The Wiley handbook of global workplace learning

Content: Intro
 Title Page
 Copyright Page
 Contents
 About the Editors
 Contributors' Biographies
 Preface
 Acknowledgements
 Part I Change Management
 Chapter 1 Leadership as Shared Practice: A Means of Democratizing School for Its Goals Attainment
 Leadership Concept
 Objectives/Purpose of Study
 Perspective/Theoretical Framework
 Leadership Styles
 Principalship in Secondary Schools in Nigeria
 Functions of the School Principal
 Instructional Program
 Student Welfare
 The School as a Formal Organization (Goal-Oriented)
 How Leadership Styles Vary by Region/Country
 Method
 Data Source
 Results Significance/Educational Implication of the StudyReferences
 Appendix I Questionnaire on Effective Leadership Style on Secondary School Goals Attainment
 Appendix II Questionnaire on Effective Leadership Style on Secondary School Goals Attainment
 Chapter 2 Effective Strategies for Workplace Learning
 Background
 Raelin's Work-Based Learning Model
 Raelin's Work-Based Learning Model in the South African Police Service Context
 Workplace Learning Strategies in Rethinking of Executive Coaching Through the Lens of Raelin
 Readiness Level of the Learner The Strengths and Preferences of the Faciliator(s)Organizational Support
 Workplace Learning as Tool for SAPS Leadership Development
 Workplace Learning as Task-Oriented
 Global Workplace Learning as a Tool for Transformational Leadership
 Barriers that Hinder the Implementation of Newly Gained Knowledge in the SAPS
 Conclusion
 References
 Chapter 3 Developing an Agile Global Workforce: Challenges and Critical Success Factors
 Agile Thinking, Agile Mindset
 Challenges and Success Factors
 Organizational Impact
 Flexible Structures, Boundless Possibilities
 References Chapter 4 The New Learning Economy and the Rise of the Working LearnerThe Evolution of the New Learning Economy: Moving From Knowledge to Performance-Driven Learning
 Who Are Working Learners?
 The Work vs Learning Conflict: Barriers to Integrating Living, Learning and Working
 The Future of Work and Learn Options: A New Framework
 Notes
 References
 Chapter 5 Inclusive Education and Work-Based Learning --
Managing a Process of Change: The Arguments of Jennifer Todd, Thomas and Loxley
 Critical Analysis of J. Todd's "Post-Structuralist" Argument Discussion of the Implications of Inclusive Education for Work-Based Learning in Higher Education InstitutionsDiscussion of the Implications of Inclusive Education for the General Practice of Work-Based Learning
 Conclusion
 References
 Chapter 6 Using an Experiential Learning Model to Design an Assessment Framework for Workplace Learning
 Rationale for Assessing Workplace Learning
 Theoretical Overview
 References
 Part II Project Management, Partnerships, and Diverse Populations
 Chapter 7 Measuring Innovative Thinking and Acting Skills as Workplace-Related Professional Competence