Page 294 - Psychological Management of Individual Performance

development of training content 279
Case studies
In case studies participants are confronted with a complex work problem. It is a very
good tool for training strategic thinking and decision-making abilities. If a whole group
of managers works on a case study in a training course, then the group’s own discussion
and behaviour patterns can be observed and analysed and then improved upon. Case
studies are usually worked on in small groups. The case study, along with a list of
questions, is given to the group to solve. The desired output of the group might involve
formulating a recommendation, a decision or the outline of an action plan (Winstanley &
Woodall, 1992).

Outdoor activities
It has not yet been proved that outdoor training has any long-term effect on the strength-
ening of management behaviour or team building. It does, however, produce powerful
experiences of teamwork and risk-taking activities (Conger, 1992). If the period allowed
for reflection after an outdoor activity is put to good use and is applicable to the work
situation, then outdoor activities can help to obtain a deeper understanding of group
dynamics. For instance, during a merger situation it might be very helpful to provide
outdoor activities for project teams which consist of employees from the different merg-
ing companies. It can help to facilitate team building and be of invaluable benefit dur-
ing the whole post-merger integration process (Winkler & D¨orr, 2001). The informal,
action-oriented exercises of an outdoor training course can lead to breakthroughs in
communication and form new patterns of team cooperation. In a training plan the right
variety of learning methods (see Figure 13.3) guarantees learning results. The follow-
ing example from the introductory-level leadership training programme shows how to
combine different learning methods.

INTRODUCTORY-LEVEL LEADERSHIP TRAINING:
DEVELOPMENT OF A TRAINING PLAN
Every year approximately 12 programmes were offered to groups of newly appointed man-
agers, each group consisting of 14 participants. A detailed training plan was worked out
and the trainers were trained to run the course so that there would be a high degree of
consistency in terms of both content and learning objectives.
The training programme was designed so that various learning methods would be used
(see Figure 13.3). The underlying principle was that the participants should not only hear
about theory, but get an opportunity to learn by trial and error, through feedback processes
and by means of the systematic training of skills in role–plays. Each participant received a
diary for the use of self-reflection, the setting of learning goals and recording of important
learning experiences. Learning partnerships (groups of two) were established during the
course of the whole programme to enhance relationships built on trust and openness and to
facilitate learning. Each participant chose a “learning partner” from among the other par-
ticipants with whom he/she would form a closer relationship. The aims of the learning part-
nerships were to reflect together on learning experiences, to solve management problems to-
gether “outside” the training course, to give each other support in difficult situations, to visit
each other in the workplace, and to provide important feedback on each other’s behaviour.
Evening discussions with representatives from the firm, namely senior managers and
board members, helped the participants to get a better understanding of the chief strategies
and activities of the firm in areas outside their own technical expertise.