MARC details
| 000 -LEADER |
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| fixed length control field |
06718nam a2200373 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
140123s2014 enka b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| ISBN |
9780749472221 (pbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| ISBN |
0749472227 (pbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| Cancelled/invalid ISBN |
9780749472238 (ebk) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 060 ## - NATIONAL LIBRARY OF MEDICINE CALL NUMBER |
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| Classification number |
HF 235. |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal author |
Weber, E |
| 245 10 - TITLE STATEMENT |
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| Title |
Turning learning into action : |
| Subtitle |
a proven methodology for effective transfer of learning / |
| Statement of responsibility, etc |
Emma Weber. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
London : |
| Name of producer, publisher, distributor, manufacturer |
KoganPage, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2014. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Physical description |
xi, 249 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references (page 244) and index. |
| 505 8# - CONTENTS |
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| Contents |
Machine generated contents note: AcknowledgementsIntroductionPart One -- The Learning Transfer Challenge01 The evolution of training -- Before the training -- During the training -- After the training -- Instructional design checklist -- 70/20/10 is not the answer either -- The missing link -- Summary of key points02 Learning's missing link - why it has been missing for so long -- No ownership -- Wrong objectives -- Obsession with content -- Obsession with evaluation -- Focus on learning not on change -- Summary of key points03 Learning's missing link - the solutions so far -- 'Our managers conduct training follow-up' -- 'We facilitate training follow-up discussion groups' -- 'We run half-day training refresher/follow-up sessions' -- 'We have executive coaching' -- 'We use action learning' -- 'We use blended learning solutions' -- 'We create a social media community -- 'Participants must present their learning back to their workgroup' -- 'We ensure everyone is properly prepared for the learning' -- The dangers of a faulty premise -- Time for the real solution -- Summary of key pointsPart Two -- The Learning Transfer Solution04 Turning learning into Action -- TLA as a lever for change -- The power of reflection -- Knowles and TLA -- Coaching versus enhanced coaching -- The learning transfer road map -- Summary of key points05 Preparation - setting expectations -- Setting the scene for learning transfer -- Summary of key points06 Preparation - creating the TLA plan -- Summary of key points07 Action - the ACTION Conversation model and how to use it -- Structure - start -- Flexibility - middle -- Structure - end -- Summary of key points08 Action - the 'must have' skills for successful TLA delivery -- Asking power questions -- Being listening -- Using intuition effectively -- Summary of key points09 Action - helping others to 'get in the gap' -- Solution 1: OARBED -- Solution 2: off the fence -- Solution 3: the management consultant process -- Summary of key points10 Action - managing the TLA conversations -- 'Yes, I've done it and I'm excited to share what happened' -- 'No, I didn't do it (vague no) but it wasn't my fault' -- 'Yes, I did it but the dog ate it!' -- Summary of key points11 Evaluation - how to measure and report success -- Impact Dashboard -- Summary of key pointsPart Three -- Making Learning Transfer Happen and the Benefits by Stakeholder12 How to successfully roll out TLA -- Who rolls out TLA -- When TLA needs to support training -- How to roll out TLA effectively -- Summary of key points13 The benefits of TLA by stakeholder -- CEO -- L&D professionals -- Commissioning head -- Participant -- Manager of participant -- Trainer or facilitator of the training -- TLA specialist -- Summary of key pointsConclusionAppendix 1: Turning Learning into Action learning agreement -- Appendix 2: Sample TLA plan -- Appendix 3: Sample conversation to illustrate the flexible TION part of the ACTION modelReferences. |
| 520 ## - ABSTRACT |
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| Abstract |
" Using conventional approaches to training, an average of just 10-20% of learning makes it back into the workplace and contributes to better business outcomes. With the increased emphasis on efficiency and cost-effectiveness, the pressure is on trainers to make learning truly valuable. Successful learning is not just about good content and well-executed programs but about finding ways to facilitate genuine behavioral change and accountability in the workplace. Using her own TLA methodology, L&D expert Emma Weber takes learning a step further. TLA focuses on consistent, systematic follow-up after the training event to facilitate significant behavioral change. The three-step process breaks down who should be conducting the follow up and when, what questions should be asked and what to do when trainees get off track. Turning Learning into Action enables trainers and L&D professionals to communicate what is required to get results from training and where the responsibility lies, understand the common pitfalls in the learning transfer process and how to overcome them, know exactly what they have to do in order to transform learning effectiveness through a cost-effective, practical solution and assess future training to establish which training requires learning transfer and which does not. With practical tools, steps and advice, this book looks at why the transfer of learning has been missing for so long, evaluates current solutions, exposes their weaknesses and offers a new solution in their place"-- |
| 520 ## - ABSTRACT |
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| Abstract |
"Learning transfer is the missing link in training. Using conventional approaches to training, an average of just 10-20% of learning makes it back into the workplace and contributes to better business outcomes. With the current increased emphasis on efficiency and cost-effectiveness, such a dismal record is no longer acceptable. To improve these statistics and to make training truly valuable we must recognise that successful learning is not just about good content and well executed programmes but about finding ways to facilitate genuine behavioural change and accountability back in the workplace. This book provides the necessary tools to enable trainers, buyers of training and L&D professionals to do just this. It presents the new, proven TLA methodology, which acknowledges the important role of ADDIE in the instructional design process but takes learning a step further. TLA focuses on the fact that to generate significant behavioural change, consistent, systematic follow-up after the training event is critical"-- |
| 650 #0 - SUBJECT HEADINGS |
|---|
| Subject term |
Organizational learning. |
| 9 (RLIN) |
13368 |
| 650 #0 - SUBJECT HEADINGS |
|---|
| Subject term |
Training |
| 650 #0 - SUBJECT HEADINGS |
|---|
| Subject term |
Learning |
| 650 #0 - SUBJECT HEADINGS |
|---|
| Subject term |
Workplace |
| 9 (RLIN) |
13704 |
| 650 #0 - SUBJECT HEADINGS |
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| Subject term |
Personnel management. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Suppress in OPAC |
Do not Suppress in OPAC |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Source |
rdacarrier |
| 520 ## - ABSTRACT |
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| Assigning source |
Provided by publisher. |
| 520 ## - ABSTRACT |
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| Assigning source |
Provided by publisher. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |