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The article presents abstracts on human resources topics which include training and competence development during organizational change, the relationship between discretion and turnover intentions, and the management of resources in the impression management process.

The purpose of this paper is to present two concepts, which can be well combined in order to build intellectual capital in organizations. The method of generative listening is described as a listening from the emerging field of future possibility and transformative conversation. It can be seen as the ability to generate or transform one’s own understanding and furthermore it can generate a new space of instructional activities. This type of listening moves beyond the current field and connects us to an even deeper realm of emergence. Peet et al describe it is a process of storytelling, listening, dialogue, and documentation that helps to identify and document the tacit knowledge embedded within key learning experiences. By having students generatively listen to one another, they learn how to surface, identify, and document their own and each other's' tacit capacities, strengths, and skills (Peet et al 2011). A very similar approach, the method of generative knowledge interviewing can be seen as a method of tacit knowledge retrieval, validation and sharing. Roughly speaking, classical learning theories argue that we learn from our past experience and adapt accordingly to cope with the future. Besides the classical theories several authors are proposing a second source of learning, thus a second source for knowledge creation: Learning from the (emerging) future (Greenleaf1977, Jaworski1998, Senge2005, Scharmer2013). Learning from the future signifies a heightened state of attention that allows individuals and groups to operate from a future space of possibility, in which they drop the non-essential aspects of the self and open themselves to new aspects of their highest future possible future self. It is an approach that builds on sensing, presencing and prototyping emerging opportunities. Our paper will be structured in three main parts. First, we will describe the two concepts laying a strong focus on the aspect of knowledge creation and building intellectual capital. Second we will shortly introduce Bewextra (Kaiser et al. 2014) which is a methodology and framework we have developed in the last two years and which uses the concept of generative listening as well as learning from the future. Finally we will present the most important outcomes of two case studies – one with pupils in an Austrian school and another one with Austrian bakers – where we have practically applied Bewextra and point out the potential for building intellectual capital by generative listening and learning from the future. [ABSTRACT FROM AUTHOR]

This paper will cover a small portion of a larger study designed to address the issue of stability of knowledge in an interview and how it is influenced by transfer of learning. An interview over basic mechanics questions will be used to show how one question can influence a student’s answer to another question. Based on this transcript and other data collected during the study, students’ ideas appear to be influenced not only by their experiences and the context presented in the question, but also by the context of the question. This analysis was done based on a new model of transfer called the actor-oriented transfer model developed by Lobato that is based on the “personal construction of similarities” by the student between the learning and transfer contexts. This new model will also be discussed in further detail in the paper. © 2005 American Institute of Physics [ABSTRACT FROM AUTHOR]

The Colorado Learning Assistant (LA) Program serves as a content-specific supplement to standard teacher preparation programs. In addition to transforming undergraduate STEM courses, it recruits and prepares math and science majors for teaching careers by involving university STEM faculty. The research reported here compares the teaching practices of in-service teachers who participated in the LA experience as undergraduates to a comparison group of teachers who did not participate in the LA program as undergraduates but were certified to teach through the same program. We report on teachers' views of assessments and differences in their teaching practices. This analysis is based on interviews with approximately 30 teachers and observations of their classrooms throughout their induction years of teaching. This work considers how the LA program may help improve current teacher preparation models. [ABSTRACT FROM AUTHOR]

The main purpose of the Virtual Campus for Digital Students - ViCaDiS Project (2007 - 2009) is to assist international cooperation in learning by using social media and open source applications. Piloting is one essential part of the ViCaDiS Evaluation Plan. Piloting and Testing activities are based on the ViCaDiS Application. This paper describes the ViCaDiS piloting and testing with related questionnaires, interviews and piloting cases. [ABSTRACT FROM AUTHOR]

Developing the skills to set up integrals is critical for students' success in calculus-based physics courses. It requires a high level understanding of both math and physics concepts. Previous studies have shown that students encounter a lot of difficulties when setting up integrals in the context of electricity and magnetism. However, the causes of students' difficulties have not been carefully studied in the past. In order to understand students' solutions and mistakes from a resources perspective, we conducted group teaching/learning interviews with 13 engineering students enrolled in second-semester calculus-based physics. We identified mathematics and physics resources activated by students and used the resource graph representation to describe students' coordination of various resources. The findings of this study provide further insights into students' difficulties with physics problems requiring integration. [ABSTRACT FROM AUTHOR]

We present a qualitative study from group learning and teaching interviews that were conducted as part of ongoing research to examine how students use their physics knowledge in novel situations. The data were analyzed for meaningful understanding using techniques previously presented by Lawson et al. and Nieswandt and Bellomo. Preliminary results indicate that students primarily utilize lower-level concepts and concept links when attempting to construct an understanding of wavefront aberrometry. [ABSTRACT FROM AUTHOR]

This research explored development of college students' understanding of limits of sequence through a specially designed activity, named the ε-strip activity. Through a series of interviews with individual students, this study addresses that the ε-strip activity plays important roles of an effective environment in learning limits of sequences so as for students to build up their understanding of limits compatible with the ε-N definition. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This study examines the effect of interviews and the presence of an adult "helper" on the development of problem-solving strategies by novice algebra students. More than 80 students were involved in the study and they were instructed on the four operations for solving linear equations. It was found that the presence of an adult helper does not have a positive impact on student learning. In fact, the presence of an adult learner may result to inefficiencies in problem-solving.