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Many of today’s factors make software development more and more complex, such as time pressure, new technologies, IT security risks, et cetera. Thus, a good preparation of current as well as future software developers in terms of a good software engineering education becomes progressively important. As current research shows, Competence Developing Games (CDGs) and Serious Games can offer a potential solution.
This paper identifies the necessary requirements for CDGs to be conducive in principle, but especially in software engineering (SE) education. For this purpose, the current state of research was summarized in the context of a literature review. Afterwards, some of the identified requirements as well as some additional requirements were evaluated by a survey in terms of subjective relevance.
Explorer CEOs: The effect of CEO career variety on large firms’ relative exploration orientation
(2018)
Prior studies demonstrate that firms need to make smart trade-off decisions between exploration and exploitation activities in order to increase performance. Chief executive officers (CEOs) are principal decision makers of a firm’s strategic posture. In this study, we theorize and empirically examine how relative exploration orientation of large publicly listed firms varies based on the career variety of their CEOs – that is, how diverse the professional experiences of executives were prior to them becoming CEOs. We further argue that the heterogeneity and structure of the top management team moderates the impact of CEO career variety on firms’ relative exploration orientation. Based on multisource secondary data for 318 S&P 500 firms from 2005 to 2015, we find that CEO career variety is positively associated with relative exploration orientation.
Interestingly, CEOs with high career varieties appear to be less effective in pursuing exploration, when they work with highly heterogeneous and structurally interdependent top management teams.
Concept, scientific research and managerial applications of Provocative Coaching, according to the „Provocative Therapy“ of Prof. Dr. Frank Farrelly (University of Wisconsin, U.S.A) in terms of an application of the Provocative Communication Style in specific situations of practical leadership, especially in the role of a coach for their subordinates.
O Perfil Reiss apresenta no resultado uma visão da estrutura dos motivos e impulsos de uma pessoa. O ponto de saída para a análise do resultado é o conhecimento de que os motivos vitais (= valores e metas de sobrevivência) formam a moldura, na qual as competências e capacidades que uma pessoa possui possam se desabrochar de forma ideal. A partir desse princípio, não existe no Perfil Reiss nenhum resultado que se possa classificar como correto ou falso, nem como bom ou mau. Uma comparação entre o resultado do Perfil Reiss e o conteúdo de uma atividade apresentada ou ambicionada dá informação sobre até que ponto a capacidade de rendimento de uma pessoa nessa posição pode vir ou virá a se desenvolver por um longo tempo.