Gotowe bibliografie tematyczne / Professionals

Gotowa bibliografia na temat „Professionals”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 sierpnia 2024

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Artykuły w czasopismach na temat "Professionals"

Meyers, Christopher, Wendy N. Wyatt, Sandra L. Borden i Edward Wasserman. "Professionalism, Not Professionals". Journal of Mass Media Ethics 27, nr 3 (31.07.2012): 189–205. http://dx.doi.org/10.1080/08900523.2012.700212.

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Pichert, James W., Ilene N. Moore i Gerald B. Hickson. "Professionals Promoting Professionalism". Joint Commission Journal on Quality and Patient Safety 37, nr 10 (październik 2011): 446. http://dx.doi.org/10.1016/s1553-7250(11)37056-0.

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Goshomi, Unice. "Midwifery professionals and professionalism". African Journal of Midwifery and Women's Health 16, nr 3 (2.07.2022): 1. http://dx.doi.org/10.12968/ajmw.2022.0023.

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Corn, Ph.D., CSP, Morton. "Professions, Professionals, and Professionalism". AIHAJ 55, nr 7 (lipiec 1994): 590–96. http://dx.doi.org/10.1202/0002-8894(1994)055<0590:ppap>2.0.co;2.

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Zongyu, Yao, i Krisada Chienwattanasook. "Sustainable Human Resource Management on Professional Identity and Job Performance of University Lecturers by Appointment System in China". Revista de Gestão Social e Ambiental 18, nr 6 (27.03.2024): e05387. http://dx.doi.org/10.24857/rgsa.v18n6-031.

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Purpose: This study aims to examine the impact of sustainable human resource management (SHRM) on professional identity and job performance of university lecturers by appointment system in China. Method: A qualitative study was conducted through interviews with eight respondents from eight public undergraduate universities in China selected by purposive method. Content analysis and NVivo test version were used to analyze and interpret the data. Result and Conclusion: The findings reveal that Recruitment and retention of professionals, Maintenance of healthy and motivated professionals, and Development of professionals' skills have effects on professional identity and job performance of university lecturers by appointment system in China. Moreover, Development of professionals’ skills is related to Maintenance of healthy and motivated professionals, which is reflected in recruitment and retention of professionals. When recruitment and retention of professionals is higher, it reflects higher professional identity and job performance of lecturers. Research Implications: SHRM on professional identity and job performance of university lecturers model consists of Recruitment and retention of professionals, Maintenance of healthy and motivated professionals and Development of professional’s skills. Originality/Value: The study examined three dimensions of sustainable human resource management and concluded that sustainable human resource management (SHRM) not only helps to improve the work performance of university teacher within the appointment system, but also strengthens their professional identity.

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Noordegraaf, Mirko. "Remaking professionals? How associations and professional education connect professionalism and organizations". Current Sociology 59, nr 4 (29.06.2011): 465–88. http://dx.doi.org/10.1177/0011392111402716.

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This article highlights connections between professional and organizational logics that might arise outside organizations, especially during professional education. Traditionally, many professionals were educated and prepared for rendering services and securing quality, irrespective of organizational surroundings. Contemporary service surroundings force professional associations to ‘remake’ rank and file professionals, so that professional behaviours become more ‘organizational’. Associations might change educational programmes, for instance, so that their members learn about organizational issues like efficiency, planning and leadership, working conditions, financing systems and risks. Whether and how this really happens, is unclear, however. This article analyses whether professional education connects professionals to organizational logics, and if so, how? Conceptually, various associational mechanisms for connecting professional and organizational logics are explored. Empirically, professional education is studied by focusing on the education of British and Dutch medical doctors. By analysing their education at three levels of analysis — educational guidelines, curricula and educational practices — the article studies whether and how doctors are tied to organizational issues. At each of these levels, it is concluded, changes occur, although most changes are mainly concerned with didactic and competency-based educational philosophies. To some extent, new connections between professionalism and organizations are established, but primarily at the level of general guidelines. Although medical education is reorganized, medical students are hardly equipped for organizational matters.

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Harrits, Gitte Sommer. "Being Professional and Being Human. Professional’s Sensemaking in the Context of Close and Frequent Interactions with Citizens". Professions and Professionalism 6, nr 2 (27.09.2016): e1522. http://dx.doi.org/10.7577/pp.1522.

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In classic theories on professions and professionalism, the relationship between professionals and citizens are typically seen as based on formal, scientific knowledge and expertise and thus as functionally specific. This conception may, however, be too simplistic for professionals working in close and frequent interactions with citizens. The article therefore theoretically discusses the assumption of a functional specific relationship and the possibility of other ways (e.g., personal and emotional) that professionals can relate to citizens. Further, the article explores the professional-citizen relationship seen from the side of welfare professionals, by exploring sensemaking with regard to professional identities, roles, and discretion making. The analysis demonstrate how most professionals combine a logic based on formal knowledge and training with a personal, relational, and emotion-based logic when describing their work and the relationship to citizens. Implications for our theoretical and normative understanding of professionalism are discussed.

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Selvan, Krishnasamy T., i Cynthia M. Furse. "Professional Development Ideas for Students and Young Professionals [Young Professionals]". IEEE Antennas and Propagation Magazine 64, nr 5 (październik 2022): 122–27. http://dx.doi.org/10.1109/map.2022.3196844.

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Schwandt, Thomas A. "Acting together in determining value: A professional ethical responsibility of evaluators". Evaluation 24, nr 3 (19.06.2018): 306–17. http://dx.doi.org/10.1177/1356389018781362.

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What ethics means in the field of evaluation is largely confined to matters of face-to-face interaction of professionals with those with whom professionals work; what is commonly referred to as professional ethics. Less attention is given to the normative characteristics that are unique to evaluation professionalism. This essay focuses on the normative political characteristics of professional ethics in evaluation; that is, how the profession ought to be connected to conceptions of the citizenry and the common good. It argues for a professional ethic referred to as democratic professionalism.

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Noordegraaf, Mirko. "Protective or connective professionalism? How connected professionals can (still) act as autonomous and authoritative experts". Journal of Professions and Organization 7, nr 2 (24.06.2020): 205–23. http://dx.doi.org/10.1093/jpo/joaa011.

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Abstract Traditionally, professionals such as medical doctors, lawyers, and academics are protected. They work within well-defined jurisdictions, belong to specialized segments, have been granted autonomy, and have discretionary spaces. In this way, they can be socialized, trained, and supervised, case-related considerations and decisions can be substantive (instead of commercial), and decisions can be taken independently. Ideally, these decisions are authoritative and accepted, both by clients as well as society (stakeholders) who trust professional services. This ideal-typical but also ‘ideal’ imagery always had its flaws; nowadays, shortcomings are increasingly clear. ‘Protective professionalism’ is becoming outdated. Due to heterogeneity and fragmentation within professional fields, the interweaving of professional fields, and dependencies of professional actions on outside worlds, professionals can no longer isolate themselves from others and outsiders. At first sight, this leads to a ‘decline’, ‘withering away’, or ‘hollowing out’ of professionalism. Or it leads to attempts to ‘reinstall’, ‘reinvent’, or ‘return to’ professional values and spaces. In this article, we avoid such ‘all or nothing’ perspectives on changing professionalism and explore the ‘reconfiguration’ of professionalism. Professional identities and actions can be adapted and might become ‘hybrid’, ‘organized’, and ‘connected’. Professional and organizational logics might be interrelated; professionals might see organizational (or organizing) duties as belonging to their work; and professional fields might open up to outside worlds. We particularly explore connective professionalism, arguing that we need more fundamental reflections and redefinitions of what professionalism means and what professionals are. We focus on the question of how professional action can be related to others and outsiders and remain ‘knowledgeable’, ‘autonomous’, and ‘authoritative’ at the same time. This can no longer be a matter of expertise, autonomy, and authority as fixed and closed entities. These crucial dimensions of professional action become relational and processual. They have to be enacted on a continuous basis, backed by mechanisms that make professionalism knowledgeable, independent, and authoritative in the eyes of others.

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Rozprawy doktorskie na temat "Professionals"

Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals". Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.

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The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories. The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic and a few international journals. Research material (n = 8) was selected for the material, whose main subject was continuing professional development and medical laboratory. CPD is used to improve knowledge and skills with various categories and tools but there is similarities and differences in CPD implementation. CPD must be continuous throughout the professional career and it should be based on time- cycles of reasonable duration. Medical laboratory professionals with dozens of years of experience feels that they need less CPD activities than recently qualified laboratory professionals. The laboratory professional keeps important to increase their learning and development of their skills with continual encouragement. Research has shown that CPD has been recognized as an important part of professional development and the use of various tools, such as internet-based, makes it effective. The use of a systematic CPD program should be constantly evaluated to identify the most effective ways of developing professional skills. CPD should be time bounded but there is variation in duration and volume. The use of time and experience years will affect the successful implementation of the CPD.

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Vigario, Maria Antonieta Lopes. "Professional ethics of information professionals : a Portuguese approach". Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323060.

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Ward, Callahan K. "Professional Development Needs of Utah State University Extension Professionals". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.

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Many Utah State University (USU) Extension personnel are nearing retirement age. The purpose of this study was to identify professional development needs of Extension professionals and assess USU Extension by evaluating competencies essential to be a successful Extension professional. USU Extension can conduct more beneficial professional development training by using identified high priority competencies and improve the on boarding process for new Extension professionals. With improvements as suggested, the effectiveness of professional development could be enhanced and produce Extension professionals who work more efficiently and are committed to the success of USU Extension.

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Harris, Andrew Robert. "Professionals developing professionalism : the interactional organisation of reflective practice". Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2354.

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Reflective practice remains the dominant model for the professional development of teachers in the early twenty first century. A large body of research discusses this area from various theoretical standpoints, however, despite numerous calls to expand this research position, scant attention has been paid to the question of what happens when professionals attempt to carry out a process of reflective practice through talk. The few studies that have investigated this area claim to find little evidence of reflection occurring. This study directly engages this question by empirically investigating an interactional context where the institutional goal is to reflect on the participants’ professional actions through talk: the post-observation feedback meetings of a TESOL teacher-training certificate course. The study employs the methodology of institutional conversation analysis to uncover the organisation of talk in this context and relate it to the institutional goal of the feedback meetings. It demonstrates that the meetings are organised into a number of phases, each focussing on different ‘types’ of feedback: positive, critical, self, and group. It also demonstrates that the talk within each phase is oriented around a number of feedback topics, each focussing on a specific aspect of the trainee’s practices. Furthermore, that within these feedback topics the trainees engage in interactional processes with the trainers, through which they reflect on their practices in a series of stages: describing their experiences, drawing interpretations and theories from these descriptions, and finally making plans for future actions. The findings of this study explicate a process of reflective practice, as it is instantiated by the participants through talk. By presenting this data, its analysis, and its relationship to previous research, the study adds to our understanding of the interactional organisation of feedback meetings. It also provides the first systematic description of ‘reflective practice as an interactional activity’ and discusses the implications of this process for teacher-training professionals.

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Paquet, Lili. "Professional Eyes: Feminist Crime Fiction by Former Criminal Justice Professionals". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14482.

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This dissertation studies novels written by and about professional women investigators, or “professional eyes,” who have worked in occupations involving police investigation and criminal trials. It poses the questions: How has the inclusion of novels by professional eyes changed the direction of feminist crime fiction? Is there a difference between the novels of crime fiction authors with professional experience to those without? How does it reflect real feminist gains in the criminal justice system? Dorothy Uhnak was the first of these authors to emerge with her autobiography and fictional Christie Opara trilogy. Following this, Linda Fairstein began publishing her Alexandra Cooper series of legal thrillers, based upon her own experience as head of the sex crimes unit of the Manhattan District Attorney’s office. Kathy Reichs also began publishing her Temperance Brennan forensic crime series, which was based upon her experiences as a forensic anthropologist. The final authors examined are former Australian police officers P.M. Newton, Karen M. Davis, and Y.A. Erskine. Through a study of discourse, genre, and the author, my suggestion is that the promise of ‘reality’ and ‘truth’ by these authors resonates with a readership of contemporary women who are faced with ‘plausible’ feminist investigators. Furthermore, there are significant differences in the narratives of professionals compared to non-professionals, in their use of expertise and jargon, links between their fiction and nonfiction, use of fiction as a kind of scriptotherapy, and depiction of unequal justice systems. Although the authors reveal the challenges that still exist in the integration of women into the criminal justice system, they have ushered in a new era in the real world of criminal justice, just as they have in fiction.

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McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust". W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.

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The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learning Communities Assessment -- Revised (PLCA-R) and from the Faculty Trust Survey.;Within the context studied, the questions from the PLCA-R coalesced around different factors than indicated by the creators of the instrument. In addition, correlations of varying strengths were found between Trust and teachers' perceptions of PLCs . The strongest correlations were observed between faculty trust in clients and teacher perceptions of PLCs.;Further study is warranted to determine if the factor structure of the PLC model is stable in other contexts. Increasing the scope of the study could also add to claims that analysis of trust may be a method to connect PLC usage with student achievement.

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Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /". Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Behrman, Gina L. "A Q study of investor relations professionals' beliefs concerning professional practices". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265084.

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This Q study revealed the beliefs about professional practices by investor relations professionals at publicly traded corporations in Illinois, Indiana, Michigan, and Ohio. Participants completed a fifty-four statement Q sort that included five areas of investor relations: tactics, shareholder relations, analyst/media relations, laws and regulations, and internal relations.The data from the completed Q sorts was then entered into the PQMethod software and two factors of investor relations professionals were identified: The Investor Relationship Professionals and the Technical Investor Professionals.The Investor Relationship Professionals believed that communication and good relationships were the most important aspects of their profession. The Technical Investor Professionals believed that the technical aspect of their position, including the laws and regulations surrounding their profession, should be the focus of their professional practice.The characteristics of the two factors that emerged can be directly attributed to the scandals at Enron and WorldCom. The focus on open communications and credibility are associated with the push to rebuild investors' trust and confidence in publicly traded corporations. The focuson laws and regulations are associated with the strict enforcement of the new SEC regulations that have emerged in the last three years. Thus, illustrating that the recent events have impacted the practices of investor relations professionals.
Department of Journalism

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Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.

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This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.

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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.

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Książki na temat "Professionals"

Nicholls, John. Selling professional services: A handbook for professionals. Letchworth: Technical Communications, 1992.

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R, McNaul Jerry, Winchell Bruce, Beck Stanton P i Washington State Bar Association. Continuing Legal Education Committee., red. Professional liability: Suing & defending professionals in Washington. [Seattle, Wash.]: Washington State Bar Association, 1998.

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Brine, Alan. Continuing professional development: A guide for information professionals. Oxford: Chandos Pub., 2005.

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Health, Samoa Ministry of. Code of professional standards for allied health professionals. Apia], Samoa: Ministry of Health, 2007.

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Klimov, E. A. Obraz mira v raznotipnykh professii͡a︡kh: Uchebnoe posobie. Moskva: Izd-vo Moskovskogo universiteta, 1995.

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Rogers, Dave. The Professionals. London: Macdonald Queen Anne, 1986.

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Jones, Jen. Cheer professionals. Mankato, Minn: Capstone Press, 2008.

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Apolinsky, Harold I. Tax planning for professionals. Boston: Warren, Gorham & Lamont, 1986.

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Prentice-Hall, inc. Information Services Division., red. Tax tips for professionals. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Grant, Michel. Unionism, professionalism and professionals: A study in perceptions. Kingston, Ont: Industrial Relations Centre, Queen's University, 1992.

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Części książek na temat "Professionals"

Luke, Ian, Tanya Ovenden-Hope i Alison Milner. "Policy, professionals and professionalism". W Thriving as a Professional Teacher, 9–24. Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315206219-2.

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Yu, Chuan. "Professionals in non-professional communities". W Online Collaborative Translation in China and Beyond, 120–49. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003024200-7.

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O’Regan, Gerard. "Professional Responsibility of Computer Professionals". W Undergraduate Topics in Computer Science, 55–68. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52664-0_3.

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Abel, Gene G., Candice A. Osborn i Brent W. Warberg. "Professionals". W Sourcebook of Treatment Programs for Sexual Offenders, 319–35. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1916-8_22.

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Lee, Jonathan C., P. Bradley Hall i Penelope P. Ziegler. "Professionals". W Absolute Addiction Psychiatry Review, 319–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33404-8_20.

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Arth, Kristi W. "Professionals". W Legal Issues for Arts Organizations, 271–309. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003169840-13.

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Leicht, Kevin T., i Mary L. Fennell. "New Professionals and New Professions?" W Crisis in the Professions, 125–40. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003225485-8.

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Grossman, Lisa R. "Evaluations of professionals and professional practice." W Earning a living outside of managed mental health care: 50 ways to expand your practice., 195–98. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12138-044.

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Woolley, David E., i Lisa D. Herzog. "Professional Services and Design Professionals’ Agreements". W Surveying and Geomatics Engineering, 489–535. Reston, VA: American Society of Civil Engineers, 2022. http://dx.doi.org/10.1061/9780784416037.ch15.

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Divall, Colin, Sean F. Johnston i James F. Donnelly. "Designing Professionals". W Scaling Up, 65–109. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9432-5_4.

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Streszczenia konferencji na temat "Professionals"

Nylen, Aletta, i Arnold Pears. "Professional communication skills for engineering professionals". W 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684828.

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Sedelmaier, Yvonne, i Dieter Landes. "Steps towards Enabling Health Professionals through Future Skills". W Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16345.

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Education in public health must enable professionals to work in the health sector for as long and as fulfilled as possible. Yet, new requirements are constantly arising in the health sector, which continuously change the required competences, e.g. rapidly changing technological possibilities and increasing interdisciplinarity. Several challenges arise: education in public health needs awareness of required competences and their rapid change, but addressing them in education entails an in-depth understanding of what they actually are.To tackle these issues, a teaching concept was developed that builds on self-reflection of to-be professionals in public health. This concept includes characterizing typical professional situations and deducing required (future) competences for mastering these situations.Additionally, beyond rising awareness to future skills, applying this teaching concepts yields data that support a better understanding of required competences and their importance across professions. A case study resulted in initial competence profiles for several professions in public health.

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Andrade, Ana, R. Martins, M. Cunha, C. Albuquerque i O. Ribeiro. "Professional Factors and Emotional Competence in Healthcare Professionals". W 2nd icH&Hpsy International Conference on Health and Health Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.02.40.

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Shapovalova, Margarita. "Psychological Features Of Professional Motivation Development In Young Professionals". W International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.70.

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Pautikova, Olga. "Continuing professional education for increasing competences of library professionals". W Information technologies, computer systems and publications for libraries. Russian National Public Library for Science and Technology, 2019. http://dx.doi.org/10.33186/978-5-85638-221-0-2019-30-33.

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Duan, Suzhen, Marisa Exter, Deepti Tagare i Mihaela Sabin. "Managerial and Professional Skills and Dispositions from Professionals’ Interviews". W SIGITE '22: The 23rd Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3537674.3554751.

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Corser, George. "Professional association membership of computer and information security professionals". W the 2012 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2390317.2390319.

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Kaulēns, Oskars, i Reinis Upenieks. "Understanding of Teachers and Healthcare Professionals about their Professional Development". W 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.64.

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Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.

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Zintsova, Anastasia. "SOCIAL-PROFESSIONAL SAFETY OF YOUNG PROFESSIONALS IN THE COURSE OF THEIR PROFESSIONAL ADAPTATION". W SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.002.

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Borisova, А. А., i Yu А. Pereverzeva. "PROFESSIONAL COMMUNICATION OF LIBRARY PROFESSIONALS: FROM TRADITIONAL TO DIGITAL FORMATS". W LIBRARIES IN THE INFORMATION SOCIETY: PRESERVING TRADITIONS AND DEVELOPING NEW TECHNOLOGIES. УП «ИВЦ Минфина», 2022. http://dx.doi.org/10.47612/978-985-880-283-7-2022-121-130.

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The article presents the statements that reveal the essence of professional communication in librarianship. The objectivity of the accelerating transition from traditional forms of library communication to digital ones, their simultaneous development and application in the library and information environment is noted. The digital tools Anchor and OBS Studio that facilitate communication between library specialists and remote users in the global network space are characterized.

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Raporty organizacyjne na temat "Professionals"

Anderson, Katherine A. A Code Of Ethics And Professional Conduct For NSA Intelligence Professionals. Fort Belvoir, VA: Defense Technical Information Center, luty 2015. http://dx.doi.org/10.21236/ada620280.

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Brown, S. Kathi. Attitudes Toward Financial Professionals. Washington, DC: AARP Research, czerwiec 2021. http://dx.doi.org/10.26419/res.00450.005.

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Fedasiuk, Ryan, i Emily Weinstein. Overseas Professionals and Technology Transfer to China. Center for Security and Emerging Technology, lipiec 2020. http://dx.doi.org/10.51593/20190038.

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China's government encourages members of the Chinese diaspora to engage in technology transfer through Chinese professional associations. This issue brief analyzes 208 such associations to assess the scope of technical exchange between overseas professionals and entities within China.

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Guttman, Maureen. Solar Tarining for Design Professionals. Office of Scientific and Technical Information (OSTI), grudzień 2018. http://dx.doi.org/10.2172/1493453.

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none,. Education Roadmap for Mining Professionals. Office of Scientific and Technical Information (OSTI), grudzień 2002. http://dx.doi.org/10.2172/1218660.

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Kravchenko, Artyom. Presentation Skills for Business Professionals. Intellectual Archive, kwiecień 2019. http://dx.doi.org/10.32370/iaj.2082.

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Cheung, Clara, Keith Cattell, Paul Bowen i Jocelyn Davis. The wellbeing of project professionals. Association for Project Management, luty 2020. http://dx.doi.org/10.61175/qjuv1547.

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Although workplace well-being has been regarded as a strong indicator of work performance, very limited research has focused on studying the well-being levels of project professionals (PPs) who are responsible for delivering projects, programmes and portfolios of strategic importance to organisations in all industries (Cui et al., 2016). The better PPs and their teams perform, the better organisations are able to deliver on strategy. To address this knowledge gap, this international collaborative study proposes the following research questions: What are current levels of PPs’ workplace well-being? What factors contribute to PPs’ workplace well-being? What interventions could be introduced to improve PPs’ workplace well-being?

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Flottorp, Signe. Do continuing education meetings and workshops for healthcare professionals improve professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160809.

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An important aim of continuing education for healthcare professionals is to improve professional practice so that patients can receive improved healthcare. Educational meetings and printed educational materials are the most common types of continuing education for health professionals. Educational meetings include lectures, workshops and courses. The meetings can be highly variable in terms of content, number of participants, the degree and type of interaction, length and frequency.

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O'Neil, Lori Ross, T. Conway, D. Tobey, Frank Greitzer, Angela Dalton i Portia Pusey. Secure Power Systems Professional Phase III Final Report: Recruiting, Selecting and Developing Secure Power Systems Professionals. Office of Scientific and Technical Information (OSTI), sierpień 2014. http://dx.doi.org/10.2172/2395939.

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Symonenko, Svitlana V., Viacheslav V. Osadchyi, Svitlana O. Sysoieva, Kateryna P. Osadcha i Albert A. Azaryan. Cloud technologies for enhancing communication of IT-professionals. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3861.

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The paper deals with the urgent problem of enabling better communication of IT-specialists in their business and interpersonal interaction using information and communication technologies, including cloud technologies. It is emphasized, that effective communication is an integral part of the successful professional work of IT-professionals, but in recent years it has undergone significant transformations, which have been expressed in new forms and means of communication, its content changes, its complications and volume increases, the need to improve its accuracy, and the level of understanding for a wide range of people. Certain peculiarities of communication in the IT-environment have been discussed. It is noted that typical forms of communication in the IT-environment are synchronous and asynchronous ones. The authors insist that during their professional career IT-specialists communicate in the professional community from a variety of positions and common types of task formulation can be expressed through verbal or symbolic communication means. Due to the specifics of their professional activities, IT-professionals often need to communicate using synchronous communication (chats, video chats, audio chats, instant messaging) and asynchronous communication (email, forums, comments) tools, hence there is a demand to teach corresponding communication skills at universities. Certain practical examples of teaching communication skills using modern technologies are given. Advantages of cloud technologies for better communication within a company or an educational institution are presented. Microsoft Office 365 services, which can be successfully used to enable better communication and collaboration within a company or an educational institution are analyzed.

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