{"product_id":"training-to-change-practice-9781119833482","title":"Training to Change Practice","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eContents\u003c\/p\u003e \u003cp\u003eForeword ix\u003c\/p\u003e \u003cp\u003eAcknowledgements xi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 Education and Training as a Behaviour Change Intervention 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky, Eleanor Bull, Nicola McCleary and Chris Armitage\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Continuing Professional Development? 2\u003c\/p\u003e \u003cp\u003eThe Purpose(s) of CPD 2\u003c\/p\u003e \u003cp\u003eThe Challenges of Changing Practice through CPD 3\u003c\/p\u003e \u003cp\u003eImportant Concepts and Theories 4\u003c\/p\u003e \u003cp\u003eMiller’s Pyramid 4\u003c\/p\u003e \u003cp\u003eFigure 1: The interaction of capability, opportunity, motivation and Miller’s Pyramid 5\u003c\/p\u003e \u003cp\u003eA Shared Theoretical Language 6\u003c\/p\u003e \u003cp\u003eWhy Think about Behavioural Theory? 7\u003c\/p\u003e \u003cp\u003eThe COM-B Framework 8\u003c\/p\u003e \u003cp\u003eFigure 2: Influences on behaviour mapped to capability, opportunity and motivation 8\u003c\/p\u003e \u003cp\u003eA Focus on Motivation 9\u003c\/p\u003e \u003cp\u003eWhy Is Behavioural Science Important? 10\u003c\/p\u003e \u003cp\u003eEffective and Enjoyable Training 10\u003c\/p\u003e \u003cp\u003ePrinciples for Effective Training 11\u003c\/p\u003e \u003cp\u003ePrinciple 1. Starting from Where Learners Are 11\u003c\/p\u003e \u003cp\u003ePrinciple 2. Working in Partnership 11\u003c\/p\u003e \u003cp\u003ePrinciple 3. Interactive\/Active Learning 12\u003c\/p\u003e \u003cp\u003ePrinciple 4. Communication 13\u003c\/p\u003e \u003cp\u003ePrinciple 5. A Collaborative Learning Environment 13\u003c\/p\u003e \u003cp\u003ePrinciple 6. Individual and Group Voices 14\u003c\/p\u003e \u003cp\u003ePrinciple 7. Time for Reflection 15\u003c\/p\u003e \u003cp\u003eCheck Your Understanding and Reflect 15\u003c\/p\u003e \u003cp\u003eUseful Links and Further Reading 16\u003c\/p\u003e \u003cp\u003eBehavioural theories and types of behaviours 16\u003c\/p\u003e \u003cp\u003eDual processing 16\u003c\/p\u003e \u003cp\u003eThe COM-B Framework 16\u003c\/p\u003e \u003cp\u003ePRIME Theory and other briefings on behaviour change 16\u003c\/p\u003e \u003cp\u003eReferences 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 Defining the Behaviours That You Want to Change 20\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 21\u003c\/p\u003e \u003cp\u003eDeveloping a Theory of Change 22\u003c\/p\u003e \u003cp\u003eTips and examples 22\u003c\/p\u003e \u003cp\u003eIntended Behavioural Outcomes (IBOs) 23\u003c\/p\u003e \u003cp\u003eTips and examples 24\u003c\/p\u003e \u003cp\u003eHow to Develop IBOs 24\u003c\/p\u003e \u003cp\u003eTips and examples: Topic guide and cues for a behavioural specification focus group 26\u003c\/p\u003e \u003cp\u003eWhat Does the Evidence Say? 26\u003c\/p\u003e \u003cp\u003eChoosing the IBOs on Which to Focus 27\u003c\/p\u003e \u003cp\u003eWhose IBOs Are They? 27\u003c\/p\u003e \u003cp\u003eCheck Your Understanding 28\u003c\/p\u003e \u003cp\u003eUseful Links and Further Reading 28\u003c\/p\u003e \u003cp\u003eDeveloping A Theory of Change 28\u003c\/p\u003e \u003cp\u003eReferences 29\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 Exploring the Influences on Behaviours 30\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eInfluences on Practice 31\u003c\/p\u003e \u003cp\u003eFigure 3: The COM-B framework 31\u003c\/p\u003e \u003cp\u003eCapability 31\u003c\/p\u003e \u003cp\u003eTips and examples 31\u003c\/p\u003e \u003cp\u003eOpportunity 31\u003c\/p\u003e \u003cp\u003eTips and examples 32\u003c\/p\u003e \u003cp\u003eMotivation 32\u003c\/p\u003e \u003cp\u003eTips and examples 32\u003c\/p\u003e \u003cp\u003eHow to Explore Influences on Each IBO 32\u003c\/p\u003e \u003cp\u003eBefore Developing CPD 33\u003c\/p\u003e \u003cp\u003eTips and examples 33\u003c\/p\u003e \u003cp\u003eTips and examples 35\u003c\/p\u003e \u003cp\u003eDuring CPD 35\u003c\/p\u003e \u003cp\u003eCheck Your Understanding and Reflect 36\u003c\/p\u003e \u003cp\u003eFurther Reading 36\u003c\/p\u003e \u003cp\u003eMore About Exploring Influences on Behaviour 36\u003c\/p\u003e \u003cp\u003eReferences 36\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 Developing CPD to Change Behaviour 38\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Active Ingredients of Behaviour Change Activities 39\u003c\/p\u003e \u003cp\u003eReminder: What is COM-B Again? 39\u003c\/p\u003e \u003cp\u003eBCTs and Communication Skills in Education and Training 40\u003c\/p\u003e \u003cp\u003eTips and examples 40\u003c\/p\u003e \u003cp\u003eHow to Develop Your Training Activities 41\u003c\/p\u003e \u003cp\u003eCapability 44\u003c\/p\u003e \u003cp\u003eWhat Does the Evidence Say? 45\u003c\/p\u003e \u003cp\u003eFigure 4: The Johari Window 45\u003c\/p\u003e \u003cp\u003eTips and examples 45\u003c\/p\u003e \u003cp\u003eFigure 5: Post-it notes to illustrate an effective practitioner 46\u003c\/p\u003e \u003cp\u003eBuilding Psychological Capability 47\u003c\/p\u003e \u003cp\u003eTips and examples 47\u003c\/p\u003e \u003cp\u003eBuilding Physical Capability 48\u003c\/p\u003e \u003cp\u003eFigure 6: A cycle for physical capability improvement (learning a skill) 49\u003c\/p\u003e \u003cp\u003eTips and examples 49\u003c\/p\u003e \u003cp\u003eOpportunity 50\u003c\/p\u003e \u003cp\u003eBuilding Physical Opportunity 50\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTips and examples\u003c\/i\u003e 51\u003c\/p\u003e \u003cp\u003eAn Appreciative Inquiry Approach 52\u003c\/p\u003e \u003cp\u003eBuilding Social Opportunity 52\u003c\/p\u003e \u003cp\u003eTips and examples 53\u003c\/p\u003e \u003cp\u003eTips and examples 53\u003c\/p\u003e \u003cp\u003eFigure 7: Comic book strip 54\u003c\/p\u003e \u003cp\u003eMotivation 55\u003c\/p\u003e \u003cp\u003eBuilding Reflective Motivation 55\u003c\/p\u003e \u003cp\u003eTips and examples 56\u003c\/p\u003e \u003cp\u003eBuilding Automatic Motivation 56\u003c\/p\u003e \u003cp\u003eTips and examples 57\u003c\/p\u003e \u003cp\u003ePlanning the ‘How’ of Your Training 57\u003c\/p\u003e \u003cp\u003eConsider Space 57\u003c\/p\u003e \u003cp\u003eConsider Numbers 58\u003c\/p\u003e \u003cp\u003eConsider Acoustics and Visuals 58\u003c\/p\u003e \u003cp\u003eConsider Time 58\u003c\/p\u003e \u003cp\u003eConsider Dynamics 58\u003c\/p\u003e \u003cp\u003eConsider Technical Equipment and Skills 59\u003c\/p\u003e \u003cp\u003eConsider Administrative Support 59\u003c\/p\u003e \u003cp\u003eConsider Refreshments 59\u003c\/p\u003e \u003cp\u003eConsider Culture\/Contexts\/Countries 59\u003c\/p\u003e \u003cp\u003eOnline 60\u003c\/p\u003e \u003cp\u003eBlended Learning – Synchronous and Asynchronous 61\u003c\/p\u003e \u003cp\u003eFigure 8: Considerations for a blending learning course 62\u003c\/p\u003e \u003cp\u003eThe Building Blocks of Your Training 63\u003c\/p\u003e \u003cp\u003eFigure 9: Overview of training structure 63\u003c\/p\u003e \u003cp\u003eIntroductions 63\u003c\/p\u003e \u003cp\u003eWelcoming 63\u003c\/p\u003e \u003cp\u003eIntroductory Activities 64\u003c\/p\u003e \u003cp\u003eTrainee Introductions 64\u003c\/p\u003e \u003cp\u003eCreate Name-Plates 64\u003c\/p\u003e \u003cp\u003eIntroductory Bingo 65\u003c\/p\u003e \u003cp\u003eIntroduce Your Neighbour 65\u003c\/p\u003e \u003cp\u003eThrow the Soft Toy 65\u003c\/p\u003e \u003cp\u003eGroup Agreements 65\u003c\/p\u003e \u003cp\u003eCourse Expectations, Hopes and Fears 66\u003c\/p\u003e \u003cp\u003eBalancing Training Energy 66\u003c\/p\u003e \u003cp\u003eEndings: Reflection, Action Planning and Evaluation 67\u003c\/p\u003e \u003cp\u003eCheck Your Understanding and Reflect 67\u003c\/p\u003e \u003cp\u003eFurther Reading 68\u003c\/p\u003e \u003cp\u003eReferences 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 Assessing and Evaluating 70\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eProcess vs. Outcome 71\u003c\/p\u003e \u003cp\u003eWhy Are You Evaluating? 72\u003c\/p\u003e \u003cp\u003eTheories and Frameworks to Help Us Evaluate 72\u003c\/p\u003e \u003cp\u003eThe Kirkpatrick Model 73\u003c\/p\u003e \u003cp\u003eTips and examples 73\u003c\/p\u003e \u003cp\u003eEvaluation of Complex Interventions 74\u003c\/p\u003e \u003cp\u003eAssessing Behavioural Influences 75\u003c\/p\u003e \u003cp\u003eTopic guide 76\u003c\/p\u003e \u003cp\u003eFigure 10: Topic guide example for interviews about the impact of a course on practice at follow-up 76\u003c\/p\u003e \u003cp\u003eAssessing Behaviour 78\u003c\/p\u003e \u003cp\u003eCheck Your Understanding 79\u003c\/p\u003e \u003cp\u003eFurther Reading 79\u003c\/p\u003e \u003cp\u003eReferences 80\u003c\/p\u003e \u003cp\u003eGuides 81\u003c\/p\u003e \u003cp\u003eSample Training Plans 81\u003c\/p\u003e \u003cp\u003eAims 88\u003c\/p\u003e \u003cp\u003eTips and Examples: Setting up A Session 88\u003c\/p\u003e \u003cp\u003eCards for Change 94\u003c\/p\u003e Index 111","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":48738369732951,"sku":"9781119833482","price":33.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119833482.jpg?v=1723811986","url":"https:\/\/bookcurl.com\/products\/training-to-change-practice-9781119833482","provider":"Book Curl","version":"1.0","type":"link"}