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	<title>Paul Ford</title>
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		<title>An approach to monitoring employees</title>
		<link>http://paulford.com/monitoring-employees/</link>
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		<pubDate>Mon, 08 Mar 2010 22:43:57 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Business]]></category>
		<category><![CDATA[Teams]]></category>

		<guid isPermaLink="false">http://paulford.com/?p=1053</guid>
		<description><![CDATA[Employees are humans first, and most people are adaptable to their circumstances. An assured salary will produce compliant behaviour within reasonable limits. An intrusive monitoring system will inevitably result in a proportion of employees trying to beat the system. There are many ways of staying put at the work place without a motivated and sustained [...]]]></description>
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		<title>5 Ways to Apply the Behavioural Approach to Workplace Training</title>
		<link>http://paulford.com/5-ways-to-apply-the-behavioural-approach-to-workplace-training/</link>
		<comments>http://paulford.com/5-ways-to-apply-the-behavioural-approach-to-workplace-training/#comments</comments>
		<pubDate>Tue, 29 Dec 2009 12:24:29 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Learning]]></category>
		<category><![CDATA[behavioural approach]]></category>
		<category><![CDATA[training]]></category>

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		<description><![CDATA[
Only use the behavioural approach when material is fact-based
All learning should be measurable in terms of actual behaviour in their job. It&#8217;s not enough for a trainee to provide the correct answer in a test.
Ensure that rewards, punishment and competition form part of your training strategy.
The trainer should take on the role of disciplinarian rather [...]]]></description>
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		<title>Team Development &#8211; Tuckman&#8217;s Model</title>
		<link>http://paulford.com/team-development-tuckmans-model/</link>
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		<pubDate>Sat, 14 Nov 2009 18:38:54 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Business]]></category>
		<category><![CDATA[Communication]]></category>
		<category><![CDATA[Project Management]]></category>

		<guid isPermaLink="false">http://paulford.com/?p=863</guid>
		<description><![CDATA[In 1965, Bruce Tuckman published a theory outlining a four stage model of group development and behaviour. Tuckman’s Forming, Storming, Norming and Performing model is deceptively simple, covering developments in relationships, team capabilities and leadership styles over the lifetime of a team.  In the 1970s, Tuckman extended his model to include Adjourning, the completion [...]]]></description>
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		<title>Groupthink and the Abilene Paradox</title>
		<link>http://paulford.com/groupthink-abilene-paradox/</link>
		<comments>http://paulford.com/groupthink-abilene-paradox/#comments</comments>
		<pubDate>Mon, 02 Nov 2009 21:28:43 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Business]]></category>
		<category><![CDATA[Communication]]></category>

		<guid isPermaLink="false">http://paulford.com/?p=851</guid>
		<description><![CDATA[When faced with a difficult task, we often seek the ideas and insights of a number of individuals. Attacking a problem with a group rather than an individual provides additional perspective and an opportunity to piggy-back on each other&#8217;s ideas. Despite the popularity of using teamwork to make decisions, it may not always be the [...]]]></description>
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		<title>The Cognitive Approach to Learning</title>
		<link>http://paulford.com/cognitive-approach-to-learning/</link>
		<comments>http://paulford.com/cognitive-approach-to-learning/#comments</comments>
		<pubDate>Sun, 01 Nov 2009 19:17:32 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Communication]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[training]]></category>

		<guid isPermaLink="false">http://paulford.com/?p=838</guid>
		<description><![CDATA[The cognitive approach to learning insists that even though learning can be inferred from behaviour, it is separate from the behaviour itself. It is defined as a relatively permanent change in cognition occurring as a result of experience. Learning represents a change in the content, organization, and storage of information in the brain. Individuals possess [...]]]></description>
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