000			02817nam a2200253uu 4500
001			5051115155812
003			OSt
005			20240523062547.0
008			050511s2005 xx ||||g| |0|| 0 eng d
020			_a0749441569
090			_a2.07 _bB9244t
100	1		_aBUCKLEY, Roger _91576
245	1	0	_aThe theory & practice of training
250			_a 5 th
260			_aLondon : _bKogan Page, _c2004
300			_a324 p.
505	8	0	_t1. Training and the organizational environment _t-The distinction between training and education _t-Training, education and experience _t-Benefits of training _t-The image of training _t-Training and corporate strategy _t-Training and systems thinking _t2. A systematic approach to training _t-Stages in a systematic approach to training _t3. The reactive route into training _t4. The proactive route into training _t-Summary and conclusions _t5. Analyses for training _t-Job analysis _t-Job synthesis and future-oriented job analysis _t-Functional analysis _t-Knowledge and topic analysis _t-Manual skills analysis _t-Social skills analysis _t-Analysis of the target population _t-Training needs/content analysis _t-Training criteria and standards _t-Evaluating criteria _t6. Training objectives _t-Training objectives _t-Structure of objectives _t-Sources of information for objectives _t-Writing performance statements _t-Establishing standards and developing end-of-training criteria measures _t-Dealing with attitudes _t-Identifying the conditions _t-The value of training objectives _t-Dissenting views on objectives _t-A response to the dissenting view _t7. Learning principles and conditions _t-Sequencing the training material _t-Readiness of the learner _t-Ways of learning _t-General conditions of learning _t-Principles and specific conditions supporting learning _t-Conclusion _t8. The training programme: selection, design and delivery _t-Constraints _t-Target population _t-Strategies and learning tactics _t-Tactics _t-Reinforcement and transfer tactics _t-Selecting nthe strategy and tactics _t9. Assessing the efectiveness of training _t-Reaction level _t-Learning level _t-Job behaviour and performance level _t-Organization level _t-Conclusion _t10. Auditing training _t-Auditing the training system at the event level _t-Auditing the training system at the functional level _t-Auditing the training system at teh organizational level _t-The training auditor _t11. The role of the trainer _t-The trainer in context _t-Who are the trainers? _t-Trainer skills _t-Changing roles of the tariner _t-Managing the transfer of training _t-The consultancy role of the trainer _t-Marketing the training function _t-A final word
650		4	_912540 _aCapacitação Profissional
650		4	_aTreinamento _912845
700	1		_aCAPLE, Jim _914588
942			_cG
998			_a20050511 _b1515^b _cCamila
998			_a20050524 _b1827^b _cElda
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c13002 _d13002
041			_aeng