Henshaw, J. (2000), "The Learning Organiser", Industrial and Commercial Training, Vol. 32 No. 4. https://doi.org/10.1108/ict.2000.03732dad.001
Emerald Group Publishing Limited
Copyright © 2000, MCB UP Limited
The Learning Organiser
The Learning Organiser
Mike TillingGower1999ISBN: 0566081563£175.00 Hardback
Keywords Learning, Planning, Organizational theory
This manual has been designed as a "flexible resource" to be used by trainers and trainees in support of a mainstream training programme. The original aim of the manual, designed as a result of the need to ensure consistency and quality in learner support in a large TEC-sponsored training programme, was to provide access to standardised planning tools and information, thereby achieving some consistency of experience, regardless of where the trainees were located.
The framework of the manual consists of three learning support elements deployed over 20 units. The first section of every unit provides advice for trainers about effective learning, including some theoretical background, training tips and advice about how to use the trainee materials. The second section addresses the trainee directly, and explains how they can make learning more interesting, effective and, ultimately, productive. The third element is a set of planning tools that are intended to help trainees plan and review their learning.
The first six modules focus on getting started in learning and on understanding models of learning. They include sections on motivation, visioning, attitudes, styles, and confidence.
The middle section of modules focuses on some of the practicalities of learning such as what to expect from training providers and how to get the most of the training programme, learning resources, learning and work, understanding S/NVQs, and finding time and place to study.
The final six modules focus on some practical methods for promoting learning, including note-taking, listening and speaking, reading and writing, watching and doing, and provide help with preparing for tests and examinations, and evaluating training.
With more than 300 pages in total, this is a comprehensive guide to effective learning which, although large and, particularly in the section for trainers, highly detailed, is never dull or difficult to access.
The key strengths of the manual lie in its clarity – it is extremely well written and designed – and in its flexibility, as modules can be selected or disregarded as required. I was also particularly impressed with the originality of much of the content in the trainers' sections ("The Twelve Steps of the Hero's Journey" describing the challenges of the learner's journey is just one example) and of the accessibility of some of the more widely known, but nevertheless complex, theories.
Joan HenshawLearning Consultant