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Learners will write effective business messages that incorporate a second-person point of view and focus on the benefit to the reader. This approach is often used to create positive messages, neutral messages, and inquiry messages in business settings.
- Keywords:
- Business writing
- Resource Type:
- Others
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Others
Learners will examine how to use the SMART principle to make sure a goal is simple, measurable, realistic, timely, and holds people accountable.
- Keywords:
- Goal (Psychology) Motivation (Psychology)
- Resource Type:
- Others
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Others
Dr Meredith Belbin defines a 'Team Role' as one of nine clusters of behavioural attributes identified by his research at Henley as being effective in order to facilitate team progress.
- Keywords:
- Teams in the workplace Project management
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- Others
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Others
Managers have tried various strategies and perks to boost employee engagement—all with little impact on long-term retention and performance. But now, neuroscience offers some answers. Through his research on the brain chemical oxytocin—shown to facilitate collaboration and teamwork—Zak has developed a framework for creating a culture of trust and building a happier, more loyal, and more productive workforce.
By measuring people’s oxytocin levels in response to various situations—first in the lab and later in the workplace—Zak identified eight key management behaviors that stimulate oxytocin production and generate trust: (1) Recognize excellence. (2) Induce “challenge stress.” (3) Give people discretion in how they do their work. (4) Enable job crafting. (5) Share information broadly. (6) Intentionally build relationships. (7) Facilitate whole-person growth. (8) Show vulnerability.
Ultimately, Zak concludes, managers can cultivate trust by setting a clear direction, giving people what they need to see it through, and then getting out of their way. In short, to boost engagement, treat people like responsible adults.
- Keywords:
- Personnel management Corporate culture Employee motivation Trust
- Resource Type:
- Others
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e-book
Good researchers have a host of tools at their disposal that make navigating today's complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one's life. The Information Literacy User's Guide will start you on this route to success. The Information Literacy User's Guide is based on two current models in information literacy: The 2011 version of The Seven Pillars Model, developed by the Society of College, National and University Libraries in the United Kingdom and the conception of information literacy as a metaliteracy, a model developed by one of this book's authors in conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire State Col- lege.2 These core foundations ensure that the material will be relevant to today's students. The Information Literacy User's Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.
- Keywords:
- Information literacy -- Study teaching Textbooks
- Resource Type:
- e-book
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e-book
The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.
- Keywords:
- Information literacy
- Resource Type:
- e-book
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Video
This video is about the basics techniques of evaluating information.
- Keywords:
- Information literacy -- Study teaching (Higher)
- Resource Type:
- Video
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Video
Ken Cooper, Global Head of HR for Bloomberg, shares his insights on why being adaptable matters for individuals and organizations to remain relevant in an ever-changing world.
- Keywords:
- Organizational behavior Change (Psychology) Adaptability (Psychology) Organizational change -- Management
- Resource Type:
- Video
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Others
At IDEO.org, part of our mission is to spread human-centered design to social sector practitioners around the world. The Field Guide to Human-Centered Design reveals our process with the key mindsets that underpin how and why we think about design for the social sector, 57 clear-to-use design methods for new and experienced practitioners, and from-the-field case studies of human-centered design in action. The Field Guide has everything you need to understand the people you're designing for, to have more effective brainstorms, to prototype your ideas, and to ultimately arrive at more creative solutions.
- Keywords:
- Design -- Psychological aspects Design -- Social aspects Human engineering
- Resource Type:
- Others
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Video
Design Thinking is a 5-step process to come up with meaningful ideas that solve real problems for a particular group of people. The process is taught in top design and business schools around the world. It has brought many businesses lots of happy customers and helped entrepreneurs from all around the world, to solve problems with innovative new solutions
- Keywords:
- Creative thinking Thought thinking Problem solving Creative ability
- Resource Type:
- Video
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Video
The video covered two questions: (1) Can journalists include other people's works in news articles? (2) When does the exception of criticism, review, and reporting current events apply? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
- Keywords:
- Reporters reporting Copyright Fair use (Copyright)
- Resource Type:
- Video
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Video
The video covered two questions: (1) Can students include translations of other people's works in their research essays? (2) What should students be aware of when including images and videos online in their assessments or projects? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
- Keywords:
- Copyright licenses Copyright infringement Copyright Fair use (Copyright)
- Resource Type:
- Video
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Video
The video covered three questions: (1) Can songs or videos on online platforms (e.g. YouTube) be used freely? How do online platforms ensure copyright protection? (2) What are Creative Commons licences? How can a licensor set his/her licence conditions? (3) Do memes infringe any copyright? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
- Keywords:
- Copyright licenses Social media Copyright infringement Copyright
- Resource Type:
- Video
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Video
The video covered three questions: (1) Can cartoon images be printed on cushions? (2) Can song lyrics be printed on tote bags? (3) What are "pirated goods"? What are the consequences of selling them? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
- Keywords:
- Copyright infringement Copyright
- Resource Type:
- Video
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Video
The video covered three questions: (1) What does "making an adaptation" mean? (2) What is "public domain"? (3) Does inclusion of a pop song in a performance infringe any copyright? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
- Keywords:
- Copyright -- Performing rights Copyright infringement Public domain Copyright
- Resource Type:
- Video
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Video
The video covered three questions: (1) Are ideas protected by copyright? (2) What is the difference between ideas and expressions? (3) Is making a 2D copy of a 3D work copyright infringement? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
- Keywords:
- Copyright infringement Copyright -- Art Copyright
- Resource Type:
- Video
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Video
The video covered two questions: (1) What should buskers do if they want to sing famous pop songs in their performance without infringing any copyright? (2) What are moral rights? How are they different from copyright? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
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Video
The video covered three questions: (1) Can teachers play films, videos, or songs during lesson? (2) How can reference materials be distributed to students without infringing copyright? (3) Can teachers include other people's work in exam papers? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
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Video
The video covered two questions: (1) Can students share other people's work during in-class presentations? (2) Can students who work as private tutors photocopy past papers? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).
- Keywords:
- Photocopying -- Fair use (Copyright) Copyright infringement Copyright Fair use (Copyright)
- Resource Type:
- Video
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Video
The video covered four questions: (1) What are the works in which copyright subsists? (2) What is the duration of copyright? (3) Who owns copyright in a work of joint authorship? (4) What kind of acts may constitute copyright infringement? The Copyright Classroom series is supported by HKU Teaching Development Grant (TDG) and Knowledge Exchange (KE). It is a collaborative project of HKU Law Faculty, Architecture Faculty, Knowledge Exchange Office, Technology-Enriched Learning Initiative, and Centre for the Enhancement of Teaching and Learning. For further reference - Copyright Ordinance (Cap 528).