Cover -- Untitled -- Title page -- Copyright page -- TABLE OF CONTENTS -- AUTHORS' NOTE -- ACKNOWLEDGEMENTS -- FOREWORD -- ABOUT THE AUTHORS -- ABOUT THE CONTRIBUTORSNatalie -- GAMIFICATION ON-BOARDING -- ICONS USED -- PART 1: PARADIGM SHIFT FOR ACCELERATED LEARNING -- CHAPTER 1:THE NEED FOR ACCELERATED LEARNING -- 1.1 INTRODUCTION -- 1.2 GLOBAL TALENT AND CHANGE CHALLENGE -- 1.3 SOUTH AFRICAN TALENT AND CHANGE CHALLENGE -- 1.4 MAKING THE SHIFT -- 1.5 MAINTAINING THE FOUNDATIONS -- 1.6 AN ACCELERATED LEARNING FRAMEWORK -- 1.7 CONCLUSION -- CHAPTER 2: THE PARADIGM SHIFT IN LEARNING -- 2.1 INTRODUCTION -- 2.2 DIGITAL, MOBILE AND SOCIAL MEDIA TRENDS -- 2.3 UNDERSTANDING TODAY'S LEARNER -- 2.4 PARADIGM SHIFT -- 2.5 CONCLUSION -- CHAPTER 3: INSIGHT INTO ACCELERATED LEARNING IN SOUTH AFRICAN ORGANISATIONS -- 3.1 INTRODUCTION -- 3.2 CHALLENGES OR OPPORTUNITIES -- 3.3 LEARNING METHODOLOGY TRENDS -- 3.4 EXAMPLES OF ACCELERATED LEARNING PROGRAMMES -- 3.5 LEADERS AS LEARNING CHAMPIONS -- 3.6 LEARNING INVOLVEMENT IN CHANGE -- 3.7 LEADERSHIP SKILL NEEDS -- 3.8 KEY MESSAGES -- 3.9 CONCLUSION -- PART 2: WHOLE BRAIN, WHOLE PERSON APPROACH TO LEARNING -- CHAPTER 4: UNIQUE LEARNING PROFILES -- 4.1 INTRODUCTION -- 4.2 SOME BASIC PRINCIPLES -- 4.3 LEARNING = CHANGE -- 4.4 SUB-CONSCIOUS INFLUENCES -- 4.5 LEARNING INFLUENCES -- 4.6 CREATING YOUR OWN LEARNING PROFILE -- 4.7 CONCLUSION -- CHAPTER 5: NEUROSCIENCE OF LEARNING -- 5.1 INTRODUCTION -- 5.2 WHAT IS NEUROSCIENCE? -- 5.3 LEARNING AND NEUROSCIENCE -- 5.4 WORKINGS OF THE BRAIN -- 5.5 THE LEARNING CYCLE -- 5.6 ATTENTION AND MEMORY -- 5.7 THE EMOTIONAL AND SOCIAL BRAIN -- 5.8 BRAIN DECEPTION -- 5.9 ENVIRONMENTAL FACTORS -- 5.10 CONCLUSION -- PART 3: CREATING A LEARNING CULTURE -- CHAPTER 6: CREATING A LEARNING CULTURE -- 6.1 INTRODUCTION -- 6.2 A TALE OF TWO COMPANIES -- 6.3 A LEARNING CULTURE FRAMEWORK.

6.4 EMBARKING ON A CULTURE TRANSFORMATION JOURNEY -- 6.5 CONCLUSION -- CHAPTER 7: LEARNING THROUGH COACHING -- 7.1 INTRODUCTION -- 7.2 WHAT IS COACHING? -- 7.3 WHY COACHING? -- 7.4 HOW DO WE GO ABOUT COACHING? -- 7.5 CONCLUSION -- CHAPTER 8: LEARNING THROUGH AUTHENTIC CONVERSATIONS -- 8.1 INTRODUCTION -- 8.2 THE CONTEXT OF THE PROBLEM -- 8.3 THE IMPERATIVE FOR HOLDING AUTHENTIC CONVERSATIONS -- 8.4 TOWARDS A CULTURE OF HEALTHY CONFLICT -- 8.5 THE LEARNING IMAGERY OF HOLDING AUTHENTIC CONVERSATIONS -- 8.6 THE LEARNING PROCESS OF INITIATING AND HOLDING AUTHENTIC CONVERSATIONS -- 8.7 CONCLUSION -- PART 4: DESIGNING ACCELERATED LEARNING PROGRAMMES -- CHAPTER 9: LEARNING ARCHITECTURE -- 9.1 INTRODUCTION -- 9.2 THE CHALLENGE -- 9.3 A FRAMEWORK -- 9.4 UNDERSTAND - THE STRATEGIC PRIORITIES AND CAPABILITIES -- 9.5 DESIGN - THE PERFORMANCE AND COMPETENCY STANDARDS -- 9.6 ANALYSE - THE PROFICIENCY LEVELS AND THE NEEDS -- 9.7 DEVELOP - ORGANISATIONAL AND INDIVIDUAL PLANS -- 9.8 CONCLUSION -- CHAPTER 10: LEARNING DESIGN -- 10.1 INTRODUCTION -- 10.2 LEARNING DESIGN FOR ACCELERATED LEARNING -- 10.3 DESIGN IN PRACTICE -- 10.4 RETENTION OF LEARNING -- 10.5 STEPS IN THE DESIGN PROCESS -- 10.6 METHODS AND TOOLS -- 10.7 CONCLUSION -- CHAPTER 11: GAMIFICATION IN LEARNING -- 11.1 WHAT IS GAMIFICATION? -- 11.2 FOUNDATION PRINCIPLES DRIVING THE SUCCESS OF GAMIFICATION -- 11.3 BUILDING A GAMIFICATION STRATEGY -- 11.4 GAMIFICATION MECHANICS -- 11.5 EXAMPLES OF GAMIFICATION -- 11.6 GAMIFICATION LESSONS -- 11.7 SO WHAT DOES ALL OF THIS MEAN, AND HOW CAN YOU APPLY IT? -- 11.8 CONCLUSION -- CHAPTER 12: LEARNING ASSESSMENT -- 12.1 INTRODUCTION -- 12.2 LEVELS OF ASSESSMENT -- 12.3 STRATEGIC CONSIDERATIONS IN ASSESSMENT DECISIONS -- 12.4 DESIGNING ASSESSMENT TO BE INCORPORATED INTO ACCELERATED LEARNING PROGRAMMES -- 12.5 ASSESSMENT METHODS -- 12.6 ASSESSMENT DILEMMAS.

12.7 ASSESSING THE OVERALL VALUE OF THE ALP -- 12.8 CONCLUSION -- PART 5: MAKING IT REAL - CASE STUDIES OF ACCELERATED LEARNING -- CHAPTER 13: HOW TO GUIDE - LEARNING TO ACCELERATE CHANGE -- 13.1 INTRODUCTION -- 13.2 A NEW PERSPECTIVE -- 13.3 THE LEARNING LANDSCAPE AND AUDIENCE -- 13.4 THE LEARNING DESIGN -- 13.5 ALIGNMENT WITH LEARNING DESIGN PRINCIPLES -- 13.6 CONCLUSION -- CHAPTER 14: CASE STUDY: BREAKTHROUGH LEARNING FOR TALENT POOLS -- 14.1 INTRODUCTION -- 14.2 WHAT IS BREAKTHROUGH LEARNING? -- 14.3 WHY BREAKTHROUGH LEARNING? -- 14.4 SETTING UP THE PROGRAMME -- 14.5 HIGH-LEVEL DESIGN -- 14.6 PROGRAMME OUTLINE -- 14.7 SELECTION OF PROGRAMME PARTICIPANTS -- 14.8 ASSESSMENTS -- 14.9 BL LAUNCH WORKSHOP -- 14.10 BL LEARNING MODULES -- 14.11 BL PROJECT WORK -- 14.12 LEARNING PORTAL -- 14.13 FINAL PRESENTATION AND CELEBRATION DINNER -- 14.14 FINAL WRAP-UP: ENSURING RESULTS AND SUSTAINABILITY -- 14.15 CONCLUSION -- CHAPTER 15: CASE STUDY: CREATING A CULTURE OF EFFECTIVE DECISION MANAGEMENT -- 15.1 INTRODUCTION -- 15.2 CONTEXT AND RATIONALE FOR EFFECTIVE DECISION MANAGEMENT -- 15.3 BACKGROUND TO THE CASE STUDY -- 15.4 THE COMPANY BUSINESS CASE FOR DECISION MANAGEMENT -- 15.5 THE LEARNING THEMES AND OUTCOMES -- 15.7 ACCELERATED LEARNING PRINCIPLES -- 15.8 CONCLUSION: QUO VADIS? -- REFERENCES AND BIBLIOGRAPHY -- INDEX -- ENDORSEMENTS FROM PEOPLE WHO HAVE READ THIS BOOK -- Back cover.