Pursuing your leader development: Lessons from 101 executives

To lead effectively in a VUCA (i.e., volatile, uncertain, complex, and ambiguous) environment, leaders must quickly and continuously acquire new skills. However, formal development opportunities aren’t nearly enough to support the ongoing skill development leaders need to manage the level of complexity and change they are facing. Instead, leaders must take ownership of their own development. In this paper, we describe a straightforward, four-step process that leaders can implement to pursue their individualized development through leader development planning. Specifically, we walk leaders through the evidence-based steps of creating their unique leader development plan (LDP), including (1) identifying their leadership strengths and weaknesses, (2) setting effective leader development goals, (3) designing SMART strategies, and (4) reflecting, refining, and realigning their plan. Throughout the article, we detail positive examples as well as common pitfalls that we observed from our work supporting 101 mid- to senior-level leaders in designing their LDPs. Our purpose in doing so is to provide tools and examples to enable leaders at all levels to drive their development at their own pace.     

大学生跨文化交际能力的自我培养模式研究

针对我国外语教学缺乏真实的跨文化交际环境的实际,教师积极引导大学生进行跨文化交际能力自我培养符合我国国情和普通高校校情。英语教学实践表明：大学生对英语文化知识点的多维扩展式自主学习,可促进和加深他们对目的语语言文化的理解,有助于培养学生的跨文化交际能力,促使他们根据实际主动寻求跨文化交际机会,逐步提高跨文化交际能力。     

教育培养模式的创新——自主发展

教育是幸福的人生的准备,不是对幸福人生的践踏。文章寻求人的自主发展和幸福人生之间的必然关系,从而证明只有以造就自主发展的人为目标的教育才是达成幸福人生的教育。自主发展所倚的是人的生命存在,而所谓的自主发展就是人的自主成长,自主发展的目标就是造就有能力幸福的人。     

Business Ethics versus Economic Incentives:<Emphasis Type="Italic">Contemporary Issues and Dilemmas</Emphasis>

Contemporary economic thought presumes that individuals in a society always act according to their self-interest or private economic incentives, while important ethical motivations for action, such as a concern for others and public interest, are largely ignored. This paper is based on my experience of teaching an undergraduate course that highlighted the divergence between economic incentives and ethical motives for action in present-day life and business. Teaching tools such as lectures, case and group discussions were employed to address important ethical dilemmas of individuals and managers in contemporary societies. Readings underscored the evolving relationship of business ethics and economic incentives, and the relevance of ancient ethical principles (e.g., Ethics of Interdependence, and Ethics of Prudence and Self-Development) to present-day business ethics. The course emphasized the imminent need in contemporary societies to reduce the divergence between economic incentives and ethical motives for action, and called for a greater understanding of business ethics today, given the complex ethical concerns that managers confront in the current global environment.     

反思性教学——ESP教师自我发展的有效途径

为适应社会发展的需求,我国高校应大力发展专门用途英语(ESP)教学,而其中首要的问题是ESP教师质量问题。开展反思教学研究是ESP教师的自我发展的有效途径。实施反思性教学的教师需借助课堂观摩、课程报告、教学日记、行动研究、问卷调查等方法探讨与解决自身教学问题,不断提高教学实践的合理性。     

高校ESP教师培养新途径探索

我国ESP教师队伍的现状令人十分担忧。培养和造就一支高水平的ESP教师队伍是提高ESP教育教学质量的关键。ESP教师培养的途径主要有:加强对现有ESP教师的培训;ESP教师本身应注重自我发展;EGP教师与专业教师合作造就ESP教师;在大学生中注重早期培养与选拔ESP教师。     

西部欠发达地区提升自我发展能力对策——以陕南发展为例

本文以陕南为例,分析了其经济发展现状及主要问题,并进一步从加速农村经济模式转型、加强对产业的规划和引导、创新投入扶持机制、推进企业区域合作、改善投资环境、加强人才培养与开发等方面提出了西部欠发达地区提升自我发展能力的对策建议。     

论企业家的四种战略性人力资源管理角色

人是企业最宝贵的资源，是企业竞争优势的重要来源。本作结合了人力资源管理的主要功能，提出了企业家的战略性人才资源管理角色理论。笔认为，作为组织的掌舵人企业家首先应当是战略的制定和外部资源的获取，同时还要担负起中高层管理的导师与教练的责任，并最终通过自我开发的企业的精神领袖。     

对自我发展能力理论的规范性研究

正确理解自我发展能力的概念内涵,有助于学者把握和政策制定者制定正确的发展政策。可从两个层次对自我发展能力理论进行辨析：首先根据与自我发展能力相关的自生能力、内生增长能力和可持续发展能力三个概念的比较分析来看,要素禀赋和知识技术创新是自我发展能力的两个基本影响因子;其次通过结合对个人、企业、市场、产业、区域为主体的自我发展能力概念的综合分析,可以得出自我发展能力的四个特性：自生性、扩展性、内生性、持续性。培育自我发展能力的关键不是要素禀赋,而且不能只依赖自发成长,后天的、外部的辅助也尤为重要;应针对特定能力主体的个体情况,注重制度设计和知识技术创新。