Reengineering Corporate Training

Front Cover
IAP, 2009 - Business & Economics - 224 pages
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Haskell emphasizes that traditional, industry-based methods of training are inappropriate, and in fact, unworkable in today's complex, knowledge-based organizations. Instead of simple rote, task-limited, short-run training, organizations must find ways to give their employees thought-based, task-extended, high-performance, and long-run learning. Haskell thus shows that the goal of training is the transfer of learning, and this is not just simple training. What it is, how it works, and how organizations can achieve it are explained in a highly readable, thought-provoking and challenging way. Traditionalists may be skeptical, but Haskell's approach provides a general framework to help understand how to think in terms of learning transfer. His book will be important, compelling reading not only for those in the academic community, but for training and development professionals throughout the public and private sectors. Haskell argues that the training function must be reorganized from the traditional format that most organizations use to one that emphasizes the true acquisition of knowledge. In order to make this change, a fundamental concept--"transfer" of learning--must be understood. Based on a review of 90 years of research as well as his own experiences and findings, Haskell presents a new transfer of learning framework integrating all of the current training systems, mental models, systems archetypes, and generic thinking in the workplace. In doing so he provides the missing instructional foundations for all training and learning, and especially for what have come to be called "learning organizations." He argues that half the $70 billion spent on training in business and industry is wasted, simply because what people are taught in "class" is not transferred to and maintained on the job.
 

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Contents

Why Corporate Transfer of Learning Isnt Only Nice but Absolutely Necessary The Documented Failure of HRD Training Programs
1
The General Failure of Corporate Training
2
Specific Failures of Corporate Training
6
Smile Sheet Research
9
Counterintuitive and Negative Effects of Training
11
Postscript to the Failure of HRD Training
13
What Transfer of Learning Is and Why It Both Does and Doesnt Occur
17
A General Scheme for Understanding the Levels of Transfer
23
TransferAbility and the Spirit of Transfer
94
Context and Transfer
95
Cultures of Transfer
97
Knowledge Expertise Practice and Transfer of Learning The Usefulness of Useless Knowledge
103
The Importance of Knowledge Base for Transfer
105
Theoretical Knowledge and Transfer
107
The Usefulness of Useless Knowledge for Transfer
109
Knowledge of the Past Creates a Viable Corporate Transfer Future
111

How to Recognize It
25
The Importance of Corporate Transfer of Learning and How to Fix the Lack of Transfer in HRD Training Programs
29
Transfer of Training versus Transfer of Learning
33
A Corporate and Academic Merger
36
How to Fix the Lack of Transfer in HRD Training Programs
38
Instructing for General Transfer
39
Intellectual Capital Learning Organizations and the Transfer of Knowledge
45
Intellectual Capital
47
Managing Intellectual Capital and Those Who Create It
50
The Future of Transfer
54
Teaming with Corporate Transfer Personal Development and the Small Group as Team and Microworld
57
The Problem of Other Minds
59
Transfer Methods of Teaming with Transfer
61
The Team as a Sovereign Unit
62
The Family Archetype and the Corporate Team
63
A Common Group Tragedy
65
Specifically Applying Transfer of Experience
66
Mental Models SmallGroup Transfer Dynamics and Organizational Change
67
A Cautionary Transfer Tale
70
Product Development Technological and Defense Conversion Illustrating the Economics of Analogical Transfer
73
Defense and Economic Conversion
74
Internal versus External Conversion
77
Corporate and Technological Conversion
78
Individual versus Cultural
83
Conversion Engineers
85
Cautionary Postscript
86
The Transfer Spirit Contexts and Cultures of Transfer of Learning
89
The Spirit of Transfer
90
Practice Drill and Transfer
112
Mental Models Transfer Thinking and Leveraged Learning
117
Knowledge Base and Learning Strategies
118
Mental Models Thinking and Transfer
120
Thinking Reasoning and Transfer
122
Practical Reasoning Schemas
124
Leveraged Learning and Thinking
127
Systems Thinking How to Recognize Generic Structures System Archetypes and Transfer of Mental Models
131
Generic Structures
132
Archetypes and Mental Models
135
Systems Thinking
137
Generic General Systems and Archetypal Thinking in Corporate and Everyday Life
140
The Matrix and Harmonic Structure of Transfer Thinking
142
Intuition and Decision Making Transfer of Learning and the Unconscious
147
The Reality of the Unconscious Mind
150
Unconscious Intuition Knowledge Base and Expertise
153
Intuition and Transfer of Learning
156
The Transfer Consultant How to Begin Implementing Transfer and Save Your Training Dollar
163
Reducing Reliance on Consultants
164
The Transfer Consultants
165
Nine Transfer Consultants Roles
166
Reducing the Time and Economic Costs of Evaluation Research
168
The Requirements for Reengineering Corporate Training to Transfer of Learning
169
Research Bias and Instructional Mindfields
174
Kinds of Transfer
177
Transfer of Learning and the Development of Computer Competencies
181
Index
199
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About the author (2009)

Haskell is Professor of Psychology at the University of New England.

Carmel Greenwood, born in Australia, visited Hong Kong for a two-week holiday and stayed for thirty years. She has studied, practised and taught metaphysics for many years in the Far East, San Francisco and London, where she now lives.

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