The Trainer's Handbook

by Karen Lawson

This thoroughly revised and updated second edition of The Trainer’s Handbook presents a comprehensive, systematic approach to developing training skills and competencies. It reflects the current changes in the design, development, and delivery of training that will meet the needs of today’s learner, distance learning, and performance consulting. The book offers a fresh focus on evaluation, includes practical how-to guidance, and a wealth of illustrative real-life examples. CD-ROM/DVD and other supplementary materials are not included as part of eBook file.

Genres: Business

314 pages, Paperback

First published June 5, 1998

Reviews

[Margot Note]

"Remember that the desired outcome minus the current outcome identifies the need" (11).

"A 'rule of thumb' [to develop a training program] is ten to twenty hours of development for every hour of delivery" (98).

"Because cooperative-learning programs focus more on process than on content, trainers should be guided by their design my determining 'need to know' rather than what would be 'nice to know'" (125).

"Although there is a place for lecture as a training method, it should be used in small doses of ten to fifteen minutes" (125).

"The trainer's job is to create and maintain an environment conducive to learning and to create opportunities for participants to experience personal growth, a sense of achievement and accomplishment, and recognition and rewards" (147).

"The ARCS (attention, relevance, confidence, satisfaction) model offers an approach that ensures participant 'buy-in' and participation" (161).

[Todd]

This book assumes that training is always about improvement and thus starts with very improvement-focused needs assessments. I think its title is a misnomer and should have more to do with improvement efforts, not training in general. I also found some of the Kirkpatrick information to be lacking, especially around Level I breadth.

[Lisa · Rating 1 out of 5]

While this book has some practical tips and good guidelines, I find it relies entirely too much on psuedo-science and buzzwords. The way that it reads and the differentiation made between pedagogy and younger learners in general to promote Knowles' andragogical model seems too exclusive and terribly closed minded to me.

[The Book Junkie Reads . . . · Rating 3 out of 5]

This little trainier's handbook certainly came in handy during course work on training and how to put together training material. I say there are some thing just plain missing from this book. But there is enough there to get you by.

[Deborah · Rating 2 out of 5]

A good basis for training, however the content is outdated both in describing technology that is/ can be used to support training and ignoring too much of what we know about how learners take in and retain information.