The Theory & Practice of Training

by Buckley, Roger; Caple, Jim; Stewart, Jim

• ISBN13: 9780749454197
• ISBN10: 0749454199
• Edition: 6th
• Format: Paperback
• Copyright: 2009-10-28
• Publisher: Kogan Page Ltd

Summary

The Theory and Practice of Training, now in its 6th edition, provides a wide-ranging outline of the major instructional and training concepts, and their relationship to training in practice. The authors have expanded on information relating to the training environment, equipment, and strategies, as well as new material on cognitive task analysis (CTA). With real-life case studies to illustrate the theory, this engaging and practical book is as valuable to those who want to put their training experience into a coherent context, as it is to managers who need to understand the role that training can play.

Author Biography

Roger Buckley is a Chartered Psychologist who has spent over 30 years in the field of education, training and development. His experience as a tutor, consultant and manger has been gained from his work in schools, universities, the army and in service industries, including both the private and public sector. Jim Caple was tutor/consultant at the National Institute of Industrial Psychology before becoming a lecturer in training and management development in the higher education sector. He is a Chartered Psychologist and now work as an independent personal consultant specializing in training and development.

Table of Contents

Foreword	p. ix
Acknowledgements	p. xi
Introduction	p. 1
Training and the Organizational Environment	p. 6
The learning organization	p. 6
Training, education and experience	p. 9
Training needs	p. 12
Benefits of training	p. 15
Training and corporate strategy	p. 17
Training and systems thinking	p. 21
A Systematic Approach to Training	p. 24
Stages in a systematic approach to framing	p. 27
The Reactive Route into Training	p. 35
The Proactive Route into Training	p. 55
Summary and conclusions	p. 71
Analyses for Training	p. 72
Job analysis	p. 76
Job synthesis and future-oriented job analysis	p. 77
Functional analysis	p. 82
Knowledge and topic analysis	p. 96
Cognitive task analysis	p. 98
Manual skills analysis	p. 99
Social skills analysis	p. 100
Training needs/content analysis	p. 106
Evaluating criteria	p. 111
Training Objectives	p. 114
Training objectives	p. 115
Structure of objectives	p. 116
Sources of information for objectives	p. 118
Writing performance statements	p. 119
Establishing standards and developing
end-of-training criteria measures	p. 122
Dealing with attitudes	p. 123
Identifying the conditions	p. 125
The value of training objectives	p. 126
Dissenting views on objectives	p. 127
A response to the dissenting view	p. 129
Learning Principles and Conditions	p. 132
Sequencing the training material	p. 133
Readiness of the learner	p. 134
Ways of learning	p. 142
General conditions of learning	p. 144
Principles and specific conditions supporting learning	p. 147
Summary and conclusions	p. 183
The Training Course: Selection, Design and Delivery	p. 185
Constraints	p. 185
Target population	p. 188
Strategies and learning tactics	p. 188
Tactics	p. 191
Reinforcement and transfer tactics	p. 196
Selecting the strategy and tactics	p. 198
Individual Training and Development	p. 206
One-to-one training	p. 207
Coaching	p. 219
Learning packages	p. 224
Computer based framing	p. 225
E-learning	p. 226
Blended learning	p. 227
Additional learning opportunities	p. 228
Assessing the Effectiveness of Training	p. 230
Reaction level	p. 231
Learning level	p. 238
Job behavior and performance level	p. 246
Organization level	p. 254
Return on framing investment	p. 255
Conclusion	p. 257
Auditing Training	p. 258
Auditing the training system at the event level	p. 258
Auditing the training system at the functional level	p. 271
Auditing the training system at the organizational level	p. 272
The training auditor	p. 273
The Role of the Trainer	p. 275
The trainer in context	p. 275
Who are the trainers?	p. 276
Competencies of trainers and coaches	p. 278
Continuing professional development (CPD)	p. 285
Managing the transfer of training	p. 286
Changing roles of the trainer	p. 288
The consultancy role of the trainer	p. 290
Marketing the training function	p. 295
Ethics and the trainer	p. 300
The image of training	p. 302
A final word	p. 305
Methods for Obtaining Information about Performance Problems and Job/Task Content	p. 306
Structured interview	p. 306
Observation	p. 308
Questionnaire	p. 309
Participation	p. 310
Self-written job description	p. 311
Work diary	p. 313
Film-video-photography	p. 314
Study of existing personnel records	p. 315
Technical conference/Group discussion	p. 316
Sampling	p. 318
Methods of sampling	p. 319
Sample size	p. 320
Example of a Learning Journal	p. 321
Illustration of a Tutor's Review of a Course	p. 325
Example of a Checklist to Assess Trainer Performance	p. 329
References	p. 336
Index	p. 344
Table of Contents provided by Ingram. All Rights Reserved.