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Chris Sangster's book is a practical, step-by-step guide to personal and professional development that covers the strategy, techniques and philosophy behind the process. Lifelong learning, the shift from trainer-centred delivery to learner-centred development and the opportunities provided by new technologies, place considerable onus on individuals to take responsibility for their own learning. This guide will help trainers and facilitators to enable learners to do just that. There are, at least, three different participants involved in any meaningful and sustainable process of personal development at work - the learner, his or her line manager and mentor(s), and the training (or development support) function. Chris Sangster provides a route map for each of these three roles. He offers a simple, compelling triangular model to illustrate the interaction of each and places particular emphasis on 'learning outcomes' - as opposed to inputs, focusing attention and objective measurement on learning that manifests itself through application, achievement and changes in behaviour. Whether you are looking for a complete and holistic process for developing your people or a highly readable guide to unravelling the myths of development - such as the confusion between personal and professional development - this book has it all.

Tabla de contenidos provista por Syndetics

• Preface(p. xi)
• I Setting your sights on the CPD goal(p. 1)
• 1 What is CPD?(p. 2)
• 2 Personal and professional: the difference(p. 2)
• 3 Mixing and matching(p. 3)
• 4 Personal and professional: the subdivision(p. 3)
• 5 Individual empowerment(p. 4)
• 6 Empowerment 'free flight'(p. 4)
• 7 Some benefits of empowerment(p. 5)
• 8 Making empowerment work(p. 6)
• 9 Empowerment in context(p. 7)
• 10 The benefits of setting out a plan(p. 8)
• 11 The benefits of a systematic approach(p. 9)
• 12 The principle of 'triangular integration'(p. 10)
• 13 The integrated triangle(p. 10)
• II Mapping your development path(p. 15)
• 14 The difference between training and learning development(p. 16)
• 15 Tracks and paths(p. 18)
• 16 The benefit of 'time outs'(p. 19)
• 17 The structure of objectives(p. 19)
• 18 Objectives: the facts(p. 20)
• 19 Psychomotor and cognitive objectives(p. 20)
• 20 Affective objectives(p. 22)
• 21 Cognitive objectives in detail(p. 24)
• 22 Advanced cognitive stages(p. 27)
• 23 An ongoing process(p. 30)
• 24 Business, departmental and individual objectives(p. 30)
• 25 Identifying stages(p. 31)
• 26 Milestoning(p. 32)
• 27 Modularization(p. 33)
• 28 Checking for hazards(p. 34)
• III Getting your team together(p. 37)
• 29 Triangular integration in action(p. 39)
• 30 Motivating the manager(p. 39)
• 31 The support function in our triangle(p. 41)
• 32 Building the mentoring team(p. 41)
• 33 Setting lines of communication(p. 43)
• 34 Contracting to work together(p. 45)
• 35 Working and existing together co-operatively(p. 45)
• IV Adding individual inputs to the team outcome(p. 49)
• 36 The holistic effect in detail(p. 50)
• 37 The holistic bonus(p. 51)
• 38 Involving line managers(p. 51)
• 39 Selling the benefits(p. 52)
• 40 Launching the concept of changing roles to DSF(p. 53)
• 41 Change begins to appear(p. 55)
• 42 Individual empowerment(p. 55)
• 43 Addressing strengths and shortfalls(p. 56)
• 44 Identifying needs(p. 56)
• 45 The outcome of the process(p. 57)
• 46 Eliminating the hidden agenda(p. 59)
• 47 Co-operation on a sliding scale(p. 59)
• 48 Planning and recording(p. 61)
• V Moving along the development path(p. 63)
• 49 Preparing sound foundations(p. 63)
• 50 Setting off on individual development paths(p. 64)
• 51 The great time perspective(p. 64)
• 52 Goals and milestones(p. 65)
• 53 The Personal Pending file(p. 66)
• 54 Using a 'Things to Do' list(p. 67)
• 55 Personal planning(p. 67)
• 56 Personalized planner: suggested headings(p. 69)
• 57 A planning system(p. 70)
• 58 Monitoring progress(p. 71)
• 59 Prevention rather than cure(p. 72)
• 60 The power of communication(p. 73)
• VI Learning along the way(p. 75)
• 61 Reviewing the options(p. 75)
• 62 The hypothetical development challenge(p. 76)
• 63 Selecting from the range(p. 76)
• 64 Introducing objectivity into the selection(p. 77)
• 65 Selecting horses for courses(p. 79)
• 66 Overviewing the 'learning big picture'(p. 80)
• 67 Self-study(p. 80)
• 68 Open and distance learning(p. 81)
• 69 Training courses(p. 83)
• 70 Criteria for course type and technique evaluation(p. 85)
• 71 Coaching(p. 87)
• 72 Mentoring(p. 87)
• 73 The limitless scope of mentoring(p. 88)
• 74 Altering our perspective(p. 89)
• 75 The selection process(p. 89)
• 76 Viewing the big picture(p. 90)
• VII Selecting the proper equipment(p. 93)
• 77 Getting the correct combination(p. 94)
• 78 Matching individual needs with training objectives(p. 95)
• 79 Planning the strategy route(p. 96)
• 80 Case study(p. 97)
• 81 The analysed solution(p. 99)
• 82 Applying more detailed analysis(p. 100)
• 83 Reaching real conclusions(p. 102)
• 84 Improvisation in the field(p. 103)
• 85 Responding flexibly to differing needs(p. 104)
• VIII Charting progress(p. 107)
• 86 The overlying purpose of progress(p. 107)
• 87 Why should we record CPD achievements?(p. 109)
• 88 Development testing for humans(p. 109)
• 89 Applying a CPD planning system(p. 110)
• 90 Plans, reality and lateral thinking(p. 111)
• 91 Problem solving to maintain progress(p. 111)
• 92 Triangular integration: is it working?(p. 111)
• 93 Using the CPD system constructively(p. 113)
• 94 Memo/discussion/action(p. 113)
• 95 Getting out of the mud(p. 114)
• 96 Using a CPD system positively(p. 116)
• 97 Our current position on the development track(p. 117)
• IX Reviewing progress(p. 119)
• 98 Reviewing progress(p. 119)
• 99 Relating personal and professional development(p. 120)
• 100 The hundred monkeys(p. 121)
• 101 Spotting the signs of co-operation(p. 122)
• 102 Reviewing strengths and shortfalls(p. 123)
• 103 Establishing a review system(p. 123)
• 104 Using objectives to review progress(p. 124)
• 105 The range of objectives applied to the module(p. 125)
• 106 The real value of using objectives(p. 127)
• 107 Reviewing progress: Is the teamwork working?(p. 127)
• 108 Reviewing the foundations of our team building(p. 128)
• 109 Maintaining progress towards co-operation(p. 130)
• 110 Reviewing programmes and materials(p. 132)
• 111 Monitoring progress through competency testing(p. 133)
• 112 Reviewing the review process!(p. 133)
• X Keeping our eye on the goal(p. 135)
• 113 CPD milestones(p. 135)
• 114 Planning an individual CPD project(p. 136)
• 115 Repositioning the milestones(p. 137)
• 116 Adding extra milestones to meet detailed needs(p. 138)
• 117 Case study(p. 138)
• 118 Spotting the potential blockages(p. 141)
• 119 Possible responses to meet identified needs(p. 142)
• 120 Charting the longer path, with added milestones(p. 143)
• 121 Negotiating to keep moving(p. 145)
• 122 Positive negotiation strategies(p. 146)
• 123 Keeping the pace going(p. 147)
• 124 The valuable new role of the DSF(p. 148)
• XI Character building(p. 151)
• 125 Establishing our personal parameters(p. 151)
• 126 Focus on personal development(p. 152)
• 127 Personal development and the spiritual(p. 152)
• 128 Living a more holistic way of life(p. 153)
• 129 Holistic involvement in the community(p. 154)
• 130 Thinking and acting co-operatively(p. 155)
• 131 Co-operation within personal development(p. 156)
• 132 'Do me a favour'(p. 157)
• 133 The mentor over the garden fence(p. 157)
• 134 Personal development and the ego(p. 158)
• 135 The ego placed within a more selfless group dynamic(p. 159)
• 136 Selflessness and self-confidence: the positive self(p. 159)
• 137 Personal development and thinking objectively(p. 160)
• 138 Thinking in the active rather than the passive(p. 161)
• 139 Objectivity in personal development(p. 162)
• 140 Thinking objectively and impartially(p. 162)
• 141 Personal development and CPD planning and recording(p. 163)
• 142 Setting out our personal milestones(p. 163)
• 143 The ever-expanding state of personal development(p. 164)
• 144 Maintaining our individual momentum(p. 165)
• 145 Establishing the ground rules for a holistic life(p. 165)
• XII Distant hills--charted paths(p. 167)
• 146 CPD planning and recording(p. 167)
• 147 Reviewing the bigger picture(p. 168)
• 148 Reviewing our goals(p. 169)
• 149 Keeping an open mind(p. 169)
• 150 Empowerment--taking the lead willingly(p. 171)
• 151 Individual development paths(p. 172)
• 152 Integrating with others(p. 172)
• 153 Onwards and upwards(p. 174)

Notas de autor provistas por Syndetics

Chris Sangster, B Ed, Dip Ed Tech, MIPD is an independent training consultant who specializes in personal development and team building applying communication strategies. He works with clients to introduce CPD/Lifelong Learning programmes and the application of the range of concepts encapsulated in this book. He has worked in education and training for over 30 years and is a regular contributor to several professional journals.