具體描述
Praise for the first edition: 'Peter Earley and Sara Bubb bring together, in a very accessible way, theoretical and practical aspects of CPD and suggest how leadership and management can be applied in this vital area of staff development. This book will help co-ordinators and school leaders to develop their most important resource - the people who work with the children' - Richard Stainton, Education Journal 'The most obvious target user for the book is the (not rare) person suddenly hoist with the staff development responsibility petard: but, thoughtfully used, most staffrooms will include several people who could benefit from thinking about its contents and putting some of the ideas into practice' - British Journal Educational Technology 'This book is a welcome and practical guide to the wealth of publications on Continuing Professional Development! [M]akes an excellent contribution to the current and widening debate on the nature of Continuing Professional Development. For School Leadership Teams it is an essential resource and reference for the managing of professional development and learning.It also serves as an excellent practical guide, and CPD coordinators reading this book will find themselves questioning and as a result developing their own practice. The book is written in accessible language using believable case studies to illustrate the wealth of research that has been carried out. The deeply embedded notion among some teachers that professional development consists of the one day course is challenged, and the reader is left in no doubt as to the range of opportunities that exist and need for them to be harnessed in order to ensure school improvement. The book is will surely act as a catalyst for the review and development of CPD in schools' - Stephen Merrill, Edge Hill College of Higher Education, British Journal In-Service Education 'A practical guide to all aspects of professional development which ought to be in the possession of every professional development coordinator in every primary and secondary school in the land - and their colleagues in leadership teams' - Tim Brighouse, TES Friday Magazine This new edition of a best-selling book provides an up to date overview of Continuing Professional Development (CPD), combined with a guide to best practice.Changes include: - expanded sections on the professional development of support staff and the wider school workforce (particularly important in the light of workforce remodelling) and the evaluation of CPD - more on making sure that professional development has an impact, and provides good value for money - the common core of skills and knowledge for the children's workforce, the new standards for qualified teacher status, induction, threshold, excellent teachers and advanced skills teachers as well as those for higher level teaching assistants. Drawing on the latest research, the contents include: - a clear explanation of CPD and latest developments; - practical tips on how to lead and manage CPD for a range of staff in schools - identifying training needs, designing and implementing programmes and evaluating their impact; - detailed guidance on CPD for staff at different stages of their careers. Written in a clear readable style it covers the latest standards and offers examples of current good practice.It is an essential professional reference for all those responsible for leading and managing professional learning in schools (headteachers, deputies, CPD and staff development coordinators) and Local Authorities (LAs). It will also prove invaluable to training providers and universities.
作者簡介
目錄資訊
讀後感
用戶評價
這本書的敘事風格，帶著一種不動聲色的力量感，它不追求華麗的辭藻或煽情的段落，而是用一種近乎臨床診斷般的精確性，剖析瞭現代職場對“終身學習”提齣的嚴苛要求。我常常在閱讀時感到一種強烈的共鳴，那是一種“原來如此”的頓悟感。作者似乎擁有洞察人性的天賦，能夠精準定位到那些在職業生涯中期感到停滯不前的專業人士的痛點。它沒有提供快速修復的“創可貼”，而是著重於培養讀者的“元認知”能力——即對自身學習過程的認知和管理能力。其中關於“反饋迴路的有效性”章節，堪稱經典。它不僅僅討論瞭如何給予建設性批評，更深刻地探討瞭如何設計一個能讓接收者主動尋求批評的環境，這涉及到信任的建立、心理安全的保障，甚至是組織層麵的問責機製。這種多層次的分析，讓我意識到，過去我所理解的“管理培訓”往往過於膚淺，隻觸及瞭行為層麵，而這本書直接切入瞭動機和結構的核心。對於那些試圖擺脫“經驗主義陷阱”，建立一套更具前瞻性和適應性的專業發展框架的組織領導者而言，這本書提供的理論基礎與實操指南是無縫銜接的。它更像是一位資深顧問在耳邊低語，提供的是經過時間檢驗的智慧，而非轉瞬即逝的流行概念。
评分閱讀這本書，仿佛進行瞭一次深刻的自我職業盤點。它的語言風格是內斂而深思的，它拒絕提供任何一勞永逸的解決方案，而是鼓勵讀者接受專業發展是一個永無止境的“探索”過程。尤其值得稱贊的是，作者沒有將視角僅僅局限於企業環境，而是將公共部門、非營利組織乃至學術界的專業發展挑戰納入考量，展現瞭其理論的普適性和包容性。書中對“適應性領導力”在CPD背景下的應用進行瞭深入探討，強調在麵對快速變化的市場環境時，領導者必須首先展示齣願意走齣舒適區、擁抱不確定性的姿態，纔能有效地激勵團隊成員進行深度學習和技能重塑。這是一種由上至下的示範效應，是構建韌性組織的關鍵。對我而言，這本書最大的啓示是：真正的領導力，就是持續地創造條件，讓你的追隨者能夠超越你，實現超越自我的專業飛躍。它不僅僅是關於“如何管理培訓”，更是關於“如何激發人的潛能”的哲學宣言。它以一種務實而富有人文關懷的方式，為我們這些身處知識經濟前沿的專業人士，繪製瞭一幅通往卓越的、持續進化的藍圖。
评分這部著作，初讀之下，便覺其視野之開闊，絕非市麵上那些陳詞濫調的“成功學”讀物可比。它仿佛是一張精密的路綫圖，引導著我們穿越專業成長這片迷霧。作者對“持續專業發展”（CPD）的理解，深植於實踐的沃土，而非空泛的理論說教。我尤其欣賞其對“領導力”與“管理”二者之間微妙張力的把握。它沒有將兩者視為割裂的技能樹，而是展示瞭如何通過有效的管理策略來賦能領導者的願景，反之亦然。書中對變革管理環節的論述，細緻入微，它沒有簡單地給齣“要創新”的口號，而是深入剖析瞭組織文化中那些阻礙創新的隱形壁壘，並提供瞭循序漸進的、可操作的乾預措施。例如，它在討論如何構建一個支持學習型組織的結構時，援引瞭多個跨行業案例，這些案例的鮮活性和真實性，遠超我以往閱讀的學術論文。作者似乎深諳，真正的專業發展不是一次性的培訓，而是一個嵌入日常工作流程的生態係統。這種係統性的思維，讓這本書讀起來酣暢淋灕，每翻一頁，都感覺自己的專業視野被拓寬瞭一個維度，仿佛拿到瞭一套能夠拆解復雜職業睏境的精密工具箱。它教我們如何從微觀層麵觀察個體學習的阻力，如何從宏觀層麵設計跨部門協作的學習機製，這對於任何身處中高層管理職位，或緻力於推動團隊效能提升的人士來說，都是一份不可多得的寶藏。
评分這部作品的獨特之處在於其對“非正式學習”與“正式教育”的平衡處理。在信息爆炸的時代，許多人傾嚮於將學習等同於參加研討會或購買在綫課程，但本書提醒我們，組織中最寶貴的知識往往沉澱在日常的互動、解決問題的過程和跨代際的知識傳承之中。書中詳細闡述瞭如何係統性地捕獲和分享這些“隱性知識”。我印象非常深刻的是關於“導師製（Mentorship）”與“教練製（Coaching）”的區分及其融閤策略。作者指齣，許多失敗的導師計劃，癥結在於沒有明確界定角色和預期成果。書中提供瞭一套“契約式”的指導框架，要求師徒雙方在項目開始前就對期望的學習成果和時間投入達成一緻，極大地提高瞭這種關係轉化為實際能力提升的概率。這種對細節的打磨和對現實挑戰的深刻洞察，使得本書的每一個章節都充滿瞭可信賴的權威性。它不僅僅是提供理論模型，更像是提供瞭一套經過韆錘百煉的“操作手冊”，告訴你如何在復雜的現實環境中，將理想化的學習場景落地生根，使其真正成為推動個人和組織嚮前發展的內生動力。
评分當我閤上這本書時，留下的是一種沉甸甸的責任感，而非虛無的滿足感。這本書的價值，在於它成功地將“發展”從一個“人力資源部門的任務”提升到瞭“核心戰略的高度”。我過去接觸的許多CPD項目，最終都淪為瞭應付閤規要求的走過場，因為它們缺乏一個清晰的、與組織願景對齊的邏輯主綫。而這本書，從頭到尾都在強調，有效的專業發展必須是戰略性的、可衡量的，並且能夠直接驅動業務成果。作者對評估方法的討論尤為精妙，它超越瞭簡單的“滿意度問捲”，深入探討瞭如何使用更高級的指標（如知識遷移率、創新産齣對績效的影響）來量化CPD的投資迴報率（ROI）。這種對“結果導嚮”的堅持，使得本書的實用價值極大地提升。它迫使讀者重新審視自己團隊現有的學習投入，並批判性地評估其産齣。對於那些正在為下一輪預算申請做準備，或者需要嚮董事會證明學習部門價值的高管們來說，這本書提供的分析框架和論據支撐，簡直是雪中送炭。它教會我們如何用“商業語言”來闡述“學習的必要性”，從而確保CPD項目不被視為成本中心，而是利潤驅動的力量。
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