Category: Reflections

ETL504 Reflections

Designing a 21st century learning space

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The design and the goings-on of an effective 21st century library go hand-in-hand. 21st century future-proof libraries must be equipped with furnishings and resources that reflect and enable these learnings to occur. Having said that, what happens in the space is of utmost importance.

The following webpages provide examples of 21st century library spaces and how to plan for spaces that meet form and function:

Also, Steven Johnson’s (2010) TED Talk Where Do Good Ideas Come From? reminds us of the ideas banks of times gone by and the power of the coffee shop design. Libraries are for the people to gather, collaborate, share, exchange, examine, explore, so should be designed for such activities to happen.

 

References

Holland, B. (2015). 21st-century libraries: The learning commons. Retrieved from https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland

Johnson, S. (2010, July). Where do good ideas come from? [Video]. Retrieved from https://www.ted.com/talks/steven_johnson_where_good_ideas_come_from#t-148163

Lippincott, J. (2018). The link to content in 21st-century libraries. Retrieved from https://er.educause.edu/articles/2018/1/the-link-to-content-in-21st-century-libraries

Smith System. (2016). Learning commons: How technology is changing 21st century library design. Retrieved from https://smithsystem.com/smithfiles/2016/01/06/learning-commons-how-technology-is-changing-21st-century-library-design/#

Wisken, A. (2012). Library learning spaces: One school library’s initial design brief. Synergy, 10(2). Retrieved https://www.slav.vic.edu.au/synergy/volume-10-number-2-2012/learning-landscapes/258-library-learning-spaces-one-school-librarys-initial-design-brief.html

 

[Reflection: Module 4.4]

21st century learning and inquiry

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21st century skills can be defined in what seems to be an infinite number of ways. Ultimately, what the definitions have in common are specific skills, process or traits learners require to work and live effectively now and into the future. These include learning skills (4 Cs), literacy skills, and life skills (Thoughtful Learning, 2017). 21st century skills, specifically the 4 C’s, are crucial in the current education climate. Rather than outcomes-based, content-driven curriculum, we see the majority of senior syllabus documents reference and require students to work through inquiry processes, while a minority require a problem-based process. Either way, these processes require students to commit to and utilise the 4 C’s – communication, collaboration, critical thinking, and creativity (Partnership for 21st Century Learning, 2017a). The stages of the inquiry process as outlined by Queensland Curriculum and Assessment Authority (2018) identify reflection as a central cog, constantly interacting with the processes of forming, finding, analysing, and evaluating. Within the overarching inquiry process, students can collaborate to form their inquiry and find valid and reliable evidence, critically analyse, interpret and evaluate their findings, while communicating their ideas. Throughout the entire process students must reflect creatively to try new approaches and revise their process. TLs also work with the general capabilities and cross-curriculum priorities to meet national requirements and embed these practices into learning experiences.

 

The role of the library in this 21st century space

TLs and school libraries can play a key role in supporting schools in their 21st century endeavours. Taking insight from Partnership for 21st Century Learning’s (2017b) framework, planning for 21st century learning environments involves the following considerations, assessment and accountability, leadership and culture, learning, teaching and professional learning, and infrastructure. TLs provide leadership in learning and professional development and provide environments that nurture 21st learning activities. Furthermore, through collaboration TLs can work across the school network to ensure high-quality assessment is offered and the school program is meeting accountability measures. Currently, with the incoming senior curriculum, our library is supporting the Deputy of Teaching and Learning to map the cognitive verbs across all year levels. The intent is to upskill students in these cognitive processes and ingrain the metalanguage in all years in preparation for the skills required of the senior program. We are using software to record the skills across subject areas and year levels and will then assess gaps and opportunities. Additionally, through our work with Assignment Help Pages and curation of assignment support material, we collaborate with teachers on the development of assessment items. We assist teachers to ensure the assessment aligns with the required achievement outcomes, standard elaborations, and cognitive verbs and where appropriate through a process of inquiry. We support the Centre for Learning Enrichment to develop formative and summative tasks suitable for a variety of learning needs and curate resources to support these specific learning needs. The library environment can also work as a place for this learning, collaboration and assessment to occur. Library spaces should be flexible, engaging, and conducive to 21st century learning. The availability of a range of resources including staff, technology, print resources, and flexible seating areas allows students and teachers to work in more dynamic ways than a traditional classroom. Elliott (2010) describes this type of library as a Learning Commons, whereby students can enquire, create, collaborate and explore. But what’s in a name? Does the name need to be the defining factor? A library can be a learning commons, a place for staff and students to come together and further their learning experiences, without the need for a name change. It’s far more important for the principles and vision to be clear and enacted than for a new name and no action. After all, we want students to go out into the world and engage with libraries beyond the school setting. They need to know that libraries are learning commons and neither are exclusive or separate entities. Nevertheless, sometimes a name change automatically changes perceptions – but there must be substance behind this. The Standards of Practice for School Library Learning Commons in Canada provide a clear framework to guide libraries in the change toward a school-wide learning commons environment (Koechlin, & Sykes, 2014). These standards also clearly reflect 21st century skills. To cater to the needs of the community and future-proof the library space and services, a learning commons approach should be adopted. This way, the library “encourages participatory learning and allows for co-construction of understanding from a variety of sources” (Holland, 2015, para. 3). Schools and classrooms are still isolated spaces where teachers work in isolation. In contrast, a learning commons approach makes teaching and learning visible and collaborative. It’s not about teaching in a fish bowl, rather it is about everyone diving in.

 

References

Elliott, C. (2010). School library to learning commons: Planning the journey. Synergy, 8(2). Retrieved from http://www.slav.vic.edu.au/synergy/volume-8-number-2-2010/learning-landscapes/82-school-library-to-learning-commons-planning-the-journey.html

Holland, B. (2015). 21st-century libraries: The learning commons. Retrieved from https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland

Koechlin, C & Sykes, J. (2014). Canadian school libraries leading learning. Synergy, 12(2). Retrieved from http://www.slav.vic.edu.au/synergy/volume-12-number-2-2014/perspectives-global/426-canadian-school-libraries-leading-learning.html

Partnership for 21st Century Learning. (2017a). Above and beyond [Infographic]. Retrieved from http://www.p21.org/storage/documents/4csposter.pdf

Partnership for 21st Century Learning. (2017b). Building your roadmap for 21st century learning environments. Retrieved from http://www.roadmap21.org/

Queensland Curriculum and Assessment Authority. (2018). Senior secondary: A–Z senior subject list. Retrieved from https://www.qcaa.qld.edu.au/senior/a-z-subject-list

Thoughtful Learning. (2017). What are 21st century skills? [FAQ]. Retrieved from https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills

 

[Reflection: Module 4.3]

TLs as leaders through collaboration and professional learning

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TLs as leaders initiate change, guide schools through change, and support staff and students through the process. There are several areas by which TLs can empower learners, both staff and students. A collective sense of trust is integral to successful leadership. Collegiality and strong professional relationships are paramount in garnering support in the pursuit of enhanced capacity (American Association of School Librarians (AASL), 2013). As mentioned in my first assignment for ETL504, I see the leadership areas of a TL as including leadership of curriculum (knowing content, syllabus requirements, and assessment modes), “pedagogy (leading quality teaching and learning processes including professional development and instruction), strategy (leadership that drives the moral purpose, school culture and other ethical considerations including learning needs), and literacy (including leadership for 21st century skills)” (Harrison, 2018). AASL (2013) suggest these strengths enhance the professional relationships of TLs, as these areas of effective leadership must be visible to the community, require active participation in various committees and networks within and outside the school environment, and ensure the practices of the TL are relevant and reflective of 21st century skills. A middle leader TL with professional autonomy, visibility within the school and respect from peers becomes a useful tool in navigating change necessary to respond to 21st century demands.

Specifically, elearning ecologies are changing and will continue to change the way teaching and learning occurs in schools. The integration of digital technologies in all facets of teaching and learning have the potential to increase the level of learning and scope and quality of teaching practices. This embedded use of digital technology must be accompanied by a clear vision and goals, high expectations, identified desired outcomes, culture of risk-taking that is encouraged by the leadership team, empowerment of teachers, and collaboration between the whole school community including families (Lee, 2015). School libraries are situated to lead schools in this form of academic and pedagogical risk-taking, to support the school in technology integration, and provide expert modelling of technology in teaching practice. As Carr identifies, collaboration is key to enhancing TL visibility, respect, and trust within a school (2008). Collaboration is not only an important skill for students in the 21st century, it is also integral for teachers to adopt and model. Collaboration helps alleviate professional burden, fosters inclusivity and provides teachers and families with a sense of worth or value during decision-making processes. Collaboration can also increase motivation and job satisfaction.

A summary of Carr’s (2008) six factors of successful collaboration are presented in the table below.

Factor Explanation
Environmental Does the school now and historically support collaboration? What are the previous experiences and opinions of collaboration?
Membership Who is needed to be part of the collaboration?
Process Do members have roles, understand their positions, and understand the decision-making process?
Communication Is open communication established through formal and informal means or a combination?
Purpose Is there a common purpose and shared objectives?
Resources What resources are required and available?

 

Similarly, Bell, Van Roekel and Weimar (2013) use the REACH acronym to outline successful collaboration; respect your counterparts, educate yourself regarding the role of the individual with whom you want to build a bridge, assume responsibility as the one to reach out, communicate and collaborate, help one another to provide the very best instruction and experiences for students. Collaboration should be at the core of the TL’s practice and can be done in a myriad of ways. Collaborative learning through professional development initiatives or opportunities is one area whereby TLs can both lead constituents and follow. As with supporting student needs, TLs must provide professional development opportunities just in time rather than just in case. Effective professional development focuses on learning that improves teaching practice by enhancing teachers’ understanding of their subject area and equipping teachers with skills to enhance student learning through strategies that teach and assess deep understanding (Cole, 2012). Ultimately, it must enhance teacher capacity in a way that enhances student achievement through the application of best practice. TLs can help to develop an effective professional learning culture by supporting teachers in delivering professional development through resourcing, organisation and facilitations, and can assist those that have participated in professional learning to transfer that learning to classroom practice through collaborative planning and interpretation of new learnings. TLs can also, themselves, offer and deliver professional development, whether that be through the facilitation of external providers sourced through networking opportunities or through the TL’s delivery of information. Collaboration in professional learning helps to de-privatise teaching practice, which supports the development of collegiality and highlights the importance of a school culture that values life-long learning not only for students but also staff.

 

References

American Association of School Librarians (AASL). (2013). Empowering learners: Guidelines for school library programs. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au

Bell, M. A., Van Roekel, J. L., & Weimar, H. (2013). School librarians and the technology department: A practical guide to successful collaboration  [Linworth version]. Retrieved from EBSCOhost.

Carr, J. (Ed.). (2008). Leadership for excellence: Insights of the national school library media program of the year award winners. Retrieved from https://portal-igpublish-com.ezproxy.csu.edu.au/

Cole, P. (2012). Linking effective professional learning with effective teaching practice. Retrieved from http://ptrconsulting.com.au/sites/default/files/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf

Harrison, N. (2018, September 1). Assessment 1: School leadership structure concept map and critical analysis [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2018/09/01/assessment-1-school-leadership-structure-concept-map-and-critical-analysis

Lee, M. (2015). Digital technology and student learning: The impact of the ecology – Part 1. Retrieved from https://educationtechnologysolutions.com.au/2015/11/digital-technology-and-student-learning-the-impact-of-the-ecology-part-1/

 

[Reflection: Module 4.2]

Teachers as leaders

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Throughout my teaching career I have been in the presence of many teacher leaders and have, myself, been a teacher leader in resource creation, curriculum development and technology. The level of support and modelling an informal teacher leader can offer others is often well-received by others, as a level of mutual respect exists and intimidation is eased as both teachers and teacher leaders see themselves as generally equal in terms of the school structure or hierarchy. However, the ever-rampant existence of tall poppy syndrome does often cut down those that appear to stand above the rest. Despite this, in schools where change is imminent, informal teacher leaders can offer support to both teaching staff and the busy executive by taking on roles that the executive does not have time or the expertise for. This may be in the case of introducing a new Learning Management System (LMS) for example. This is currently occurring at my college. An enthusiastic IT teacher saw the need to standardise and streamline our IT systems to deliver content to students with a more consistent approach and to store teachers’ work in a place that is accessible to those that need it. This teacher has, through his own initative, become a teacher leader to guide the process of adopting a new LMS and is now working to develop the system and roll it out in 2019. As a TL, I have assisted him by joining the LMS committee, providing feedback on appropriate programs, assisting with the design and layout, and will in the future assist in staff professional development of the new LMS. As Daneilson points out, a key trait of leadership is the ability to effectively collaborate with others to muster a movement (2007). Unfortunately, we have seen many teacher leaders lose interest and/or become stifled by an unsupportive executive team and environment. At times, those in formal leadership positions or positions of power, feel threatened by informal leaders and their capabilities (Daneilson, 2007). These feelings of unease lead to the shutting down of informal leaders and a sense of devaluing their work and initiative. Crucially, to develop and support teacher leaders, development opportunities must be provided and encouraged. This helps to create an environment conducive to professional growth and one that values the professional.

 

References

Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19. Retrieved from http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/The-Many-Faces-of-Leadership.aspx

 

[Reflection: Module 4.1]

Transformational Leadership

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I have recently come across a Podcast called We’re starting a cult hosted by yoga-instructor and comedy writer Alexis Novak and ex-pastor turned atheist Barak Hardley. They explore different cults around America and discuss what aspects of those cults they would adopt to create their own. It is very tongue-in-cheek; however, they explore different leadership styles and the power of persuasion involved in the realisation of a cult and the practices or strategies involved in retaining cult members. Despite touting that a positive aspect of cults is a sense of community and common vision and mission, Novak and Hardley (2018) also identify that this level of sameness comes under a much higher position of power and authority of the cult leader. Bass and Steidlmeier (1999) refer to the concept of degrading morality and exploitive leadership as pseudotransformational leadership. While this is not a desirable style of leadership, particularly for a school context, is it interesting to note the potential influence held by a leader and the power that comes with that. Gardner (2014) expresses that leadership is often distinct from power and authority but it can encompass one or both elements at a given point. Leaders may not possess power in the form of extensive organisational decision-making but rather power over others that persuades and convinces. A person does not need to be in a position of power or authority to lead. They can lead and inspire change at any level or setting. Gardner (2014) also emphasises the reciprocal relationship between leader and what he refers to as constituent rather than follower. Effective transformational and instructional leadership styles appear to share this trait of collaboration and emphasise staff professional and personal development, which may decrease the potential of one sole, power-orientated leader. Instructional leadership is particularly interesting in that these leaders develop a clear vision and mission with which to aim (University of Washington, 2015). While, transformational leaders design strategies to motivate the team to set and reach higher goals (Mitchell, 2018).

 

Would transformational leadership be best suited to organisations needing to introduce change, while instructions leadership would be most effective to lead the team after this evolution has occurred? Or are there multiple settings within which these styles would flourish? At this stage, I don’t think a transformational leadership style is only suitable for introducing and working through change. I think it could be effective in multiple settings.

 

Within an organisational structure, the manager and leader may form two distinct roles; however, they can also be combined. Managers are concerned with the daily functioning of a department and other organisational functions; whereas, leaders persuade constituents to follow by empowering them and entrusting them with different levels of responsibility. Gardner (2014) suggests managers require an organisational structure within which to work; however, leaders do not require an organisation. In an organisational structure such as a school, I believe leaders require effective managerial skills to meet assigned goals and requirements from curriculum, pedagogical, and school levels. Meeting these targets requires careful negotiating of resources as well as leadership capabilities to guide the team toward these goals.

 

After reading the article Teacher perspectives of ‘effective’ leadership in schools by Moir, Hattie and Jansen (2014), I have a clearer idea of where transformational and instructional leadership styles sit in the school context. Transformational leadership isn’t, as first thought, just about supporting big organisational change. It seems this form of leadership would work well for a teacher librarian (TL) who is engaged with the changing information landscape and who supports the teaching and learning needs of a dynamic 21st century-orientated school context. The “culture of risk taking and innovation” (Moir, Hattie & Jansen, 2014, p. 36) that is characteristic of a transformational leader fits well with the role of the TL and is explicit in Standard 3.3 of the Standards of Professional Excellence for Teacher Librarians (Australian School Library Association, 2004). Instructional, or pedagogical, leadership then seems to suit the position of a principal, as they are in a position to develop the school mission and support positive teaching practice school-wide in order to promote learning outcomes (Moir, Hattie & Jansen, 2014). There are multiple leadership styles that could be used in either position; however, after reading several articles it appears these two leadership styles are preferred among academics and practitioners to garner support, foster a discourse of collegiality and collaboration, address organisation changes, and support student learning.

 

References

Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. Leadership Quarterly, 10(2), 181-217. doi: 10.1016/S1048-9843(99)00016-8

Gardner, J.W, (2013). The nature of leadership. In M. Grogan (Ed.), The Jossey-Bass reader on educational leadership (3rd ed., pp. 17-27). Retrieved from Proquest Ebook Central.

Mitchell, R. M. (2018). Enabling school structure and transformational school leadership: Promoting increased organizational citizenship and professional teacher behavior. Leadership and Policy in Schools. doi: 10.1080/15700763.2018.1475577

Moir, S., Hattie, J. & Jansen, C.  (2014). Teacher perspectives of ‘effective’ leadership in schools. Australian Educational Leader, 36(4), 36-40. Retrieved from http://www.minnisjournals.com.au/acel/

Novak, A. & Hardley, B. (Hosts). (2018, May 14). The Rajneeshpuram. We’re starting a cult: A podcast by Alexis Novak and Barak Hardley [Audio Podcast]. Retrieved from http://itunes.apple.com

University of Washington. (2015). 4 dimensions of instructional leadership. In Center for Educational Leadership. Retrieved from http://info.k-12leadership.org/4-dimensions-of-instructional-leadership

 

[Reflection: Module 2.3]

School libraries and school success

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The school library has the potential to contribute greatly to the success of a school. A library and qualified teacher librarian can support teachers and students to enhance their practice and learning through interventions, specialist programs, and collaboration. Brown and Malenfant (2017) identify five key areas that can enhance student success: library instruction, library use, collaboration, literacy instruction, and research consultation. Scholastic (2016) presents similar themes that enhance student learning: a credentialed school librarian, collaboration and co-teaching, technology access, and collection size. Even though these results are from America, there are similar findings across Australia. ALIA and Freedom of Access to Information and Resources The impact of great school libraries report 2016 outlines three crucial drivers that underpin school library practices and that also underpin the Australian Curriculum. These drivers include; reading, digital literacy, and critical thinking and research (ALIA, 2016).

School libraries are in a position to assist schools in enhancing various education outcomes necessitated by the Australian Curriculum. Of the General Capabilities, school libraries can address: Literacy, ICT Capability, Critical and Creative Thinking, Ethical Understanding, and even Intercultural Understanding through the material delivered and curated, and Personal and Social Capability through the teaching of self-management and goal setting while working through inquiry tasks. Additionally, the Cross-Curriculum Priorities can be addressed through the careful and intentional selection of resources that meet various organising ideas. I recently completed ETL503 whereby I was required to curate a selection of resources that meet a wide range of organising ideas within the Asia and Australia’s Engagement with Asia priority. This is a relevant and easy way to meet these requirements while alleviating the pressure from classroom teachers. I recently used this concept to present a range of novels to the Head of English for his consideration when selecting appropriate texts for the Year 8 Literature Circles assessment.

Despite substantial evidence identifying the positive impact a qualified teacher librarian has on student achievement, D’agata (2016) outlines many teacher librarians feel unsupported and frustrated due to a lack of professional collaboration with various stakeholders or groups within the school structure. D’agata (2016) specifically identifies the barriers some teacher librarians have encountered when attempting to collaborate with teaching staff; including, attitudes, roles and schedules. These barriers need to be overcome through advocacy and leadership. Schools must be able to see the teacher librarian at work and be present and active in the school community. Kemp (2017) suggests ten ways to promote the position and includes enhancing student literacy outcomes as a top priority. As experts in this area, teacher librarians can work to develop staff and student confidence in their literacy skills and to enhance these skills. Embedding an Academic Reading program is one such way to promote the importance of literacy and comprehension skills and to encourage co-teaching and collaboration with teaching staff. Embedding literacy programs across the school by ensuring the skills and texts are relevant and timely rather than bolt-on programs that simply teach the skills without context have been found to be most effective.

A school structure can both help and hinder the success of a school library. If outdated structures or perceptions of the library are in place, then school libraries will encounter many barriers preventing them from engaging effectively with the school community. While Cascio (2003) suggests 21st workplace organisation is shifting from “vertically integrated hierarchies to networks of specialists”, a school structure is a complex combination of a vertical hierarchy with elements of a web-like network. This makes illustrating or mapping a school structure difficult. There are many ways to go about this. The structure could be mapped in terms of big-picture decision-making and leadership or impact on learning. Below, I have chosen to illustrate how the library hugs the different elements of the school structure. The library and librarian lead from the side and from within by supporting the entire school community. I have also demonstrated a simplified illustration of the hierarchical levels in terms of impact on other levels. In this instance, the Executive Team sit above the Middle Leaders but also infiltrate all levels of the school structure, as do all other elements.

School structure demonstrating how the library "hugs" all levels or elements.
School structure demonstrating how the library “hugs” all levels or elements.

 

References

Australian Library and Information Association. (2016). The impact of great school libraries report 2016. Retrieved from https://fair.alia.org.au/sites/fair.alia.org.au/files/u3/Great%20Australian%20School%20Libraries%20Impact%20Report.pdf

Brown, K., & Malenfant, K. J. (2017). Academic library impact on student learning and success: Findings from assessment in action team projects. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/findings_y3.pdf

Cascio, W. F. (2003). Changes in work, workers and organizations. In W. C. Borman, D. R. Ilgen & R. J. Klimoski  (Eds.), Handbook of psychology: Industrial and organizational psychology (pp. 401-422). Retrieved from Proquest Ebook Central.

D’agata, G. (2016). Teachers + School Librarians = Student Achievement: When Will We Believe It? UNLV Theses, Dissertations, Professional Papers, and Capstones. 2659. http://digitalscholarship.unlv.edu/thesesdissertations/2659

Kemp, J. (2017). Ten ways to advocate for your role as a teacher librarian. Connections, 103(4), 6-7. Retrieved from https://www.scisdata.com/connections

Scholastic. (2016). School libraries work: A compendium of research supporting the effectiveness of school libraries. 2016 edition. Retrieved from http://www.scholastic.com.au/assets/pdfs/school-libraries-work.pdf

 

[Reflection: Module 2.1b]

Efficient vs. Effective

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Although schools and teachers are at the mercy of the bell, so still working to the stopwatch, we are in the customer service industry whereby we work closely with people each day and must navigate different personalities and needs to produce relevant outcomes. Taylor’s stopwatch system (Harrington, 1999) is not the most relevant way of assessing output in schools, as the requirements are ever-shifting and new and innovative ways of responding to change are needed. This requires flexible thinking, the input of various stakeholders and the consideration of the needs of others. We’re able to employ systems or outsource processing to more efficiently complete stopwatch tasks, so employees can better use their time and apply their skills in more valuable ways. Although, efficiency is a must in our line of work, we also need to value the skills and time of others in order to produce results and respond to demands in effective ways. We are not simply reproducing the same item as in the case of Henry Ford. We are having to adapt our services to meet the needs of our clientele. In juxtaposition to Taylor, Follett posits that employees should have a voice and should share responsibility (Harrington, 1999). The consideration and inclusion of all staff in decision-making is desirable, as is a positive culture that embraces employees as individuals not machines. Command, control and compartmentalisation were organisational approaches of the 19th and 20th centuries; whereas, 21st century organisational and managerial practices are built on networks, flexible hierarchies, and intellectual capital (Cascio, 2003). As Colvin (2000) highlights, we are now mostly “knowledge workers rather than physical labourers” (para. 8); therefore, employees’ knowledge and dedication to their work should be valued to produce high quality work. Without a sense of value, ultimately efficiency will drop too.

 

References

Cascio, W. F. (2003). Changes in work, workers and organizations. In W. C. Borman, D. R. Ilgen & R. J. Klimoski  (Eds.), Handbook of psychology: Industrial and organizational psychology (pp. 401-422). Retrieved from Proquest Ebook Central.

Colvin, G. (2000). Managing in the info era. Fortune, 141(5), F6-F9. Retrieved from http://fortune.com/

Harrington, A. (1999). The big ideas. Fortune, 140(10), 152-154. Retrieved from http://fortune.com/

 

[Reflection: Module 2.1a]