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Añadir al carritoHardcover/Pappeinband. Condición: Sehr gut. XIII, 399 p., graph. Darst. Very good. Shrink wrapped. / Sehr guter Zustand. In Folie verschweißt. Sprache: Englisch Gewicht in Gramm: 650.
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Añadir al carritoCondición: New. pp. 416.
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Añadir al carritoCondición: New. pp. 416 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.
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Añadir al carritoTaschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda's of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different 'theoretical backgrounds' of the authors: the 'learning theorists' versus the 'organizational theorists'. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning.
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Añadir al carritoPaperback. Condición: Brand New. 414 pages. 9.00x6.00x0.94 inches. In Stock.
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Añadir al carritoBuch. Condición: Neu. Neuware - Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda's of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different 'theoretical backgrounds' of the authors: the 'learning theorists' versus the 'organizational theorists'. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning.
Librería: Biblios, Frankfurt am main, HESSE, Alemania
EUR 136,08
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Añadir al carritoCondición: New. PRINT ON DEMAND pp. 280.
Idioma: Inglés
Publicado por Springer Netherlands Okt 2010, 2010
ISBN 10: 9048169550 ISBN 13: 9789048169559
Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Alemania
EUR 160,49
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Añadir al carritoTaschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda's of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different 'theoretical backgrounds' of the authors: the 'learning theorists' versus the 'organizational theorists'. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning. 416 pp. Englisch.
Librería: preigu, Osnabrück, Alemania
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Añadir al carritoTaschenbuch. Condición: Neu. Work-Related Learning | Jan N. Streumer | Taschenbuch | xvi | Englisch | 2010 | Springer Netherland | EAN 9789048169559 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.
Idioma: Inglés
Publicado por Springer Netherlands, Springer Netherlands Okt 2010, 2010
ISBN 10: 9048169550 ISBN 13: 9789048169559
Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemania
EUR 160,49
Cantidad disponible: 1 disponibles
Añadir al carritoTaschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agendäs of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different ¿theoretical backgrounds¿ of the authors: the ¿learning theorists¿ versus the ¿organizational theorists¿. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 416 pp. Englisch.