The right servicing model is a practical framework that aims to assist not-for-profit organizations that serve a social objective to achieve a level of service that is ‘just right’ for the ‘right’ individual, one that is neither ‘over-servicing’ the majority nor ‘under-servicing’ the minority. It offers an alternative framework to the traditional uniform, first-come-first served, appointment-based approach to social service delivery. It takes into account the complexity of heterogeneous public-private-people relationships in social service delivery, and permits continuous assessment for evolving organization-specific objectives, resource availability and client needs. Through enhanced responsiveness to citizen preferences and resource availability in service delivery, the model can contribute towards better resource allocation which is especially relevant in the light of rising costs of service provision and higher consumer expectations.
This report provides an account of the development of a set of assessment heuristics. The aim of the assessment heuristics is to aid curriculum developers and instructors in their thinking and assumptions about assessment in the contexts of work, and work-based and/or work-place learning.
The assessment heuristics may also be used to create dialogues among stakeholders about the writing of (assessment) standards, accreditation processes, and curriculum and assessment design. Included in this report are findings of one workshop and two focus group discussions (FGDs) where participants tested and validated the assessment heuristics. These activities generated insights into assessment of, for and as learning, and highlighted opportunities for intervention and change in key areas of assessment as well as provisions for further improvement of the assessment heuristics.
From 'War for Talent' to 'Wealth of Talent'
Is it time to call a ceasefire on the 'War for Talent'? Our research team took to find out through our study, 'Talent Management in Dynamic Times'.
While a majority of organisations are locked in permanent competition to secure the most eligible candidates from a limited pool of elite talent, some companies are shying away from this 'War for Talent' in favour of a more inclusive 'Wealth of Talent' approach to workplace development.
Under this model, all employees are considered valuable contributors, and given significant space to demonstrate their talent and capabilities. Read the full research note here
In contemporary societies undergoing rapid changes, educational practices cannot focus solely on reproducing what is already known; they must also develop future oriented capabilities, to prepare people for a future that is largely for work and citizenship. What are these future oriented capabilities and do employees in Singapore found to be ‘book smart’ but lacking in soft skills) have them? If not, how can we as Adult Educators help them develop such capabilities? This article will offer some approaches and specific examples of applied pedagogies (i.e. problem based learning, teaching for understanding and project based learning) to help develop learners’ future oriented capabilities.Download PDF