Accelerated learning for breakthrough results :: whole brain, person and systems approach to accelerate learning, engagement, change and growth /
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Randburg, Republic of South Africa :
Knowres Publishing,
2014.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource (402 pages) : color illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781869225018 1869225015 |
Internformat
MARC
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| 100 | 1 | |a Craig, Debbie, |e author. | |
| 245 | 1 | 0 | |a Accelerated learning for breakthrough results : |b whole brain, person and systems approach to accelerate learning, engagement, change and growth / |c by Debbie Craig and Kerryn Kohl. |
| 264 | 1 | |a Randburg, Republic of South Africa : |b Knowres Publishing, |c 2014. | |
| 300 | |a 1 online resource (402 pages) : |b color illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed August 4, 2015). | |
| 505 | 0 | |a Cover -- Untitled -- Title page -- Copyright page -- TABLE OF CONTENTS -- AUTHORS' NOTE -- ACKNOWLEDGEMENTS -- FOREWORD -- ABOUT THE AUTHORS -- ABOUT THE CONTRIBUTORSNatalie -- GAMIFICATION ON-BOARDING -- ICONS USED -- PART 1: PARADIGM SHIFT FOR ACCELERATED LEARNING -- CHAPTER 1:THE NEED FOR ACCELERATED LEARNING -- 1.1 INTRODUCTION -- 1.2 GLOBAL TALENT AND CHANGE CHALLENGE -- 1.3 SOUTH AFRICAN TALENT AND CHANGE CHALLENGE -- 1.4 MAKING THE SHIFT -- 1.5 MAINTAINING THE FOUNDATIONS -- 1.6 AN ACCELERATED LEARNING FRAMEWORK -- 1.7 CONCLUSION -- CHAPTER 2: THE PARADIGM SHIFT IN LEARNING -- 2.1 INTRODUCTION -- 2.2 DIGITAL, MOBILE AND SOCIAL MEDIA TRENDS -- 2.3 UNDERSTANDING TODAY'S LEARNER -- 2.4 PARADIGM SHIFT -- 2.5 CONCLUSION -- CHAPTER 3: INSIGHT INTO ACCELERATED LEARNING IN SOUTH AFRICAN ORGANISATIONS -- 3.1 INTRODUCTION -- 3.2 CHALLENGES OR OPPORTUNITIES -- 3.3 LEARNING METHODOLOGY TRENDS -- 3.4 EXAMPLES OF ACCELERATED LEARNING PROGRAMMES -- 3.5 LEADERS AS LEARNING CHAMPIONS -- 3.6 LEARNING INVOLVEMENT IN CHANGE -- 3.7 LEADERSHIP SKILL NEEDS -- 3.8 KEY MESSAGES -- 3.9 CONCLUSION -- PART 2: WHOLE BRAIN, WHOLE PERSON APPROACH TO LEARNING -- CHAPTER 4: UNIQUE LEARNING PROFILES -- 4.1 INTRODUCTION -- 4.2 SOME BASIC PRINCIPLES -- 4.3 LEARNING = CHANGE -- 4.4 SUB-CONSCIOUS INFLUENCES -- 4.5 LEARNING INFLUENCES -- 4.6 CREATING YOUR OWN LEARNING PROFILE -- 4.7 CONCLUSION -- CHAPTER 5: NEUROSCIENCE OF LEARNING -- 5.1 INTRODUCTION -- 5.2 WHAT IS NEUROSCIENCE? -- 5.3 LEARNING AND NEUROSCIENCE -- 5.4 WORKINGS OF THE BRAIN -- 5.5 THE LEARNING CYCLE -- 5.6 ATTENTION AND MEMORY -- 5.7 THE EMOTIONAL AND SOCIAL BRAIN -- 5.8 BRAIN DECEPTION -- 5.9 ENVIRONMENTAL FACTORS -- 5.10 CONCLUSION -- PART 3: CREATING A LEARNING CULTURE -- CHAPTER 6: CREATING A LEARNING CULTURE -- 6.1 INTRODUCTION -- 6.2 A TALE OF TWO COMPANIES -- 6.3 A LEARNING CULTURE FRAMEWORK. | |
| 505 | 8 | |a 6.4 EMBARKING ON A CULTURE TRANSFORMATION JOURNEY -- 6.5 CONCLUSION -- CHAPTER 7: LEARNING THROUGH COACHING -- 7.1 INTRODUCTION -- 7.2 WHAT IS COACHING? -- 7.3 WHY COACHING? -- 7.4 HOW DO WE GO ABOUT COACHING? -- 7.5 CONCLUSION -- CHAPTER 8: LEARNING THROUGH AUTHENTIC CONVERSATIONS -- 8.1 INTRODUCTION -- 8.2 THE CONTEXT OF THE PROBLEM -- 8.3 THE IMPERATIVE FOR HOLDING AUTHENTIC CONVERSATIONS -- 8.4 TOWARDS A CULTURE OF HEALTHY CONFLICT -- 8.5 THE LEARNING IMAGERY OF HOLDING AUTHENTIC CONVERSATIONS -- 8.6 THE LEARNING PROCESS OF INITIATING AND HOLDING AUTHENTIC CONVERSATIONS -- 8.7 CONCLUSION -- PART 4: DESIGNING ACCELERATED LEARNING PROGRAMMES -- CHAPTER 9: LEARNING ARCHITECTURE -- 9.1 INTRODUCTION -- 9.2 THE CHALLENGE -- 9.3 A FRAMEWORK -- 9.4 UNDERSTAND -- THE STRATEGIC PRIORITIES AND CAPABILITIES -- 9.5 DESIGN -- THE PERFORMANCE AND COMPETENCY STANDARDS -- 9.6 ANALYSE -- THE PROFICIENCY LEVELS AND THE NEEDS -- 9.7 DEVELOP -- ORGANISATIONAL AND INDIVIDUAL PLANS -- 9.8 CONCLUSION -- CHAPTER 10: LEARNING DESIGN -- 10.1 INTRODUCTION -- 10.2 LEARNING DESIGN FOR ACCELERATED LEARNING -- 10.3 DESIGN IN PRACTICE -- 10.4 RETENTION OF LEARNING -- 10.5 STEPS IN THE DESIGN PROCESS -- 10.6 METHODS AND TOOLS -- 10.7 CONCLUSION -- CHAPTER 11: GAMIFICATION IN LEARNING -- 11.1 WHAT IS GAMIFICATION? -- 11.2 FOUNDATION PRINCIPLES DRIVING THE SUCCESS OF GAMIFICATION -- 11.3 BUILDING A GAMIFICATION STRATEGY -- 11.4 GAMIFICATION MECHANICS -- 11.5 EXAMPLES OF GAMIFICATION -- 11.6 GAMIFICATION LESSONS -- 11.7 SO WHAT DOES ALL OF THIS MEAN, AND HOW CAN YOU APPLY IT? -- 11.8 CONCLUSION -- CHAPTER 12: LEARNING ASSESSMENT -- 12.1 INTRODUCTION -- 12.2 LEVELS OF ASSESSMENT -- 12.3 STRATEGIC CONSIDERATIONS IN ASSESSMENT DECISIONS -- 12.4 DESIGNING ASSESSMENT TO BE INCORPORATED INTO ACCELERATED LEARNING PROGRAMMES -- 12.5 ASSESSMENT METHODS -- 12.6 ASSESSMENT DILEMMAS. | |
| 505 | 8 | |a 12.7 ASSESSING THE OVERALL VALUE OF THE ALP -- 12.8 CONCLUSION -- PART 5: MAKING IT REAL -- CASE STUDIES OF ACCELERATED LEARNING -- CHAPTER 13: HOW TO GUIDE -- LEARNING TO ACCELERATE CHANGE -- 13.1 INTRODUCTION -- 13.2 A NEW PERSPECTIVE -- 13.3 THE LEARNING LANDSCAPE AND AUDIENCE -- 13.4 THE LEARNING DESIGN -- 13.5 ALIGNMENT WITH LEARNING DESIGN PRINCIPLES -- 13.6 CONCLUSION -- CHAPTER 14: CASE STUDY: BREAKTHROUGH LEARNING FOR TALENT POOLS -- 14.1 INTRODUCTION -- 14.2 WHAT IS BREAKTHROUGH LEARNING? -- 14.3 WHY BREAKTHROUGH LEARNING? -- 14.4 SETTING UP THE PROGRAMME -- 14.5 HIGH-LEVEL DESIGN -- 14.6 PROGRAMME OUTLINE -- 14.7 SELECTION OF PROGRAMME PARTICIPANTS -- 14.8 ASSESSMENTS -- 14.9 BL LAUNCH WORKSHOP -- 14.10 BL LEARNING MODULES -- 14.11 BL PROJECT WORK -- 14.12 LEARNING PORTAL -- 14.13 FINAL PRESENTATION AND CELEBRATION DINNER -- 14.14 FINAL WRAP-UP: ENSURING RESULTS AND SUSTAINABILITY -- 14.15 CONCLUSION -- CHAPTER 15: CASE STUDY: CREATING A CULTURE OF EFFECTIVE DECISION MANAGEMENT -- 15.1 INTRODUCTION -- 15.2 CONTEXT AND RATIONALE FOR EFFECTIVE DECISION MANAGEMENT -- 15.3 BACKGROUND TO THE CASE STUDY -- 15.4 THE COMPANY BUSINESS CASE FOR DECISION MANAGEMENT -- 15.5 THE LEARNING THEMES AND OUTCOMES -- 15.7 ACCELERATED LEARNING PRINCIPLES -- 15.8 CONCLUSION: QUO VADIS? -- REFERENCES AND BIBLIOGRAPHY -- INDEX -- ENDORSEMENTS FROM PEOPLE WHO HAVE READ THIS BOOK -- Back cover. | |
| 650 | 0 | |a Educational acceleration. |0 http://id.loc.gov/authorities/subjects/sh85041103 | |
| 650 | 0 | |a Organizational learning. |0 http://id.loc.gov/authorities/subjects/sh95006000 | |
| 650 | 0 | |a Employees |x Training of. |0 http://id.loc.gov/authorities/subjects/sh85042896 | |
| 650 | 6 | |a Enseignement accéléré. | |
| 650 | 6 | |a Apprentissage organisationnel. | |
| 650 | 6 | |a Personnel |x Formation. | |
| 650 | 7 | |a BUSINESS & ECONOMICS |x Industrial Management. |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS |x Management. |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS |x Management Science. |2 bisacsh | |
| 650 | 7 | |a BUSINESS & ECONOMICS |x Organizational Behavior. |2 bisacsh | |
| 650 | 7 | |a Educational acceleration |2 fast | |
| 650 | 7 | |a Employees |x Training of |2 fast | |
| 650 | 7 | |a Organizational learning |2 fast | |
| 700 | 1 | |a Kohl, Kerryn, |e author. | |
| 758 | |i has work: |a Accelerated learning for breakthrough results (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFYM8GgHBHfx7thbKcFG6q |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBU |q FWS_PDA_EBU |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1130378 |3 Volltext |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBU-ocn922475241 |
|---|---|
| _version_ | 1816796920035672064 |
| adam_text | |
| any_adam_object | |
| author | Craig, Debbie Kohl, Kerryn |
| author_facet | Craig, Debbie Kohl, Kerryn |
| author_role | aut aut |
| author_sort | Craig, Debbie |
| author_variant | d c dc k k kk |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1029 |
| callnumber-raw | LB1029.A22 C73 2014eb |
| callnumber-search | LB1029.A22 C73 2014eb |
| callnumber-sort | LB 41029 A22 C73 42014EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBU |
| contents | Cover -- Untitled -- Title page -- Copyright page -- TABLE OF CONTENTS -- AUTHORS' NOTE -- ACKNOWLEDGEMENTS -- FOREWORD -- ABOUT THE AUTHORS -- ABOUT THE CONTRIBUTORSNatalie -- GAMIFICATION ON-BOARDING -- ICONS USED -- PART 1: PARADIGM SHIFT FOR ACCELERATED LEARNING -- CHAPTER 1:THE NEED FOR ACCELERATED LEARNING -- 1.1 INTRODUCTION -- 1.2 GLOBAL TALENT AND CHANGE CHALLENGE -- 1.3 SOUTH AFRICAN TALENT AND CHANGE CHALLENGE -- 1.4 MAKING THE SHIFT -- 1.5 MAINTAINING THE FOUNDATIONS -- 1.6 AN ACCELERATED LEARNING FRAMEWORK -- 1.7 CONCLUSION -- CHAPTER 2: THE PARADIGM SHIFT IN LEARNING -- 2.1 INTRODUCTION -- 2.2 DIGITAL, MOBILE AND SOCIAL MEDIA TRENDS -- 2.3 UNDERSTANDING TODAY'S LEARNER -- 2.4 PARADIGM SHIFT -- 2.5 CONCLUSION -- CHAPTER 3: INSIGHT INTO ACCELERATED LEARNING IN SOUTH AFRICAN ORGANISATIONS -- 3.1 INTRODUCTION -- 3.2 CHALLENGES OR OPPORTUNITIES -- 3.3 LEARNING METHODOLOGY TRENDS -- 3.4 EXAMPLES OF ACCELERATED LEARNING PROGRAMMES -- 3.5 LEADERS AS LEARNING CHAMPIONS -- 3.6 LEARNING INVOLVEMENT IN CHANGE -- 3.7 LEADERSHIP SKILL NEEDS -- 3.8 KEY MESSAGES -- 3.9 CONCLUSION -- PART 2: WHOLE BRAIN, WHOLE PERSON APPROACH TO LEARNING -- CHAPTER 4: UNIQUE LEARNING PROFILES -- 4.1 INTRODUCTION -- 4.2 SOME BASIC PRINCIPLES -- 4.3 LEARNING = CHANGE -- 4.4 SUB-CONSCIOUS INFLUENCES -- 4.5 LEARNING INFLUENCES -- 4.6 CREATING YOUR OWN LEARNING PROFILE -- 4.7 CONCLUSION -- CHAPTER 5: NEUROSCIENCE OF LEARNING -- 5.1 INTRODUCTION -- 5.2 WHAT IS NEUROSCIENCE? -- 5.3 LEARNING AND NEUROSCIENCE -- 5.4 WORKINGS OF THE BRAIN -- 5.5 THE LEARNING CYCLE -- 5.6 ATTENTION AND MEMORY -- 5.7 THE EMOTIONAL AND SOCIAL BRAIN -- 5.8 BRAIN DECEPTION -- 5.9 ENVIRONMENTAL FACTORS -- 5.10 CONCLUSION -- PART 3: CREATING A LEARNING CULTURE -- CHAPTER 6: CREATING A LEARNING CULTURE -- 6.1 INTRODUCTION -- 6.2 A TALE OF TWO COMPANIES -- 6.3 A LEARNING CULTURE FRAMEWORK. 6.4 EMBARKING ON A CULTURE TRANSFORMATION JOURNEY -- 6.5 CONCLUSION -- CHAPTER 7: LEARNING THROUGH COACHING -- 7.1 INTRODUCTION -- 7.2 WHAT IS COACHING? -- 7.3 WHY COACHING? -- 7.4 HOW DO WE GO ABOUT COACHING? -- 7.5 CONCLUSION -- CHAPTER 8: LEARNING THROUGH AUTHENTIC CONVERSATIONS -- 8.1 INTRODUCTION -- 8.2 THE CONTEXT OF THE PROBLEM -- 8.3 THE IMPERATIVE FOR HOLDING AUTHENTIC CONVERSATIONS -- 8.4 TOWARDS A CULTURE OF HEALTHY CONFLICT -- 8.5 THE LEARNING IMAGERY OF HOLDING AUTHENTIC CONVERSATIONS -- 8.6 THE LEARNING PROCESS OF INITIATING AND HOLDING AUTHENTIC CONVERSATIONS -- 8.7 CONCLUSION -- PART 4: DESIGNING ACCELERATED LEARNING PROGRAMMES -- CHAPTER 9: LEARNING ARCHITECTURE -- 9.1 INTRODUCTION -- 9.2 THE CHALLENGE -- 9.3 A FRAMEWORK -- 9.4 UNDERSTAND -- THE STRATEGIC PRIORITIES AND CAPABILITIES -- 9.5 DESIGN -- THE PERFORMANCE AND COMPETENCY STANDARDS -- 9.6 ANALYSE -- THE PROFICIENCY LEVELS AND THE NEEDS -- 9.7 DEVELOP -- ORGANISATIONAL AND INDIVIDUAL PLANS -- 9.8 CONCLUSION -- CHAPTER 10: LEARNING DESIGN -- 10.1 INTRODUCTION -- 10.2 LEARNING DESIGN FOR ACCELERATED LEARNING -- 10.3 DESIGN IN PRACTICE -- 10.4 RETENTION OF LEARNING -- 10.5 STEPS IN THE DESIGN PROCESS -- 10.6 METHODS AND TOOLS -- 10.7 CONCLUSION -- CHAPTER 11: GAMIFICATION IN LEARNING -- 11.1 WHAT IS GAMIFICATION? -- 11.2 FOUNDATION PRINCIPLES DRIVING THE SUCCESS OF GAMIFICATION -- 11.3 BUILDING A GAMIFICATION STRATEGY -- 11.4 GAMIFICATION MECHANICS -- 11.5 EXAMPLES OF GAMIFICATION -- 11.6 GAMIFICATION LESSONS -- 11.7 SO WHAT DOES ALL OF THIS MEAN, AND HOW CAN YOU APPLY IT? -- 11.8 CONCLUSION -- CHAPTER 12: LEARNING ASSESSMENT -- 12.1 INTRODUCTION -- 12.2 LEVELS OF ASSESSMENT -- 12.3 STRATEGIC CONSIDERATIONS IN ASSESSMENT DECISIONS -- 12.4 DESIGNING ASSESSMENT TO BE INCORPORATED INTO ACCELERATED LEARNING PROGRAMMES -- 12.5 ASSESSMENT METHODS -- 12.6 ASSESSMENT DILEMMAS. 12.7 ASSESSING THE OVERALL VALUE OF THE ALP -- 12.8 CONCLUSION -- PART 5: MAKING IT REAL -- CASE STUDIES OF ACCELERATED LEARNING -- CHAPTER 13: HOW TO GUIDE -- LEARNING TO ACCELERATE CHANGE -- 13.1 INTRODUCTION -- 13.2 A NEW PERSPECTIVE -- 13.3 THE LEARNING LANDSCAPE AND AUDIENCE -- 13.4 THE LEARNING DESIGN -- 13.5 ALIGNMENT WITH LEARNING DESIGN PRINCIPLES -- 13.6 CONCLUSION -- CHAPTER 14: CASE STUDY: BREAKTHROUGH LEARNING FOR TALENT POOLS -- 14.1 INTRODUCTION -- 14.2 WHAT IS BREAKTHROUGH LEARNING? -- 14.3 WHY BREAKTHROUGH LEARNING? -- 14.4 SETTING UP THE PROGRAMME -- 14.5 HIGH-LEVEL DESIGN -- 14.6 PROGRAMME OUTLINE -- 14.7 SELECTION OF PROGRAMME PARTICIPANTS -- 14.8 ASSESSMENTS -- 14.9 BL LAUNCH WORKSHOP -- 14.10 BL LEARNING MODULES -- 14.11 BL PROJECT WORK -- 14.12 LEARNING PORTAL -- 14.13 FINAL PRESENTATION AND CELEBRATION DINNER -- 14.14 FINAL WRAP-UP: ENSURING RESULTS AND SUSTAINABILITY -- 14.15 CONCLUSION -- CHAPTER 15: CASE STUDY: CREATING A CULTURE OF EFFECTIVE DECISION MANAGEMENT -- 15.1 INTRODUCTION -- 15.2 CONTEXT AND RATIONALE FOR EFFECTIVE DECISION MANAGEMENT -- 15.3 BACKGROUND TO THE CASE STUDY -- 15.4 THE COMPANY BUSINESS CASE FOR DECISION MANAGEMENT -- 15.5 THE LEARNING THEMES AND OUTCOMES -- 15.7 ACCELERATED LEARNING PRINCIPLES -- 15.8 CONCLUSION: QUO VADIS? -- REFERENCES AND BIBLIOGRAPHY -- INDEX -- ENDORSEMENTS FROM PEOPLE WHO HAVE READ THIS BOOK -- Back cover. |
| ctrlnum | (OCoLC)922475241 |
| dewey-full | 658.3124 |
| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 658 - General management |
| dewey-raw | 658.3124 |
| dewey-search | 658.3124 |
| dewey-sort | 3658.3124 |
| dewey-tens | 650 - Management and auxiliary services |
| discipline | Wirtschaftswissenschaften |
| format | Electronic eBook |
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code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Online resource; title from PDF title page (ebrary, viewed August 4, 2015).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Cover -- Untitled -- Title page -- Copyright page -- TABLE OF CONTENTS -- AUTHORS' NOTE -- ACKNOWLEDGEMENTS -- FOREWORD -- ABOUT THE AUTHORS -- ABOUT THE CONTRIBUTORSNatalie -- GAMIFICATION ON-BOARDING -- ICONS USED -- PART 1: PARADIGM SHIFT FOR ACCELERATED LEARNING -- CHAPTER 1:THE NEED FOR ACCELERATED LEARNING -- 1.1 INTRODUCTION -- 1.2 GLOBAL TALENT AND CHANGE CHALLENGE -- 1.3 SOUTH AFRICAN TALENT AND CHANGE CHALLENGE -- 1.4 MAKING THE SHIFT -- 1.5 MAINTAINING THE FOUNDATIONS -- 1.6 AN ACCELERATED LEARNING FRAMEWORK -- 1.7 CONCLUSION -- CHAPTER 2: THE PARADIGM SHIFT IN LEARNING -- 2.1 INTRODUCTION -- 2.2 DIGITAL, MOBILE AND SOCIAL MEDIA TRENDS -- 2.3 UNDERSTANDING TODAY'S LEARNER -- 2.4 PARADIGM SHIFT -- 2.5 CONCLUSION -- CHAPTER 3: INSIGHT INTO ACCELERATED LEARNING IN SOUTH AFRICAN ORGANISATIONS -- 3.1 INTRODUCTION -- 3.2 CHALLENGES OR OPPORTUNITIES -- 3.3 LEARNING METHODOLOGY TRENDS -- 3.4 EXAMPLES OF ACCELERATED LEARNING PROGRAMMES -- 3.5 LEADERS AS LEARNING CHAMPIONS -- 3.6 LEARNING INVOLVEMENT IN CHANGE -- 3.7 LEADERSHIP SKILL NEEDS -- 3.8 KEY MESSAGES -- 3.9 CONCLUSION -- PART 2: WHOLE BRAIN, WHOLE PERSON APPROACH TO LEARNING -- CHAPTER 4: UNIQUE LEARNING PROFILES -- 4.1 INTRODUCTION -- 4.2 SOME BASIC PRINCIPLES -- 4.3 LEARNING = CHANGE -- 4.4 SUB-CONSCIOUS INFLUENCES -- 4.5 LEARNING INFLUENCES -- 4.6 CREATING YOUR OWN LEARNING PROFILE -- 4.7 CONCLUSION -- CHAPTER 5: NEUROSCIENCE OF LEARNING -- 5.1 INTRODUCTION -- 5.2 WHAT IS NEUROSCIENCE? -- 5.3 LEARNING AND NEUROSCIENCE -- 5.4 WORKINGS OF THE BRAIN -- 5.5 THE LEARNING CYCLE -- 5.6 ATTENTION AND MEMORY -- 5.7 THE EMOTIONAL AND SOCIAL BRAIN -- 5.8 BRAIN DECEPTION -- 5.9 ENVIRONMENTAL FACTORS -- 5.10 CONCLUSION -- PART 3: CREATING A LEARNING CULTURE -- CHAPTER 6: CREATING A LEARNING CULTURE -- 6.1 INTRODUCTION -- 6.2 A TALE OF TWO COMPANIES -- 6.3 A LEARNING CULTURE FRAMEWORK.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">6.4 EMBARKING ON A CULTURE TRANSFORMATION JOURNEY -- 6.5 CONCLUSION -- CHAPTER 7: LEARNING THROUGH COACHING -- 7.1 INTRODUCTION -- 7.2 WHAT IS COACHING? -- 7.3 WHY COACHING? -- 7.4 HOW DO WE GO ABOUT COACHING? -- 7.5 CONCLUSION -- CHAPTER 8: LEARNING THROUGH AUTHENTIC CONVERSATIONS -- 8.1 INTRODUCTION -- 8.2 THE CONTEXT OF THE PROBLEM -- 8.3 THE IMPERATIVE FOR HOLDING AUTHENTIC CONVERSATIONS -- 8.4 TOWARDS A CULTURE OF HEALTHY CONFLICT -- 8.5 THE LEARNING IMAGERY OF HOLDING AUTHENTIC CONVERSATIONS -- 8.6 THE LEARNING PROCESS OF INITIATING AND HOLDING AUTHENTIC CONVERSATIONS -- 8.7 CONCLUSION -- PART 4: DESIGNING ACCELERATED LEARNING PROGRAMMES -- CHAPTER 9: LEARNING ARCHITECTURE -- 9.1 INTRODUCTION -- 9.2 THE CHALLENGE -- 9.3 A FRAMEWORK -- 9.4 UNDERSTAND -- THE STRATEGIC PRIORITIES AND CAPABILITIES -- 9.5 DESIGN -- THE PERFORMANCE AND COMPETENCY STANDARDS -- 9.6 ANALYSE -- THE PROFICIENCY LEVELS AND THE NEEDS -- 9.7 DEVELOP -- ORGANISATIONAL AND INDIVIDUAL PLANS -- 9.8 CONCLUSION -- CHAPTER 10: LEARNING DESIGN -- 10.1 INTRODUCTION -- 10.2 LEARNING DESIGN FOR ACCELERATED LEARNING -- 10.3 DESIGN IN PRACTICE -- 10.4 RETENTION OF LEARNING -- 10.5 STEPS IN THE DESIGN PROCESS -- 10.6 METHODS AND TOOLS -- 10.7 CONCLUSION -- CHAPTER 11: GAMIFICATION IN LEARNING -- 11.1 WHAT IS GAMIFICATION? -- 11.2 FOUNDATION PRINCIPLES DRIVING THE SUCCESS OF GAMIFICATION -- 11.3 BUILDING A GAMIFICATION STRATEGY -- 11.4 GAMIFICATION MECHANICS -- 11.5 EXAMPLES OF GAMIFICATION -- 11.6 GAMIFICATION LESSONS -- 11.7 SO WHAT DOES ALL OF THIS MEAN, AND HOW CAN YOU APPLY IT? -- 11.8 CONCLUSION -- CHAPTER 12: LEARNING ASSESSMENT -- 12.1 INTRODUCTION -- 12.2 LEVELS OF ASSESSMENT -- 12.3 STRATEGIC CONSIDERATIONS IN ASSESSMENT DECISIONS -- 12.4 DESIGNING ASSESSMENT TO BE INCORPORATED INTO ACCELERATED LEARNING PROGRAMMES -- 12.5 ASSESSMENT METHODS -- 12.6 ASSESSMENT DILEMMAS.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">12.7 ASSESSING THE OVERALL VALUE OF THE ALP -- 12.8 CONCLUSION -- PART 5: MAKING IT REAL -- CASE STUDIES OF ACCELERATED LEARNING -- CHAPTER 13: HOW TO GUIDE -- LEARNING TO ACCELERATE CHANGE -- 13.1 INTRODUCTION -- 13.2 A NEW PERSPECTIVE -- 13.3 THE LEARNING LANDSCAPE AND AUDIENCE -- 13.4 THE LEARNING DESIGN -- 13.5 ALIGNMENT WITH LEARNING DESIGN PRINCIPLES -- 13.6 CONCLUSION -- CHAPTER 14: CASE STUDY: BREAKTHROUGH LEARNING FOR TALENT POOLS -- 14.1 INTRODUCTION -- 14.2 WHAT IS BREAKTHROUGH LEARNING? -- 14.3 WHY BREAKTHROUGH LEARNING? -- 14.4 SETTING UP THE PROGRAMME -- 14.5 HIGH-LEVEL DESIGN -- 14.6 PROGRAMME OUTLINE -- 14.7 SELECTION OF PROGRAMME PARTICIPANTS -- 14.8 ASSESSMENTS -- 14.9 BL LAUNCH WORKSHOP -- 14.10 BL LEARNING MODULES -- 14.11 BL PROJECT WORK -- 14.12 LEARNING PORTAL -- 14.13 FINAL PRESENTATION AND CELEBRATION DINNER -- 14.14 FINAL WRAP-UP: ENSURING RESULTS AND SUSTAINABILITY -- 14.15 CONCLUSION -- CHAPTER 15: CASE STUDY: CREATING A CULTURE OF EFFECTIVE DECISION MANAGEMENT -- 15.1 INTRODUCTION -- 15.2 CONTEXT AND RATIONALE FOR EFFECTIVE DECISION MANAGEMENT -- 15.3 BACKGROUND TO THE CASE STUDY -- 15.4 THE COMPANY BUSINESS CASE FOR DECISION MANAGEMENT -- 15.5 THE LEARNING THEMES AND OUTCOMES -- 15.7 ACCELERATED LEARNING PRINCIPLES -- 15.8 CONCLUSION: QUO VADIS? -- REFERENCES AND BIBLIOGRAPHY -- INDEX -- ENDORSEMENTS FROM PEOPLE WHO HAVE READ THIS BOOK -- Back cover.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Educational acceleration.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85041103</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Organizational learning.</subfield><subfield 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| id | ZDB-4-EBU-ocn922475241 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:49:20Z |
| institution | BVB |
| isbn | 9781869225018 1869225015 |
| language | English |
| oclc_num | 922475241 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (402 pages) : color illustrations |
| psigel | ZDB-4-EBU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Knowres Publishing, |
| record_format | marc |
| spelling | Craig, Debbie, author. Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / by Debbie Craig and Kerryn Kohl. Randburg, Republic of South Africa : Knowres Publishing, 2014. 1 online resource (402 pages) : color illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Online resource; title from PDF title page (ebrary, viewed August 4, 2015). Cover -- Untitled -- Title page -- Copyright page -- TABLE OF CONTENTS -- AUTHORS' NOTE -- ACKNOWLEDGEMENTS -- FOREWORD -- ABOUT THE AUTHORS -- ABOUT THE CONTRIBUTORSNatalie -- GAMIFICATION ON-BOARDING -- ICONS USED -- PART 1: PARADIGM SHIFT FOR ACCELERATED LEARNING -- CHAPTER 1:THE NEED FOR ACCELERATED LEARNING -- 1.1 INTRODUCTION -- 1.2 GLOBAL TALENT AND CHANGE CHALLENGE -- 1.3 SOUTH AFRICAN TALENT AND CHANGE CHALLENGE -- 1.4 MAKING THE SHIFT -- 1.5 MAINTAINING THE FOUNDATIONS -- 1.6 AN ACCELERATED LEARNING FRAMEWORK -- 1.7 CONCLUSION -- CHAPTER 2: THE PARADIGM SHIFT IN LEARNING -- 2.1 INTRODUCTION -- 2.2 DIGITAL, MOBILE AND SOCIAL MEDIA TRENDS -- 2.3 UNDERSTANDING TODAY'S LEARNER -- 2.4 PARADIGM SHIFT -- 2.5 CONCLUSION -- CHAPTER 3: INSIGHT INTO ACCELERATED LEARNING IN SOUTH AFRICAN ORGANISATIONS -- 3.1 INTRODUCTION -- 3.2 CHALLENGES OR OPPORTUNITIES -- 3.3 LEARNING METHODOLOGY TRENDS -- 3.4 EXAMPLES OF ACCELERATED LEARNING PROGRAMMES -- 3.5 LEADERS AS LEARNING CHAMPIONS -- 3.6 LEARNING INVOLVEMENT IN CHANGE -- 3.7 LEADERSHIP SKILL NEEDS -- 3.8 KEY MESSAGES -- 3.9 CONCLUSION -- PART 2: WHOLE BRAIN, WHOLE PERSON APPROACH TO LEARNING -- CHAPTER 4: UNIQUE LEARNING PROFILES -- 4.1 INTRODUCTION -- 4.2 SOME BASIC PRINCIPLES -- 4.3 LEARNING = CHANGE -- 4.4 SUB-CONSCIOUS INFLUENCES -- 4.5 LEARNING INFLUENCES -- 4.6 CREATING YOUR OWN LEARNING PROFILE -- 4.7 CONCLUSION -- CHAPTER 5: NEUROSCIENCE OF LEARNING -- 5.1 INTRODUCTION -- 5.2 WHAT IS NEUROSCIENCE? -- 5.3 LEARNING AND NEUROSCIENCE -- 5.4 WORKINGS OF THE BRAIN -- 5.5 THE LEARNING CYCLE -- 5.6 ATTENTION AND MEMORY -- 5.7 THE EMOTIONAL AND SOCIAL BRAIN -- 5.8 BRAIN DECEPTION -- 5.9 ENVIRONMENTAL FACTORS -- 5.10 CONCLUSION -- PART 3: CREATING A LEARNING CULTURE -- CHAPTER 6: CREATING A LEARNING CULTURE -- 6.1 INTRODUCTION -- 6.2 A TALE OF TWO COMPANIES -- 6.3 A LEARNING CULTURE FRAMEWORK. 6.4 EMBARKING ON A CULTURE TRANSFORMATION JOURNEY -- 6.5 CONCLUSION -- CHAPTER 7: LEARNING THROUGH COACHING -- 7.1 INTRODUCTION -- 7.2 WHAT IS COACHING? -- 7.3 WHY COACHING? -- 7.4 HOW DO WE GO ABOUT COACHING? -- 7.5 CONCLUSION -- CHAPTER 8: LEARNING THROUGH AUTHENTIC CONVERSATIONS -- 8.1 INTRODUCTION -- 8.2 THE CONTEXT OF THE PROBLEM -- 8.3 THE IMPERATIVE FOR HOLDING AUTHENTIC CONVERSATIONS -- 8.4 TOWARDS A CULTURE OF HEALTHY CONFLICT -- 8.5 THE LEARNING IMAGERY OF HOLDING AUTHENTIC CONVERSATIONS -- 8.6 THE LEARNING PROCESS OF INITIATING AND HOLDING AUTHENTIC CONVERSATIONS -- 8.7 CONCLUSION -- PART 4: DESIGNING ACCELERATED LEARNING PROGRAMMES -- CHAPTER 9: LEARNING ARCHITECTURE -- 9.1 INTRODUCTION -- 9.2 THE CHALLENGE -- 9.3 A FRAMEWORK -- 9.4 UNDERSTAND -- THE STRATEGIC PRIORITIES AND CAPABILITIES -- 9.5 DESIGN -- THE PERFORMANCE AND COMPETENCY STANDARDS -- 9.6 ANALYSE -- THE PROFICIENCY LEVELS AND THE NEEDS -- 9.7 DEVELOP -- ORGANISATIONAL AND INDIVIDUAL PLANS -- 9.8 CONCLUSION -- CHAPTER 10: LEARNING DESIGN -- 10.1 INTRODUCTION -- 10.2 LEARNING DESIGN FOR ACCELERATED LEARNING -- 10.3 DESIGN IN PRACTICE -- 10.4 RETENTION OF LEARNING -- 10.5 STEPS IN THE DESIGN PROCESS -- 10.6 METHODS AND TOOLS -- 10.7 CONCLUSION -- CHAPTER 11: GAMIFICATION IN LEARNING -- 11.1 WHAT IS GAMIFICATION? -- 11.2 FOUNDATION PRINCIPLES DRIVING THE SUCCESS OF GAMIFICATION -- 11.3 BUILDING A GAMIFICATION STRATEGY -- 11.4 GAMIFICATION MECHANICS -- 11.5 EXAMPLES OF GAMIFICATION -- 11.6 GAMIFICATION LESSONS -- 11.7 SO WHAT DOES ALL OF THIS MEAN, AND HOW CAN YOU APPLY IT? -- 11.8 CONCLUSION -- CHAPTER 12: LEARNING ASSESSMENT -- 12.1 INTRODUCTION -- 12.2 LEVELS OF ASSESSMENT -- 12.3 STRATEGIC CONSIDERATIONS IN ASSESSMENT DECISIONS -- 12.4 DESIGNING ASSESSMENT TO BE INCORPORATED INTO ACCELERATED LEARNING PROGRAMMES -- 12.5 ASSESSMENT METHODS -- 12.6 ASSESSMENT DILEMMAS. 12.7 ASSESSING THE OVERALL VALUE OF THE ALP -- 12.8 CONCLUSION -- PART 5: MAKING IT REAL -- CASE STUDIES OF ACCELERATED LEARNING -- CHAPTER 13: HOW TO GUIDE -- LEARNING TO ACCELERATE CHANGE -- 13.1 INTRODUCTION -- 13.2 A NEW PERSPECTIVE -- 13.3 THE LEARNING LANDSCAPE AND AUDIENCE -- 13.4 THE LEARNING DESIGN -- 13.5 ALIGNMENT WITH LEARNING DESIGN PRINCIPLES -- 13.6 CONCLUSION -- CHAPTER 14: CASE STUDY: BREAKTHROUGH LEARNING FOR TALENT POOLS -- 14.1 INTRODUCTION -- 14.2 WHAT IS BREAKTHROUGH LEARNING? -- 14.3 WHY BREAKTHROUGH LEARNING? -- 14.4 SETTING UP THE PROGRAMME -- 14.5 HIGH-LEVEL DESIGN -- 14.6 PROGRAMME OUTLINE -- 14.7 SELECTION OF PROGRAMME PARTICIPANTS -- 14.8 ASSESSMENTS -- 14.9 BL LAUNCH WORKSHOP -- 14.10 BL LEARNING MODULES -- 14.11 BL PROJECT WORK -- 14.12 LEARNING PORTAL -- 14.13 FINAL PRESENTATION AND CELEBRATION DINNER -- 14.14 FINAL WRAP-UP: ENSURING RESULTS AND SUSTAINABILITY -- 14.15 CONCLUSION -- CHAPTER 15: CASE STUDY: CREATING A CULTURE OF EFFECTIVE DECISION MANAGEMENT -- 15.1 INTRODUCTION -- 15.2 CONTEXT AND RATIONALE FOR EFFECTIVE DECISION MANAGEMENT -- 15.3 BACKGROUND TO THE CASE STUDY -- 15.4 THE COMPANY BUSINESS CASE FOR DECISION MANAGEMENT -- 15.5 THE LEARNING THEMES AND OUTCOMES -- 15.7 ACCELERATED LEARNING PRINCIPLES -- 15.8 CONCLUSION: QUO VADIS? -- REFERENCES AND BIBLIOGRAPHY -- INDEX -- ENDORSEMENTS FROM PEOPLE WHO HAVE READ THIS BOOK -- Back cover. Educational acceleration. http://id.loc.gov/authorities/subjects/sh85041103 Organizational learning. http://id.loc.gov/authorities/subjects/sh95006000 Employees Training of. http://id.loc.gov/authorities/subjects/sh85042896 Enseignement accéléré. Apprentissage organisationnel. Personnel Formation. BUSINESS & ECONOMICS Industrial Management. bisacsh BUSINESS & ECONOMICS Management. bisacsh BUSINESS & ECONOMICS Management Science. bisacsh BUSINESS & ECONOMICS Organizational Behavior. bisacsh Educational acceleration fast Employees Training of fast Organizational learning fast Kohl, Kerryn, author. has work: Accelerated learning for breakthrough results (Text) https://id.oclc.org/worldcat/entity/E39PCFYM8GgHBHfx7thbKcFG6q https://id.oclc.org/worldcat/ontology/hasWork FWS01 ZDB-4-EBU FWS_PDA_EBU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1130378 Volltext |
| spellingShingle | Craig, Debbie Kohl, Kerryn Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / Cover -- Untitled -- Title page -- Copyright page -- TABLE OF CONTENTS -- AUTHORS' NOTE -- ACKNOWLEDGEMENTS -- FOREWORD -- ABOUT THE AUTHORS -- ABOUT THE CONTRIBUTORSNatalie -- GAMIFICATION ON-BOARDING -- ICONS USED -- PART 1: PARADIGM SHIFT FOR ACCELERATED LEARNING -- CHAPTER 1:THE NEED FOR ACCELERATED LEARNING -- 1.1 INTRODUCTION -- 1.2 GLOBAL TALENT AND CHANGE CHALLENGE -- 1.3 SOUTH AFRICAN TALENT AND CHANGE CHALLENGE -- 1.4 MAKING THE SHIFT -- 1.5 MAINTAINING THE FOUNDATIONS -- 1.6 AN ACCELERATED LEARNING FRAMEWORK -- 1.7 CONCLUSION -- CHAPTER 2: THE PARADIGM SHIFT IN LEARNING -- 2.1 INTRODUCTION -- 2.2 DIGITAL, MOBILE AND SOCIAL MEDIA TRENDS -- 2.3 UNDERSTANDING TODAY'S LEARNER -- 2.4 PARADIGM SHIFT -- 2.5 CONCLUSION -- CHAPTER 3: INSIGHT INTO ACCELERATED LEARNING IN SOUTH AFRICAN ORGANISATIONS -- 3.1 INTRODUCTION -- 3.2 CHALLENGES OR OPPORTUNITIES -- 3.3 LEARNING METHODOLOGY TRENDS -- 3.4 EXAMPLES OF ACCELERATED LEARNING PROGRAMMES -- 3.5 LEADERS AS LEARNING CHAMPIONS -- 3.6 LEARNING INVOLVEMENT IN CHANGE -- 3.7 LEADERSHIP SKILL NEEDS -- 3.8 KEY MESSAGES -- 3.9 CONCLUSION -- PART 2: WHOLE BRAIN, WHOLE PERSON APPROACH TO LEARNING -- CHAPTER 4: UNIQUE LEARNING PROFILES -- 4.1 INTRODUCTION -- 4.2 SOME BASIC PRINCIPLES -- 4.3 LEARNING = CHANGE -- 4.4 SUB-CONSCIOUS INFLUENCES -- 4.5 LEARNING INFLUENCES -- 4.6 CREATING YOUR OWN LEARNING PROFILE -- 4.7 CONCLUSION -- CHAPTER 5: NEUROSCIENCE OF LEARNING -- 5.1 INTRODUCTION -- 5.2 WHAT IS NEUROSCIENCE? -- 5.3 LEARNING AND NEUROSCIENCE -- 5.4 WORKINGS OF THE BRAIN -- 5.5 THE LEARNING CYCLE -- 5.6 ATTENTION AND MEMORY -- 5.7 THE EMOTIONAL AND SOCIAL BRAIN -- 5.8 BRAIN DECEPTION -- 5.9 ENVIRONMENTAL FACTORS -- 5.10 CONCLUSION -- PART 3: CREATING A LEARNING CULTURE -- CHAPTER 6: CREATING A LEARNING CULTURE -- 6.1 INTRODUCTION -- 6.2 A TALE OF TWO COMPANIES -- 6.3 A LEARNING CULTURE FRAMEWORK. 6.4 EMBARKING ON A CULTURE TRANSFORMATION JOURNEY -- 6.5 CONCLUSION -- CHAPTER 7: LEARNING THROUGH COACHING -- 7.1 INTRODUCTION -- 7.2 WHAT IS COACHING? -- 7.3 WHY COACHING? -- 7.4 HOW DO WE GO ABOUT COACHING? -- 7.5 CONCLUSION -- CHAPTER 8: LEARNING THROUGH AUTHENTIC CONVERSATIONS -- 8.1 INTRODUCTION -- 8.2 THE CONTEXT OF THE PROBLEM -- 8.3 THE IMPERATIVE FOR HOLDING AUTHENTIC CONVERSATIONS -- 8.4 TOWARDS A CULTURE OF HEALTHY CONFLICT -- 8.5 THE LEARNING IMAGERY OF HOLDING AUTHENTIC CONVERSATIONS -- 8.6 THE LEARNING PROCESS OF INITIATING AND HOLDING AUTHENTIC CONVERSATIONS -- 8.7 CONCLUSION -- PART 4: DESIGNING ACCELERATED LEARNING PROGRAMMES -- CHAPTER 9: LEARNING ARCHITECTURE -- 9.1 INTRODUCTION -- 9.2 THE CHALLENGE -- 9.3 A FRAMEWORK -- 9.4 UNDERSTAND -- THE STRATEGIC PRIORITIES AND CAPABILITIES -- 9.5 DESIGN -- THE PERFORMANCE AND COMPETENCY STANDARDS -- 9.6 ANALYSE -- THE PROFICIENCY LEVELS AND THE NEEDS -- 9.7 DEVELOP -- ORGANISATIONAL AND INDIVIDUAL PLANS -- 9.8 CONCLUSION -- CHAPTER 10: LEARNING DESIGN -- 10.1 INTRODUCTION -- 10.2 LEARNING DESIGN FOR ACCELERATED LEARNING -- 10.3 DESIGN IN PRACTICE -- 10.4 RETENTION OF LEARNING -- 10.5 STEPS IN THE DESIGN PROCESS -- 10.6 METHODS AND TOOLS -- 10.7 CONCLUSION -- CHAPTER 11: GAMIFICATION IN LEARNING -- 11.1 WHAT IS GAMIFICATION? -- 11.2 FOUNDATION PRINCIPLES DRIVING THE SUCCESS OF GAMIFICATION -- 11.3 BUILDING A GAMIFICATION STRATEGY -- 11.4 GAMIFICATION MECHANICS -- 11.5 EXAMPLES OF GAMIFICATION -- 11.6 GAMIFICATION LESSONS -- 11.7 SO WHAT DOES ALL OF THIS MEAN, AND HOW CAN YOU APPLY IT? -- 11.8 CONCLUSION -- CHAPTER 12: LEARNING ASSESSMENT -- 12.1 INTRODUCTION -- 12.2 LEVELS OF ASSESSMENT -- 12.3 STRATEGIC CONSIDERATIONS IN ASSESSMENT DECISIONS -- 12.4 DESIGNING ASSESSMENT TO BE INCORPORATED INTO ACCELERATED LEARNING PROGRAMMES -- 12.5 ASSESSMENT METHODS -- 12.6 ASSESSMENT DILEMMAS. 12.7 ASSESSING THE OVERALL VALUE OF THE ALP -- 12.8 CONCLUSION -- PART 5: MAKING IT REAL -- CASE STUDIES OF ACCELERATED LEARNING -- CHAPTER 13: HOW TO GUIDE -- LEARNING TO ACCELERATE CHANGE -- 13.1 INTRODUCTION -- 13.2 A NEW PERSPECTIVE -- 13.3 THE LEARNING LANDSCAPE AND AUDIENCE -- 13.4 THE LEARNING DESIGN -- 13.5 ALIGNMENT WITH LEARNING DESIGN PRINCIPLES -- 13.6 CONCLUSION -- CHAPTER 14: CASE STUDY: BREAKTHROUGH LEARNING FOR TALENT POOLS -- 14.1 INTRODUCTION -- 14.2 WHAT IS BREAKTHROUGH LEARNING? -- 14.3 WHY BREAKTHROUGH LEARNING? -- 14.4 SETTING UP THE PROGRAMME -- 14.5 HIGH-LEVEL DESIGN -- 14.6 PROGRAMME OUTLINE -- 14.7 SELECTION OF PROGRAMME PARTICIPANTS -- 14.8 ASSESSMENTS -- 14.9 BL LAUNCH WORKSHOP -- 14.10 BL LEARNING MODULES -- 14.11 BL PROJECT WORK -- 14.12 LEARNING PORTAL -- 14.13 FINAL PRESENTATION AND CELEBRATION DINNER -- 14.14 FINAL WRAP-UP: ENSURING RESULTS AND SUSTAINABILITY -- 14.15 CONCLUSION -- CHAPTER 15: CASE STUDY: CREATING A CULTURE OF EFFECTIVE DECISION MANAGEMENT -- 15.1 INTRODUCTION -- 15.2 CONTEXT AND RATIONALE FOR EFFECTIVE DECISION MANAGEMENT -- 15.3 BACKGROUND TO THE CASE STUDY -- 15.4 THE COMPANY BUSINESS CASE FOR DECISION MANAGEMENT -- 15.5 THE LEARNING THEMES AND OUTCOMES -- 15.7 ACCELERATED LEARNING PRINCIPLES -- 15.8 CONCLUSION: QUO VADIS? -- REFERENCES AND BIBLIOGRAPHY -- INDEX -- ENDORSEMENTS FROM PEOPLE WHO HAVE READ THIS BOOK -- Back cover. Educational acceleration. http://id.loc.gov/authorities/subjects/sh85041103 Organizational learning. http://id.loc.gov/authorities/subjects/sh95006000 Employees Training of. http://id.loc.gov/authorities/subjects/sh85042896 Enseignement accéléré. Apprentissage organisationnel. Personnel Formation. BUSINESS & ECONOMICS Industrial Management. bisacsh BUSINESS & ECONOMICS Management. bisacsh BUSINESS & ECONOMICS Management Science. bisacsh BUSINESS & ECONOMICS Organizational Behavior. bisacsh Educational acceleration fast Employees Training of fast Organizational learning fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041103 http://id.loc.gov/authorities/subjects/sh95006000 http://id.loc.gov/authorities/subjects/sh85042896 |
| title | Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / |
| title_auth | Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / |
| title_exact_search | Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / |
| title_full | Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / by Debbie Craig and Kerryn Kohl. |
| title_fullStr | Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / by Debbie Craig and Kerryn Kohl. |
| title_full_unstemmed | Accelerated learning for breakthrough results : whole brain, person and systems approach to accelerate learning, engagement, change and growth / by Debbie Craig and Kerryn Kohl. |
| title_short | Accelerated learning for breakthrough results : |
| title_sort | accelerated learning for breakthrough results whole brain person and systems approach to accelerate learning engagement change and growth |
| title_sub | whole brain, person and systems approach to accelerate learning, engagement, change and growth / |
| topic | Educational acceleration. http://id.loc.gov/authorities/subjects/sh85041103 Organizational learning. http://id.loc.gov/authorities/subjects/sh95006000 Employees Training of. http://id.loc.gov/authorities/subjects/sh85042896 Enseignement accéléré. Apprentissage organisationnel. Personnel Formation. BUSINESS & ECONOMICS Industrial Management. bisacsh BUSINESS & ECONOMICS Management. bisacsh BUSINESS & ECONOMICS Management Science. bisacsh BUSINESS & ECONOMICS Organizational Behavior. bisacsh Educational acceleration fast Employees Training of fast Organizational learning fast |
| topic_facet | Educational acceleration. Organizational learning. Employees Training of. Enseignement accéléré. Apprentissage organisationnel. Personnel Formation. BUSINESS & ECONOMICS Industrial Management. BUSINESS & ECONOMICS Management. BUSINESS & ECONOMICS Management Science. BUSINESS & ECONOMICS Organizational Behavior. Educational acceleration Employees Training of Organizational learning |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1130378 |
| work_keys_str_mv | AT craigdebbie acceleratedlearningforbreakthroughresultswholebrainpersonandsystemsapproachtoacceleratelearningengagementchangeandgrowth AT kohlkerryn acceleratedlearningforbreakthroughresultswholebrainpersonandsystemsapproachtoacceleratelearningengagementchangeandgrowth |