Gower handbook of training and development:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Aldershot u.a.
Gower
1994
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXXVII, 596 S. graph. Darst. |
| ISBN: | 056607446X |
Internformat
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Datensatz im Suchindex
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| adam_text | Contents
List of illustrations xv
Foreword by Sir James Munn, OBE, FITD,
President of the Institute of Training and Development 1989 92 xvii
Preface to the second edition xix
Notes on contributors xxii
PART ONE THE WORLD OF TRAINING AND DEVELOPMENT
1 The changing environment 3
Ian Johnston and Bobbie McClelland
Prosperity, enterprise and business growth investing in people
achieving full potential challenges for the future how to meet
the challenges government interventions main resources
2 The benefits of training and development 12
Rob Sibthorpe
Training: is it an investment? maintenance cost benefits to the
task to the team to the individual the need for a link between
training and corporate objectives
3 Training for change: an investment in people 21
John Fricker
The forces of change the challenge for training the challenge
for management shared ownership in training professionalism
in the training function accountability demand led versus
supply driven T D vii
CONTENTS
4 Training for quality 32
Hugh Parry
Meaning and understanding focusing training specific object¬
ives key tasks performance criteria training for life or
throughout life? customer care and total quality management
5 Standards in the training context 41
Chris Carroll
What are standards? process standards independent assess¬
ment output standards codes of practice competence based
qualifications the role of professional bodies, employers and
individuals
6 The training and development profession 58
George Webster
Development of new occupations establishment of a professional
body expectations self regulation the Institute of Training and
Development the professional trainer assumptions code of
professional practice
7 The need to market training 73
Eugene Donnelly
Marketing and training budgets and pricing policy demand
factor market research and product policy marketing and the
organizational culture the trainer s role determinants of credi¬
bility
PART TWO PLANNING AND MANAGING TRAINING AND
DEVELOPMENT
8 The learning organization 89
Valerie Hammond and Edgar Wille
I What is a learning organization? releasing energy and potential
. * , learning_tgarrjSj total quality as learning experience communi¬
cation amfculture change learning through the job innovation
9 Approaches and strategies 100
Margaret Anne Reid
The flavour of the month general approaches the analytical
approach competences problem solving criteria for appro¬
priate strategies
10 The cultural mosaic 113
Phillip Wright
viii Multi level culture philosophy characteristics effects support
CONTENTS
and maintenance systems training design orientation and the
psychological contract problems, not symptoms guidelines
11 Practical approaches to culture and learning 131
Teresa Williams and Adrian Green
Cultural values learning content and transfer cultural influences
and diversity recognizing culture perceptions assumptions
breaking the rules the way forward
12 Organizational training needs 145
Stuart Dalziel
Characteristics contexts economy technology resourcing
competences to whom does a training need apply? training
needs statements achievement people and the organization
training provisions
13 Job training needs 154
Leslie Rae
Job analysis job descriptions job specifications competence
standards key roles units elements criteria range
indicators obtaining the required information behaviour and
training needs analysis
14 The trainer as manager 169
Peter Bowen
[ / Statement of purpose integrating human and business strategies
V human resource planning cycle the corporate training infra
L structure performance related training effective delivery
multiskills performance
XI5 Developing effective trainers 181
Roger Bennett
Assumptions and roles checking developing the roles
provision consultancy innovation reporting advising
creating exploring promoting assessing developing
management and competence
^16 The effective trainer checklist 194
Roger Bennett
Trainer competences trainer characteristics trainer role orient¬
ation trainer style trainer roles organizational culture needs
purpose of training overall effectiveness surviving as a trainer
17 Training the sales force 203
Ken Hill
Why train the sales force? field staff training structuring the ix
CONTENTS
sales training function research, development and design off
the job delivery on the job follow up validation reaction
knowledge behaviour the trainer
18 Performance appraisal 214
Andrew Stewart
Varieties of system performance criteria system design
v/ training monitoring and control identifying potential problem
A 0 performers future trends performance review sequence
19 Using evaluation techniques 230
Bernard Wynne and David Clutterbuck
The need for auditing strategic objectives immediate, inter
K mediate, long term evaluation applying evaluation techniques
JN selection of most appropriate techniques control groups self
assessment
20 Training records 243
Keith Marshall and Lindsay Wallace
Training methods and their users the trainee personnel staff
the instructor the training management the assessor awarding
bodies lead bodies vocational examining bodies funding and
licensing bodies customers registration and certification
PART THREE WAYS AND MEANS
21 Learning how we learn 259
John Giles
Science sheds new light on learning the Triune Brain the
Thinking Brains No limits to learning a six stage model
confidence and motivation the senses the natural sequence of
learning the Triarchic Theory of Intelligence emotional content,
an aid to learning and long term memory action to demonstrate
learning review and reward
22 Preferred learning styles 274
Peter Honey
Teaching versus learning learning style preferences activists
reflectors theorists pragmatists all round learners the
problem the choices the solution my self development
programme strengthening
23 Individual and group learning 285
Carol Law
x Learning theories comprehension memorizing understanding
CONTENTS
doing internalized learning skills blockages motivation
contracts styles trainer centred and group centred approaches
24 Flexible learning 304
Hilary Temple
The rationale for flexible learning what is it? strategic change
implications pace and place work related learning structures
choice changes of role what needs to be done? a good
package
25 Self managed learning 317
Ian Cunningham
Self managed learning (SML) in context the roots of SML
learning approaches autonomy laboratories humanistic and
holistic education self development work based management
development other influences
26 Computer based training 331
Peter Wynn
Changing patterns in training what is computer based training?
how does it work? what are its advantages? how do 1 get
started? the next steps feasibility effectiveness making your
own programmes interactive audio digital video interactive
multimedia satellite transmission glossary of CBT and IV terms
27 On line education and development 345
Vivien Hodgson and David McConnell
Computer mediated communications systems what is needed?
how it works levels of organization computer skills required
the role of the conference organizer characteristics of on line
education and training uses and conclusions
28 Mentoring and coaching 359
Ed Moorby
What are mentoring and coaching? why undertake them?
management process achievement removing difficulties ^A
growth succession theory into practice obstacles lack of
time, skill and will skills of mentoring and coaching programme
framework benefits
29 Using training aids 373
Chris Bell
What aids are available? why use them? selecting appropriate
aids. strengths and weaknesses of overhead projection design
and preparation paper based material handouts flipcharts
markerboards audio slides video xi
CONTENTS
PART FOUR TRAINING FOR SKILLS
30 Communication skills training 399
Dave Francis
Personalities self insight assertion active listening leader¬
ship systematic approach counselling chairmanship inter
vi personal problem solving trainer competence creativity
/ writing oral communication
31 Interpersonal skills training 409
Annette Bradley and Keri Phillips
v The context feelings knowing what one wants competition
C versus collaboration leadership versus teamwork survival
^Versus growth the drive for excellence the growing emphasis
on self development
32 Business language training 424
Michael Woodhall and Ian MacKay
Corporate objectives language learning strategy language
services interpreting translation staff language proficiency
learning options implementation evaluation case studies
33 Neuro linguistic programming 438
Roy Johnson
NLP as an aid to management underlying principles communi¬
cation positive intent outcome thinking awareness flexibility
rapport self projection precision questions perceptual
positions metaphors
PART FIVE MANAGEMENT TRAINING AND DEVELOPMENT
34 Effectiveness in management development 461
Alan Mum ford
Contingent definition the developmental process identification
of learning processes forecasting planning organizing
M motivating co ordinating controlling reality results
S problem solving evaluation learning processes successful
management development
35 Team building 478
Bill Critchley and David Casey
At what price? at whose cost? assumptions team builders
theoretical considerations concerning management groups
unshared certainty co operation shared uncertainty processes
xii the leader s role
CONTENTS
36 Developing women managers 490
Judi Marshall
Significant differences male and female values social power
development needs development opportunities provision
structures flexibility dispersed training self development
groups training topics women and men as colleagues
37 Management development and organization develop¬
ment 506
Graham Robinson
Shifts in thinking on management education and development
background to current management attitudes organizational
development frameworks values process technology
strategy and integration resolving the dilemma
38 Action learning: the long haul 524
John Morris
Definition the meaning of action two kinds of learning some
pitfalls the lessons of success issues for the future know how
versus knowing about relationships with other forms of learning
39 Management games and case studies 538
Ian Debenham
Simulation as an aid to learning simplification time scales
individual needs safety cost feedback categories writing ^
short cases role playing problem analysis substitute tasks
statistical simulations
40 Choosing resources 551
Michael Abrahams
Cost effectiveness consultants consultancies business schools
management colleges public training courses consortium
programmes training packages appropriateness to the organi¬
zation
Glossary of training terms 569
Robert! Kelly
Index 587
xii
List of illustrations
6.1 Training cycle an expanded model 63
6.2 The ITD Code of Professional Practice 66
9.1 A matrix of criteria and training strategies 107
10.1 The multi level culture concept 115
10.2 Training and the cultural island 119
10.3 Support and maintenance systems 119
10.4 Management of the psychological contract 124
11.1 Cultural influences 133
11.2 Cultural groupings 133
12.1 Training needs matrix 149
13.1 Example of a job description 156
13.2 Example of a job specification 157
14.1 The steps of strategic planning 171
14.2 Typical policy elements of the human resource strategy 171
143 People policy building blocks 172
15.1 General trainer roles 182
15.2 Role identification checklist 184
17.1 A stylized field sales accompaniment form 207
19.1 The training cycle 231
19.2 Selection of the most appropriate evaluation techniques 235
20.1 Typical logbook entry taken from EnTra s Training Logbook 250
20.2 Extract from an EnTra Training Specification 251
20.3 Extract from an EnTra Unit of Competence 255
21.1 The Triune Brain 260
21.2 The limbic system 261
22.1 The process of learning from experience 275
23.1 A model of Kolb s learning theory 292 xi
LIST OF ILLUSTRATIONS
23.2 The four learning styles 292
25.1 The self managed learning structure 318
25.2 The five question self managed learning sequence 320
27.1 Four possible routes to the host computer 346
27.2 Edited transcript of a computer conference item 351
27.3 Outline design of the computer mediated MA in management
learning 356
27.4 The electronic learning environment showing the various
conferences used to support the MA programme participants 357
28.1 Estimates of coaching time received 364
28.2 Programme framework 369
29.1 Functional attributes of training aids 376
29.2 Keystoning effect on the overhead projector screen 380
29.3 Overhead projector overlays 381
29.4 Information mapping 385
29.5 Interactive handout: example (i) 386
29.6 Interactive handout: example (ii) 387
31.1 The drama triangle 413
31.2 The transition curve 414
31.3 Focusing change 416
31.4 The energy wave 419
31.5 Blocks on the energy wave 420
32.1 A systematic approach to developing language skills 425
32.2 Corporate objectives and language support 426
32.3 The impact of interpreting on the achievement of corporate
objectives 428
32.4 The impact of translation of documentation on corporate
objectives 429
32.5 Language audit questionnaire: an example 430
33.1 Awareness of non verbal behaviour 445
33.2 Accessing cues 446
33.3 Thinking and surface structure of words 451
34.1 Effectiveness triangle in management development 462
34.2 Types of management development 469
34.3 The virtuous learning circle 471
34.4 The vicious learning sequence 471
35.1 The more uncertainty in its task, the more any group has to
share 482
35.2 Different modes of working require different methods 486
40.1 Consultancy advertisement (i) 556
40.2 Consultancy advertisement (ii) 556
xvi
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