Our selected books this time cover a broad range. The first two books reviewed are self-paced learning resources, one for new trainers or managers taking on a training role, and the second on the ever popular topic of coaching skills. Next, Managing Performance Through Training & Development offers an overview of the training field and its importance to business strategy and HR practice.
Leading Knowledge Management and Learning explores the roles of the chief knowledge officers (CKO) or chief learning officers (CLO), and then there is a review of a book on accelerated learning (AL). Read on to find out about these new developments in the field.
Finally, books on practical aspects of training design and delivery: partnering with management to increase training impact; optimizing the results of one-on-one training; games for use in team development activities; and handy approaches to warming up an audience at the start of a session or when energy is flagging.
The New Trainer’s Self-Study Workshop
By Darlene MacDonald and Donna Kervin, 3-ring binder format, McGraw-Hill Ryerson (1999), 1-800-565-5758, www.mcgrawhill.ca
By Darlene MacDonald and Donna Kervin, 3-ring binder format, McGraw-Hill Ryerson (1999), 1-800-565-5758, www.mcgrawhill.ca
Target audiences for this resource include new trainers as well as managers or technical experts performing a training function. It is a learn-by-doing format that guides the user to develop and deliver an actual training program while working through the modules:
•Self-management (trainers’ code of conduct, stress management, resources);
•Needs analysis (symptoms of performance problems, six basic analysis steps);
•Design and evaluation (adult learning styles, selecting methodologies, lesson plans, time management, working with a co-trainer);
•Planning and preparation (learning environment, procedures, schedules, diversity); and
•Delivery (group dynamics, agenda setting, participant expectations, classroom tips, facilitation, communication techniques, audio-visual media).
•Self-management (trainers’ code of conduct, stress management, resources);
•Needs analysis (symptoms of performance problems, six basic analysis steps);
•Design and evaluation (adult learning styles, selecting methodologies, lesson plans, time management, working with a co-trainer);
•Planning and preparation (learning environment, procedures, schedules, diversity); and
•Delivery (group dynamics, agenda setting, participant expectations, classroom tips, facilitation, communication techniques, audio-visual media).
Each module includes an activity package with detailed checklists and formats for direct application of concepts and how-to steps covered in the section.
Coaching for Top Performance
By Jeffrey H. Davis, 3-ring binder format, AMA (1995). Available from Canadian Management Centre, (416) 214-5678, www.cmcamai.org
By Jeffrey H. Davis, 3-ring binder format, AMA (1995). Available from Canadian Management Centre, (416) 214-5678, www.cmcamai.org
Here’s another self-paced learning resource for reading with built-in tests and exercises. Potential users include managers and team leaders who require coaching skills, as well as HR practitioners who want to improve their own coaching effectiveness or develop programs to strengthen coaching abilities in others.
The introductory section establishes the need for workplace coaching, and differentiates it from traditional management. Workplace environment factors that support or impede top performance are explored. Next, readers will find chapters on documenting performance, assessing the data, devising an improvement plan, and “selling” the plan to win the employee’s buy-in.
Important coaching skills are covered:
•Appreciation and encouragement;
•Communication (gathering information, making decisions);
•Understanding one’s style (sensor, intuitor, thinker, feeler);
•Dealing with coaching challenges; and
•Knowing when to stop a coaching relationship.
•Appreciation and encouragement;
•Communication (gathering information, making decisions);
•Understanding one’s style (sensor, intuitor, thinker, feeler);
•Dealing with coaching challenges; and
•Knowing when to stop a coaching relationship.
The final perspective supports a coaching approach to ongoing employee management by providing regular feedback, communicating goals, fostering development, and “freeing the players to reach organizational goals” through restructured jobs and less supervision.
Managing Performance Through Training & Development
By Monica Belcourt, Philip Wright and Alan Saks, 372 pages, 2nd ed. (2000), Nelson, www.nelson.com
By Monica Belcourt, Philip Wright and Alan Saks, 372 pages, 2nd ed. (2000), Nelson, www.nelson.com
This thorough overview is “a book about Canada. Like everything else in our work world, training and development is facing fundamental restructuring.” Written as a university level textbook, it will find a welcome home on the shelf in many HRD professionals’ offices.
The first chapter outlines a model of training based on performance management principles, organizational benefits (facilitate strategy, increase productivity and profits, attract and retain employees) as well as individual and societal benefits. Subsequent chapters include:
•Positioning, managing and marketing the training function;
•Needs analysis approaches and models;
•Program design;
•On- and off-the-job training methods;
•Transfer of training;
•Evaluation;
•Costing;
•Management development; and
•Equity in training.
•Positioning, managing and marketing the training function;
•Needs analysis approaches and models;
•Program design;
•On- and off-the-job training methods;
•Transfer of training;
•Evaluation;
•Costing;
•Management development; and
•Equity in training.
More than a how-to manual, the book also provides insight into underlying issues about training’s value. There’s a chapter on strategic goal setting to support organizational strategy, and a concluding section on organizational learning that touches on knowledge management and intellectual capital issues.
Leading Knowledge Management and Learning
Edited by Dede Bonner, 304 pages, ASTD (2000), 1-800-628-2783, www.astd.org
Part of the In Action series from the American Society for Training & Development, this book contains 17 case studies on organizational knowledge management practice.
“Workplace learning and performance professionals stand poised to help create knowledge-friendly workplaces, where a mindset of continuous learning stimulates employee performance and replaces the old paradigm of training… A new breed of senior-level positions, called chief knowledge officers (CKO) and chief learning officers (CLO), has evolved to lead this task.”
Some of the highlights:
•The latest management tools for CKOs and CLOs;
•The school principal as chief learning officer;
•Storytelling and other organic tools, from IBM Global Services, Europe;
•Shaping HR Management within the knowledge-driven enterprise, from Clarica Insurance; and
•A human performance approach to knowledge management at Andersen Consulting.
•The latest management tools for CKOs and CLOs;
•The school principal as chief learning officer;
•Storytelling and other organic tools, from IBM Global Services, Europe;
•Shaping HR Management within the knowledge-driven enterprise, from Clarica Insurance; and
•A human performance approach to knowledge management at Andersen Consulting.
Other cases come from Xerox, StockTrade, the Central Intelligence Agency, among others.
Resources for the front line trainer
Here are practical guides for the HRD practitioner who is planning and delivering training. All are published by Jossey-Bass Pfeiffer, and they’re available from Wiley Canada, 1-800-567-4797, www.wiley.com.
Here are practical guides for the HRD practitioner who is planning and delivering training. All are published by Jossey-Bass Pfeiffer, and they’re available from Wiley Canada, 1-800-567-4797, www.wiley.com.
The Accelerated Learning Fieldbook
By Lou Russell, 322 pages (1999)
By Lou Russell, 322 pages (1999)
With increasing time and workload pressures on almost everyone in the workplace, there’s reason to consider the merits of accelerated learning (AL) — “changing behaviours with increasing speed.” AL approaches are often informal and flexible, active and nonlinear. This learning style should seem effortless and create fun for the learner.
To operationalize AL, the author starts with learning contracts and objectives, and proceeds to explain various learning styles (visual, auditory, kinesthetic), learning through multiple intelligences and “learning with your whole brain.”
The latter part of the book is devoted to practical techniques for fostering learning through the environment, music and development of learning events using exercises, supporting materials and a marketing strategy.
This book will appeal to trainers and designers seeking creative new ideas for improving both training content and delivery, as well as their own effectiveness in facilitating learning among others.
Warming up the Crowd!
By Dave Arch and Rich Meiss, 169 pages (2000)
By Dave Arch and Rich Meiss, 169 pages (2000)
These 57 pre-session training activities can be used to engage participants “the minute they walk in the door… to break the inertia that often exists prior to a training session or after coming back from a break.” The activities (including brainteasers, jigsaw puzzles, tangram tricks, calculator fun, humorous takes on communication, political correctness, computer buzzwords and motivation) can be reproduced for distribution or overhead projection.
One-on-One Training
By Bob Pike, Lynn Solem and Dave Arch, 141 pages (2000)
By Bob Pike, Lynn Solem and Dave Arch, 141 pages (2000)
“One-on-one situations create a solid bond between teacher and learner, facilitating quick instruction and effective content retention. One-on-one trainers can be keenly attentive to learner needs; one-on-one learners can get training that is tailored to their individual styles. And for many subject-matter experts and other novice trainers, one-on-one settings are less intimidating than formal workshops.”
After an introductory section on adult learning and training design, this guide offers tips and techniques through the following:
•Training with videos;
•Daily checklists;
•Demonstrations;
•Debates;
•Interviews;
•Brainstorming;
•Field trips;
•Case studies;
•Role plays; and
•Game activities like bingo, brainteasers, magic and “stump the trainer”.
•Training with videos;
•Daily checklists;
•Demonstrations;
•Debates;
•Interviews;
•Brainstorming;
•Field trips;
•Case studies;
•Role plays; and
•Game activities like bingo, brainteasers, magic and “stump the trainer”.
High Impact Training
By Todd Lapidus, 175 pages (2000)
By Todd Lapidus, 175 pages (2000)
Lapidus is a customer service improvement consultant who emphasizes the need to be absolutely clear about one thing — “who is your customer for training?” In most cases, it is the line manager of the group receiving training. The line manager is responsible for operations performance and business outcomes.
Based on this premise, the book outlines a seven-step model:
1. Identify and partner with the customer of training;
2. Conduct high-impact assessment;
3. Select and source high-impact programs;
4. Select and orient participants;
5. Design high-impact training events;
6. Facilitate mutual assessment and feedback; and
7. Design for the future.
1. Identify and partner with the customer of training;
2. Conduct high-impact assessment;
3. Select and source high-impact programs;
4. Select and orient participants;
5. Design high-impact training events;
6. Facilitate mutual assessment and feedback; and
7. Design for the future.
For each step, the reader will find key questions, discussion and examples touching on issues ranging from project sponsorship and target audience analysis, to program content, technique and feedback processes.
Games that Teach Teams
By Steve Sugar and George Takacs, 225 pages (2000)
By Steve Sugar and George Takacs, 225 pages (2000)
This resource offers “21 activities to super-charge your group” and begins with a foundation explaining what is a team, the effective use of games for team building and other purposes, and facilitation points such as managing disagreements, dealing with resistance and applying learnings.
Each activity is outlined in terms of purpose, time required, number of players, supplies, steps, facilitator notes, rules and customizing tips.
Some examples:
•“Buzz word” demonstrates team co-operation and creative problem solving;
•“Pass the buck” deals with handling multiple priorities;
•“RAT race” addresses goal setting, critical thinking skills, assumptions and feedback; and
•“Super model” explores planning, communication, interaction and problem-solving related to a multi-team environment.
•“Buzz word” demonstrates team co-operation and creative problem solving;
•“Pass the buck” deals with handling multiple priorities;
•“RAT race” addresses goal setting, critical thinking skills, assumptions and feedback; and
•“Super model” explores planning, communication, interaction and problem-solving related to a multi-team environment.
Ray Brillinger is a senior consultant with the IBM Consulting Group. He provides change management, business transformation and organization effectiveness services to client organizations. He can be reached at (905) 316-4646 or [email protected].
