The Action Learning Guidebook
A Real–Time Strategy for Problem Solving, Training Design, and Employee DevelopmentPaperback Engels 1999 9780787945916
Make training more REAL than ever before!
You′ve got groups, facilitated by managers or team members, conducting project planning and problem solving. You′ve got relatively few formal trainers and instructors. In this modern, team–based environment, how can you ensure that groups develop the skills and knowledge they require?
You want training solutions that are problem–oriented, goal–based, and work–related? You need The Action Learning Guidebook. With action learning, no one ever loses sight of the job. The responsibility for learning falls upon the shoulders of the learners, who feel more invested––and interested––in the development process than ever before.Your groups and teams will use this powerful resource to:
∗ Create their own learning experiences
∗ Plan projects and implement solutions
∗ Discover new problem–solving techniques . . . and much more!
"Two reasons to buy this book, read it from cover to cover, and apply the concepts immediately: (1) Rothwell is one of the best authors in the performance–improvement business; and (2) action learning is one of the most powerful performance–improvement strategies."––Sivasailam "Thiagi" Thiagarajan, president, Workshops by Thiagi; editor, Thiagi GameLetter
"The Action Learning Guidebook is clearly written and the content is excellent. The chapter on partnering with clients to determine real training needs is a gem!"––Dale M. Brethower, professor of psychology, Western Michigan University; president, International Society for Performance Improvement (ISPI)
Rothwell, a legAnd in instructional design, gives your employees the tips and techniques they need to conduct reality–based action learning sessions. Teach groups to teach themselves!
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Part One: Introducing Action Learning
One: What is Action Learning?
Two: Why Use Action Learning?
Part Two: Facilitating Action Learning
Three: How Can Situtations Appropriate for Action Learning Be Recognized?
Four: How Should the Members of an Action Team Be Recruited, Selected , and Oriented?
Five: What is the Team Facilitator′s Role in Action Learning?
Six: How Can Action Learning Be Applied to Solving Problems and Developing People?
Seven: How Can Action Learning Be Applied to Training Design?
Part Three: Pointing Toward the Future
Eight: How Should Action Learning Be Evaluated?
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