Organizational leaders, governments and trade unions all agree that learning is fundamental to organizational and economic success. The question is how it should best be supported. The Handbook of Work Based Learning delivers a compelling answer to this question. Learning needs to be based in the realities of organizational life. This unique, groundbreaking handbook provides a definitive guide to the set of strategies, tactics and methods for supporting work based learning. The three main parts of the Handbook, which focus in turn on strategies, tactics and methods, are written for both the learner and the professional developer alike. Each includes a description of the process (strategy, tactic or method), provides examples of what it looks like in action, explains the benefits and the likely limitations and provides a set of operating hints for applying the process. Nothing has been neglected, so alongside detailed descriptions of what to do and how to do it, the authors have included the Declaration on Learning, created by thirteen of the major figures in the field of organizational learning, a section guiding you towards routes for gaining qualifications, along with a well-researched set of references and further reading.
Contents: Foreward by Jonathan Garnett; Preface; Part I The Rationale For Work Based Learning: The basis of work based learning; Wrok based learning and the role of decision makers; Work based learning and the role of developers. Part II Stategies For Work Based Learning And Development: Action learning; Apprenticeship; Career advice; Continuing professional development; Internship; Mentoring; Networks and communities; Qualifications; Self managed learning; Team development. Part III Tactics For Work Based Learning And Development: Appraisal and performance reviews; Buddying; Coaching; Deputizing; E-learning; Job rotation and job swaps; Learning resource centres; On-the-job learning; Personal development plans; Projects; Secondments and related approaches. Part IV Methods For Work Based Learning And Development: 360 feedback; Action reviews; Benchmarking; Briefings/demonstrations/presentations; Computer based training; Consulting; Counselling; Critical friend; Delegation; development centres; Dialogue; Discussion; Distance learning and packages/CD ROMs; Induction; Interviewing; Learning logs; 'Management by walking about' or 'Managing by wandering around'; Meetings; Mistakes; Observation/listening; Peer review; Psychometric tests, instruments and checklists; Questioning, asking; Reading; Reflective learning; Repertory grid method - understanding your world; Research; Shadowing; Tapes - videotapes/audiotapes/DVD; Task groups/working parties/committees/steering groups - temporary groups; Travel; Video feedback; Video conference/webcam/teleconference; Visits; Volunteering; Witnessing; Writing. Part V Conclusions And Directions: Appendix I A declaration on learning - a all to action; Appendix II A work based model for gaining qualifications; Appendix III Why isn't work based learning more supported?. Biography; Index.
