THE ROLE OF TRAINER AND MANAGER IN SITUATIONAL MANAGEMENT TRAINING: IMPOSITION OR EVOLUTION?

Abstract

Last month we looked at group discovery learning in action on trainers. We found that our trainers learned most, developed insight and skill most rapidly, made the most exciting leaps forward, when: • information input was restricted, provided only in response to expressed need • interference and imposition were at a minimum • work was based on real situations, or, failing this, detailed simulations of real situations • problems increased in difficulty and used the learning obtained in solving preceding problems. Our students were usually able to identify why our approach had worked for them, and were able to apply similar principles to management training problems they encountered. From a somewhat mechanistic system came the idea of using only those specific techniques appropriate to your need — instead of slavish duplication of the whole package — and of developing and using an approach which can be transferred to a wide variety of working situations. The importance of changing behaviour through developing attitudes became clear. The key to this is involvement: trainers have to involve management, managers have to involve staff if they want their ideas to lead to action. We want to look now at some of the interactions involved in the development process; at what is required from the trainer or manager in getting improved performance in group situations.

Citation

DALEY, P. and McGIVERN, C. (1972), "THE ROLE OF TRAINER AND MANAGER IN SITUATIONAL MANAGEMENT TRAINING: IMPOSITION OR EVOLUTION?", Industrial and Commercial Training, Vol. 4 No. 1, pp. 26-34. https://doi.org/10.1108/eb003189