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Approaches to Training and Development

by Dugan Laird, Peter R. Schleger. 315 pgs.

Contributors:

   Dugan Laird, Peter R. Schleger

Publisher:

   Perseus Books (Current Publisher: Perseus Publishing)

Place of Publication:

  Reading, MA  

Publication Year:

  1985

Subjects:

Employees--Training Of

	HOW IS THIS BOOK ORGANIZED? MORE COMMONLY CALLED THE TABLE OF CONTENTS
	Remembering Dugan Laird, by Martin M.
	Broadwell
	Chapter 1 Why This Book?
	Reflections on a Revision	1
	Acknowledgments	3
	How To Read This Book	4
	Chapter 2 Why Have a Training and Development Department?
	How Organizations Do Their Work	5
	Preparing People To Do Their Jobs	6
	When People Can Do Their Jobs Properly, But
	Don't ... What Then?	10
	Training 10 / Education 11 / Development	12
	Summary	13
	Chapter 3 What Do T & D Officers Do?
	As Administrators	17
	As Consultants to the Organization	22
	As Designers of Learning Experiences	26
	As Instructors	28
	Summary	30
	Chapter 4 Where Is the T & D Department Located?
	New Trends in Organizational Placement	33
	Line and Staff Considerations	34
	A Cooperative Effort	39
	Placement as a Purely Staff Function	40
	Placement as a Line Function	41
	Placement with the Chief Executive Officer	42
	Summary	43
	Chapter 5 How Do You Find Training Needs?
	Distinguishing Training Needs from Other
	Performance Problems	45
	Micro Needs and Macro Needs	49
	Sources of Potential Micro Training Needs	50
	Sources of Potential Macro Training Needs	52
	Surveys or Interviews?	53
	Prioritizing Training Needs	60
	Summary	62
	Chapter 6 How Do You Respond To Individual Training Needs?
	The Importance of Micro Training Needs	63
	Inside Answers To Micro Training Needs	66
	Outside Answers To Micro Training Needs	70
	A Control System for Solving Micro Training
	Needs	78
	Summary	81
	Chapter 7 What Do You Do When You Don't Give Training?
	Why Training Isn't Always Useful	83
	Feedback Systems	84
	Contingency Management	87
	Job Engineering	91
	Organizational Development	94
	Summary	100
	Chapter 8 Learning Objectives: Who Needs Them?
	Just a Bit of Background	101
	The Case for Writing Learning Objectives	102
	How To Write Learning Objectives	104
	Three domains: Cognitive, affective, and psychomotor	105
	Who Writes Learning Objectives?	109
	Summary	110
	Chapter 9 How Do People Learn?
	Why It Matters	113
	Sensory Stimulation Theory	114
	Reinforcement Theory	116
	Facilitation	120
	Andragogy	124
	Summary	127
	Chapter 10 What Methods Shall We Use?
	What Are Methods?	129
	A Look at Specific Methods	131
	Lectures 133 / Readings 134 / Demonstrations 135 / Skits 136 / Field trips 136 / Note-taking 137 / Programmed instruction 139 / Panel discussions 140 / Structured discussions 141 / Panel discussions by students 142 / Topical discussions 143 / Question-answer panels 143 / Cognet 144 / Open-forum discussions 144 / Behavior modelling 145 / Interactive demonstrations 145 / Performance try-outs 146 / Brainstorming 147 / Case studies 148 / Action mazes 149 / Incident process 150 / Jigsaws 150 / In-baskets 151 / Team tasks, Buzzgroups and Syndicates 152 / Agenda-setting buzzgroups 153 / Roleplays 154 / Reverse roleplays 156 / Doubling roleplays 157 / Rotation roleplays 157 / Finding metaphors 157 / Simulations 158 / Games 159 / Clinics 161 / Critical
	Groupings of Methods	165
	Summary	168
	Chapter 11 How Important Is Teaching Technique?
	General Concepts	169
	The Instructor's Use of Objectives	170
	Ongoing Measurement	171
	Questioning Techniques	172
	Getting Attention versus Getting
	Involvement	174
	Use of Repetition	176
	The Instructor's Physical Behavior	177
	Relating to Students	178
	Summary	184
	Chapter 12 What Should Training Rooms Be Like?
	The Influence of the T & D Officer	185
	Criteria for Learning Rooms	186
	Flexibility 186 / Isolation 189 / Lighting control 191 / Computer Assisted Instruction (CAI) equipment 192 / Ventilation	195
	Room Arrangement	196
	Summary	202
	Chapter 13 What About Visual Aids?
	The Proper Role of Visual Aids	203
	How Do You Select the Right Medium for Your Message?	204
	Audio-Visual Equipment	207
	Screens 207 / Projectors 208 / Video / Audiotape 216 / Boards 217 / Models 217 / Simulators 217 /	212
	Principles of Visual Presentation	218
	Participative Potential in Audio-Visual Aids	222
	Summary	223
	Chapter 14 What's Special About Training and Development Budgets?
	Introductory Issues	225
	General Estimating Policies	226
	Computing the Cost of Performance
	Deficiencies	229
	Computing the Cost of Training	231
	How Budgeting Helps the "Go/No-Go"
	Decision	238
	Summary	238
	Chapter 15 How Can We Measure Training and Development?
	Reasons for Measuring	241
	What Is Measurement?	241
	Scales of Measurement	244
	Baselines: What They Are and Why They Are
	Important	248
	Instruments	249
	Post-Training Measurement	256
	Summary	262
	Chapter 16 How Do You Evaluate Training and Development?
	Philosophies of Evaluation	265
	Evaluation by Contribution to Goals	267
	Evaluation by Achievement of Learning
	Objectives	272
	Evaluation by Perceptions	275
	Summary	279
	Chapter 17 How Do You Select and Care for the T & D Staff?
	The Barefoot T & D Specialists	281
	Selecting the T & D Staff	282
	Traps to avoid 282 / Skills to look for	285
	The Care and Development of T & D
	Specialists	294
	Rotation Policies	295
	Summary	297
	Chapter 18 Where Does It All End?
	Discussion	299
	More Reading	302
	Books 302 / Booklets 305 / Magazine articles	305
	Index	307

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