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Financial times guide to business training /
Annotation
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Harlow, England :
Pearson Education Limited,
2013.
|
| Colección: | Financial times guides.
|
| Temas: | |
| Acceso en línea: | Texto completo (Requiere registro previo con correo institucional) |
MARC
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| 050 | 4 | |a HF5549.5.T7 |b 2013 | |
| 082 | 0 | 4 | |a 658.312404 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Bird, Tom, |d 1964- | |
| 245 | 1 | 0 | |a Financial times guide to business training / |c Tom Bird and Jeremy Cassell. |
| 246 | 3 | |a FT guide to business training | |
| 260 | |a Harlow, England : |b Pearson Education Limited, |c 2013. | ||
| 300 | |a 1 online resource (1 volume) : |b illustrations. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Financial times guides | |
| 588 | 0 | |a Online resource; title from cover page (viewed September 5, 2013). | |
| 520 | 8 | |a Annotation |b FT Guides Business TrainingSuccessful managers, LHow trainers need to adapt to the new business environmentHow people learnThe characteristics of a bad trainerTraining needs analysisTraining designHow to improve the way you deliver contentA blended approach which ensures learning transferAssessing and evaluating the impact of trainingWorking with external trainersVisit our website at www.pearson-books.com'This book is excellent. It stands head and shoulders above anything else I have read. If you want to be a better trainer and improve the impact you make, then I urge you to read this book today.' Neil Mullarkey, writer, actor, comedian and business trainer'I recommend that you buy this book if you are in the business of learning and development as you will learn the core fundamentals of what it takes to be a great business trainer.' Gillian Secrett, CEO of The Moller Centre, Churchill College, University of Cambridge'It's all here and it makes complete sense. Look no further if you want to improve the impact of your business training. Packed with punchy, practical how tos. Even if you implement only a fraction of the book you'll significantly improve the effectiveness of your training.' Peter hOney, occupational psychologist, management trainer, conference speaker and co-creator of Learning Styles. | |
| 505 | 0 | |a Part 1 Introduction Identifies who the book is for Sets outcomes Creates interest by a self assessment questionnaire Defines differences in a variety of learning interventions -- coaching, training, facilitation Answers the question -- what is training? Defines benefits for improving as a trainer 1) How do people learn? Learning models- Honey and Mumford etc Overview of key models Intro to accelerated learning Knowledge transfer 2) It starts with you Parent /Child -- overview of transactional analysis Beliefs &Values Attitude of you as trainer Don't need to be an expert to be a great trainer Key qualities identified in the modelling research process Personal self-awareness / preferences 3) Anatomy of a bad trainer Examples of a bad training from the perspective of a participant Identifies all the reasons why training has got a bad name in some quarters Relays personal stories of incompetence Quotes from senior figures in business bad mouthing profession Links to bad experiences at school Part 2 4) Training needs analysis Link to sales What happens when needs are not identified Simple templates for use at all levels -- Behaviours + skills + attitude Outcome setting + Learning outcomes Importance of focusing on audience 5) Design The process Building the why? -- The importance of grabbing the audience Pacing the audience + audience states Lobbying in advance Creating responsibility and awareness States to support learning Big + small chunk Introduction to the 4 Mat systems Are you getting in the way of design? -- ensuring your own preference does not dominate COMB at start of training -- context, objective, map, benefits Importance of environment How to rehearse -- rehearse like mad and then look as though it is spontaneous Part 3 6) Delivery Links to stand up comedy Building Rapport &Establishing credibility Credentials / qualifications Your voice Body Language Feedback to self / from others Maximising engagement Ice breakers Different methods of delivery -- tell/ group/ small group / case study / individual / exercises Managing groups Exercises -- planning / structure / facilitation Engagement -- questions / Stories and metaphors / other ideas Group discussions Use of space Handling different types -- identification and then how Working with different cultures Handling the hecklers 7) Blended approach Definition Benefits of blended Pre-seminar work The role of e-learning and technology Follow up and reflective learning logs 8) Assessing impact Why measure? The challenges ROE (return on investment vs. Return on expectation) Feedback and evaluation -- specific model Kirkpatrick model Reflecting on training -- why and how? 9) Working with external trainers How to be a great client Using external trainers Value for money vs. collaborative approach Working with procurement Budgeting Negotiation 10) Putting it all together and action planning Importa. | |
| 590 | |a O'Reilly |b O'Reilly Online Learning: Academic/Public Library Edition | ||
| 650 | 0 | |a Employees |x Training of |x Management. | |
| 650 | 0 | |a Personnel management. | |
| 650 | 0 | |a Occupational training. | |
| 650 | 2 | |a Personnel Management | |
| 650 | 6 | |a Personnel |x Formation |x Gestion. | |
| 650 | 6 | |a Personnel |x Direction. | |
| 650 | 7 | |a Employees |x Training of |x Management |2 fast | |
| 650 | 7 | |a Occupational training |2 fast | |
| 650 | 7 | |a Personnel management |2 fast | |
| 700 | 1 | |a Cassell, Jeremy. | |
| 830 | 0 | |a Financial times guides. | |
| 856 | 4 | 0 | |u https://learning.oreilly.com/library/view/~/9780273772972/?ar |z Texto completo (Requiere registro previo con correo institucional) |
| 994 | |a 92 |b IZTAP | ||