Intended Learning Outcomes
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Assessing needs and planning resources for learning and development efforts are no match for positive and sustained change in employee behavior. Today, workers must do their jobs differently—working smarter and with a broader array of talents and tools. Anticipatory and accreditation-worthy training providers work to capitalize on employee talent, introduce new tools, and produce employees ready for change. Chapter 7 focuses on the need for learning and development programs to achieve learning outcomes based upon goals for workplace change and objectives for improved employee performance.
References and Additional Resources
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- Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, Handbook II: Affective domain. New York: David McKay Company. ISBN 0-679-30210-7, 0-582-32385, 1.Google Scholar
- Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of educational goals, Handbook II: Affective domain. New York: David McKay Company. www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
- Mager, R. F. (1984). Developing attitude toward learning (2nd ed.). Belmont, CA: Lake Publishing.Google Scholar
- Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2012). Designing effective instruction. Hoboken: Wiley.Google Scholar
- Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Washington, DC: Gryphon House. www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html.