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9 results on '"Kirk, James J."'

1. From Traditional to Virtual Mentoring.

Author

Kirk, James J. and Olinger, Jennifer

Abstract

The tradition of a mentoring relationship is embedded in a personal/business relationship between a wise teacher and someone who needs to learn a trade. Learning sessions have occurred over the years in many types of settings, including one-on-one mentoring, conferences, meetings, telephone, and fax. As society looks to technology as a vital resource in everyday life, virtual mentoring has emerged. Traditional mentoring is face-to-face communication and synchronous; time and location of mentoring can be an issue; it is all personal touch and communication, can be expensive, and is not recorded so it can be confidential. Virtual mentoring is communication via computer and asynchronous; time and location are not issues; there is no personal touch or communication, can be inexpensive, and is recorded so it cannot be confidential. Well-established virtual mentoring programs for adults can offer a starting point for individuals and organizations seeking virtual mentoring opportunities and information. Examples are HighTech Women; Ask the Employer.com; Nursing Net; Intel Corporation; Piver and Associates Civil Engineering Firm; CanadaInfoNet; Mentors in American Philanthropy; MentorNet; General Electric; Smart Mentoring Group; MIT; C.E.O. Mentor; Lincoln Financial Group; The Virtual Volunteering Project; and WEPAN. (Contains 33 references) (YLB)

Published
2003

2. Pounding the Payment. [A Job-Search Gaming-Simulation].

Author

Aiken, Rebecca, Lutrick, Angie, and Kirk, James J.

Abstract

This manual is a gaming simulation that career development professionals can use to promote awareness of and sensitivity to the job search experience encountered by their clientele. Goals of the simulation are to approximate a real life job search experience from different perspectives, while at the same time making it fun and interactive. Players participate in a complete job search consisting of the following areas: research, search, preparation, interview, and negotiation. The manual contains all the directions and materials needed to facilitate the simulation. Contents include the purpose of the game; learning objectives; audience; context for which the game is suited; facilitators' qualifications and duties; number of players; playing time; resources needed to play the game; directions; description of materials provided (role cards, name tags, tests for Station #1, online simulation of job search, classified section of newspaper, word of mouth cards, examples of application materials, interview personalities, interview questions, job proposals, and W-2 form); and debriefing ideas and questions. Descriptions of each of the six stations, including an objective, follow. Titles are Know Thyself; Seek and Ye Shall Find (a Job); Organization Station; Dress for Success; Interview U; and Negotiating Station. An appendix contains game materials. (YLB)

Published
2001

3. Workplace Counseling Tools.

Author

Kirk, James J., Woody, Connie, Burns, Naomi, Howard, Sherrie, and Rice, Misty

Abstract

This publication describes counseling approaches supervisors and human resource professionals can use to help marginal employees become better adjusted and more productive in the workplace. Three case studies are also provided for training purposes. The counseling tools are as follows: (1) Adlerian counseling, involving the belief that humans' interest in the social aspects of life is a prime motivator for many behaviors; (2) behavioral and cognitive-behavioral approaches, which hold that all behaviors are learned, faulty thinking leads to inappropriate behavior, and old behaviors can be replaced by learning new behaviors; (3) existential counseling, focusing on the meaning of life and humans' responsibility and freedom of choice for deciding their fate; (4) gestalt therapy, focusing on the importance of being whole and understanding how earlier events affect current problems and stresses; (5) person-centered counseling, which holds that all humans are basically good and trustworthy and tend toward growth, awareness, and trust in self; (6) rational-emotive therapy, holding that humans are both rational and irrational and cause problems for themselves by what they think; (7) reality therapy, focusing on getting clients to realize what they are doing now and deciding whether it is working; and (8) transactional analysis, which holds that the decision to change and responsibility to change are the client's. Discussion questions follow each case study. (YLB)

Published
2001

4. Just-in-Time Web Searches for Trainers & Adult Educators.

Author

Kirk, James J.

Abstract

Trainers and adult educators often need to quickly locate quality information on the World Wide Web (WWW) and need assistance in searching for such information. A "search engine" is an application used to query existing information on the WWW. The three types of search engines are computer-generated indexes, directories, and meta search engines. Computer-generated indexes (or web-crawlers or spiders) seek sites that contain words that match search terms. Directories are lists of selected sites organized according to topic. A meta search engine searches other search engines. Two sites that provide up-to-date comprehensive information on search engines are Search Engine Showdown and Search Engine Watch. One tool in the WWW that can quickly help in narrowing the long list of potential search engines is Noodle Quest. Based on the results of research conducted by the author on five searches, HotBot and Google appear to be fairly good search tools to use when in a hurry to find a few relevant sites related to a given training topic. However, other large search engines such as Fast, iWon, and AltaVista, are not included in the experiment. Furthermore, new and more powerful search engines continue to be developed (Virtual Search Engines). (YLB)

Published
2000

5. On-line Career Services: A Brief Update.

Author

Kirk, James J. and Murrin, Jennifer

Abstract

Numerous web sites on the Internet are dedicated to academic and career planning, market information, market trends, and job banks. A majority of the human resource management services offered on the Internet deal with the area of recruiting. The job placement activities emphasize searching vast databases of job openings and submitting resumes. The World Wide Web also provides a variety of information sources helpful to individuals striving to manage their careers in a rapidly changing work environment. Newsgroups function as electronic bulletin boards that offer a convenient way to gather career information and make professional contacts. Online help is also available in these areas: salary negotiating, preparing for interviews, and interviewing online. Within the past 2 years, career development services on the Web have undergone a virtual metamorphosis. Information about colleges and universities comprises a large content area on the Internet. Telementoring is becoming popular as a way for students to seek career advice and counseling. Career planning services continue to proliferate on the Web. Some web sites are beginning to expand their resources to include private counseling, but there is still very little attention given to testing and self-assessment related to career planning. (Appendixes include six tables related to various types of web sites with their addresses. Contains 26 references.) (YLB)

Published
1999

6. Internet-Based Instruction: An Annotated Bibliography.

Author

Kirk, James J.

Abstract

This article is an annotated bibliography listing and describing 79 publications pertaining to Internet-based instruction. Articles focus on topics such as the following: new technologies for educators and trainers, distance teaching strategies, intranets, virtual classrooms, online college degrees, and electronic performance systems. Collectively, the articles provide an introduction to the subject of online instruction and learning and offer advice to readers learning about training via the Internet. (Author/KC)

Published
1998

7. Games: Why & How Trainers Play Them.

Author

Kirk, James J.

Abstract

Trainers in 82 organizations completed a questionnaire that explored the use of training games for instructional and group process purposes. Respondents reported that they had little formal education on the use of games for which they spend an average of 18 percent of their training time. Trainers tended to use games for a variety of instructional and group process purposes. Many games were self-made and were used in several ways: to reinforce previously covered information, teach new concepts, and introduce new ideas. For the most part, trainers felt that competitive games were more motivating to participants than noncompetitive games. Common problems associated with the use of games included finding games that were relevant to one's training objectives, a reluctance on the part of some learners to play games, and the large amount of time it takes to play games. The results of the study indicate a need to offer college courses on the theory and use of instructional games, a need to research their effectiveness as an adult learning strategy, and the opportunity for adult educators to develop instructional games specifically designed for adult learners. (Author/YLB)

Published
1994

8. Training Games for Career Development.

Author

Kirk, James J., Kirk, Lynne D., Kirk, James J., and Kirk, Lynne D.

Abstract

This book is designed to be used as a supplemental instructional resource by teachers of courses and training workshops on a variety of career-related matters. Along with almost 60 games, the book contains background information on numerous career subjects and a six-step game selection model to help users locate the game best suited to achieve their instructional objectives. The games deal with a wide range of career topics: career motivation/resilience, development, dynamics, climate, promotion, and management. They can also be deployed to teach and reinforce career-related concepts. Each game is coded according to both its career topic and its instructional role, making game selection especially easy for the trainer with particular goals to accomplish. Each game includes specific instructions, as well as before, during, and after facilitation guidelines. Two appendixes provide answers to games and a gaming catalog containing certificates and props for games. (KC)

Published
1995

9. Teachers Who Come Back as Trainers: Are They Any Happier in Their Lives?

Author

Kirk, James J.

Abstract

There is strong evidence to suggest that adult education teachers who become trainers are happy in their second career. However, individuals considering a career move into human resource development need to be aware of the fundamental difference between the two fields. (JOW)

Published
1989

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