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How can every management class be a dynamic, unforgettable
experience? This much-needed book distils over half a century of
the authors' combined experience as university professors,
consultants, and advisors to corporate training departments. In a
lively, hands-on fashion, it describes the fundamental elements in
every learning situation, allowing readers to adapt the suggestions
to their particular teaching context. It sparks reflection on what
we do in the classroom, why we do it, and how it might be done more
effectively. The chapters are broadly organized according to things
you do before class, things you do during class, and things you do
in between and after class, so that every instructor, whether
newly-minted PhDs facing their first classroom experience,
experienced faculty looking to polish their teaching techniques,
consultants who want to have more impact, or corporate trainers
wishing to develop in-house teaching skills, can benefit from the
invaluable advice given.
C-level executives down to front line supervisors often wrestle
with how to tackle the issues, dilemmas and problems that face
them. Most strive to influence visible behaviour with rewards and
punishments. Fewer use logic and evidence in the attempt to
influence others. Far fewer understand that our semi-conscious or
pre-conscious Values, Assumptions, Beliefs and Expectations about
the way the world is or in their minds should be (VABEs) "trump"
solid evidence and rewards in the way people make big, even life
changing, decisions. People by the billions worldwide decide in
favor of their VABEs over rewards/punishments and evidence.
How can every management class be a dynamic, unforgettable
experience? This much-needed book distils over half a century of
the authors' combined experience as university professors,
consultants, and advisors to corporate training departments. In a
lively, hands-on fashion, it describes the fundamental elements in
every learning situation, allowing readers to adapt the suggestions
to their particular teaching context. It sparks reflection on what
we do in the classroom, why we do it, and how it might be done more
effectively. The chapters are broadly organized according to things
you do before class, things you do during class, and things you do
in between and after class, so that every instructor, whether
newly-minted Ph.D.s facing their first classroom experience,
experienced faculty looking to polish their teaching techniques,
consultants who want to have more impact, or corporate trainers
wishing to develop in-house teaching skills, can benefit from the
invaluable advice given.
Creating a Learning Culture features insightful essays from
industry observers and revealing case studies of prominent
corporations. Each chapter revolves around creating an environment
where learning takes place each day, all day - fundamentally
changing the way we think about how, what, and when we learn, and
how we can apply learning to practice. For the first time
contemporary work on this subject appears in one volume. Three
sections address key aspects of learning culture: the modern
business context and the importance of learning at every juncture;
the organic and adaptive approaches organizational leaders can take
to design enduring success; and the expanding role of individuals
within organizations and the implications for business leaders,
educators, technologists, and learners. Identifying the steps
companies must take to remain competitive for years to come, this
book explains how learning strategies applied to all aspects of
every job can provide swift returns and lasting results.
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