Page 292 - Psychological Management of Individual Performance

development of training content 277
Mentoring: 1 week
8–10 weeks´ skills practise between modules
Personality and team: 3 days (Modul 1)
8–10 weeks´ skills practise between modules
Communication forum: 2 days (Modul 2)

8–10 weeks´ skills practise between modules
Management tools: 4 days (Modul 3)
8–10 weeks´ skills practise between modules

Management supervision and counselling: 2 days (Modul 4)
8–10 weeks´ skills practise between modules
Management supervision and counselling: 2 days (Modul 5)
1 year 8–10 weeks´ skills practise between modules
Self-organised learning groups: 1-2 days, twice a year
ongoing
...
Transfer from training to practise through action plans,
diaries, learning partnerships

FIGURE 13.2 Training modules

decided that a one-off training course alone would not suffice; they would require some
degree of regular support during their first year. Therefore, a training course consisting
of several modules, as shown in Figure 13.2, was designed. This allowed trainees time,
between the modules, to practise newly acquired skills within their departments and to
reflect on one’s own management style. The training course was designed to accommodate
14 newly appointed managers who would stay together throughout the five-module train-
ing period, which reinforced a sense of trust and openness among the participants. The
participants were drawn from all areas of the firm, providing an ideal platform for fur-
ther networking with managers from different departments. Training modules were spread
over 12 months. Participants were given the option of working with a mentor for approx-
imately one week. Trainees were able to observe their mentor’s behaviour in important
management areas such as meetings, presentations, negotiations, discussions with em-
ployees, as well as in the handling of customer complaints, etc. Being provided with role
models before taking on their new responsibilities turned out to be highly beneficial for
the trainees. After the five training modules participants were given the option of working
on a regular basis together on difficult management problems in self-organised learning
groups twice a year.

DEVELOPMENT OF A TRAINING PLAN:METHODS AND INTERVENTIONS

Adults learn best when theory and practical knowledge are combined and adapted to their
day-to-day job routine. All modern learning theories stress that adults have to be given
a degree of responsibility over the learning process and opportunities to participate
actively in the learning process. This sense of responsibility can best be achieved by