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Developmental Activities (developmental + activity)
Selected AbstractsSocial, Economic and Demographic Consequences of Migration on KeralaINTERNATIONAL MIGRATION, Issue 2 2001K.C. Zachariah Migration has been the single most dynamic factor in the otherwise dreary development scenario of Kerala during the last quarter of the last century. It has contributed more to poverty alleviation and reduction in unemployment in Kerala than any other factor. As a result of migration, the proportion of the population below the poverty line has declined by 12 per cent. The number of unemployed persons , estimated to be only about 13 lakhs in 1998 compared with 37 lakhs reported by the Kerala Employment Exchanges , has declined by over 30 per cent. Migration has caused nearly a million married women in Kerala to live away from their husbands. Most of these so-called "Gulf wives" experienced extreme loneliness to begin with, and were burdened with added family responsibilities to which they had not been accustomed when their husbands were with them. But over a period, and with a helping hand from abroad over the ISD, most came out of their early gloom. Their gain in autonomy, status, management skills and experience in dealing with the world outside their homes were developed the hard way and would remain with them for the rest of their lives for the benefit of their families and society. In the long run, the transformation of these million women will have contributed more to the development of Kerala society than all the temporary euphoria created by remittances and modern gadgetry. Kerala is dependent on migration for employment, subsistence, housing, household amenities, institution building, and many other developmental activities. The danger is that migration could cease, as shown by the Kuwait war of 1993, and repercussions could be disastrous for the State. Understanding migration trends and instituting policies to maintain the flow of migration is more important today than at any time in the past. Kerala workers seem to be losing out in international competition for jobs in the Gulf market. Corrective policies are needed urgently to raise their competitive edge over workers in competing countries in South and South-East Asia. Like any other industry, migration from Kerala needs periodic technological upgrading of workers. Otherwise, there is a danger that the State might lose the Gulf market permanently. The crux of the problem is Kerala workers' inability to compete with expatriates from other South and South-East Asian countries. The solution lies in equipping workers with better general education and job training. This study suggests a twofold approach. In the short run, the need is to improve the job skills of prospective emigrant workers. This could be achieved through ad hoc training programmes focussed on the job market in Gulf countries. In the long run, the need is to restructure the educational system, taking into consideration the future demand of workers not only in Kerala but also in potential destination countries all over the world, including the US and other developed countries. Kerala emigrants need not always be construction workers in the Gulf countries; they could also be software engineers in developed countries. [source] Sources of learning in student leadership development programmingJOURNAL OF LEADERSHIP STUDIES, Issue 3 2009Scott J. Allen The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group-oriented development. [source] Parental education, time in paid work and time with children: an Australian time-diary analysisTHE BRITISH JOURNAL OF SOCIOLOGY, Issue 4 2006Lyn Craig Abstract How does parental education affect time in the paid workforce and time with children? Potentially, the effects are contradictory. An economic perspective suggests higher education means a pull to the market. Human capital theory predicts that, because higher education improves earning capacity, educated women face higher opportunity costs if they forego wages, so will allocate more time to market work and less to unpaid domestic labour. But education may also exercise a pull to the home. Attitudes to child rearing are subject to strong social norms, and parents with higher levels of education may be particularly receptive to the current social ideal of attentive, sustained and intensive nurturing. Using data from the Australian Bureau of Statistics Time-use Survey 1997, this study offers a snapshot of how these contradictory pulls play out in daily life. It finds that in Australia, households with university-educated parents spend more daily time with children than other households in physical care and in developmental activities. Sex inequality in care time persists, but fathers with university education do contribute more time to care of children, including time alone with them, than other fathers. Mothers with university education allocate more daily time than other mothers to both childcare and to paid work. [source] 360 Degree Feedback and Developmental Outcomes: The Role of Feedback Characteristics, Self-Efficacy and Importance of Feedback Dimensions to Focal Managers' Current RoleINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 1 2006Caroline Bailey This longitudinal study investigates whether developmental changes following 360 degree feedback are predicted by the favourability of ratings received, and moderated by focal individuals' self-efficacy and perceived importance of feedback. Five developmental criteria are investigated longitudinally: (i) self-assessments, (ii) line managers' ratings, (iii) amount of developmental activity, (iv) global self-efficacy and (iv) self-efficacy for development. Feedback ratings from certain rater groups predicted changes in ratings, but not changes in self-efficacy or amount of developmental activity. Self-efficacy significantly moderated the feedback,performance association for certain rater groups, but feedback importance did not. Contrary to expectations, the focal individual's initial self-assessment predicted changes in self-efficacy, over the favourability of ratings received. The implications of these findings for organizations using 360 degree feedback for developmental purposes are discussed. [source] | |||||||||||||