Juan Bosco Obrero brinda oportunidades educativas y laborales a jóvenes en riesgo a través de una formación humana, técnica y empresarial para que puedan tener un futuro estable. La institución busca promover el desarrollo integral de los estudiantes y formar ciudadanos comprometidos con el pensamiento científico para obtener trabajos dignos.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
Ciclo de Conferencias: "La Formación Profesional en España ante la estrategia Europa 2020". En colaboración con la Fundación Europea Sociedad y Educación.
Ángel Gabilondo
Ministro de Educación del Gobierno de España.
Madrid, 21 de marzo de 2011
Muchos son los motivos por los que un peluquero decide repartir su tiempo entre el salón y las aulas y destinar parte de sus recursos a la enseñanza. La del peluquero-formador es una figura valorada y demandada por alumnos, centros de enseñanza y departamentos técnicos de las empresas pero, ¿qué supone desarrollar esta doble faceta de la profesión? Manuel Collado, Óscar Guinea, Jesús Gutiérrez, Fran Barrera lo cuentan.
Artículo publicado en 1999 en Mundo Ejecutivo que hoy sigue siendo vigente. Trata de lo productivos que son los equipos donde trabajan personas con diferentes niveles de experiencia
10 Myths About Education From Around The WorldEdcamp Santiago
10 Myths About Education From Around The World is an idea of Gabriel & Mary Mustakis Foundation, Teach for All and Enseña Chile experience.
United by the common challenge of working for effective learning inside and outside the classroom, we set out a record of experiences that identify the most common myths about education in the world.
10 Myths About Education From Around The World is a way to approach a global and open dialogue to break paradigms over students and their teachers. Is the first and most important step we can take to make progress in the way of effective learning. http://www.10mitos.org/mito/info/
In 1990, Teach For America enlisted its first group of 500 talented young leaders in addressing the problem of educational inequity by committing two years to teach in the United States' highest-need schools. Now in its 20th year, Teach For America, led by founder Wendy Kopp who initially proposed the organization's creation in her undergraduate senior thesis, places more than 7,000 teachers in 35 urban and rural regions, with a growing body of research demonstrating that these teachers are more effective in advancing student achievement than traditionally trained teachers. Moreover, 17,000 Teach For America alumni are already leading school systems, running many of a new generation of high-performing schools in low-income communities, winning prestigious teaching awards, pioneering education reforms from outside the system, advising political leaders on education policy, and marshalling the resources of other sectors toward the movement to end educational inequity.
In 2001, London First and Business in the Community, two British business membership organizations dedicated to community involvement, engaged the consulting firm McKinsey & Company to ascertain how businesses could help improve pupil performance in London. Recognizing that teacher quality was one of the strongest predictors of pupil performance, Brett Wigdortz, a member of the McKinsey team, recommended a program targeted at top graduates, using the support of education and business leaders to bring additional excellent teachers into challenging schools for two years. The result was Teach First. Launched in 2002 as a registered charity, Teach First aims to address educational disadvantage in the U.K. by transforming exceptional graduates into effective, inspirational teachers and leaders in all fields. Under the leadership of CEO Brett Wigdortz, who left McKinsey to found the organization, Teach First has placed nearly 2,000 graduates to teach in challenging secondary schools, working in five regions across England. Teach First Ambassadors (alumni of Teach First's two year Leadership Development programme) are already assuming significant leadership roles in addressing educational inequity.
In 2006 alone, social entrepreneurs from more than a dozen countries sought support from Teach For America or Teach First to create similar organizations...
Ciclo de Conferencias: "La Formación Profesional en España ante la estrategia Europa 2020". En colaboración con la Fundación Europea Sociedad y Educación.
Ángel Gabilondo
Ministro de Educación del Gobierno de España.
Madrid, 21 de marzo de 2011
Muchos son los motivos por los que un peluquero decide repartir su tiempo entre el salón y las aulas y destinar parte de sus recursos a la enseñanza. La del peluquero-formador es una figura valorada y demandada por alumnos, centros de enseñanza y departamentos técnicos de las empresas pero, ¿qué supone desarrollar esta doble faceta de la profesión? Manuel Collado, Óscar Guinea, Jesús Gutiérrez, Fran Barrera lo cuentan.
Artículo publicado en 1999 en Mundo Ejecutivo que hoy sigue siendo vigente. Trata de lo productivos que son los equipos donde trabajan personas con diferentes niveles de experiencia
10 Myths About Education From Around The WorldEdcamp Santiago
10 Myths About Education From Around The World is an idea of Gabriel & Mary Mustakis Foundation, Teach for All and Enseña Chile experience.
United by the common challenge of working for effective learning inside and outside the classroom, we set out a record of experiences that identify the most common myths about education in the world.
10 Myths About Education From Around The World is a way to approach a global and open dialogue to break paradigms over students and their teachers. Is the first and most important step we can take to make progress in the way of effective learning. http://www.10mitos.org/mito/info/
In 1990, Teach For America enlisted its first group of 500 talented young leaders in addressing the problem of educational inequity by committing two years to teach in the United States' highest-need schools. Now in its 20th year, Teach For America, led by founder Wendy Kopp who initially proposed the organization's creation in her undergraduate senior thesis, places more than 7,000 teachers in 35 urban and rural regions, with a growing body of research demonstrating that these teachers are more effective in advancing student achievement than traditionally trained teachers. Moreover, 17,000 Teach For America alumni are already leading school systems, running many of a new generation of high-performing schools in low-income communities, winning prestigious teaching awards, pioneering education reforms from outside the system, advising political leaders on education policy, and marshalling the resources of other sectors toward the movement to end educational inequity.
In 2001, London First and Business in the Community, two British business membership organizations dedicated to community involvement, engaged the consulting firm McKinsey & Company to ascertain how businesses could help improve pupil performance in London. Recognizing that teacher quality was one of the strongest predictors of pupil performance, Brett Wigdortz, a member of the McKinsey team, recommended a program targeted at top graduates, using the support of education and business leaders to bring additional excellent teachers into challenging schools for two years. The result was Teach First. Launched in 2002 as a registered charity, Teach First aims to address educational disadvantage in the U.K. by transforming exceptional graduates into effective, inspirational teachers and leaders in all fields. Under the leadership of CEO Brett Wigdortz, who left McKinsey to found the organization, Teach First has placed nearly 2,000 graduates to teach in challenging secondary schools, working in five regions across England. Teach First Ambassadors (alumni of Teach First's two year Leadership Development programme) are already assuming significant leadership roles in addressing educational inequity.
In 2006 alone, social entrepreneurs from more than a dozen countries sought support from Teach For America or Teach First to create similar organizations...
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