高层经理需要何种培训

高层经理需要何种培训?首先应弄明白作为高层经理需具备何种素质、技能。哈佛商学院的Katy教授研究出了各级管理人员所需素质的最优化组合。 专业知识 人际关系 理念 高层经理 17.9％ 39.4％ 42.7％ 中层经理 22.8％ 42.4％ 34.8％ 基层经理 50.3％ 37.7％ 12.0％ 由上表可以看出,对高层经理来说理念是最重要的素质,其次才是人     

高层经理需要何种培训

高层经理需要何种培训？首先应弄明白作为高层经理需具备何种素质、技能。哈佛商学院的Ｋａｔｙ教授研究出了各级管理人员所需素质的最优化组合。 由上表可以看出，对高层经理来说理念是最重要的素质，其次才是人际关系与专业知识。理念是指从整体把握组织的目标，洞察组织与其环境相互关系的能力。而国内的高层经理尤其企业家多数由基层做起，有着丰富的专业知识和较强的人际关系能力，理念就成为其最薄弱的关节。 高层经理是企业的掌舵人，应具备广阔的视野，能够从全局角度对战略目标进行创造性规划决策，提高组织活力和绩效。对高层管理…     

浙江省高级采购经理缺口20万

据《北京人才市场报》讯浙江省是制造业高度聚集的省份，也是国际采购集团在中国的采购重点地区。但由于浙江企业大多处于由家族制企业向现代企业过渡期，具有专业技能的采购人才十分稀缺，一个专业采购经理的年薪已达5—15万元。     

高层经理需要何种培训?

高层经理需要何种培训？首先应弄明白作为高层经理需具备何种素质、技能。哈佛商学院的Katy教授研究出了各级管理人员所需素质的最优化组合。     

人力资源经理的角色定位和岗位职责

随着中国企业一步步迈进市场化、国际化、公平开放、激烈竞争的生存环境，人才是企业竞争的核心等观念早已深入人心，如何有效地选才、用才、育才、留才，即有效地开展人力资源管理，已经引起了大多数企业管理者的重视。但在不少企业，人力资源管理仍然不受重视，为数众多的企业人事部门只是做着机械、繁琐的档案管理、招聘、培训、考核等表层工作。     

企业中的高级管理人才培训

国有大型企业由于行业不同、历史背景不同,在经营管理理念和管理人员层次结构上一般都有各自的特点,培训工作中存在着相当的优势,如管理人员数量上有相当的规模、企业内部有相对健全的教育培训主管部门和培训承办分支机构、企业能够自主开展培训;同时,也存在着一些共...     

继续教育办学新理念——高级职业经理培训思路

高级职业经理培训是近年来高级职业教育领域的一大热点，是继续教育的重要内容。所谓职业经理是指以企业经营管理为职业，深谙经营管理之道，熟练运用企业内外各项资源，为实现企业经营目标，担任一定管理职务的受薪人员。那么，高级职业经理培训为什么会热起来呢﹖首先，开展职业经理培训是国际、国内经济环境变化的客观要求。随着经济全球化趋势的加剧，我国的经济结构、产业结构、贸易结构都因此面临着一场广泛而深刻的变革。为了适应这一变革，适应新的产业发展环境，培养一批能在国际、国内经济事务中发挥作用的高素质经营管理人才就显…     

加强职业教育和培训 提高职工队伍素质和企业竞争力

这次全国职业教育工作会议非常重要。岚清同志将作重要讲话，对职业教育的改革与发展作出全面部署。明天上午，基同志还将与大家座谈并发表重要讲话。对基和岚清同志的讲话，我们要认真学习，深刻领会，全面贯彻。下面，我就如何围绕提高职工队伍素质和企业竞争力，进一步加强职业教育和培训工作，先讲几点意见。一、充分认识做好职业教育和培训工作的重要性紧迫性职业教育和培训是提高劳动者技能的重要手段，对于改善我国职工队伍素质的状况，增强企业竞争力，具有十分重要的作用。党中央、国务院高度重视这项工作，各地区、各有关部门和广…     

Teaching methods and the training of managers

Various models of the teaching-learning process are subjected to analysis. Doubt is cast on the relative effectiveness of conventional college teaching methods which have not been based on a systematic application of what is known about the learning process. Three principles of learning are outlined, and the value of the systems approach to course design is emphasized and discussed as an example of the application of this approach. Finally, the implications for management training are examined.Paper presented to the European Association of Training Programmes in Hospital and Health Services Administration, Copenhagen, 2–3 October 1972.     

Handwriting: what do we know and what do we need to know?

Handwriting has a low status and profile in literacy education in England and in recent years has attracted little attention from teachers, policy‐makers or researchers into mainstream educational processes. This article identifies a substantial programme of research into handwriting, including studies located in the domains of special needs education and psychology, suggesting that it is time to re‐evaluate the importance of handwriting in the teaching of literacy. Explorations of the way handwriting affects composing have opened up new avenues for research, screening and intervention, which have the potential to make a significant contribution to children's progress in learning to write. In particular, the role of orthographic motor integration and automaticity in handwriting is now seen as of key importance in composing. Evidence from existing studies suggests that handwriting intervention programmes may have a real impact on the composing skills of young writers. In particular, they could positively affect the progress of the many boys who struggle with writing throughout the primary school years.     

Managing schools and training school managers: some concepts

The role of theory is to tell us the way things are rather than how they ought to be or how we would like them to be. (Thomas Barr Greenfield, 1980)     

Indigenous learners: what university educators need to know

Abstract

Canadian citizens of Indigenous ancestry have statistically lower than national averages with respect to secondary and postsecondary completion rates. In an attempt to understand and assist Indigenous university students in Ontario, the purpose of the study was to identify teaching and learning strategies and support systems for Indigenous students that will result in increased academic success and retention among Indigenous youth and adults attending university. The results were summarised in an introductory handbook for faculty and staff at Nipissing University, a destination of choice for many Indigenous students pursuing undergraduate, graduate, and professional degrees. The specific purpose of the handbook was to provide an introduction to the diversity of cultures and their related perspectives amongst our Indigenous students. The literature and the results provide specific pathways for educators to begin to decolonise their pedagogy to support success for Indigenous university learners.