compelling framework for driving innovation while delivering current goals, without the constraints of past successes and failures. With powerful, international examples, he offers a clear guide to creating the sustainable, innovation culture needed to stay ahead." Alexander M. Cutler, Chairman and CEO, Eaton Corporation-- "What a compelling piece of work--and its genius is in its simplicity. Leaders at all levels of the organization should find the three-box model for innovation a how-to manual for success." Stuart Fletcher, CEO, Bupa-- "The Three-Box Solution is an extremely stimulating, encouraging, valuable, and enjoyable read." Brian D. Goldner, Chairman, President, and CEO, Hasbro, Inc.-- "In The Three-Box Solution, Govindarajan concisely and bravely distills key insights applicable across varied industries and provides practical takeaways to facilitate execution. The book is a must-read for any manager who values courageous leadership, adaptability, and foresight." Cyrus Mistry, Chairman, Tata Group-- "Govindarajan offers unique insights into the need to balance the demands of the present with those of the future. He highlights the importance of investing wisely in building the future while creating a sense of urgency about embracing change. Many managers will relate to the caution he urges about getting too caught up in the all-consuming demands of the present. For a more-than-century-old organization like Tata, his three-box framework offers many important lessons." Narayana Murthy, cofounder, Infosys Limited-- "In today's world, organizations need to continuously innovate and demonstrate a high degree of learnability to stay relevant and ahead of the competition. Through real-life cases and simple frameworks, Govindarajan provides insight and guidance on how leaders can prime organizations for the future while balancing priorities of the present. The Three-Box Solution is a must-read for leaders at all levels." Abidali Z. Neemuchwala, CEO, Wipro Limited-- "The three-box approach is a pragmatic way to think through and balance the needs of existing business and crafting a future. Explained in a simple manner, it provides a framework that leaders can use to reflect on the dynamics of business and attain present and future goals. In today's business environment, leaders are required to run both a sprint and a marathon at the same time." Doug Oberhelman, Chairman and CEO, Caterpillar Inc.-- "The Three-Box Solution offers a sound, strategic approach to ensure that Caterpillar's long history of innovation--developing, designing, and manufacturing the machines and engines our customers want and need--continues."
£20.70
The University of Chicago Press Knowledge Regulation and National Security in
Book SynopsisThe first historical study of export control regulations as a tool for the sharing and withholding of knowledge. In this groundbreaking book, Mario Daniels and John Krige set out to show the enormous political relevance that export control regulations have had for American debates about national security, foreign policy, and trade policy since 1945. Indeed, they argue that from the 1940s to today the issue of how to control the transnational movement of information has been central to the thinking and actions of the guardians of the American national security state. The expansion of control over knowledge and know-how is apparent from the increasingly systematic inclusion of universities and research institutions into a system that in the 1950s and 1960s mainly targeted business activities. As this book vividly reveals, classification was not the onlyand not even the most importantregulatory instrument that came into being in the postwar era.Trade Review“Daniels and Krige’s attempt is remarkable because of the breadth of the research required, but also because it breaks new ground. . . . This is a necessary, useful, and foundational book for aspects of twentieth- and twenty-first-century US policy that in combination typically get short shrift. For scholars interested in Cold War foreign policy, the history of technology and institutions, sociology, or twentieth-century intellectual history, this will be a book to have.” * Technology and Culture *"This is a terrific and important book. To make sense of our current moment of post-neoliberal revirement, we need new, engaged, and detailed political histories of state institutions. Daniels and Krige show us what that might look like." * H-Diplo Roundtable XXIV-8 *"A valuable and much-needed addition to the literature on export controls. This book will easily become a main reference for anyone trying to understand the development of the US export control system and the central role that knowledge flow controls have played in that process." -- Sam Weiss Evans, Harvard University"An excellent book. It will provide an opening to a critical conversation that is needed in the United States right now on the relationship among export controls, national security, economic competitiveness, and academic freedom. This conversation will only grow in the coming decade, and this book will provide a touchstone for it." -- Michael A. Dennis, United States Naval War CollegeTable of ContentsList of Abbreviations Chapter 1. Introduction: What Are Export Controls, and Why Do They Matter? Part 1 Chapter 2. The Invention of Export Controls over Unclassified Technological Data and Know-How (1917–45) Chapter 3. The Cold War National Security State and the Export Control Regime Part 2 Chapter 4. The Recalibration of American Power, the Bucy Report, and the Reshaping of Export Controls in the 1970s Chapter 5. The Reagan Administration’s Attempts to Control Soviet Knowledge Acquisition in Academia Chapter 6. Academia Fights Back: The Corson Panel and the Fundamental Research Exclusion Part 3 Chapter 7. “Economic Security” and the Politics of Export Controls over Technology Transfers to Japan in the 1980s Chapter 8. Paradigm Shifts in Export Control Policies by Reagan, Bush, and Clinton and the Evolving US-China Relations Chapter 9. The Conflict over Technology Sharing in Clinton’s Second Term: The Cox Report and the Use of Chinese Launchers Part 4 Chapter 10. Epilogue: Export Controls, US Academia, and the Chinese-American Clash during the Trump Administration Notes Index
£91.20
The University of Chicago Press Getting In
Book SynopsisAn empowering guide for students in STEMM that demystifies the process of securing undergraduate research experiences. Conducting research is an important foundation for many undergraduates on STEMM career paths. But landing an extremely competitive research spot that is also an enriching experience involves knowing how to present yourself effectively and an awareness of your goals and expectations. In this book, an expert lab manager and a longtime principal investigator share their secrets for obtaining these coveted positions. Offering advice to students in a wide variety of STEMM fields at both research-intensive universities and primarily undergraduate institutions, Getting In helps students navigate the hidden curriculum of academia, unofficial rules that disproportionately affect first-generation college students and those from low-income backgrounds and communities historically underrepresented in science. The authors provide not only an overview of STEMM research and lTrade Review"In the second edition of their user’s manual for undergraduate research experiences, lab manager Grey and principal investigator Oppenheimer present an exhaustive look at the 'hidden curriculum' behind lab culture. The book is divided into two parts. The first provides an overview of why research experience is valuable, describes research culture, and advises students on proper expectations for lab experiences. The second walks students through the process of searching, applying, and interviewing for research positions. Getting In is encyclopedic . . . [and] provides a wealth of knowledge on all aspects of the undergraduate research experience." * Physics Today, "Books that stood out in 2023" *"This book provides a fantastic and comprehensive overview of all aspects of undergraduate research in STEM fields. . . . The authors are both experienced science faculty who have mentored many students in their labs. . . . This book is great for many groups such as undergraduates thinking about research or those already engaged in such work as well as their faculty mentors. It can be used as part of a course that meets to provide mentoring for undergraduate researchers and is an inexpensive, enjoyable, and a fun read as well." * Plant Science Bulletin *“Focused, functional, and accessible, Getting In will help students who are new to the process to look for, evaluate, apply to, interview for, and select research experiences. Importantly, it removes a lot of the barriers to success faced by students with fewer resources, experience, and supports, and in doing so increases access and opportunity for all students in STEMM.” -- Laura Rico-Beck, Pritzker School of Molecular Engineering, University of Chicago“A terrific guidebook for students early on in their science research career. Getting In provides an organized plan, including strategies, timelines, and examples, to help students move from questioning to well educated, from uncertain to confident in their qualifications and goals. It is a treasure trove of broadly applicable resources for advisors, mentors, and students in classrooms and research labs.” -- Susan Bush Tripp, Natural Sciences Department, Metropolitan State University"Eminently useful. . . . This is an excellent book of value for any faculty member involved in undergraduate research, for undergraduate advisers working with various students, and for virtually any undergraduate." * Council on Undergraduate Research, on the First Edition *"Many undergraduate students want to do research for one reason or another, but may not know much about it or how to get a position. The language is straightforward . . . and the tone is aimed directly at undergraduate students; it's clear from the beginning that the authors are highly attuned to the college student's mindset and lifestyle. . . . I would definitely recommend this book for early undergraduate students who are considering a career in the sciences." * Student Doctor Network, on the First Edition *Table of ContentsPreface Part One 1: Why Choose Research? What’s in It for You? Professional Development Opportunities Interpersonal Development Opportunities Academic Advantages Connections—Professional, Personal, and More Potential Financial Rewards Recommendation and Reference Letters 2: An Introduction to STEMM Research, Research Groups, and Lab Cultures What Is Scientific Research? Nine Parts to a Research Project, Simplified The Research Team and Work Environment Your Mentors Lab Culture 3: Will I Like Conducting Research? Understanding and Managing Your Expectations—Your Strategy for Happiness and Success Qualifications for Participation in Undergrad Research The Ideal Time to Start Undergrad Research The Time Commitment The Experience Paradox Using Lab Classes to Prepare for Undergrad Research Wet Lab Positions for Undergrads Projects for Undergrad Researchers Deciding Whether to Register for Course Credit for Research Summer Undergrad Research Programs (SURPs) Why Research Positions Are Competitive (and What You Can or Can’t Do about It) Part Two 4: Your Search Strategy Ten Search Mistakes to Avoid Getting Started Is the Hardest Part Step 1: Schedule and Prioritize Your Time Step 2: Identify Potential Meaningful Research Experiences More Methods to Identify Undergrad Research Opportunities Tips on Selecting and Reading a Scientific Paper before Applying for a Research Position Maintaining Your Academic and Life Balance in Future Semesters 5: Your Application Strategy Ten Application Mistakes to Avoid Application Procedure Step 1: Craft Your CV and Obtain Your Transcript Step 2: Make First Contact Step 3: Complete Online Applications for SURPs and Other Opportunities (When Applicable) 6: Your Interview Strategy Ten Interview Mistakes to Avoid Tips Specific to Virtual Interviews To Seize Your Undergrad Research Interview, Ask the Questions That Matter Mentors’ Interviewing Styles Preparing for the Interview At the Interview After the Interview Congratulations, You’re Now an Undergrad in the Lab! Ten Tips to Prepare for Your First Day of Your Undergrad Research Experience Acknowledgments Index
£21.36
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG The Decision Makers Handbook to Data Science
Book SynopsisData science is expanding across industries at a rapid pace, and the companies first to adopt best practices will gain a significant advantage. To reap the benefits, decision makers need to have a confident understanding of data science and its application in their organization. This third edition delves into the latest advancements in AI, particularly focusing on large language models (LLMs), with clear distinctions made between AI and traditional data science, including AI's ability to emulate human decision-making. Author Stylianos Kampakis introduces you to the critical aspect of ethics in AI, an area of growing importance and scrutiny. The narrative examines the ethical considerations intrinsic to the development and deployment of AI technologies, including bias, fairness, transparency, and accountability. You'll be provided with the expertise and tools required to develop a solid data strategy that is continuously effective. Ethics and legal issues surrounding data collection and algorithmic bias are some common pitfalls that Kampakis helps you avoid, while guiding you on the path to build a thriving data science culture at your organization. This updated edition also includes plenty of case studies, tools for project assessment, and expanded content for hiring and managing data scientists. Data science is a language that everyone at a modern company should understand across departments. Friction in communication arises most often when management does not connect with what a data scientist is doing or how impactful data collection and storage can be for their organization.The Decision Maker's Handbook to Data Sciencebridges this gap and readies you for both the present and future of your workplace in this engaging, comprehensive guide. What You Will LearnIntegrate AI with other innovative technologies Explore anticipated ethical, regulatory, and technical landscapes that will shape the future of AI and data scienceDiscover how to hire and manage data scientistsBuild the right environment in order to make your organization data-drivenWho This Book Is ForStartup founders, product managers, higher level managers, and any other non-technical decision makers who are thinking to implement data science in their organization and hire data scientists. A secondary audience includes people looking for a soft introduction into the subject of data science.
£42.49
Cengage Learning, Inc IndustrialOrganizational Psychology
Book SynopsisTable of Contents1. Introduction to I/O Psychology. 2. Job Analysis and Evaluation. 3. Legal Issues in Employee Selection. 4. Employee Selection: Recruiting and Interviewing. 5. Employee Selection: References and Testing. 6. Evaluating Selection Techniques and Decisions. 7. Evaluating Employee Performance. 8. Designing and Evaluating Training Systems. 9. Employee Motivation. 10. Employee Satisfaction and Commitment. 11. Organizational Communication. 12. Leadership. 13. Group Behavior, Teams and Conflict. 14. Organization Development. 15. Stress Management: Dealing with the Demands of Life and Work.
£74.99
A A Balkema Publishers Prediction and Performance in Geotechnical
Book SynopsisProceedings of an international symposium, with the focus on Prediction and Performance in Geotechnical Engineering held in Calgary, on the 17-19 June 1987.
£454.91
The University of Chicago Press Fiscal Institutions Fiscal Performance NBER
Book SynopsisAn overview of the political and economic issues involved in the formation of budget deficits. The text brings together theoretical models, empirical evidence and case studies to analyze the effect of political institutions, fiscal regulations, and policy decisions on accumulating deficits.
£72.20
£23.47
The University of Chicago Press Uncomfortable Situations Emotion between Science
Book SynopsisWhat is a hostile environment? How exactly can feelings be mixed? What on earth might it mean when someone writes that he was happily situated as a slave? The answers, of course, depend upon whom you ask. Science and the humanities typically offer two different paradigms for thinking about emotion--the first rooted in brain and biology, the second in a social world. With rhetoric as a field guide, Uncomfortable Situations establishes common ground between these two paradigms, focusing on a theory of situated emotion. Daniel M. Gross anchors the argument in Charles Darwin, whose work on emotion has been misunderstood across the disciplines as it has been shoehorned into the perceived science-humanities divide. Then Gross turns to sentimental literature as the single best domain for studying emotional situations. There's lost composure (Sterne), bearing up (Equiano), environmental hostility (Radcliffe), and feeling mixed (Austen). Rounding out the book, an epilogue written with ecologica
£33.25
