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1. |
Record Nr. |
UNINA9910809947303321 |
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Autore |
Wilkinson Angela |
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Titolo |
The essence of scenarios : learning from the Shell experience / / Angela Wilkinson and Roland Kupers [[electronic resource]] |
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Pubbl/distr/stampa |
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Amsterdam : , : Amsterdam University Press, , 2014 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (168 pages) : digital, PDF file(s) |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Title from publisher's bibliographic system (viewed on 22 Feb 2021). |
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Nota di contenuto |
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Front matter -- Table of Contents -- Acknowledgements -- Preface / Ho, Peter -- Introduction: The "Gentle Art" -- Sources -- I. A Unique Legacy -- II. Shell Scenarios - A History, 1965-2013 -- III. The Essence of the Shell Art -- IV. Looking Ahead -- V. Conclusion -- Epilogue: Scenario Team Leaders -- Afterword -- Appendix A - Timeline -- Appendix B - Summary of Scenarios -- Index |
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Sommario/riassunto |
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In 1965, Royal Dutch Shell started experimenting with a new approach to preparing for the future. This approach, called scenario planning, eschewed forecasting in favor of plausible alternative stories. By using stories, or 'scenarios,' Shell aimed to avoid the false assumption that the future would look much like the present - an assumption that marred most corporate planning at the time. The Essence of Scenarios offers unmatched insight into the company's innovative practice, which still has a huge influence on the way businesses, governments, and other organizations think about and plan for the future. In the course of their research, Angela Wilkinson and Roland Kupers interviewed almost every living veteran of the Shell scenario planning operation, along with many top Shell executives from later periods. Drawing on these interviews, the authors identify several principles that characterize the Shell process and explain how it has survived and thrived for so long. They also enumerate the qualities of successful Shell scenarios, which above all must be plausible stories with logical trajectories. Ultimately, Wilkinson and Kupers demonstrate the value of scenario planning as a sustained practice, rather than as a one-off |
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2. |
Record Nr. |
UNINA9910966227003321 |
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Autore |
Pomerantz Michael |
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Titolo |
Listening to able underachievers : creating opportunities for change / / Michael Pomerantz and Kathryn Anne Pomerantz |
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Pubbl/distr/stampa |
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Abingdon, Oxon [England] ; ; New York, : David Fulton Publishers, 2002 |
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Oxon [England] : , : David Fulton, , 2002 |
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ISBN |
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1-136-63699-4 |
0-203-06585-9 |
1-283-96961-0 |
1-136-63692-7 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (145 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Underachievers |
Motivation in education |
Slow learning children - Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Title Page; Copyright Page; Table of Contents; Preface; Acknowledgements; 1. Introduction to the study of Able Underachievers; 2. Teachers communicating with Able Underachievers; 3. Developing relationships with peers, siblings and parents; 4. Thinking and learning with Able Underachievers; 5. Responding to personal and emotional needs; 6. Creating opportunities for change; Appendix 1: Staged criteria for the selection of Able Underachievers; Appendix 2: Transcripts and the use of a grounded theory approach by means of ATLAS.ti; References; Index |
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Sommario/riassunto |
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This book provides a new contribution to raising attainment in secondary schools, with specific reference to able underachievers who are currently achieving C grades or less when they could be getting As. Standards are depressed each time a single able underachiever demonstrates a competence that is below his or her real potential. It |
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lowers morale in that the progress of the whole school is reduced proportionately in line with the able pupils who aren't achieving their real potential, and resources are wasted every time these pupils start misbehaving or creating problems in school. |
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