The Global Executive Training and Development Association (GETDA) is a non-profit entity established with the express intent of supporting students, researchers, and executives in their global business endeavours. GETDA achieves this end by providing training, workshops, familiarization tours, and resources on-ground and online.
GETDA has nearly 50 years of experience in education, training, seminars and more. Those we support are students from all over the world, Executives of all venues and industries from small to Multi National Corporations (MNCs), Non-Governmental Organizations (NGOs), Trade organizations, Government Agencies, Academic Institutions, and globally-inclined individuals.
GETDA regularly organizes specialized tours to various locations around the world for attendees to not only feel, taste, touch, see the world around them, but to also garner knowledge about doing business in specific regions of the world. Towards 2015 GETDA is organizing tours to the Middle East, the United Kingdom, and South East Asia. Please review our section on Familiarization Tours to learn more.
GETDA is expressly intent upon supporting all globally-inclined executives and adult in-work professionals who are preparing to embellish their graduate-level academic qualifications with Masters level or PhD, D.B.A, or other academic endeavour. This Masterclass is designed to provide an overview of research designs and methodological approaches commonly encountered in graduate level research. For more information please review the Masterclass details.
The Global Executive Training and Development Association (GETDA) is proud to offer a collection of articles written by esteemed colleagues, speakers, academics and business professionals. These articles are written expressly for GETDA, are globally inclined, intended to proffer current, on-going, newsworthy issues that have arisen in each author’s industry and specialization.
“The longer a person is out of formal education, the weaker the direct relationship between his or her formal education and proficiency…” The OECD (2013) continues in stating, “People may have acquired new skills since they completed their formal education or lost some skills that they did not use. Indeed, the longer a person is out of formal education, the weaker the direct relationship between his or her formal education and proficiency, and the greater the role of other factors that may affect proficiency, such as the work or social environment.” (p. 15).
Gardner (2006) of Five Minds for the Future notes, “Turning to the workplace, we have become far more aware of the necessity of continuing education… Nonetheless, much of corporate education is narrowly focused on skills… We acknowledge the importance of science and technology but do not teach scientific ways of thinking, let alone how to develop individuals…” (p. 17).