Page 291 - Psychological Management of Individual Performance

276 enhancing performance through training
method for preparing someone for a new position in which he/she needs to understand
the basic workings of other jobs or departments.

Computer-based training

Some companies try to avoid high training costs by implementing specific computer-
based training (CBT) modules. Although it is quite expensive to develop customised
software which fulfils the specific requirements of a given organisation, once available
these CBTs are very good at providing the theoretical aspects of a training course, e.g.
product information, management theory, etc. Built-in question and answer sessions al-
low people to learn actively and at their own pace. Despite some of their advantages,
CBTs cannot replace traditional learning techniques when it comes to behaviour-oriented
skills training because they do not provide feedback on the participant’s interpersonal
behaviour in specific situations. Computer simulations of decision-making processes
provide trainees with the opportunity to learn how to make decisions in complex situa-
tions. Although CBTs focus on general thinking processes and are good at the analysis
and cross-referencing of information, they are of less use when dealing with communi-
cation aspects of the decision-making process such as negotiation or communicating a
decision to the organisation.

Workshops
Workshops tend to focus on finding solutions to specific problems and allow people
to concentrate their energies on a particular subject. Heterogeneity among workshop
participants makes for a wider scope of ideas and perspectives which in turn could result
in a greater number of possible solutions. Workshops best meet the expectations of the
participants if the contents and agenda are developed together with the target group
beforehand.

Coaching
Within an organisation, coaching is often applied as a training technique between mem-
bers of senior management and employees because of the immediate pay-off. Coaching
can be completely individualised to respond to the specific training needs of the em-
ployee. One-to-one communication allows for dynamic feedback and reappraisal of the
learning objectives. Generally speaking, senior managers will require some training in
coaching techniques before they are able to run effective coaching sessions. A senior
manager–manager relationship based on trust is essential if this training technique is to
work effectively (Whitmore, 1992).
The next paragraph describes the training structure and design chosen for the firm’s
introductory-level leadership training programme.

INTRODUCTORY-LEVEL LEADERSHIP TRAINING:
TRAINING STRUCTURE AND DESIGN

The firm’s analysis of training needs indicated that the course content should be prac-
tical and work-related. At the same time, many different training goals were drawn up
for the programme. Because the participants had little experience as managers, it was