ABSTRACT
The authors start this chapter looking specifically at formal learning within organisations. The chapter considers the less formal, but no less important, acquisition of the know-how, the know-what and the confidence essential to planning, conducting and achieving impact outcomes from projects and programmes of all kinds. Benjamin Bloom led a group of fellow college examiners in classifying educational objectives for assessing the performance of students. In their research, they found that most learning objectives set by teachers could be classified in one of three major domains cognitive, affective and psychomotor. Analysing learning needs and setting learning objectives requires consideration of knowledge, skills and attitudes. Self-knowledge and mindfulness require practice, so are commonly acquired through review of experience, simulations of scenarios or rehearsals of events or activities. A regional health service team is responsible for the development and delivery of education and training for more than 150,000 staff.
