Instructional Design for Action Learning

Article Type: Suggested reading From: Human Resource Management International Digest, Volume 20, Issue 4

Geri McArdleAmacom, 2011, ISBN: 9780814415665

Instructional Design for Action Learning is a thorough, step-by-step manual for incorporating action-learning principles into the design,development, delivery, implementation and evaluation of training.

Written by American Society for Training and Development master trainer Geri McArdle, the book is well organized to serve as a quick reference on instructional-design strategies for trainers in any industry.

The author underscores the importance of experiential-learning methods and provides suggested training-design templates for solving workplace problems.

Each chapter covers a step of the instructional system design (ISD) model,with the inclusion of two additional steps. The six steps are: identify the need; design a training outline; develop course material; manage the setting;implement training; and evaluate the training.

Chapter 4 provides definitions of 12 action-learning techniques, directions,tools and tips, and corresponding design strategies. For example, Geri McArdle describes how to tailor specific techniques to the audience’s learning style when implementing techniques such as collaborative activities, back-home exercises, brainstorming and self-assessments.

The four stated themes throughout the book are:

• 1.

  Use the six components each time you create a training program.

• 2.

  Create training solutions that engage learners and appeal to all learner styles and learning levels.

• 3.

  Facilitate small and large training groups effectively and with ease.

• 4.

  Identify and manage difficult learning situations (people) when conducting training.

The author includes training-problem statements, far-reaching needs-assessment questions and sample training agreements. This book contains a series of astute questions to ascertain whether perceived performance problems stem from organizational changes, new performance expectations or lack of skills and knowledge.

Data-collection methods are presented in a concise manner with respect to the advantages and disadvantages of types of data collected, such as human-resource records, accident and safety records, grievance filings and turnover rates. The book concludes with training evaluation including what to measure, instruments and the measurement intervals.

Geri McArdle demonstrates her extensive experience and knowledge in training and development through her recognition of contemporary training challenges,realistic action-learning techniques and comprehensive training plans and guidelines.

This exemplary book presents a reasonable plan that trainers could follow in conducting needs assessments in the most efficient and cost-effective manner with attention to: the stated problem; participants’ work; participants’knowledge; participants’ skills; participants’ attitudes; and conditions affecting participant involvement.

The author articulates how to frame performance issues and training expectations when communicating with management. If unreasonable expectations are set for training and development, trainers could apply her succinct justification with supporting data to build a case for training or another intervention.

Geri McArdle poses a series of questions which would be relevant to ask managers who want validation of training needs, but who prefer to bypass needs assessments. She offers suggestions throughout the book for gaining the support of management in a judicious manner.

She classifies variations in training design according to learning styles and categories of learners, rather than action-learning schools of practice.

Initially, trainers reading the book who are unfamiliar with action learning may not understand what distinguishes a typical training program from an action-learning program. Perhaps, a diagram of the ISD model with an overlay of the action-learning process could help trainers to visualize the link between the action learning and the instructional-design process.

Relevant adult-learning and action-learning theories are woven nicely into the discussion of learning strategies.

This outstanding book is highly recommended for the methodical trainer who wants to implement action-learning techniques for the first time, or who wants to refine his or her use of action-learning techniques. Each chapter contains bullets of the most salient points, diagrams and tables that help the reader in locating specific content and grasping the material quickly.

Reviewed by Everon C. Chenhall, assistant professor of human resources at Mid-Continent University in the School of Business.

A longer version of this review was originally published in Journal of European Industrial Training, Vol. 35 No. 5, 2011.