The author makes clear in the preface that the focus of this book is not about project management, nor simply about team building. Instead, it is a highly practical book on how to use project working for team development purposes among a group who work continuously together (while much will also be relevant for developing ad hoc teams as well, the emphasis is on building groups into teams). This is important because it recognises that the project‐based learning will need to be developed whilst routine work activities continue for all team members, including the team leader. As a consequence, each chapter is laid out in a standard, readily accessible format that makes it easy to move through the text and to revisit elements of particular interest. Each chapter, for instance, starts with the specific objectives for the chapter (underlining the training background of the author!) and most conclude with the author’s “think sheets”.These are designed for clarification and team discussion purposes to help develop team learning.
The book moves from looking at developing team members, planning skills, monitoring skills, team communication skills, rescue skills, presentation skills and concludes with looking at how development has taken place. The author provides some theoretical underpinning for these topics, albeit with a light and accessible touch, as demonstrated by the discussions about group development, information acquisition, motivation and negotiation theory. Most of this is likely to be familiar to anyone who has undertaken even limited management training or reading but, despite that, the book is likely to contain a few new points. One such I found particularly interesting, for instance, was the use of a time estimation formula to identify how long a project or particular element within a project is likely to take. The book’s generic approach will also enhance its relevance as its contents can readily be applied to all sectors. Several of the practical project suggestions at the end of the book, for instance, are sufficiently broadly based to be relevant to all work contexts whilst others could readily be adapted, as necessary.
The book is likely to suit some learning and personality styles more than others are. The limited theoretical exploration of the topics considered and out‐of‐date bibliography, for instance, may not appeal to those who prefer a more detailed, didactic approach. Conversely, however, the book’s style is likely to appeal to those who want a broad understanding and practical tips, with an emphasis on realism and on how to start taking action. The tone of the book is frequently conversational and even colloquial in some places. For some this may improve the book’s accessibility whilst for others it may be slightly irritating.
Who might find this book helpful? Supervisors and staff moving into management are likely to find this book particularly useful, both for getting started in terms of project‐based learning or to reinforce formal training undertaken in the area.
