000			03640nam a2200229uu 4500
001			3259
003			OSt
005			20240523062542.0
008			001113s1995 xx ||||g| |0|| 0 eng d
090			_a2.07 _bB9248t
100	1		_aBUCKLEY, Roger _91576
245	1	0	_aThe theory and practice of training
250			_a3 ed
260			_aLondon : _bKogan Page, _c1995
300			_a300 p.
505	8	0	_tChapter 1 - Training and the organizacional environment _tIntroduction _tThe distinction between training and education _tTraining, education and planned experience _tBenefits of training _tThe image of training _tTraining and corporate strategy _tTraining and systems thinking _tChapter 2 - A systematic approach to training _tStages ia a systematic approach to training _tChapter 3 - Routes into training _tIntroduction _tThe reactive route _tThe proactive route _tSummary and conclusions _tChapter 4 - Analyses for training _tJob analisys _tJob syhthesis and future-oriented job analysis _tFucntional analysis _tAdditional job and task analyses _tKnowledge and topic analysis _tManual skills analysis _tSocial skill analysis _tAnalysis of the target population _tTraining needs/content analysis _tTraining criteria and standards _tEvaluating criteria _tChapter 5 - A competence-based approach _tNational Vocational Qualifications _tGeneral national vocational qualifications _tStandards of competence _tThe nature of evidence _tPresentation of evidence _tAssessment of competence _tThe competence debate _tChapter 6 - Training objectives _tStructure of objetives _tSources of information for objectives _tWriting performance statements _tEstablishing standards and developing end-of-training criteria measures _tDealing with attitudes _tIdentifying the conditions _tThe value of training objetives _tDissenting views on objectives _tA response to the dissenting view _tChapter 7 - Learning principles and conditions _tSequencing the training material _tReadiness of the learner _tWays of learning _tGeneral conditions of learning _tPrinciples and specific conditions supporting learning _tConclusion _tChapter 8 - The training programme: selection, design and delivery _tConstraints _tTarget population _tStrategies and tatics _tTactics _tReinforcement and transfer tactics _tSelecting the strategy and tactics _tTrainer skills _tChapter 9 - Assessing effectiveness of training _tReaction level _tLearning level _tMeasuring the acquisition of skills _tMeasuring changes in attitudes _tjob bahaviour and performance level _tConclusion _tChapter 10 - Auditing training _tAuditing the training system at the functional level _tAuditing the training system at the organizational level _tChapter 11 - Issues for trainers _tThe position of the training department in the structure of the organization _tChanging roles of the trainer _tThe consultancy role of the trainer _tProfessional trainers _tProfessional status _tMarketing the training fucntion _tA final word _tAppendix 1: Metohds for obtaining information about performance problems and job/task content _tStructured interview _tObservation _tQuestionnaeire _tParticipation _tSelf-written job description _tWrok diary _tFilm-video-photography _tStudy of existing personnel records _tTechnical conference/group discussion _tAppendix 2: sampling _tMethods of sampling _tSample size _tAppendix 3 - Example of a learning journal _tAppendix 4: Illustration of a tutor's review of a course _tAppendix 5 - Example of a checklist to assess trainer performance _tReferences _tIndex
650		4	_912540 _aCapacitação Profissional
700	1		_aCAPLE, Jim _914588
942			_cG
998			_a20001113 _bPieran _cPierangele Raphael
998			_a20030822 _bPieran _cPierangele Raphael
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c3438 _d3438
041			_aeng