具体描述
Authoritative, complete, and current, the ASTD Handbook for Workplace Learning Professionals is an easy-to-use, must-have reference tool for all learning professionals. This 'go to' resource and reference guide, edited by Elaine Biech, is packed full of key methodologies, practices, and procedures on every topic including training design and delivery, analyzing needs, measurement and evaluation, e-learning, organization development, managing the learning function, and human performance improvement. The ASTD Handbook brings together authors who represent the best practitioners in the field, authorities to present the most critical information to professionals. Contributors include Bill Wiggenhorn, Geary Rummler, Robert Mager, Bill Byham, Elliot Masie, Donald Kirkpatrick, John Cone, Donnee Ramelli, Tony Bingham, and other industry leaders. Included in this volume are a complete glossary and accompanying digital materials (available via download) with supporting worksheets and tools.
作者简介
目录信息
Introduction to the ASTD Handbook for Workplace Learning Professionals
Section I: Learning in the Workplace
Luminary Perspective: Learning in the Workplace
Chapter 01 The Evolution of the Training Profession
Chapter 02 The Evolution of Human Performance Improvement
Chapter 03 The Business Case for Learning
Chapter 04 Performance Consulting: A Process to Ensure Skill Becomes Performance
Section II: Assessing and Analyzing Needs
Luminary Perspective: Some Important Questions Regarding Needs Assessment and Analysis
Chapter 05 Data Collection and Assessment—Finding the Right Tool for the Job
Chapter 06 Identifying Performance and Learning Gaps
Chapter 07 Competencies and the Changing World of Work
Chapter 08 Selecting Solutions to Improve Workplace Performance
Section III: Designing and Developing Effective Learning
Luminary Perspective: Designing and Developing Effective Learning
Chapter 09 Research in Learning: What We Know for Sure
Chapter 10 Instructional Design Models and Learning Theories
Chapter 11 The Learner: What We Need to Know
Chapter 12 Instructional Design and Development
Chapter 13 Best Practices in Online Course Development
Chapter 14 Learning Transfer: The Next Frontie
Chapter 15 Off-the-Shelf Materials
Section IV: Face-to-Face Delivery—As Important as Ever
Luminary Perspective: Face-to-Face Delivery—As Important as Ever
Chapter 16 The 10 Most Important Lessons I've Learned About Effective Classroom Presentation
Chapter 17 Active Learning Strategies
Chapter 18 Instructional Facilitation
Chapter 19 Large Group Methods: A Shopper's Guide
Chapter 20 The 25 Competencies of a Master Trainer
Chapter 21 Coaching: A Customized Learning Approach
Section V: Delivering Technology-Enabled Learning
Luminary Perspective: What Is the Meaning of the e in e-Learning?
Chapter 22 Learning Technology Primer
Chapter 23 Authoring Techniques and Rapid E-Learning
Chapter 24 What Is a Simulation? The New Structure of Actions-Systems-Results
Chapter 25 Performance Support: Anytime, Anyplace, Including the Classroom
Chapter 26 Distance Learning and Web-Based Training
Chapter 27 Learning Meets Web 2.0: Collaborative Learning
Section VI: Measuring and Evaluating Impact
Luminary Perspective: Evaluating Training Programs
Chapter 28 Level 1: Reaction Evaluation
Chapter 29 Level 2: Learning—Five Essential Steps for Creating Your Tests and Two Cautionary Tales
Chapter 30 Level 3 Evaluation
Chapter 31 Level 4: Results
Chapter 32 Return-on-Investment
Chapter 33 Bottom Line Measures in the ASTD WLP Scorecard
Section VII: Organizational Level Applications
Luminary Perspective: Organizational Level Applications
Chapter 34 Learning in Organizations
Chapter 35 Organizational Culture
Chapter 36 Leading Complex Change
Chapter 37 The Learning Organization Today: An Interview with Peter Senge
Chapter 38 Managing Knowledge in Organizations
Chapter 39 Consulting on the Inside
Chapter 40 Consulting From the Outside
Section VIII: Managing the Learning and Performance Function
Luminary Perspective: Learning Linked to Business Results
Chapter 41 Managing Learning Like a Business
Chapter 42 Tips for Outsourcing Success
Chapter 43 Using Technology to Manage Learning
Chapter 44 Intellectual Property: Protect What Is Yours and Avoid Taking What Belongs to Someone Else
Chapter 45 Preaching to the Choir: The Future of Integrated Talent Management
Section IX: The WLP Professional
Luminary Perspective: Getting to Relevance
Chapter 46 Competencies: The Foundation of Our Profession
Chapter 47 Careers in Workplace Learning and Performance
Chapter 48 Workplace Learning and Performance Certification
Chapter 49 Ethics for Workplace Learning and Performance Professionals
Glossary
Using the CD-ROM
About the Editor
About the American Society for Training & Development
Index
· · · · · · (收起)
读后感
用户评价
这本手册的问世，无疑为我们这些常年在一线摸爬滚打的职场学习与发展（L&D）从业者注入了一剂强心针。首先映入眼帘的便是其扎实的理论基础与极其实用的操作指南之间的完美平衡。它没有流于空泛的学术探讨，而是紧密结合了当代企业面临的复杂挑战，比如如何在新兴技术快速迭代的背景下设计出真正能提升员工技能的培训项目。我尤其欣赏其中关于“需求分析”那一章的论述，它不再将需求分析视为一个孤立的环节，而是将其嵌入到整个绩效改进体系中去考量，强调了与业务战略深度对齐的重要性。书中提供的各种模板和流程图清晰易懂，即便是初入L&D领域的新人，也能快速上手，构建起一套结构化的工作框架。更重要的是，它不回避现代企业培训中那些令人头疼的难题，比如如何证明培训的投资回报率（ROI），以及如何在资源有限的情况下最大化学习的影响力。这种直面现实、提供切实可行解决方案的态度，让我觉得这不是一本高高在上的参考书，而是真正站在我们角度思考的伙伴。它所倡导的持续学习文化，绝不是一句口号，而是通过一系列精心设计的干预措施逐步渗透到组织肌理之中的策略。
从笔触来看，这本书的语言风格极为专业而又充满人文关怀，这在技术性极强的专业手册中是相当难得的。它避免了过度使用晦涩的术语，即使在讨论高级的认知科学原理时，也能用生动、贴近职场案例的语言进行阐释，使得即便是跨学科的读者也能轻松吸收。它对于“技能差距分析”的阐述，尤其值得称道。书中详细解析了如何利用行为科学来识别能力和绩效之间的真正鸿沟，而不是简单地停留在员工“不知道”的层面。它深入探讨了知识遗忘曲线的影响，并提供了一整套对抗遗忘的策略，包括间隔重复、知识检索练习等，这些都基于坚实的心理学研究成果。这些内容并非空泛的理论，而是直接指向了如何设计那些能够真正实现“行为固化”的学习干预。对于那些常常被淹没在海量学习资源中，不知该如何筛选和优化的学习设计师而言，这本书无疑是提供了一盏清晰的导航灯塔。
最让我感到惊喜的是，这本书对“未来学习生态”的前瞻性思考。它没有沉溺于对现有成熟技术的复盘，而是大胆地探讨了人工智能、沉浸式技术（如VR/AR）在未来学习环境中的融合点与挑战。它对这些前沿技术的讨论并非停留在“有什么”的层面，而是深入到“如何负责任地应用”以及“如何确保技术的应用服务于核心的学习目标”这一哲学层面上。这种平衡了技术热情与教学本质的态度，显得尤为成熟和负责任。此外，书中对全球化背景下文化差异对学习设计的影响也有着细致的剖析，这对于那些需要设计跨国界培训项目的L&D经理来说，是至关重要的补充。它不仅仅提供了一个“做什么”的清单，更重要的是，它教导我们“如何思考”，如何构建一个适应性强、能够自我优化的职场学习系统。总而言之，这本手册是一份集理论深度、实践广度与未来视野于一体的综合性指南，它真正配得上“必备参考”这一称号。
阅读此书的过程，与其说是学习，不如说是一次对既有工作模式的系统性审视与颠覆。我发现自己过去许多想当然的“最佳实践”，在这本手册面前都显得有些陈旧和僵化。它对成人学习理论的阐述精辟独到，但高明之处在于，它并没有停留在理论层面，而是迅速将其转化为可执行的教学设计原则。比如，它对“情境化学习”的解读，强调的不仅仅是将工作场景搬到课堂上，而是如何通过微学习（Microlearning）和即时辅导（Just-in-time coaching）来打破传统学习的时间与空间限制。我个人印象最深刻的是关于学习体验设计（LXD）的部分，那种将用户体验设计思维引入到学习路径规划中的理念，彻底改变了我对“用户友好型培训”的理解。过去的培训往往只关注内容传递的效率，而这本书则聚焦于学习者在整个旅程中的情绪、动机和参与度。它提供的工具箱里，包含了大量关于如何进行有效的反馈循环、如何利用游戏化元素来驱动内生动力的实战技巧，这些都是在其他同类书籍中难以找到的深度和广度。
这本书的结构布局，体现了编撰者对职场学习生态系统的深刻洞察力。它不是按照传统的“计划-执行-评估”的线性模式来组织的，而是以一个更具动态性和循环性的视角来展开。从组织文化对学习的支撑作用，到技术工具的选择与整合，再到对学习效果的长期追踪与固化，每一步都互相牵连，形成了一个有机的整体。我尤其欣赏其中关于“学习领导力”的章节，它明确指出，L&D专业人士必须从幕后走向台前，成为业务变革的推动者，而不是单纯的服务提供者。这种对角色转变的呼吁，极大地鼓舞了我们这些致力于推动组织变革的人员。它给出的不仅仅是操作指南，更是一种职业身份的重塑建议。读完后，我立刻组织了一个内部研讨会，对照书中的框架，重新审视了我们部门在跨部门知识共享机制上的不足，并立即着手试点了一种基于社区实践（CoP）的知识沉淀新模式。这种即时、可操作的启发性，是衡量一本专业手册价值的黄金标准。
