Pages: 53

No chapter abstract available.

Pages: 13

How does one become an expert in the area of workplace leading, training, and mentoring? This chapter provides an overview and introduction of the major concepts of the book. It begins with an overview of expertise and how it relates to leading, teaching, training, and mentoring. Each of the main claims that will be addressed in throughout the book are laid out briefly in this first chapter. Motivation, engagement, learning resistance, effectual learning, and motivational immediacy are key ideas that will provide an outline of the book’s chapters.

Pages: 12

Developing motivational street-smarts is within reach. This chapter provides information on street-smart motivation and how having an empirically informed understanding of motivational concepts can improve practice at the street level. It is a theory with teeth. This chapter lays out some basic but often overlooked truths about motivation, most importantly that it is a two-way street. Every learner is always motivated. They may not, however, be at all motivated to learn from you, your lecture, or your attempts to mentor them. Having a proper understanding of human motivation is the first step to understanding how to work with others in an effective learning space.

Pages: 17

Learners are often motivated to not learn from you. This chapter provides a detailed overview of the dynamics involved in workplace learners being motivated to not engage in provided learning opportunities. It represents the significant portion of learning motivation in the workplace but is studiously avoided in most positive books on workplace leading, mentoring, and training. It is, however, a deeply learner-centered area of focus and will provide the means to extend the reach of any instructor, leader, or mentor in any workplace setting.

Pages: 9

Is it effective or effectual learning? This chapter draws all of the threads together from the first section and provides an interwoven concept of leaning and motivation in the workplace. It is the culmination of these concepts and provides a detailed description of the concepts of motivational immediacy and effectual learning that will serve as the foundation and backdrop of the action-oriented Section II.

Pages: 64

No chapter abstract available.

Pages: 11

Are you running from or reaching for? Section II moves to action. It begins with the theoretical and drives it directly into practice. This chapter takes on the leadership role and provides practical strategies, tactics, and techniques for becoming a more powerful leader in all domains of personal life and the workplace. This chapter focuses on the “inward” aspects of motivational immediacy for the workplace (and life) leader.

Pages: 14

What are we doing here and where are we doing it? This chapter makes a huge claim – since learning is taking place at all places and at all times, both teaching and leading are also taking place at all places and at all times. Workplace training efforts are almost always focused on the weakest of all domains of workplace learning. This chapter shares a more complex viewpoint of learning and leading spaces that will leave the discerning reader thinking through everything said and done for the past few days.

Pages: 11

Once upon a time, they were thinking something very different from what you were thinking. This chapter digs into the instructional learning space and looks at the practical ways to engage in workplace leading, mentoring, and instructing. It discusses conceptual frameworks, learner storyline, and dialogue as the true ways to foster authentic, long-lasting learning in the workplace. The learner’s perception of what is going on is far more important than the instructor’s when it comes to what is actually learned.

Pages: 16

This chapter really digs into the street-level work of the classroom in addressing instructional methods and lesson plans that reflect motivationally immediate methods that will captivate the hearts of learners across the organization.

Pages: 10

Pure Heresy! This chapter wraps up Section II by sharing some detailed ideas and guidelines for designing curriculum in the workplace and addressing common pitfalls to avoid when doing so. Almost every idea in this chapter is equally empirically based and opposed to traditional curriculum methods. It begins with curriculum in a box and moves on to “the measurement fraud” before ending up with clear applications of motivational immediacy in curriculum design.

Pages: 37

No chapter abstract available.

Pages: 7

Is this a decision based on learning or money? This chapter provides a frank analysis of face-to-face and distance learning and how motivational immediacy principles are best applied in these different domains. The decision of whether to have on-site or distance learning opportunities is complicated and fraught with potential legal implications, and this chapter provides some guardrails for making these decisions. This chapter is all about making difficult decisions for the right reasons and by the proper processes.

Pages: 14

Measurement is good but our methods are not. This chapter discusses measurement. Measurement has become a driving force in all learning organizations, and this chapter provides a framework for how to measure some of the more qualitative aspects of motivational immediacy practices. The method outlined in this chapter is not a fine-tuned instrument of precision, but it may be unnecessary to be precise to begin with. This chapter provides a concrete way forward for trying to measure a very elusive thing.

Pages: 9

I don’t like this course either! This chapter discusses ethical issues that arise with these concepts and a potential way forward for dealing with some of the more prominent issues that may be faced in the workplace. This chapter analyzes some of the specific ethical dilemmas that instructional experts often face in the real world. Although it is likely impossible to avoid all of these situations in practice, the chapter provides some suggestions for reducing the tensions that arise in these situations.

Pages: 5

Reach for it! This chapter draws all of the threads together from the entire book, provides an overview of the concepts, implications, and practices that have been described in the previous 12 chapters, and provides a challenge to try new things going forward. There is not progress without courage.