The content and role of working have changed in significant ways as a result of new technologies and broader social and organisational changes. Work serves a range of purposes for individuals including recognition, influence, self-expression and self-fulfilment. Learning with Colleagues relates to personal development, enabling individuals to enter into a deeper relationship with colleagues to learn from them and with them. The book will be an important stimulus to creating a workplace learning environment.
The content and role of working have changed in significant ways as a result of new technologies and broader social and organisational changes. Work serves a range of purposes for individuals including recognition, influence, self-expression and self-fulfilment. Learning with Colleagues relates to personal development, enabling individuals to enter into a deeper relationship with colleagues to learn from them and with them. The book will be an important stimulus to creating a workplace learning environment.
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Autorenporträt
ERIK DE HAAN is a Senior Consultant at Ashridge Consulting at Ashridge Management School. He was previously a consultant in The Netherlands and researcher at the University of Utrecht. The Dutch edition of his book, Learning with Colleagues has been a best-seller in The Netherlands and he has also written a book on the importance of Shakespeare's, King Lear for managers.
Inhaltsangabe
PART I: PEER CONSULTATION Peer Supervision and Action Learning: Similarities and Differences Who or What are We Talking About? The Art of Asking Questions Consultation Methods Preconditions for Peer Supervision and Action Learning PART II: FACILITATION THe Role of the Facilitator Methodical Organisation of the Facilitator's Role Learning on Both Sides Giving Feedback An Eye for Mirroring Dealing With Difficult Moments PART III: LEARNING FROM EXPERIENCE Some Concepts and Definitions Explained Four Learning Styles Learning to Learn Better Continuous Education PART IV: FROM CONSULTATION GROUPS TO LEARNING GROUPS Peer Consultation as Supplementary to Training and Practice Extension I: Short-Cycle Learning Extension II: Project-Based Action Learning Extension III: Self-managed Learning and Learning Networks Appendicies
PART I: PEER CONSULTATION Peer Supervision and Action Learning: Similarities and Differences Who or What are We Talking About? The Art of Asking Questions Consultation Methods Preconditions for Peer Supervision and Action Learning PART II: FACILITATION THe Role of the Facilitator Methodical Organisation of the Facilitator's Role Learning on Both Sides Giving Feedback An Eye for Mirroring Dealing With Difficult Moments PART III: LEARNING FROM EXPERIENCE Some Concepts and Definitions Explained Four Learning Styles Learning to Learn Better Continuous Education PART IV: FROM CONSULTATION GROUPS TO LEARNING GROUPS Peer Consultation as Supplementary to Training and Practice Extension I: Short-Cycle Learning Extension II: Project-Based Action Learning Extension III: Self-managed Learning and Learning Networks Appendicies
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