The Group Trainer's Handbook: Designing and Delivering Training for Groups

Citation

Lassey, P. (2007), "The Group Trainer's Handbook: Designing and Delivering Training for Groups", Industrial and Commercial Training, Vol. 39 No. 3, pp. 181-181. https://doi.org/10.1108/00197850710742306

Previously published as “A Practical Approach to Group Training” in 1991 and “Designing and Delivering Training for Groups” in 1996, The Group Trainer's Handbook represents the third edition of this accessible book from David Leigh, a management development consultant and trainer. The title seems to suggest that the book is targeted at the professional trainer; however, its easy style makes it just as valuable to managers or others who are responsible for team development.

The introduction claims to keep theory to a minimum, emphasising the practical aspects of training and providing an indispensable source of information for students, freelance trainers, internal trainers and managers. It clearly will have a wide appeal, however, it is strongest as a starter text, ideal for people new to training or to managers who are looking to see how they could develop their staff.

The book is very practical in approach and divided into two sections; Design and Development and Delivery and Training Skills. The Design and Development section includes chapters on setting objectives, developing a lesson plan and training methods. The Delivery and Training Skills section includes chapters on managing difficult behaviours, building rapport, coping with stress, the training environment, evaluating training and checklists (a strong case could be made for these last two being in the Design and Development section).

Designed in a clear and easy to read format, summaries and reviews bookend each chapter. In addition, there are helpful greyed‐out trainer tips that appear throughout, highlighting useful practical applications of the ideas discussed. This makes it accessible and non‐threatening for people approaching the subject for the first time. The comprehensive glossary of training methods is particularly useful, as is the chapter on evaluating training and the checklists.

As is usual for the modern tradition of “handbooks”, there is an attempt to be “all things to all people”. Consequently, it tries to cram in advice to cover all situations and in the process juxtaposes the important and interesting with the mundane, and the insightful with the prosaic. Furthermore, it is perhaps disappointing that in a book with a title that makes much of the “group” aspect to training, there is little space given over to issues such as group dynamics, inter‐group communication and the way in which these issues could be harnessed to improve the learning activity for participants. Indeed, the central focus for the book is the trainer, what the trainer needs to do and how they can deal with problems that may arise. The book is less about how people learn in groups and how the trainer can support them in that process.

If you are looking for an academic text that debates learning theory and the nature of group learning this is not the book for you. However, if you want a text that is easy to read, that demystifies the world of training and provides you with a sound basis for designing and delivering training, this will be a useful addition to your bookshelf.