Turning learning into action: a proven methodology for effective transfer of learning
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
Kogan Page
2014
|
| Ausgabe: | First published |
| Schlagworte: | |
| Online-Zugang: | TUM01 Volltext |
| Beschreibung: | 1 Online-Ressource (xii, 249 Seiten) |
| ISBN: | 0749472235 9780749472238 |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV042740938 | ||
| 003 | DE-604 | ||
| 005 | 20180108 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 150806s2014 |||| o||u| ||||||eng d | ||
| 020 | |a 0749472235 |c Online |9 0-7494-7223-5 | ||
| 020 | |a 9780749472238 |c Online |9 978-0-7494-7223-8 | ||
| 035 | |a (ZDB-4-NLEBK)705995 | ||
| 035 | |a (OCoLC)870994626 | ||
| 035 | |a (DE-599)BVBBV042740938 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-91 | ||
| 082 | 0 | |a 658.3/124 |2 23 | |
| 100 | 1 | |a Weber, Emma |e Verfasser |0 (DE-588)1047970139 |4 aut | |
| 245 | 1 | 0 | |a Turning learning into action |b a proven methodology for effective transfer of learning |c Emma Weber |
| 250 | |a First published | ||
| 264 | 1 | |a London |b Kogan Page |c 2014 | |
| 300 | |a 1 Online-Ressource (xii, 249 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 505 | 8 | |a "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"-- | |
| 505 | 8 | |a "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"-- | |
| 505 | 8 | |a Machine generated contents note: Acknowledgements Introduction Part One -- The Learning Transfer Challenge 01 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 points 02 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 points 03 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' | |
| 505 | 8 | |a 'We ensure everyone is properly prepared for the learning' -- The dangers of a faulty premise -- Time for the real solution -- Summary of key points Part Two -- The Learning Transfer Solution 04 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 points 05 Preparation -- setting expectations -- Setting the scene for learning transfer -- Summary of key points 06 Preparation -- creating the TLA plan -- Summary of key points 07 Action -- the ACTION Conversation model and how to use it -- Structure -- start -- Flexibility -- middle -- Structure -- end -- Summary of key points 08 Action -- the 'must have' skills for successful TLA delivery -- Asking power questions -- Being listening -- Using intuition effectively -- Summary of key points 09 Action -- helping others to 'get in the gap' -- Solution 1: OARBED -- Solution 2: off the fence | |
| 505 | 8 | |a Solution 3: the management consultant process -- Summary of key points 10 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 points 11 Evaluation -- how to measure and report success -- Impact Dashboard -- Summary of key points Part Three -- Making Learning Transfer Happen and the Benefits by Stakeholder 12 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 points 13 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 points Conclusion Appendix 1: Turning Learning into Action learning agreement -- Appendix 2: Sample TLA plan | |
| 505 | 8 | |a Appendix 3: Sample conversation to illustrate the flexible TION part of the ACTION model References | |
| 505 | 8 | |a Includes bibliographical references | |
| 650 | 7 | |a BUSINESS & ECONOMICS / Training |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS / Human Resources & Personnel Management |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS / Management |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS / Development / General |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS / Industrial Management |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS / Management Science |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS / Organizational Behavior |2 bisacsh | |
| 650 | 7 | |a Employees / Training of |2 fast | |
| 650 | 7 | |a Organizational learning |2 fast | |
| 650 | 7 | |a Personnel management |2 fast | |
| 650 | 4 | |a Wirtschaft | |
| 650 | 4 | |a Organizational learning | |
| 650 | 4 | |a Employees |x Training of | |
| 650 | 4 | |a Personnel management | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druckausgabe |z 0-7494-7222-7 |
| 776 | 0 | 8 | |i Erscheint auch als |n Druckausgabe |z 978-0-7494-7222-1 |
| 856 | 4 | 0 | |u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=705995 |x Aggregator |3 Volltext |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-028171808 | ||
| 966 | e | |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=705995 |l TUM01 |p ZDB-4-NLEBK |q TUM_PDA_EBSCOBAE_gekauft |x Aggregator |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804174955137466368 |
|---|---|
| any_adam_object | |
| author | Weber, Emma |
| author_GND | (DE-588)1047970139 |
| author_facet | Weber, Emma |
| author_role | aut |
| author_sort | Weber, Emma |
| author_variant | e w ew |
| building | Verbundindex |
| bvnumber | BV042740938 |
| collection | ZDB-4-NLEBK |
| contents | "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"-- "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"-- Machine generated contents note: Acknowledgements Introduction Part One -- The Learning Transfer Challenge 01 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 points 02 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 points 03 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 points Part Two -- The Learning Transfer Solution 04 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 points 05 Preparation -- setting expectations -- Setting the scene for learning transfer -- Summary of key points 06 Preparation -- creating the TLA plan -- Summary of key points 07 Action -- the ACTION Conversation model and how to use it -- Structure -- start -- Flexibility -- middle -- Structure -- end -- Summary of key points 08 Action -- the 'must have' skills for successful TLA delivery -- Asking power questions -- Being listening -- Using intuition effectively -- Summary of key points 09 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 points 10 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 points 11 Evaluation -- how to measure and report success -- Impact Dashboard -- Summary of key points Part Three -- Making Learning Transfer Happen and the Benefits by Stakeholder 12 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 points 13 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 points Conclusion Appendix 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 model References Includes bibliographical references |
| ctrlnum | (ZDB-4-NLEBK)705995 (OCoLC)870994626 (DE-599)BVBBV042740938 |
| dewey-full | 658.3/124 |
| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 658 - General management |
| dewey-raw | 658.3/124 |
| dewey-search | 658.3/124 |
| dewey-sort | 3658.3 3124 |
| dewey-tens | 650 - Management and auxiliary services |
| discipline | Wirtschaftswissenschaften |
| edition | First published |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>07861nmm a2200613zc 4500</leader><controlfield tag="001">BV042740938</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20180108 </controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">150806s2014 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0749472235</subfield><subfield code="c">Online</subfield><subfield code="9">0-7494-7223-5</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780749472238</subfield><subfield code="c">Online</subfield><subfield code="9">978-0-7494-7223-8</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)705995</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)870994626</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV042740938</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-91</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">658.3/124</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Weber, Emma</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)1047970139</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Turning learning into action</subfield><subfield code="b">a proven methodology for effective transfer of learning</subfield><subfield code="c">Emma Weber</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">First published</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">London</subfield><subfield code="b">Kogan Page</subfield><subfield code="c">2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (xii, 249 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">"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"--</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">"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"--</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Machine generated contents note: Acknowledgements Introduction Part One -- The Learning Transfer Challenge 01 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 points 02 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 points 03 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'</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">'We ensure everyone is properly prepared for the learning' -- The dangers of a faulty premise -- Time for the real solution -- Summary of key points Part Two -- The Learning Transfer Solution 04 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 points 05 Preparation -- setting expectations -- Setting the scene for learning transfer -- Summary of key points 06 Preparation -- creating the TLA plan -- Summary of key points 07 Action -- the ACTION Conversation model and how to use it -- Structure -- start -- Flexibility -- middle -- Structure -- end -- Summary of key points 08 Action -- the 'must have' skills for successful TLA delivery -- Asking power questions -- Being listening -- Using intuition effectively -- Summary of key points 09 Action -- helping others to 'get in the gap' -- Solution 1: OARBED -- Solution 2: off the fence</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Solution 3: the management consultant process -- Summary of key points 10 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 points 11 Evaluation -- how to measure and report success -- Impact Dashboard -- Summary of key points Part Three -- Making Learning Transfer Happen and the Benefits by Stakeholder 12 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 points 13 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 points Conclusion Appendix 1: Turning Learning into Action learning agreement -- Appendix 2: Sample TLA plan</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Appendix 3: Sample conversation to illustrate the flexible TION part of the ACTION model References</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Includes bibliographical references</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">BUSINESS & ECONOMICS / Training</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">BUSINESS & ECONOMICS / Human Resources & Personnel Management</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">BUSINESS & ECONOMICS / Management</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">BUSINESS & ECONOMICS / Development / General</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">BUSINESS & ECONOMICS / Industrial Management</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">BUSINESS & ECONOMICS / Management Science</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">BUSINESS & ECONOMICS / Organizational Behavior</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Employees / Training of</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Organizational learning</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Personnel management</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Wirtschaft</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Organizational learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Employees</subfield><subfield code="x">Training of</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Personnel management</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druckausgabe</subfield><subfield code="z">0-7494-7222-7</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druckausgabe</subfield><subfield code="z">978-0-7494-7222-1</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=705995</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-028171808</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=705995</subfield><subfield code="l">TUM01</subfield><subfield code="p">ZDB-4-NLEBK</subfield><subfield code="q">TUM_PDA_EBSCOBAE_gekauft</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV042740938 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:08:36Z |
| institution | BVB |
| isbn | 0749472235 9780749472238 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028171808 |
| oclc_num | 870994626 |
| open_access_boolean | |
| owner | DE-91 DE-BY-TUM |
| owner_facet | DE-91 DE-BY-TUM |
| physical | 1 Online-Ressource (xii, 249 Seiten) |
| psigel | ZDB-4-NLEBK ZDB-4-NLEBK TUM_PDA_EBSCOBAE_gekauft |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Kogan Page |
| record_format | marc |
| spelling | Weber, Emma Verfasser (DE-588)1047970139 aut Turning learning into action a proven methodology for effective transfer of learning Emma Weber First published London Kogan Page 2014 1 Online-Ressource (xii, 249 Seiten) txt rdacontent c rdamedia cr rdacarrier "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"-- "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"-- Machine generated contents note: Acknowledgements Introduction Part One -- The Learning Transfer Challenge 01 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 points 02 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 points 03 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 points Part Two -- The Learning Transfer Solution 04 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 points 05 Preparation -- setting expectations -- Setting the scene for learning transfer -- Summary of key points 06 Preparation -- creating the TLA plan -- Summary of key points 07 Action -- the ACTION Conversation model and how to use it -- Structure -- start -- Flexibility -- middle -- Structure -- end -- Summary of key points 08 Action -- the 'must have' skills for successful TLA delivery -- Asking power questions -- Being listening -- Using intuition effectively -- Summary of key points 09 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 points 10 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 points 11 Evaluation -- how to measure and report success -- Impact Dashboard -- Summary of key points Part Three -- Making Learning Transfer Happen and the Benefits by Stakeholder 12 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 points 13 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 points Conclusion Appendix 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 model References Includes bibliographical references BUSINESS & ECONOMICS / Training bisacsh BUSINESS & ECONOMICS / Human Resources & Personnel Management bisacsh BUSINESS & ECONOMICS / Management bisacsh BUSINESS & ECONOMICS / Development / General bisacsh BUSINESS & ECONOMICS / Industrial Management bisacsh BUSINESS & ECONOMICS / Management Science bisacsh BUSINESS & ECONOMICS / Organizational Behavior bisacsh Employees / Training of fast Organizational learning fast Personnel management fast Wirtschaft Organizational learning Employees Training of Personnel management Erscheint auch als Druckausgabe 0-7494-7222-7 Erscheint auch als Druckausgabe 978-0-7494-7222-1 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=705995 Aggregator Volltext |
| spellingShingle | Weber, Emma Turning learning into action a proven methodology for effective transfer of learning "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"-- "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"-- Machine generated contents note: Acknowledgements Introduction Part One -- The Learning Transfer Challenge 01 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 points 02 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 points 03 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 points Part Two -- The Learning Transfer Solution 04 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 points 05 Preparation -- setting expectations -- Setting the scene for learning transfer -- Summary of key points 06 Preparation -- creating the TLA plan -- Summary of key points 07 Action -- the ACTION Conversation model and how to use it -- Structure -- start -- Flexibility -- middle -- Structure -- end -- Summary of key points 08 Action -- the 'must have' skills for successful TLA delivery -- Asking power questions -- Being listening -- Using intuition effectively -- Summary of key points 09 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 points 10 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 points 11 Evaluation -- how to measure and report success -- Impact Dashboard -- Summary of key points Part Three -- Making Learning Transfer Happen and the Benefits by Stakeholder 12 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 points 13 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 points Conclusion Appendix 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 model References Includes bibliographical references BUSINESS & ECONOMICS / Training bisacsh BUSINESS & ECONOMICS / Human Resources & Personnel Management bisacsh BUSINESS & ECONOMICS / Management bisacsh BUSINESS & ECONOMICS / Development / General bisacsh BUSINESS & ECONOMICS / Industrial Management bisacsh BUSINESS & ECONOMICS / Management Science bisacsh BUSINESS & ECONOMICS / Organizational Behavior bisacsh Employees / Training of fast Organizational learning fast Personnel management fast Wirtschaft Organizational learning Employees Training of Personnel management |
| title | Turning learning into action a proven methodology for effective transfer of learning |
| title_auth | Turning learning into action a proven methodology for effective transfer of learning |
| title_exact_search | Turning learning into action a proven methodology for effective transfer of learning |
| title_full | Turning learning into action a proven methodology for effective transfer of learning Emma Weber |
| title_fullStr | Turning learning into action a proven methodology for effective transfer of learning Emma Weber |
| title_full_unstemmed | Turning learning into action a proven methodology for effective transfer of learning Emma Weber |
| title_short | Turning learning into action |
| title_sort | turning learning into action a proven methodology for effective transfer of learning |
| title_sub | a proven methodology for effective transfer of learning |
| topic | BUSINESS & ECONOMICS / Training bisacsh BUSINESS & ECONOMICS / Human Resources & Personnel Management bisacsh BUSINESS & ECONOMICS / Management bisacsh BUSINESS & ECONOMICS / Development / General bisacsh BUSINESS & ECONOMICS / Industrial Management bisacsh BUSINESS & ECONOMICS / Management Science bisacsh BUSINESS & ECONOMICS / Organizational Behavior bisacsh Employees / Training of fast Organizational learning fast Personnel management fast Wirtschaft Organizational learning Employees Training of Personnel management |
| topic_facet | BUSINESS & ECONOMICS / Training BUSINESS & ECONOMICS / Human Resources & Personnel Management BUSINESS & ECONOMICS / Management BUSINESS & ECONOMICS / Development / General BUSINESS & ECONOMICS / Industrial Management BUSINESS & ECONOMICS / Management Science BUSINESS & ECONOMICS / Organizational Behavior Employees / Training of Organizational learning Personnel management Wirtschaft Employees Training of |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=705995 |
| work_keys_str_mv | AT weberemma turninglearningintoactionaprovenmethodologyforeffectivetransferoflearning |