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Learning and Development Practice in the Workplace 4th Revised edition [Pehme köide]

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  • Formaat: Paperback / softback, 352 pages, kõrgus x laius x paksus: 246x188x20 mm, kaal: 675 g
  • Ilmumisaeg: 03-Nov-2019
  • Kirjastus: Kogan Page Ltd
  • ISBN-10: 0749498412
  • ISBN-13: 9780749498412
Teised raamatud teemal:
Learning and Development Practice in the Workplace 4th Revised editionSuurem pilt
  • Formaat: Paperback / softback, 352 pages, kõrgus x laius x paksus: 246x188x20 mm, kaal: 675 g
  • Ilmumisaeg: 03-Nov-2019
  • Kirjastus: Kogan Page Ltd
  • ISBN-10: 0749498412
  • ISBN-13: 9780749498412
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780749498412.html
Märksõnad:
Understand the key theories, models and practice of learning and development in the workplace with this introductory guide.

Learning and Development Practice in the Workplace is the ideal textbook for anyone studying CIPD L&D qualifications and apprenticeships at Level 3 or Level 5, as well as for practitioners new to an L&D role. It covers what is required of an L&D professional and how to meet and exceed these expectations, how to align L&D activity with organisational strategy and, crucially, how to identify learning needs and design effective L&D practice.

This new edition of Learning and Development Practice in the Workplace has been fully updated, reflecting the new CIPD Profession Map, and now has dedicated chapters on the different approaches to learning delivery, including face-to-face training and facilitation, technology-based learning, coaching, mentoring and social and collaborative learning. There is also expert guidance on learner engagement including insights from neuroscience and psychology, as well as advice on evaluating the impact of L&D. With case studies, activities and examples throughout, this new edition is an indispensable guide for students and new practitioners alike. Online supporting resources include lecture slides, annotated web links and self-test questions.

List of figures and tables
ix
Acknowledgements xiii
How to use this book 1(4)
01 The L&D professional
5(32)
Introduction
5(1)
The L&D profession
6(1)
Understanding what is required of us
7(6)
Knowing our own requirements
13(2)
Fulfilling (and exceeding) requirements
15(6)
Continuing professional development (CPD)
21(3)
Selecting self-development activities
24(5)
Recording CPD
29(4)
What next?
33(1)
References
34(3)
02 The organisational context
37(32)
Introduction
37(1)
L&D, learners and the organisation
38(2)
Understanding organisations
40(1)
Why are organisations established?
41(2)
Different types of organisation
43(6)
Using analysis models
49(5)
L&D's position within the organisation
54(4)
The L&D contribution
58(8)
What next?
66(1)
References
66(3)
03 Identifying learning and development needs
69(28)
Introduction
69(1)
Learning needs
70(2)
Not learning needs
72(2)
Key causes of learning needs
74(1)
Why and when to identify learning needs
75(2)
Learning needs analysis
77(2)
Collecting and analysing learning needs information
79(12)
Determining priorities
91(1)
Presenting a recommendation for learning
91(3)
What next?
94(1)
References
95(2)
04 Designing learning and development activities
97(38)
Introduction
97(1)
Designing L&D
98(1)
Clarifying requirements and factors which affect design
99(3)
Aims, objectives and learning outcomes
102(5)
Determining and sequencing learning content
107(3)
Selecting training and learning methods
110(13)
Methods for monitoring, assessing and evaluating learning
123(1)
Selecting and developing learning resources
124(4)
Specifying the L&D session
128(4)
What next?
132(1)
References
133(2)
05 Delivery: Face-to-face training and facilitation
135(36)
Introduction
135(1)
Delivery of L&D activities
136(2)
Preparing for learning and development activities
138(3)
Establishing the physical environment for learning
141(4)
Opening learning sessions
145(4)
Different L&D delivery styles
149(2)
Delivery methods and techniques
151(6)
Working with visual aids and resources
157(1)
Facilitating learning in a group
157(8)
Bringing learning sessions to a close
165(2)
A final note about you
167(2)
What next?
169(1)
References
169(2)
06 Delivery: Using technology
171(30)
Introduction
171(1)
The technological context
171(1)
Technology and learning
172(12)
The timeline of technology in L&D
184(1)
Delivering live online learning sessions
184(8)
Creating digital learning content
192(4)
Summary
196(3)
What next?
199(1)
References
199(2)
07 Delivery: Coaching and mentoring
201(28)
Introduction
201(1)
Coaching
202(4)
Similar but different
206(3)
The coaching process
209(2)
Mentoring
211(5)
The mentoring process
216(2)
The potential benefits of coaching and mentoring
218(2)
Coaching and mentoring practice - models
220(2)
Coaching and mentoring practice - communication techniques
222(2)
Recording coaching and mentoring activity
224(3)
What next?
227(1)
References
227(2)
08 Delivery: Social and collaborative learning
229(32)
Introduction
229(1)
What is social and collaborative learning?
230(4)
Social media apps and platforms
234(6)
Selecting social media
240(6)
Social and collaborative learning within an online programme
246(5)
Curation
251(5)
Social and collaborative learning across this book
256(3)
What next?
259(1)
References
260(1)
09 Engaging learners
261(32)
Introduction
261(1)
Learner engagement
262(3)
Factors affecting learner engagement
265(4)
Psychology and learning
269(7)
Neuroscience and learning
276(9)
Strategies for enhancing engagement
285(5)
What next?
290(1)
References
290(3)
10 Evaluating impact
293(34)
Introduction
293(1)
Why evaluate?
294(2)
Defining evaluation
296(3)
Evaluation theory and thinking
299(2)
Evaluation - process and practice
301(1)
Identifying what is to be evaluated (scope)
302(1)
Clarifying the purpose(s) of evaluation
302(4)
Identifying information for evaluation
306(2)
Selecting evaluation methods
308(3)
Some creative approaches to evaluation
311(2)
Timing of evaluation
313(1)
Designing evaluation tools
314(3)
Collecting evaluation information
317(3)
Analysing information
320(1)
Presenting findings and making recommendations
321(3)
What next?
324(1)
References
324(3)
Index 327
Kathy Beevers, Chartered FCIPD, is a qualified trainer, coach and author. She runs a learning and qualifications consultancy, Lightbulb Learning Ltd, and is also the Chief External Quality Advisor (CEQA) for CIPD.



Andrew Rea, Affiliate MCIPD, is a trainer, coach and facilitator with a background in management. He works with a range of organisations, creating and facilitating L&D initiatives, and has contributed to several L&D textbooks.

David Hayden, Chartered FCIPD, is the L&D Digital Learning Portfolio Manager at the Chartered Institute of Personnel and Development (CIPD). He has been working with CIPD qualifications since 2007.