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This bibliography from the Commonwealth Programme for Applied Studies in Government (CPASG) takes up a crucial aspect of manpower development - that of training of trainers. In preparing the bibliography the compiler, Dr. A.P. Saxena, presents annotated references on training of trainers in a broader framework of major concerns to trainers. These include selected references to objectives, processes, systems and design of training, to learning, to identification of training needs, training methodology in general and to group dynamics and organisational change in particular.
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Of late a spate of literature has been appearing in the vast emerging field of training. Indeed it is quite an effort to keep pace with the published material - journals, books, monographs, articles and papers - because frequently these are not easily available except in a few repository libraries. The task of preparing a specialised bibliography on training of trainers is made further difficult by the paucity of specific entries on the theme per se. The present bibliography, at best only illustrative and not exhaustive, has therefore approached the subject of training of trainers in the context of certain selected aspects of training as listed in the Index.
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The article asserts that increasingly trainers are retreating into comfortable non-exposed position of a specialised technocracy as against getting involved in all phases of organisational activity. A client based approach relying on building credibility and becoming a team member is suggested. Further the trainer should have role flexibility and an urge to enrich is own job.
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The author examines the principles of little-known and underutilized learning theories and findings by specialists in training and development in the context of effectiveness of training. It is explained that no longer do we regard learning as something that place primarily between the ages of six and twenty plus when the principles of learning theory are fully utilized, the benefits can be substantial. The return is not only improved effectiveness, but greater acceptance as well.
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The guide discusses the three levels of training needs, present and future training needs, basic manpower planning and the process of identifying training needs. The discussion is illustrated by brief cases. It is explained that it is not a mechanistic process and the training specialist has an important role to play.
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The article describes Intan's new strategy in training for rural development through action training conceived as an integrated approach where the expertise of training, research and consultancy are mobilised together to focus on specific target or administrative district. The concept, objective and strategies and approach are explained. It is stressed that action training as devised in Intan provides for the first time an equal training opportunity for the policy makers and the executives on the one hand and the local leaders and ordinary peasants on the other.
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The book addressed to Indian Students of Behavioral Science, provides a text and context of organisation development as an effective technology for bringing about planned change. The author has examined two issues which are most relevant to the Indian Scene, (i) the understanding of managerial role, and (ii) the use of behavioral science in management. According to him, managerial role is distinguished from non-managerial role by its decision-making and leadership dimension.
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Cost benefit analysis of training is important from two points of view: firstly, training as a specialist function cannot grow unless its activities are subjected to a cost-benefit analysis; secondly, cot-benefit analysis will provide necessary feed-back about the utilization of resources allocated to the training function. An initial step in cost-benefit analysis of training is the identification of costs which are amenable to quantification in monetary terms. An analytical approach developed in an Indian company is described.
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Evaluation of training cost are divided into two major categories: cost effectiveness and cost benefit (CB). CB is the analysis of training costs in monetary units with respect to benefits desired from training in non-monetary terms. Cost effectiveness on the other hand is the analysis of training costs in monetary units as compared to benefits derived from training in monetary terms.
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It is argued that training is not professional because of trainers, who have only often the job and the title as their qualification. The trainer stereotypes - the psychologist, pedant, custodian, and the actor has to be substituted by trainer as a professional following a systems approach with emphasis on accountability.
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The development-orientation of certain African bureaucracies, including Nigeria, is outlined along with a model strategy. It is suggested that ad hoc administrative reform measures e.g. recruitment, career planning and training should be followed by long-term approaches. It is concluded that in practical terms, the majority of African states can only expect very limited improvements in their administrative inheritances in the near future.
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The author traces the growth of management education in India since 1954 and identifies some of the major ingredients for making it as worthwhile pre-experience training. A key step is the selection of faculty and the proper use of the time between training and research. Nevertheless the need for research cannot be neglected. Another important question is the choice of pedagogical tools.
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The author explores the deeper nature of communication and shows how the principles can be applied to situations of everyday working life. In addition, the elements of communication are outlined as a guide. The overall approach includes the potential role of a trainer who can adopt the volume as an Introduction to the subject.
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