The Wiley-Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement

This handbook is a unique contribution to the field, as it joins together training and appraisal as tools for promoting individual development within organizations. The handbook is divided into four sections: training, e-learning, personal and professional development in organizations, and performance management.

An Evaluative Model to Assess the Organizational Efficiency in Training Corporations

In an organisation any optimization process of its issues faces increasing challenges and requires new approaches to the organizational phenomenon. Indeed, in this work it is addressed the problematic of efficiency dynamics through intangible variables that may support a different view of the corporations. It focuses on the challenges that information management and the incorporation of context brings to competitiveness. Thus, in this work it is presented the analysis and development of an intelligent decision support system in terms of a formal agenda built on a Logic Programming based methodology to problem solving, complemented with an attitude to computing grounded on Artificial Neural Networks. The proposed model is in itself fairly precise, with an overall accuracy, sensitivity and specificity with values higher than 90 %. The proposed solution is indeed unique, catering for the explicit treatment of incomplete, unknown, or even self-contradictory information, either in a quantitative or qualitative arrangement.

Early Childhood Education For Sustainable Development in Portugal

This chapter reports on the Portuguese trial of the Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC) scale which was carried out in the context of the initial training of pre-school teachers at the University of Évora and during their practicum in local pre-schools. The particular context of this trial in initial teacher education provides a particular focus on the professional development of the students, and the cooperating teachers provided by their engagement in a collaborative action-research project that was focused upon Education for Sustainable Development. After providing some Portuguese contextual elements related with ESD, we will report on the trial of the scale in Évora and its results in terms of improving the quality of classroom practices and students and teachers professional development provided by their participation in the project. Finally we will share some reflections on the project, the format and use of the scale and on some critical issues that we learned to be critical in terms of ESD in Early Childhood.