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“Is your organization missing important lessons from its operational experiences? This step-by-step guide shows you how to systematically capture such knowledge and use it to inform decision making, support professional learning, and scale up successes. The captured lessons–knowledge assets, the central element needed for learning–are consistently formatted documents that use operational experience to answer a specific question or challenge.”
Source: Janus, S. (2017). World Bank and available from this link (open access).
“Organizational learning has been shown to affect performance. This study offers a fine-grained view regarding different types of learning opportunities. Specifically, opportunities to learn from mistakes are examined. Using three separate samples, we first establish statistically reliable and unidimensional measures of both organizational learning and mistake tolerance.”
Source: Weinzimmer, L. G., & Esken, C. A. (2017). The Journal of Applied Behavioral Science and available from this link (subscription journal)
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“Tertiary education plays a key role in developing the capability of those tasked with leading efforts to improve emergency and disaster management. A curricula informed by industry needs and designed with a generic benchmark in mind is essential for effective tertiary education. Therefore, there is value in developing standards for emergency and disaster tertiary programs; standards that may facilitate international cooperation and exchange among emergency and disaster professionals and perhaps contribute to professionalisation. The aim of this project was to develop a conceptual framework and standards for higher education programs in emergency and disaster management in Australia.”
Source: Fitzgerald, G., Rego, J., Ingham, V., Brooks, B., Cottrell, A., Manock, I., … & Crawley, H. (2017). Australian Journal of Emergency Management, and available from this link (open access).
“Recent events highlight the need for many law enforcement agencies to focus on transparency, re-establish legitimacy, and continue to improve strained community relations. Community policing, long lauded as a potential solution to improve community-police relations, may be an important component. The Office of Community Oriented Policing Services (COPS) conceptually defines community policing as a “philosophy that promotes organizational strategies that support the systematic use of partnerships and problem-solving techniques to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder, and fear of crime.” (COPS, 2014). ”
Source: Kringen, A., & Kringen, J. (2017). Ideas in American Policing and available from this link (open access).
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“The findings of a pilot training programme focused on evidence-based practice (EBP) conducted in September 2015 suggest that police officers and staff have enthusiasm for EBP. The participating police practitioners from four UK police forces, held positive beliefs about the relevance and value of research, evaluation, and their own research abilities prior to the pilot.”
Source: Fleming, J., & Wingrove, J. (2017). Policing: A Journal of Policy and Practice, 11(2), and available from this link.
“This training module allows employees and managers to assess common workplace scenarios that can impact mental health of employees. The module gives the user options for exploring different actions and provides valuable insights for employees and managers on the best approaches and likely outcomes.”
Source: Heads Up and beyondblue (2017). Available from this link (open access).
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“The challenge for organizations is to cultivate environments where ethical decisions are easier, not more difficult. Creating training exercises that better simulate the actual environment, circumstances, and pressures where ethical decisions are made is the first step toward addressing these critical challenges. All high-performance athletes know they need to train in the same environment as the one in which they will compete. It ought to be no different for managers who must continually train and prepare for the big ethical decisions they will inevitably face.”
Source: Soltes, E. (2017). HBR blog comment and available from this link (open access with personal registration).
“Online learning is becoming a common tool for employee development in the workplace and yet little is known about the factors that influence learning in this environment. This paper offers new insights into that gap through a progressive evaluation of factors facilitating or inhibiting online learning.”
Source: Montgomerie, K., Edwards, M. & Thorn, K. (2016). Journal of Management Development, 35/10, and available from this link (subscription journal).
“This article makes a contribution to contemporary debates of police education and training by reporting the findings of a small-scale qualitative study that examined the impact of part-time higher education on a cohort of police officers in the north of England.”
Source: Jones, M. (2016). Policing, 10/3, and available from this link (subscription journal).
“Donors, governments, NGOs, and other stakeholders in the social sector are increasingly interested in how to spread effective solutions and innovations to everyone who can benefit from them. A growing literature on the topic is forming, as researchers and analysts describe general principles for building collective will and setting shared aims, designing scalable and charismatic interventions, and leveraging existing networks and institutions to have bigger impact.”
Source: McCannon, J., Rashad Massoud, M., & Zier Alyesh, A. (2016). Stanford Social Innovation Review (SSIR) and available from this link (open access).