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Book Categories |
| List of tables | vii | |
| List of figures | ix | |
| Preface | xi | |
| Acknowledgements | xvii | |
| Part I | Foundations for Change | |
| 1 | The framework for change | 3 |
| 2 | Managing change | 23 |
| 3 | Analysing learning needs | 47 |
| 4 | Skills and skills management | 61 |
| Part II | Learners and Learning | |
| 5 | Who are the learners ...? | 77 |
| 6 | ... And how do they learn? | 97 |
| 7 | Putting adult learning characteristics to work | 115 |
| Part III | Delivery, Feedback and Benefits | |
| 8 | Designing and delivering learning | 135 |
| 9 | Organizing learning | 155 |
| 10 | Measurement and evaluation | 173 |
| 11 | SATE at work - I | 195 |
| 12 | SATE at work - II | 213 |
| Part IV | Looking Ahead | |
| 13 | Organizational trends | 229 |
| 14 | Implications for management and workers | 239 |
| 15 | Implications for educators | 257 |
| 16 | Skills and the human balance sheet | 277 |
| Epilogue | 289 | |
| Notes | 297 | |
| Bibliography | 303 | |
| Further reading | 307 | |
| Index | 311 |
| Price | Condition | Delivery | Seller | Action |
| $120.00 | Digital |
| WonderClub |
Stephen Kinney
reviewed A Learning Approach to Change on July 26, 2011
A Learning Approach to Change
Sparse, written for the action-oriented, to use his own terminology. I would have liked more examples of how the situation plays out with a manager of one orientation and employees of another. There is a faux-case study that is revisited throughout the book but the "voice" is off, it gives the same judgmental attitude to every "character," when I think only some of them would think that way. Useful paradigms: "ascribed" versus "achieved" authority; and the model of action/ process/ task/ role orientation.
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