Practitioner

A Practical Approach

By: Mary Clarkson

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Paperback | 22 June 2001

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220 Pages

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24.77 x 16.51 x 2.54

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IT Training is, or should be, a major interest of any IT activity. But where to find out information about the ramifications of IT Training, and in a practical and readable form? Mary Clarkson's book is the answer. Developing IT Staff. A Practical Approach can be read as a training manual for IT Trainers, or as a reference handbook, or even as a series of vignettes concerning various aspects of IT Training. The book is a model of clear well-structured writing, obviously a follower of Nietzsche's quote: "It takes less time to learn how to write nobly than how to write lightly and straightforwardly" . The book is primarily aimed at team leaders in IT departments, but should also be useful in helping people who are not team leaders to understand the learning process for themselves. It provides practical guidelines on how the team leader can get people started on their skill development and support them through the learning process. It is exemplified with real exam- ples of life as a technical specialist, and as an IT training manager. I believe that any IT concern should own this book, be it business, govern- ment, education etc. The learning process continues indefinitely. This book assists it.

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You Can Find This Book In

Non-Fiction Computing & I.T.Information Technology General Issue Business & Management Management & Management Techniques Management of Specific Areas Personnel & Human Resources Management Education Teaching Skills & Techniques Careers Guidance Industrial or Vocational Training Business Mathematics & Systems

Entrepreneurship / Start-ups Economics Macroeconomics Monetary Economics Operating Systems Computer Science Human-Computer Interaction

Introduction	p. xvii
Background	p. 1
Introduction	p. 1
Main Points of this Chapter	p. 1
Training and Education	p. 1
How Adults Learn	p. 2
Learning by Experience	p. 2
Learning Cycle	p. 3
Learning Styles	p. 3
Conscious Competence	p. 5
Stakeholders	p. 5
Individual	p. 5
Team Leader	p. 6
Trainer	p. 6
Team	p. 6
Organization	p. 6
Customers	p. 6
Involvement	p. 7
Team Leader's Role in Training	p. 7
Develop the Individuals	p. 7
Contract Staff	p. 7
Learning Culture	p. 8
Nurturing	p. 8
Summary	p. 8
Spotting the Training Need and Getting SMART	p. 9
Introduction	p. 9
Main Points of this Chapter	p. 9
Perceived Training Need	p. 9
Checking Out the Real Training Need	p. 10
SMART Objectives	p. 14
Specific	p. 14
Measurable	p. 14
Achievable	p. 15
Realistic	p. 16
Timely	p. 16
Balance	p. 17
Action Plan	p. 17
Summary	p. 18
Choosing between Training Methods--Short-term Options	p. 19
Introduction	p. 19
Main Points of this Chapter	p. 19
Short Taught Course	p. 19
Description	p. 19
Main Features	p. 20
When to Use a Taught Course	p. 21
Selection Criteria	p. 22
Self-Study	p. 25
Description	p. 25
Main Features of Computer-Based Training	p. 25
When to Use Computer-Based Training	p. 28
Main Features of Books	p. 29
Main Features of Training Videos	p. 29
Main Features of Audio Cassettes	p. 30
Selection Criteria	p. 30
On-the-Job Training	p. 32
Description	p. 32
Planning	p. 32
Progress	p. 35
Summary	p. 40
Choosing between Training Methods--Long-term Options	p. 41
Introduction	p. 41
Main Points of this Chapter	p. 41
Mentoring	p. 41
Description	p. 41
Main Features	p. 42
Choosing a Mentor	p. 44
Success Factors	p. 45
Mentoring Schemes	p. 45
Accreditations	p. 47
Description	p. 47
Main Features	p. 48
Different Purposes	p. 49
Different Assessment Methods	p. 50
When to Use Accreditations	p. 51
Selection Criteria	p. 52
Higher Education	p. 53
Description	p. 53
Main Features	p. 54
Different Modes of Attendance	p. 56
Different Teaching Methods	p. 58
Different Course Structures	p. 59
When to Use Higher Education	p. 59
Selection Criteria	p. 60
Corporate University	p. 62
Summary	p. 62
Learner Support	p. 65
Introduction	p. 65
Main Points of this Chapter	p. 65
Pre-Training Support	p. 65
Pre-Training Briefing	p. 66
Post-Training Support	p. 71
Post-Training Debriefing	p. 71
Reinforcing the Learning	p. 74
Coaching the Learner	p. 78
Who Can Coach	p. 78
What to Discuss	p. 80
When to Coach	p. 80
Supporting Long-term Study	p. 81
Action Groups	p. 81
Topic-Focused	p. 82
Role-Focused	p. 82
Entry-Focused	p. 82
Summary	p. 84
Evaluation: Was It Worth It?	p. 85
Introduction	p. 85
Main Points of this Chapter	p. 85
Why Evaluate: What Evaluation is For	p. 85
Confirm Training Value	p. 86
Confirm Training Decisions	p. 86
Confirm Training Estimates	p. 86
Confirm Training Solutions	p. 87
The Need to Evaluate	p. 87
When and How to Evaluate	p. 88
Short-term Evaluation--Post-Course Questionnaire	p. 88
Short-term Evaluation--Post-Training Debriefing	p. 90
Medium-term Evaluation	p. 91
Long-term Evaluation	p. 94
Interpreting Evaluation Responses	p. 95
Remedies When Training Did Not Work	p. 98
Check the Circumstances	p. 98
Remedies with External Training	p. 99
Remedies with Internal Training	p. 99
Remedies with Learner-Driven Training	p. 100
Is It Worth Evaluating?	p. 100
Summary	p. 101
Career Development	p. 103
Introduction	p. 103
Main Points of this Chapter	p. 103
Experience as a Development Method	p. 103
Defining Job Roles	p. 106
Moving From Role to Role	p. 109
Developing Within a Role	p. 111
Support From Professional Societies	p. 112
Summary	p. 114
Skill Assessment	p. 115
Introduction	p. 115
Main Points of this Chapter	p. 115
Technical Testing	p. 115
Skill Types	p. 116
Testing Methods	p. 116
Uses of Technical Testing	p. 118
Performance Appraisals	p. 119
Different Viewpoints	p. 119
Observations of Performance	p. 120
Psychometric Testing	p. 122
Description	p. 122
Reasoning Skills	p. 123
Uses for Psychometric Tests	p. 124
Room for Improvement	p. 124
Assessment Centres and Development Centres	p. 125
Summary	p. 127
Soft Skills--Can They Be Taught?	p. 129
Introduction	p. 129
Main Points of this Chapter	p. 129
What Are Soft Skills?	p. 130
Definitions	p. 130
Using Competencies	p. 131
Room for Improvement	p. 133
Which Ones Are Important?	p. 133
Developing Soft Skills	p. 135
Challenges We Face	p. 139
Finding a Role Model	p. 139
Choosing a Training Method	p. 139
Allowing Change	p. 140
Summary	p. 141
Wider Organizational Picture	p. 143
Introduction	p. 143
Main Points of this Chapter	p. 143
Organizational Structure and Impact on Training	p. 144
Traditional Structure	p. 144
Project-Based Structure	p. 146
Matrix Structure	p. 147
Hybrid Structure	p. 149
About Large Training Programmes	p. 150
Three Elements	p. 150
Same Skills, Many People	p. 151
Same People, Many Skills	p. 151
Large in Numbers	p. 151
Large in Time	p. 152
Other Training Programmes	p. 152
Setting Up Large Training Programmes	p. 153
Training Requirements	p. 153
Practical Arrangements	p. 155
Evaluation	p. 158
Large Training Programme	p. 162
Training in the Smaller IT Department	p. 163
Summary	p. 164
Trainees: New Entrants to IT	p. 165
Introduction	p. 165
Main Points of this Chapter	p. 165
What Trainees Need to Know	p. 166
How to Develop Trainees	p. 167
Organizing the Training	p. 169
Training Programme	p. 169
Individual Training Plan	p. 170
Supporting Trainees	p. 170
Graduate Entrants	p. 170
Mature Entrants	p. 172
Encouraging Trainees	p. 174
Summary	p. 175
Into the Future	p. 177
Introduction	p. 177
Main Points of this Chapter	p. 177
Planning for Future Skills	p. 177
Analysing Future Needs	p. 178
Carrying Out the Training	p. 181
Building the Training Programme	p. 181
Evaluation of Training Progress	p. 183
Follow-up Training	p. 183
Supporting Self Development	p. 183
Does the Future Ever Come?	p. 184
Summary	p. 185
Bibliography	p. 187
Index	p. 191
Table of Contents provided by Syndetics. All Rights Reserved.

Practitioner

A Practical Approach

At a Glance

Paperback

Shipping

How to return your order

Defective items

You Can Find This Book In

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