This book was first published in 1996 and the introduction of this new edition draws attention to the changes that have occurred with the growth of e‐learning and the relative decline in courses. The trainer they suggest needs to become more of an internal consultant and provide support for learning.
The book is described as a “dip‐in guide” to provide information and inspiration. It is directed at a range of people involved with helping people learn, including the training and development function staff, line managers, external training consultants and lecturers. The authors refer to a journey of learning to inspiration as a trainer. These are all issues with which I can empathise through my own experience and that of the trainers whose learning I am involved with facilitating.
There are ten chapters spanning design, delivery, evaluation, trainer roles, training as a career and as a business, and e‐learning. The coverage is rather shallow, as might be expected in such a broadly based text. Identification of training needs only gets a sentence or so in “Designing a training programme”; how to create a learning organisation gets a page with no caveats about getting there; and e‐learning gets six sides.
Some of the advice seemed rather unhelpful, whether the reader is an experienced or inexperienced trainer. The comment that “with experience and careful feedback you will identify people with whom you can work” (p. 54) seems not usable. Earlier in the book “feedback” is commented upon as “Unfortunately too few people are really skilled at giving it” (p. 14), with which I am sure we can all agree. The advice on giving and receiving feedback (p. 123) offers “correct time and place”, “provide real evidence when appropriate” and “gain the learner’s agreement” without unpacking the details of any of these.
I was surprised to find that the reader who wanted more advice was invited to e‐mail one of the authors at their business. This seemed to me to be seeking consultancy work through the book. Perhaps I am being too sceptical?
I found the book’s layout confusing in distinguishing between main headings, sub‐headings and sub‐sections. The font style and layout I found difficult and there were linear diagrams split across pages and a least one mis‐titled diagram.
So, I have had problems in getting to grips with this book. Some of the content struck me as being so superficial as to be unhelpful, while other material is quite reasonable. The chapter on different trainer roles has some quite useful points. However, even within this chapter there are things which made me flinch, such as Business Process Re‐engineering and anticipating being asked to give feedback some time after a training event. I think that BPR has passed its sell‐by date and that good feedback practice is to provide it as soon as possible after the experience.
I struggle to think who would really find this book useful. Those new to training are presented with reassurance that they can cope, yet the advice is qualified with judgements like “correct” and “appropriate”. I do not feel that this book managed to provide me with information or inspiration, although it did encourage me to reflect on my own views of good practice. I know other books addressing the same topics that I have found much more stimulating.
