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In this book, internationally respected scholars from the
disciplines of educational science, business administration and
psychology thoroughly discuss practice-related questions on
learning transfer in organizations. Readers will learn solid
concepts for securing and evaluating learning transfer.
This volume offers new insights about learning transfer in
organizations and their implications for both research and
practice.It examines the actual state in practice and provides the
foundation for improvements in the design and evaluation of further
training measures that are conducive to the transfer of
learning.
In addition, coverage details theoretical models on learning
transfer in further vocational training and develops concepts that
enable the transfer of learning for further training in
organizations. The book also evaluates further training measures on
different levels on the basis of relevant criteria. "
In this book, internationally respected scholars from the
disciplines of educational science, business administration and
psychology thoroughly discuss practice-related questions on
learning transfer in organizations. Readers will learn solid
concepts for securing and evaluating learning transfer. This volume
offers new insights about learning transfer in organizations and
their implications for both research and practice. It examines the
actual state in practice and provides the foundation for
improvements in the design and evaluation of further training
measures that are conducive to the transfer of learning. In
addition, coverage details theoretical models on learning transfer
in further vocational training and develops concepts that enable
the transfer of learning for further training in organizations. The
book also evaluates further training measures on different levels
on the basis of relevant criteria.
The basic concern of the volume is to determine the preconditions
of personality development and to show their significance and their
perspectives for educational science and for pedagogical practice.
First, these basic preconditions of becoming oneself are collected
in a single volume and discussed in terms of their significance for
science and for educational practice. In all fundamental dimensions
are understood as precondition of becoming oneself. "Bildung" is
here for the first time understood as the formation of the overall
individual personality, which the OECD postulates to be the key
qualification of the Twenty-first Century. From a pedagogical
perspective, it is a matter of furthering the personality. It
provides research with a new perspective, in that it makes the
furthering of the overall personality the object of education.
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