ISTD Diploma: Sample Chapters

ISTD Diploma has six main subjects. ISTD provides the content to the students in books. Here are the sample chapters from each of the books included with the Diploma.

Organizational Behavior Read the Excerpt ; Download the excerpt

Human Resource Development Read the Excerpt ; Download the excerpt

Manpower Planning and Training Read the Excerpt ; Download the excerpt

Training Methodology I Read the Excerpt ; Download the excerpt

Training Methodology II Read the Excerpt ; Download the excerpt

Evaluation of Training Read the Excerpt ; Download the excerpt

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Training Methodology I

SECTION : 1

AN OVERVIEW OF TRAINING METHODOLOGIES : LOGIC AND PROCESS

INTRODUCTION

In this section an attempt has been made to present an overview of training methodologies. It is obvious that it could not contain everything that everyone wanted to know about training methodologies, but it does dicuss the concepts, the processes of innovation and change in trraining technologies, and their relevance to the continuously changing real life situation which are becoming the determining factors in the selection, use of and furthering the never ending urge for creativity in training technologies.

The first reading gives an overview of the Current Trends in the use of Teaching and Training methods. It surveys the main methods oftraining and explains the special features of each method as well as the key points to remember about their use.

The second article is titled "New Concepts : Techniques and Tools in Training". Starting with the framework of innovations in training. It concentrates on concept of innovations, giving examples from the theories of HRD and Learning. Further, it examines the emergence of techniques to deal with concept, skill and attitudinal training and considers the various tools falling under mechanical, electrical and electronic categories. Finally, it looks at the potential for synergies between any pair of these three areas of innovations in training viz., concepts, techniques and tools.

CURRENT TRENDS IN THE USE OF TEACHING AND TRAINING METHODS

Until I recently the armoury of teaching and training methods suitable for management education was quite modest. For years the case study was the only real participative method being used in addition to the more academic classical methods. Although the Harvard business School first introduced the case study as a teaching method in the 1920s it was only much later that it began receiving recognition outside the United States.

Today we are still far from knowing exactly how managerial competence is best acquired and developed. But we do know much more about learning for management now than two or three decades ago. We have come to realise that both the education of potential manager and the further development of practising managers are extremely complex processes, in which formal education, practical experience and training opportunities play their respective roles, and hence require co-ordination. Management education and training is endeavouring to see the manager's job in its entirety by taking into account the many factors which influence the operation of the enterprise in the contemporary world. This has emphasised the need for continuous improvement not only in the content, but also in the over-all organisation and methodology of management education and training programme.

During the last twenty five years more than any other previous time, many new methods have been developed, tested, combined and adapted to different learning situations. Some of the new methods have become irreplaceable tools in the teacher's and trainer's hands; others have remained marginal.
Some are entirely new; others are more or less imaginative adaptations of older methods. Some are simple and can be used by virtually any teacher or trainer (or by the managers themselves) without any special preparation; others are fairly sophisticated and it is not advisable to use them without extensive preparation of both teachers and course participants. A genuine process of innovation is occuring in teaching methods for management education and training. The recipients of training have also become more demanding on methodology; thus, it is anticipated that this innovation process will most certainly continue.

If we put aside the few cases of trainers and consultants who, for purely commercial purposes, want to amaze their clients with "miracle methods of training" we find that the overwhelming majority of those engaged in management education and training are seriously concerned about finding and using the most effective methods possible. Most teachers and trainers try to be realistic about the significance of each teaching method. They want to assess its advantages and disadvantages in relation to others. They try to match the correct method with the Objectives of the education or training and with the specific conditions in which learning is to take place. In one of the following sections an attempt has been made to show-how numerous factors play a role in the choice of training methods and are therefore being increasingly considered by training directors and by the teachers and trainers themselves....

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