A. Dziadkiewicz, J. Nieżurawskaing programmes run by external and internal trainers to informal trainings on the spot,at work. It also includes other activities such as job shadowing, which can be termed asa method of learning by imitation („being a shadow” of another, experienced worker)as well as coaching, mentoring [Hill, Stewart 2000, p.108].In view of the specific character of small and medium enterprises, an elaboration ofeffective development plans, taking into consideration the needs of both the workersand the employers is essential. It is important to prepare at least annual plans takinginto consideration key trainings and development programmes. Small and mediumenterprises should not, however, limit themselves solely and exclusively to the realisationof external training sessions, but they should also exploit other forms of developmentsuch as internal meetings, presentations, discussions, or individual forms ofdevelopment basing on coaching or mentoring. [Aleksy Pocztowski, Urban Pauli 2013,p. 10].Coaching and mentoring are modern methods of teaching. Coach is a trainer whostimulates and motivates employees to undertake an effort of their own personal development.They are, therefore, a sort of partner and not a person superior with respect tothe developing individual. Usually their role consists in diagnosing the strengths andweaknesses and proposing, basing on such a recognition, concrete development activities.Mentoring, in turn, is of the master – disciple kind of relation. It is based on inspiration,stimulating and leadership. The main tool of the mentor is a constructive dialoguebased on an exchange of views as well as on formulating such aims for the traineewhich are very closely related to their unique potential.The development of the employees of small and medium enterprises usually takesplace in an informal manner, with a predominance of internal training sessions, informaljob instructions and socialization [Cardon and Stevens 2004, pp. 310, 318]. Developingemployees via „on the job trainings” seems the most effective method. Suchtrainings consist in learning “at the work post”, where employees learn what they needmost at a given moment [Hill 2004, p.12].„On the job training” is used mostly because of the low costs involved and a possibilityof an immediate application of the acquired knowledge or skill [Beaver, Hutchings2005, p.596]. In addition, the possibility of transmitting of the specific competence,unique for each given organization, is their important advantage [Rowden 1995,p.364]. These trainings focus on the concrete needs of the employee and allow for aneasier integration with everyday duties [Mayson, Barrett 2006, p.450].In addition, the evaluation of effectiveness of the realized trainings is very importantfor the level of professionalization in the field of trainings and development.Evaluation should take into consideration not only the reaction of trainees, but in thefirst place their influence on the changes in the manner of performing the tasks and theobtained business effects.53
Design of a learning process for SME managers (in different generations)5. Design of a learning process for SMEs managersThe design of learning process follows different phases. They are identical, no matterwhat the design project is. They are also similar to the creative process existing indifferent cultures. But the design process is unique, because of final, visual output.<strong>Creating</strong>, for designers, means a problem difficult to solve. If the problem is identified(e.g. working with different culture environment), designers follow a logical processthat they apply to every phase of project. This process is learned skill that correspondsto techniques not to creativity. It’s worth saying, the process is the same, when companyuses from external agency works or chooses its own design service department.There are three main phases of that creative process [K. Best, p. 14]:• an analytic stage of widening the observation field;• a synthetic stage of idea and concept generation;• selecting the optimal solution.Each process corresponds to five phases (see table 2), which have their own objectiveand correspond further to different visual outputs.Table 2. The design processPHASES OBJECTIVE VISUAL OUTPUTS1. Investigating IDEA Brief2. Research CONCEPT Visual concept3. Exploration CHOICE OF STYLE Roughs of ideas, sketches,Roughs of presentationReduced-scale model4. Development PROTOTYPE DE-TAILTechnical drawingsFunctional model3-D mock-up for visual correctness andworking capabilities5. Realization TEST Documents of executionPrototype6. Evaluation PRODUCTION Illustration of the productSource: K. Best, Design Management. Managing Strategy, Process and Implementation, AVA Academia.The environment of learning, New York 2006, p.15.54
- Page 2 and 3:
VIA UNIVERSITY COLLEGEDENMARKCREATI
- Page 4: Table of contentIntroduction . . .
- Page 7 and 8: the reader toward better perception
- Page 9 and 10: Enhancing the Global Classroom for
- Page 11 and 12: Enhancing the Global Classroom for
- Page 13 and 14: Enhancing the Global Classroom for
- Page 15 and 16: Enhancing the Global Classroom for
- Page 17 and 18: Enhancing the Global Classroom for
- Page 19 and 20: Enhancing the Global Classroom for
- Page 21 and 22: Enhancing the Global Classroom for
- Page 23 and 24: Methodology of enterpreneurship tea
- Page 25 and 26: Methodology of enterpreneurship tea
- Page 27 and 28: Methodology of enterpreneurship tea
- Page 29 and 30: Methodology of enterpreneurship tea
- Page 31 and 32: Methodology of enterpreneurship tea
- Page 33 and 34: Methodology of enterpreneurship tea
- Page 35 and 36: Methodology of enterpreneurship tea
- Page 38 and 39: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 40 and 41: A. Ziółkowski, K.Ziółkowskidedi
- Page 42 and 43: A. Ziółkowski, K.ZiółkowskiThe
- Page 44 and 45: A. Ziółkowski, K.ZiółkowskiFig.
- Page 46 and 47: A. Ziółkowski, K.ZiółkowskiFig
- Page 48: 9. ReferencesA. Ziółkowski, K.Zi
- Page 51 and 52: Design of a learning process for SM
- Page 53: Design of a learning process for SM
- Page 57 and 58: Design of a learning process for SM
- Page 59 and 60: Design of a learning process for SM
- Page 62 and 63: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 64 and 65: T. KurbanowOERs are Massive Open On
- Page 66 and 67: T. Kurbanowdictionaries, word lists
- Page 68 and 69: T. KurbanowDoctor's Degree (28%). 5
- Page 70 and 71: T. KurbanowFig. 3. Categorization o
- Page 72 and 73: T. KurbanowThe next question was re
- Page 74 and 75: T. KurbanowFig. 8. Services and sof
- Page 76 and 77: T. Kurbanownation may rest in the v
- Page 78 and 79: T. Kurbanow2. Britt A.M., & Gabrys
- Page 80 and 81: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 82 and 83: V. Marcinovátime, tomorrow each pe
- Page 84 and 85: V. MarcinováIt is difficult to qua
- Page 86 and 87: V. Marcinovádevelopment. It is evi
- Page 88 and 89: V. Marcinováincreases the rate of
- Page 90 and 91: V. Marcinovámaking perspective. Hu
- Page 92 and 93: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 94 and 95: J. Czerna-Grygielate an organizatio
- Page 96 and 97: J. Czerna-GrygielMillward Brown SMG
- Page 98 and 99: J. Czerna-GrygielEducation continui
- Page 100 and 101: J. Czerna-Grygielis the implementat
- Page 102 and 103: J. Czerna-GrygielResearch conducted
- Page 104 and 105:
CREATING ENTREPRENEURIAL MINDSETCHA
- Page 106 and 107:
H. KrukOther principles connected w
- Page 108 and 109:
H. Kruk2014/2015 while some for pre
- Page 110 and 111:
H. Krukin programmes in economics f
- Page 112 and 113:
H. Krukplaces”, “Fuel and energ
- Page 114 and 115:
H. Krukuniversities of technology a
- Page 116 and 117:
CREATING ENTREPRENEURIAL MINDSETCHA
- Page 118 and 119:
S.BadowskaWith this approach, resea
- Page 120 and 121:
4. Results and discussionS.Badowska
- Page 122 and 123:
S.Badowskaown professional interest
- Page 124 and 125:
S.BadowskaAn academics’ propensit
- Page 126 and 127:
S.Badowskaacademic staff will spend
- Page 128 and 129:
S.BadowskaSecondly, tested research
- Page 130 and 131:
S.Badowska13. Kruss G. (2012). Reco
- Page 132 and 133:
AbstractsAbstractsChapter 1. Bryan
- Page 134 and 135:
Abstractstransfer a certain body of
- Page 136 and 137:
Abstractsinclude courses concerning