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In een bedrijf gaat men van elke investering het rendement na. Ook in de opleidingswereld groeit de behoefte om de effectiviteit en het rendement van leeractiviteiten te kunnen bepalen en optimaliseren. Hebben al die opleidingen wel effect? Dragen ze bij tot de organisatieresultaten? Leveren de leeractiviteiten financieel iets op? Dit boek helpt om deze vragen te beantwoorden. Het gaat over leren in bedrijven en organisaties, en hoe we de effecten daarvan kunnen meten. Die drang naar meten past in de moderne bedrijfsvoering, de zorg voor kwaliteit en voor toegevoegde waarde. In dit boek staan een aantal denkpisten en technieken beschreven die bruikbaar zijn om de effectiviteit van leerprocessen te beoordelen. Er wordt daarbij gekeken naar de kwaliteit van leerprocessen en vooral naar het resultaat ervan. De harde economische aanpak wordt niet geschuwd: hoeveel euro kost het leren, en hoeveel euro brengt het op? De kracht van dit boek zit in de vele praktijkvoorbeelden. Via de vele handige tips en tools wil het boek HR- of opleidingsverantwoordelijken ondersteunen bij het beoordelen van de effecten van leeractiviteiten en het becijferen van het opleidingsrendement.Met een woord vooraf door Luc Sels (K.U. Leuven). Bron : http://www.bol.com

Personeelsmanagement --- Rendement --- Competentiemanagement --- Professionalisering --- Leren --- Leerresultaat

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"Issue du monde industriel et de l'univers sportif, la performance a progressivement envahi le monde de l'entreprise et irrigue désormais l'ensemble de la vie sociale. Le culte de la performance semble ainsi accepté comme une évidence, qui invite sans cesse l'individu à " performer " pour devenir soi-même. L'objectif de cet ouvrage est de confronter des points de vue d'horizons très divers pour proposer une réflexion sur ce qui est bel et bien devenu une idéologie. Non pas pour" diaboliser " la performance, mais pour la mettre à l'épreuve afin de permettre un regard plus aiguisé à son égard. Elle est ici analysée sous un angle socio-historique, en montrant comment s'est façonné ce modèle et comment il structure l'ensemble des sphères de la vie sociale : sport, art, entreprise, vie personnelle, etc. Cette mise en perspective permet de dégager les enjeux et dégâts causés par l'immixtion constante de la performance dans l'ensemble de nos activités sociales. Celle-ci, en effet, ne manque pas de questionner notre rapport au temps, aux autres et à nous-mêmes. Notre conception occidentale de la performance doit enfin être confrontée à d'autres notions - telles que l'infime, la surprise ou l'autorité - et à d'autres modes de pensée. C'est à ce dépaysement que conduit finalement cette réflexion collective."

Performance --- Athletic ability --- Achievement motivation --- Rendement au travail --- Sports, Aptitude pour les --- Motivation d'accomplissement --- Congresses --- Congrès --- Performance - Sociological Essays --- Congrès --- Success --- Competition (Psychology) --- Social aspects --- Congresses. --- Performance - Congresses --- Performance - Social aspects

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371.67 --- 372.853 --- 373.5 --- fysica --- leerboeken --- secundair onderwijs --- Natuurkunde: handboek secundair onderwijs --- 371.67 Leerboeken. Wetenschappelijk instrumentarium. Cartografische hulpmiddelen --- Leerboeken. Wetenschappelijk instrumentarium. Cartografische hulpmiddelen --- 372.853 Natuurkunde --(niet-universitair onderwijs) --- Natuurkunde --(niet-universitair onderwijs) --- Middelbaar onderwijs --- Schoolbooks - Didactic material --- Fysica --- 4e leerjaar secundair onderwijs --- Meten --- Krachten (fysica) --- Arbeid --- Energie --- Vermogen --- Rendement --- Gaswetten --- Bewegingsleer (mechanica) --- Thermodynamica --- Kracht (fysica) --- Arbeid (werken) --- Vermogen (bezittingen) --- Gaswet --- Bewegingsleer (fysica) --- Belasting (fiscaal) --- Vermogen (capaciteit)

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A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 – 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no ‘bottom-line’ against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on – if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing.

Accountability in education --- Educational accountability --- Educational productivity --- Educational program evaluation --- Evaluation research in education --- Improvement programs [School ] --- Instructional improvement programs --- Onderwijs--Hervorming --- Productivity in education --- Program evaluation in education --- Programmes d'amélioration de l'école --- Programs [School improvement ] --- School improvement programs --- School self-improvement programs --- School improvement programs. --- Educational productivity. --- Educational accountability. --- Enseignement --- Responsabilité du rendement (Education) --- Réforme --- Education. --- Education --- Social Sciences --- Theory & Practice of Education --- School management and organization. --- School administration. --- Education, general. --- Administration, Organization and Leadership. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Inspection --- Management and organization

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Musa --- Zea mays --- Plante de culture associée --- Companion crops --- Légumineuse légumière --- Vegetable legumes --- Légumineuse fourragère --- Feed legumes --- Biomasse --- biomass --- Résidu de récolte --- Crop residues --- Fertilité du sol --- soil fertility --- Facteur de rendement --- Yield factors --- Mulch --- Mulches --- Désherbage --- Weed control --- Adaptation de la production --- Adjustment of production --- Mucuna pruriens --- Macrotyloma axillare --- République-Unie de Tanzanie --- United Republic of Tanzania --- 631.11 <678> --- 631.153.7 --- 634.771 --- Farms, farm properties and farming systems--Tanzania --- Changes in cultivation and production. Conversion to other systems --- Musa species in general --- Theses --- 634.771 Musa species in general --- 631.153.7 Changes in cultivation and production. Conversion to other systems --- 631.11 <678> Farms, farm properties and farming systems--Tanzania --- Tephrosia candida --- Crotalaria grahamiana