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Inclusive Guide Provides Practical Applications for Workplace Education Theory from Diverse Perspectives The Wiley Handbook of Global Workplace Learning explores the field of workplace education using contributions from both experts and emerging scholars in industry and academia. Unlike many previously published titles on the subject, the Handbook focuses on offering readers a truly global overview of workplace learning at a price point that makes it accessible for independent researchers and Human Resources professionals. Designed to strike a balance between theory and practice, the Handbook provides a wealth of information on foundational topics, theoretical frameworks, current and emerging trends, technological updates, implementation strategies, and research methodologies. Chapters covering recent research illustrate the importance of workplace learning topics ranging from meditation to change management, while others give pragmatic and replicable applications for the design, promotion, and implementation of impactful learning opportunities for employees at any company, regardless of industry. A sampling of topics addressed includes: * "Using an Experiential Learning Model to Design an Assessment Framework for Workplace Learning" * "Measuring Innovative Thinking and Acting Skills as Workplace-Related Professional Competence" * Multiple chapters specifically addressing international business, such as "Competency in Globalization and Intercultural Communication", "Global Strategic Planning" and "Global Talent Management" * Research and recommendations on bridging generational and cultural divides as well as addressing employee learning disabilities With its impressive breadth of coverage and focus on real-world problem solving, this volume serves as a comprehensive tool for examining and improving practices in global workplace learning. It will prove to be a valuable resource for students and recent graduates entering the workforce and for those working in Human Resources and related fields.

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Wiley Handbooks in Education

The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline‐from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda‐mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, researchers for years to come.

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The Wiley International Handbook of Educational Foundationsby Alan S. Canestrari (Editor) and Bruce A. Marlowe (Editor)

The Wiley Handbook of Educational Policyby Rosemary Papa (Editor) and Shadow W. J. Armfield (Editor)

The Wiley Handbook of Global Workplace Learningby Vanessa Hammler Kenon (Editor) and Sunay Vasant Palsole (Editor)

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The Wiley Handbook of Global Workplace Learning

Edited by

Vanessa Hammler Kenon and Sunay Vasant Palsole

This edition first published 2019Reprinted with corrections 2019© 2019 John Wiley & Sons, Inc

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Library of Congress Cataloging‐in‐Publication Data

Names: Kenon, Vanessa Hammler, editor. | Palsole, Sunay Vasant, editor.Title: The Wiley handbook of global workplace learning / edited by Vanessa Hammler Kenon, Sunay Vasant Palsole.Description: 1st edition. | Hoboken, NJ : John Wiley & Sons, 2019. | Series: Wiley handbooks in education | Includes bibliographical references and index. |Identifiers: LCCN 2018048136 (print) | LCCN 2019021589 (ebook) | ISBN 9781119227847 (Adobe PDF) | ISBN 9781119227809 (ePub) | ISBN 9781119226994 (hardcover)Subjects: LCSH: Employees–Training of. | Organizational learning. | Occupational training.Classification: LCC HF5549.5.T7 (ebook) | LCC HF5549.5.T7 W4916 2019 (print) | DDC 658.3/124–dc23LC record available at

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About the Editors

Vanessa Hammler Kenon, EdD, serves as the associate vice president for Information Management and Technology and is responsible for directing the management of the department’s human resources, financial management, training, communications and marketing, and OIT’s Faculty and Student Government committees.

As a key academic and technical liaison to UTSA students, faculty, and staff, Dr. Kenon serves on several UTSA committees and organizations supporting student success, community service, academic research, communications, and information technology. In addition, she is a lecturer in the African American Studies program of the College of Education and Human Development.

Dr. Kenon has worked in higher education positions of instruction, leadership, and management in both private and public higher education programs for more than 24 years with 22 of those years spent on managing educational departments and initiatives directly related to technology.

Some of her current UTSA projects include collaborating with UTSA Academic Affairs on continued enhancements to the Degree Works initiative, emerging student success initiatives, and the Labster, Google, and Lenovo launch as a part of the Bill and Melinda Gates Foundation’s iPASS project.

A member of the UTSA Diversity and Inclusion Advisory Council (DIAC) and the Trinity University Alumni Education and Engagement Advisory Board, she also serves on the Board of Trustees for the Hallmark University System.

She has served as a facilitator and presenter at various conferences including the American Educational Research Association (AERA), Microsoft TechEd, Texas Association of State Systems for Computing and Communications (TASSCC), and The International Higher Education Reform Symposium. Additionally, she has served in these capacities for the Association for College and University Technology Advancement (ACUTA), The New Media Consortium (NMC), The International Society for Educational Planning (ISEP), DubLabs Unifying Mobility Conference, Achieving the Dream (ATD), and EDUCAUSE.

Dr. Kenon recently served on the 2017 EDUCAUSE IT Issues Panel and the 2018 Annual Program Committee. Currently, she serves on several EDUCAUSE committees including the CHIETA Global Benchmarking Committee, the Diversity Equity and Inclusion Task Force, the 2019 ETRAC Faculty and Student Study Content Creation Committee, and the Faculty for EDUCAUSE Leadership Institute.

Sunay Vasant Palsole, PhD, is the assistant vice chancellor for Engineering Remote Education for Texas A&M. He is responsible for developing strategic innovative solutions for remote engineering education and advancing the mission and goals of the college for both academic and nonacademic courses for College Station and regional campuses. This includes developing online, blended, distance, and open programs and courses upholding high standards of quality and rigor.

He has taught at the undergraduate and graduate level in several institutions of higher education and has more than 20 years of experience in the academic technology field including distance and online learning. He has built and led multidisciplinary teams in various institutions and played a role in the creation of successful employee and student worker development programs. These programs involved a continuous evaluation schematic with upskilling and mentoring events designed to help colleagues elevate their achievements.

He is the co‐developer of a Digital Academy, which was a finalist for the Innovation Award by the Professional and Organizational Development Network. He has been PI and co‐PI on a number of grants related to education, educational technology, and online course development. His current research is focused on mapping techniques and technologies that support student success in alternative delivery environments, with focus on data modeling.

Over his career he has given numerous workshops nationally and internationally and served in various capacities in regional and national organizations.

Sunay is a strong proponent of active learning strategies in the classroom and is the creator of the space technology environment pedagogy (STEP) model for learning space design.

Contributors’ Biographies

Frank Achtenhagen, PhD, is a former professor emeritus at the University of Göttingen, where he taught for more than 30 years. He earned an MS in business education at the Free University of Berlin. In 1969, he obtained a PhD in the didactics of foreign language learning. A prolific author, he has written over 400 publications in vocational education and training. He is a member of the Finnish Academy of Science and Letters.

Emmanuel Olufemi Adeniyi, PhD, is currently a chief lecturer at the Federal College of Education, Abeokuta. He received his BEd in education/special education in 1981, MEd in special education in 1985, and PhD in educational management in 2000 from the University of Ibadan. He has served as dean and deputy provost at the Federal College of Education, Abeokuta and as provost at the Federal College of Education (Special), Oyo.

Sara AlAleeli, PhD, a citizen of the United Arab Emirates, serves as assistant professor in the College of Education at the United Arab Emirates University. AlAleeli received her Bachelor's degree at the American University in Cairo and her Master's and PhD at Michigan State University. Her research interests focus mostly on the broad areas of second‐language teaching and learning, the role of culture and innovation in developing nations' response to globalization, and education reform.

Khamael Al Safi lectures on organizational sociology at Middlesex University, Dubai. She also works for Exantium as a consultant in governance and organizational efficiency for governmental agencies in the Middle East. Her research interests include cross‐cultural and intergenerational behaviors and their impact on the workplace and labor markets. She holds a Bachelor's (Honors) in human resources and psychology from Middlesex University, Dubai and a Master's in organizations and governance from the London School of Economics.

Tutaleni I. Asino, PhD, is an assistant professor of educational technology in the School of Educational Studies at Oklahoma State University. His areas of research, writing, and presentations include: Open Access, diffusion of innovation, organizational development, adoption and use of emerging technologies, and learning environments and mobile learning. Asino is an active member of the Comparative International Education Society (CIES), Association for Educational Communications and Technology (AECT), and Society for Information Technology and Teacher Education (SITE).

Antje Barabasch, PhD, works at the Swiss Federal Institute of Vocational Education and Training (SFIVET) as the head of the “Current Vocational Education and Training (VET)/Professional Education and Training (PET) context” research area. She holds Master's degrees in adult education and applied geography and a PhD in educational policy studies and social foundations from Georgia State University. Her research focuses on creativity in career and technical education (CTE), career transitions, and guidance and CTE policy transfer.

Yoany Beldarrain, PhD, is Professor of business communication at ESB Business School, Reutlingen University. An international speaker, author, researcher and consultant, she has extensive experience in curriculum and instruction, e‐learning, intercultural communication, and leadership. She has taught undergraduate and graduate courses at La Salle University, Duale Hochschule Baden‐Würtemberg, and served as Instructional Leader at Florida Virtual School. She earned an MS in educational leadership from Nova Southeastern University, and an EdD in education from Capella University.

Alberto Cattaneo, PhD, is head of the “Innovation in Vocational Education and Training” research field at the Swiss Federal Institute for Vocational Education and Training (SFIVET). His research concerns the integration of information communication technology (ICT) and more specifically the use of visual aids and interactive videos for fostering the teaching‐and‐learning process. He received his PhD in social, developmental, and organizational psychology in 2005, presenting a thesis on blended learning and virtual learning environments.

Cynthia Carter Ching, PhD, is Professor of Learning and Mind Sciences and Associate Dean of Academic Programs in the School of Education at the University of California, Davis (UC Davis). Ching's research interests include child development, collaborative learning, gender and technology, learning in informal settings, qualitative methodology, and technology and identity. She is also a researcher in the UC Davis Foods for Health Institute's (FFHI) Children's Health and Education Program.

Hope Clark, PhD is an Industrial and Organizational Psychologist at Innovate+Educate, where she consults and implements strategies with communities, workforce partners and employers on the shift to competency and skills‐based education and employment. She is passionate about providing thought leadership and research insights to create equitable futures for working learners. Her area of expertise is translating complex research theories into the design and development of practical solutions that provide the greatest impact and opportunity for positive change.

Yvonne Crotty, PhD, is an associate professor in the School of STEM Education, Innovation and Global Studies at the Institute of Education, at Dublin City University. Passionate about teaching and learning she was the winner of the Academic Category of the University President's Award for Teaching and Learning Excellence. She supervises Master's and PhD research students particularly in the area of educational multimedia and technology innovation in the workplace. Crotty has also developed an educational entrepreneurial approach to research.

Ahmed Deif, PhD, is an assistant professor of industrial technology at California Polytechnic State University. He received his Master's and PhD in industrial and manufacturing systems at the University of Windsor, Canada. His current research interests are in supply chain management and lean and green manufacturing/service systems. He has more than 60 publications, some of which have won best‐paper awards. He has a diverse portfolio in his industrial experience at various engineering and consultancy capacities.

Karen Diehl, PhD, a freelancer and an external collaborator in the European Research Council Project “Bodies across Borders: Oral and Visual Memory in Europe and Beyond,” has lectured at the ESB Business School Reutlingen, Germany, since 2011. She studied general and comparative literature and eastern European studies at the Free University, Berlin, and completed her MA in comparative literature at the University of East Anglia. She earned her PhD at the European University Institute.

Bart Dietz, PhD, is an assistant professor at Rotterdam School of Management, Erasmus University and Partner at Career Openers, an Amsterdam‐based executive search firm. His research focuses on the management of salespeople, recruitment, and selection. His articles appear in the Journal of Marketing and the Journal of Applied Psychology, and his research has been covered by several Dutch media and magazines for professionals. He has consulted and presented for companies like Heineken as well as Ernst and Young.

Margaret Farren, PhD, is an associate professor in the School of STEM Education, Innovation and Global Studies in the Institute of Education, Dublin City University and director of the International Centre for Innovation and Workplace Learning. She supervises Master's and PhD students who are using research approaches that contribute to personal and professional knowledge and knowledge in the field of practice. Her research areas include action research and transformative research approaches, pedagogy, and learning theories.

Magda Fourie‐Malherbe, PhD, is an expert in higher education studies and has held several positions, including director of the Centre for Higher Education Studies and Development and vice rector of Academic Planning at the University of Free State and vice rector of Teaching and Learning at Stellenbosch University. A member of several professional associations including the European Higher Education Society, she is currently a full professor in the Centre for Higher and Adult Education at Stellenbosch University.

Aditi Ghosh, PhD, is an associate professor in the Department of Linguistics at the University of Calcutta. She obtained both her Master's and PhD in linguistics from the University of Calcutta, where she was awarded a gold medal. She has also been a faculty member in the Department of Linguistics, Assam University, Silchar, and a research fellow at the Asiatic Society, Kolkata. She is currently heading a major project on Intercultural Communication in Multilingual Urban Spaces.

Lisa Giacumo, PhD, is an assistant professor of organizational performance and workplace learning at Boise State University. Her research interests focus on developing competencies in instructional designers and the use of data, instructional design, and digital tools for global training initiatives and performance improvement. She has worked internationally as an instructional designer, trainer, and manager for businesses, universities, non‐profits, and NGOs. She is a frequent presenter at AECT, ISPI, InsideNGO, and ISPI EMEA.

Hazel Grünewald, PhD, is a professor of organizational behavior and the head of International Relations at ESB Business School, Reutlingen University. She has worked as a visiting professor at Zagreb School of Management and Economics and at Universiti Malaysia Pahang. She was awarded a fellowship for innovation in teaching and has developed an innovative business simulation game, Quest 3C. Her research interests include gamification and motivation in the workplace.

Qin Guo, PhD, is currently a senior lecturer in international communication at Macquarie University, and an honorary professor of educational communication at South China Normal University. Her major research interest is in international communication and communication for social change. She has led a number of research projects in Australia and China, including Poverty Alleviation Strategy for Remote Areas in Guangdong, Enhancing Intercultural Understanding between Australia and China, and Media and Community Development in the Network Society.

Ileana Hamburg, PhD, is a research fellow and leader of the Lifelong Learning Study Group at the Institute of Work and Technology, Westphalian University of Applied Sciences, and lecturer for informatics at the Open University of Hagen. She coordinates German and European projects particularly in the fields of eLearning, knowledge management, and innovation and new media. She is an EU evaluator for projects in different national and European initiatives and is active on the program committees of several international conferences.

Joy‐Telu Hamilton‐Ekeke, PhD, holds a PhD in health education from the University of Wales. Her research interests include teaching methodology to improve academic performance, as well as secondary school leadership. She has several publications in national and international journals. In addition, she is the author of Social Constructivist Teaching and Dietary Knowledge, published by Lambert Publishers, Germany. Currently, she is a senior lecturer and Head of the Department of Science Education at Niger Delta University.

Annetjie Elizabeth Human, DEd, is an expert on workplace learning strategies and human resource development. For 24 years, she worked within government to help managers and executives improve their effectiveness. As an experienced facilitator and study leader, she was responsible for organizational development and guided more than 200 executives to conduct research on various workplace problems in the South African Police Service. She received a DEd from the University of South Africa in 2017.

Ana Ivenicki, PhD, serves as a full professor at the Federal University of Rio de Janeiro, Brazil, developing activities in teaching, researching, and supervising in the Department of Educational Studies. She is also a researcher at the Brazilian National Council of Research. Ivenicki has authored books and articles in Brazil and abroad and served as an invited keynote speaker at international conferences and many institutions. She obtained her PhD in education from the University of Glasgow.

Parminder K. Jassal, PhD, leads the Learn + Work Futures Group at the Institute for the Future. She investigates the future through three intersecting lenses: open economies, changing role of people, and dynamic environments. Her current focus is on the transition from a world organized at the scale of large institutions to a world organized by distributed networks of social, political, and economic value.

Laura Kilboy was a research officer in the International Centre for Innovation and Workplace Learning. Her research interests include online learning, video, multimedia, and critical pedagogy. She holds a BA in applied languages and international studies and an MSc and a diploma in management studies. She has experience in international adult education and training both in Ireland and abroad, where she is involved in volunteer projects such as an Irish‐based charity in Eastern Romania.

Petra Kneip, PhD, is a professor of HR management and organizational behavior at ESB Business School, Reutlingen University. A current member of the President's Office, she also serves as the head of the university's HR development department and is a member of the University Advisory Board. Her research interests center on digitalization in human resource management, employer branding, and motivation in work settings.

Arjan Kozica, PhD, is a full professor of Organization and Leadership at ESB Business School, Reutlingen University. Before joining ESB, he was an officer in the German Armed Forces where, among other things, he served as a unit leader for military logistics in the air force and as a research assistant in the German Armed Forces Command. His research topics are organizational change, change management, and human resource management.

Sarah Blanchard Kyte PhD, is a researcher in the Office of Academic Affairs at the University of Arizona, where she focuses on leveraging academic advising for student success. A sociologist of education, Kyte's work examines structural and relational aspects of the transition to college and career with a focus on underserved students. Some of her recent peer‐reviewed publications have appeared in Social Science Research, Demography and, The Journal of Pre‐College Engineering Education.

Mary LeFebvre is a principal research scientist at Workforce Policy at ACT Inc. Her primary focus is national workforce policy issues, competency supply/ demand analysis, program evaluation, and K‐Career longitudinal data matching. Prior to joining ACT in 2010, she was the workforce research manager at the Missouri Economic Research and Information Center within the Missouri Department of Economic Development. LeFebvre has an MS in industrial/ organizational psychology from Christopher Newport University and a BS in psychology from Missouri State University.

Elda Nikolou‐Walker is a senior lecturer in work‐based learning at Middlesex University, London. A prolific author in the field of work‐based learning, she has made a new contribution to the growing body of literature in the field with her book titled The Expanded University: Work‐Based Learning and the Economy. Its range of theoretical models and approaches assist in applying new insights and thinking to the vast array of prospective work‐based situations.

Emma O'Brien, PhD, is a research fellow at the Mary Immaculate College, Limerick. In 2005, she obtained her PhD in digital workplace learning in small to medium enterprises (SMEs). She has coordinated several projects under the Erasmus Plus and lifelong learning programs in the areas of e‐learning and work‐based learning in SMEs. In addition, O'Brien teaches a number of distance and online modules to industry‐based learners within the university.

Maria Elena Oliveri, PhD, is a research scientist at Educational Testing Service and Associate Editor of International Journal of Testing. Her research focuses on fairness, validity, and innovative assessment design in support of learners from diverse cultural and linguistic backgrounds. Her Master's and PhD are in measurement, evaluation, and research methodology from the University of British Columbia. Previously, she was a literacy mentor to Vancouver schoolteachers, a teacher for disabled students, and a UBC lecturer.

Yaw Owusu‐Agyeman, PhD, is a fellow of the Higher Education Academy, UK, the head of the Examinations Unit at Ghana Technology University College, and an external researcher at the Centre for Higher and Adult Education at Stellenbosch University. He holds a PhD in curriculum studies from Stellenbosch University and has been involved in several international projects including one on the adoption of mobile money in Ghana, sponsored by the Bill and Melinda Gates Foundation.

John D. Pessima is a global talent management specialist, with more than 15 years of professional HR and talent management experience. Pessima has worked in various positions at the World Bank and Deloitte. He led the professional World Bank staff talent review process, a global talent management initiative. He has also led the design and development of key HR initiatives such as the institutional strategic staffing and talent review process and technology, as well as the implementation of position management governance.

Kenneth R. Pierce serves as vice president of Information Technology and CIO at Texas State University. He has previously served in roles such as vice provost for Information Technology, CIO and lecturer at the Universities of Texas at San Antonio and El Paso, as well as technical and executive management at The Boeing Co. He received his Bachelor's in mechanical engineering from the University of Houston, and Master's in information technology from Capella University.

Victor Pitsoe is a professor in the Department of Educational Leadership and Management at the University of South Africa and deputy editor of Africa Education Review. A member of The World Institute for Nuclear Security, he has published more than 40 articles and 10 book chapters, and edited two books. Pitsoe has published in an array of areas including management, citizenship and human rights education, philosophy of education, open distance learning, teacher education, and teacher professional development.

Damian Andreas Riviez, PhD, is an educator and writer living and working in Dubai. Focusing on leadership, education, management, and special needs, Riviez has more than 30 years experience in academia and industry in teaching, research, management, operations, training, and consulting. His diverse cultural background and international experience encompasses working in 12 countries on four continents. Riviez has recently embarked on research projects that focus on working with individuals with learning differences pertaining to augmented learning strategies.

Andreas Rupp, PhD, is Director of the Institute of Medical Device at the Knowledge Foundation at Reutlingen University. Rupp earned his Master's in educational theory and doctorate at the University of Tübingen. He is the founder of the business consultancy r & k team, Mössingen, which offers consulting and training on organizational behavior, organizational learning, and VET. He is also a part‐time and guest lecturer at several universities in different countries.

G. J. Schwartz, PhD, is a brigadier in the South African Police Service (SAPS) where he is the section head for Policing Research, responsible for inter alia research in crime detection, client satisfaction, and management intervention case studies. He holds Master's degrees in business administration and adult education, and a PhD in both leadership in performance and change, and in education. Schwartz is also involved in developing the organization's executive leadership.

George Sahr Sellu, PhD, is currently a professor of agribusiness at Santa Rosa Junior College, where he teaches agribusiness courses and coordinates the agriculture business program. He has more than 20 years of experience providing technical advice and facilitating trainings for farmers and ranchers in sub‐Saharan Africa and the United States. In addition to teaching, Sellu runs an agricultural diagnostic laboratory that provides a wide range of services to farmers and ranchers in California.

Mark Southern, PhD, graduated from Nottingham Trent University in 1989 with a degree in engineering management and in 2004, obtained his doctorate. He is an experienced senior manager with an 11‐year proven track record in multinationals and subject matter experts (SMEs). He has led more than 20 national research projects with Irish manufacturing companies. In 2013, he was nationally recognized for his innovative efforts with Irish companies by winning the Enterprise Ireland Manufacturing, Engineering & Energy Commercialization Award.

Sunday Ayodele Taiwo, PhD, is chief lecturer and former dean of the School of Education at the Federal College of Education (Special), Oyo. He has also served as the chair of the Committee of Deans. In 1988, he received his BEd in education/history at Obafemi Awolowo University. He also holds both a MA and an EdD in educational technology, which he obtained at the University of Ibadan and University of Ilorin, respectively.

Richard J. Tannenbaum, PhD, is a principal research director in the Research and Development Division of Educational Testing Service (ETS). He has strategic oversight for major centers of research that include more than 100 directors, scientists, and research associates. He holds a PhD in industrial/organizational psychology from Old Dominion University and has published numerous articles, book chapters, and technical papers. His areas of expertise include assessment development, licensure and certification, and standard setting.

Thomas F. Valone, PhD, PE, is a physicist and licensed professional engineer with 30 years of professional experience. In addition, he is a former patent examiner, research engineer, electronic device designer, and an author, lecturer, and consultant. He has served as an expert witness and declaration writer for court cases and has appeared on CNN, A&E, History, and the Discovery Channels. A prolific writer, his work have been published in several languages including German, French, Romanian, and English.

Xiaonan Wang received her BA and MSc degrees at the Capital Normal University, China. Wang is currently a faculty member at The University of International Business and Economics, China, and an instructor of Chinese classes at the University of Texas at San Antonio. She teaches elementary and intermediate Chinese classes at UTSA and teaches at Sunday School of the Confucius Institute at UTSA. She also offers workshops on Chinese culture, history, and society for American educators and other communities and is an experienced Chinese teacher and teacher trainer.

Susanne Weber, PhD, has served as a professor and the director of the Institute of Human Resource Education and Management at the Munich School of Management since 2005. She obtained a Master's degree in business education, political economy, business administration and commercial law prior to earning her PhD. Her major research interests include vocational education and training, entre preneurship and intrapreneurship, and intercultural learning. She has written more than 100 books and articles, and lectures worldwide.

Wan Xiang Yao, PhD, received his BS and MSc in Kinesiology from Beijing Sport University, China, and PhD in motor learning and control from Auburn University, USA. He has more than 20 years of research experience in the field of motor learning and control. He is currently a professor in the Department of Kinesiology, Health, and Nutrition, and director of the Confucius and East Asia Institutes at the University of Texas at San Antonio.


Increasing globalization is the single most powerful driver of economic, social, and cultural change in the world today. Globalization of economies has had greater effects on political and personal life than any other force has had for generations. Companies are increasingly expanding their networks to take advantage of the global supply chain, resulting in greater interconnectivity between continents, countries, cities, towns, and villages. Integration of technology is facilitating rapid globalization and affecting the adoption, development, and dispersal of ideas, thoughts, and inventions faster than one can truly conceive.

Because of the rapid dispersal of global change and technologies, companies and governments need to adapt, adopt, and plan for this pace of transformation not only in terms of technology but also in terms of human capital development. The acquisition of updated knowledge, skills, and attributes (KSA's) by the existing workforce, and the developing workforce, is necessary to ensure longevity of the supports that are needed for these large‐scale economic developments. These global movements affect all aspects of the economic chain, from K‐12 through college, and in industry‐based workforce training, reskilling, and skills updating. This breadth of development is needed to ensure that the modern global workforce keeps abreast of modern skills and work techniques along with the technologies that support them.

Cultural adoption and development plays an equally important role in workforce evolution, not only from the internal company culture perspective, but also from the international perspective as global supply chains mean a more diverse workforce in terms of ethnic origin. This complexity in ensuring proper development of KSA's has promoted the value of global workforce development to the front of the line. As businesses grow and expand globally, along with them comes the challenge of creating adequate cultural and technological development and training to ensure a thoughtful and proactive plan for skills development.

Addressing the complexity of global workforce development is in itself a complex task, and this handbook seeks to provide readers with some practical experiences in global workforce development. It is divided into five thematic sections: Change Management, Project Management, Partnerships, and Diverse Populations, Culture and Language, Engagement and Motivation, and Workplace Technology Learning Tools.

Numerous people supported and contributed to the success of this publication. We would like to thank all the global editorial board members and authors who contributed time and material to the handbook. A special thank you is due to the Office of Information Technology at the University of Texas at San Antonio (UTSA) and former UTSA Provost, John Frederick; this handbook would not have been possible without their support. Nicole Duff in the Customer Relations, Communications, and Training group of the Office of Information Technology at the UTSA has been an invaluable resource, coordinating, tracking, and managing the project along with the support of a dedicated team of student interns from the UTSA. We would be remiss if we did not convey our gratitude to the UTSA internship coordinators as well. Maia Adamina‐Guzman in the Department of English, Richard Drum, PhD, in the Department of Educational Leadership and Policy Studies, and Red Madden in the Department of Communication, all provided a stellar group of interns to assist with this project over the years. Those student interns, who provided input and support on this project, reminded us daily of the reason why we hit the ground running at universities around the globe.

One of the most important benefits that students, scholars, industries, and even those who are just curious about the study of workplace learning will take from this work is learning the importance of work and family life balance. That said, we also thank our families and our spouses, Tia Palsole and Muhsin Kenon, without whose support we would not have been able to carry out our work on this project.

Vanessa Hammler KenonSunay Vasant Palsole