Abstract
Alshrd -professional van de eenentwintigste eeuw heb je oog voor verschillen tussen individuen en richt je je op het afstemmen van lerenden, het werk, de organisatie en ontwikkelingen daarin. Je bent niet langer uitsluitend gericht op de vakkundig gestructureerde maar geïsoleerde processen van schoolse trainingssituaties, maar werkt het liefst met leerprocessen geïntegreerd in het werk. Ondanks deze algemene aanname in dehrd -praktijk blijft het lastig om deze verschuiving van ‘schoolklasleren naar werkplekleren’ vorm te geven. In dit hoofdstuk laten we zien hoe je daar meer grip op kunt krijgen aan de hand van het thema stijlen van werkplekleren. Wanneerhrd -professionals (en lerenden) zich bewust zijn van de verschillende stijlen in het leren op het werk, kunnen ze lerenden beter ondersteunen (Berings, Poell & Simons, 2005; Kolb, 1984). De vragen waarop we in dit hoofdstuk ingaan, zijn:
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1.
Welke stijlen van werkplekleren zijn er?
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2.
Hoe kun je achter je eigen stijl van werkplekleren komen?
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3.
Hoe kan kennis over stijlen ondersteunend zijn in het organiseren van werkplekleren?
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Berings, M., Doornbos, A. (2011). Stijlen van werkplekleren. In: Kessels, J., Poell, R. (eds) Handboek human resource development. Bohn Stafleu van Loghum, Houten. https://doi.org/10.1007/978-90-313-8565-2_22
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DOI: https://doi.org/10.1007/978-90-313-8565-2_22
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