Training And Development : Enhancing Communication And Leadership Skills, Amt ss 20 \u00d1\u0081\u00d1\u2026\u00d0\u00b5\u00d0\u00bc\u00d0\u00b0

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Book..Condition:..New…Download….instructor….resources….Support….for….Educators….&….Institutions….Support….for….Students………Chapters..5..through..10..are..very..well..done..but..pretty..much..standard..fair..relative..to..developing..content,..selecting..training..methods,..using..technology..and..presentational..aids,..developing..training..plans,..delivering..the..training..session,..and..managing..conflict..in..the..classroom.However,..Chapters..11..and..12..are..very..effective..in..providing..the..student..with..information..relative..to..assessing..and..measuring..learning..outcome,..designing..and..interpreting..assessment..data,..and..making..the..business..case..for..effective..training…Learn…about…our…service…capabilities…and…solutions…….Chapter….3….addresses….the….cognitive,….affective,….and….psychomotor….learning….domains….as….they….relate….appropriate….assessment….tools….to….address….each….domain.In….addition,….less….formal….methods….are….discussed….analyze….training….needs….when….time….for….a….more….formal….process….is….not….available.Once….well-defined….needs….are….defined….the….text….follows….with….Chapter….4….and….the….development….of….training….objective….and….curriculum….design.Particular….attention….is….placed….on….development….of….properly….structured….training/learning….objectives.A….particularly….strong….teaching….technique….used….by….the….authors….is….the….modeling….of….properly….structured….learning….objectives….for….each….chapter….of….the….text.The….structure….of….curriculum….design….focuses….on….a….chronological….order….consistent….with….the….objectives….and….developed….from….simple….to….more….complex….skills.Another….effective….teaching/learning….aid….the….authors….provide….are….the….end….of….chapter….discussion,….application,….and….analysis….questions…..

Clean….Copy….With….Light….Amount….of….Wear………Book..Condition:..Very..Good…Educator….Student….Academic….Dean….Administrator….College….Reseller….Private….Sector….Education….Workforce….Director………Paperback….Home….Terms..Of..Use….Privacy..Policy….Site..Map..Website..development..by..Americaneagle.com..-..Powered..by..idev….Close…..After….the….Chapter….1….introduction….and….overview….to….the….training….process,….the….authors….contrast….in….Chapter….2….adult….learning….theory….(andragogy)….to….the….child….learning….theory….(pedagogy).The….authors….emphasis….five….key….assumptions….about….the….adult….learner….that….trainers….must….keep….in….mind….to….be….effective:(1)….adults….need….relevant….training,….(2)….adults….bring….experience….levels….to….the….class,….(3)….adults….are….internally….motivated….to….learn,….(4)….adults….know….what….they….need….to….learn,….and….(5)….adult….learning….is….problem….oriented.This….chapter….also….provides….important….information….relative….to….learning….styles….and….how….this….knowledge….relates….to….development….of….effective….training…..

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