Developing IT Staff: A Practical Approach

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Springer Science & Business Media, Jun 22, 2001 - Education - 195 pages
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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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Contents

1 Background
1
14 How Adults Learn
2
142 Learning Cycle
3
144 Conscious Competence
5
152 Team Leader
6
157 Involvement
7
163 Learning Culture
8
2 Spotting the Training Need and Getting SMART
9
65 Remedies When Training Did Not Work
98
652 Remedies with External Training
99
654 Remedies with LearnerDriven Training
100
67 Summary
101
7 Career Development
103
74 Defining Job Roles
106
75 Moving From Role to Role
109
76 Developing Within a Role
111

24 Checking Out the Real Training Need
10
25 SMART Objectives
14
253 Achievable
15
254 Realistic
16
256 Balance
17
27 Summary
18
3 Choosing between Training Methods Shortterm Options
19
332 Main Features
20
333 When to Use a Taught Course
21
334 Selection Criteria
22
34 SelfStudy
25
343 When to Use ComputerBased Training
28
344 Main Features of Books
29
346 Main Features of Audio Cassettes
30
35 OntheJob Training
32
353 Progress
35
36 Summary
40
4 Choosing between Training Methods Longterm Options
41
432 Main Features
42
433 Choosing a Mentor
44
434 Success Factors
45
44 Accreditations
47
442 Main Features
48
443 Different Purposes
49
444 Different Assessment Methods
50
445 When to Use Accreditations
51
446 Selection Criteria
52
45 Higher Education
53
452 Main Features
54
453 Different Modes of Attendance
56
454 Different Teaching Methods
58
455 Different Course Structures
59
457 Selection Criteria
60
458 Corporate University
62
5 Learner Support
65
531 PreTraining Briefing
66
54 PostTraining Support
71
542 Reinforcing the Learning
74
55 Coaching the Learner
78
552 What to Discuss
80
554 Supporting Longterm Study
81
561 TopicFocused
82
57 Summary
84
Was It Worth It?
85
631 Confirm Training Value
86
634 Confirm Training Solutions
87
64 When and How to Evaluate
88
642 Shortterm Evaluation PostTraining Debriefing
90
643 Mediumterm Evaluation PostExperience Questionnaire
91
644 Longterm Evaluation Performance Review
94
645 Interpreting Evaluation Responses
95
77 Support From Professional Societies
112
78 Summary
114
8 Skill Assessment
115
831 Skill Types
116
833 Uses of Technical Testing
118
84 Performance Appraisals
119
842 Observations of Performance
120
85 Psychometric Testing
122
852 Reasoning Skills
123
853 Uses for Psychometric Tests
124
86 Assessment Centres and Development Centres
125
87 Summary
127
9 Soft Mis Can They Be Taught?
129
93 What Are Soft Skills?
130
932 Using Competencies
131
933 Room for Improvement
133
95 Developing Soft Skills
135
96 Challenges We Face
139
963 Allowing Change
140
97 Summary
141
70 Wider Organizational Picture
143
103 Organizational Structure and Impact on Training
144
1032 Projectbased Structure
146
1033 Matrix Structure
147
1034 Hybrid Structure
149
104 About Large Training Programmes
150
1042 Same Skills Many People
151
1045 large in Time
152
105 Setting up Large Training Programmes
153
1052 Practical Arrangements
155
1053 Evaluation
158
1054 Large Training Programme
162
106 Training in the Smaller IT Department
163
107 Summary
164
New Entrants to IT
165
113 What Trainees Need to Know
166
114 How to Develop Trainees
167
115 Organizing the Training
169
1152 Individual Training Plan
170
117 Mature Entrants
172
118 Encouraging Trainees
174
119 Summary
175
12 Into the Future
177
124 Analysing Future Needs
178
125 Carrying Out the Training
181
1252 Evaluation of Training Progress
183
127 Does the Future Ever Come?
184
128 Summary
185
Bibliography
187
Index
191
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