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Tables of Contents for Training for Organizational Transformation
Chapter/Section Title
Page #
Page Count
List of Exhibits
9
2
List of Boxes
11
1
List of Readings
12
1
Preface
13
12
Part I: Position, Task, and Process: An Overview
Trainer---Consultant---Organizer: Expanding Roles
25
17
Changes in Training Practice
27
15
Looking Outward
27
2
Looking Inward
29
1
Learning as Appreciative Enquiry
30
3
Looking Again and Repositioning Training
33
9
Training and Learning: Two-way Transcations
42
24
Knowledge, Skill, and Action
44
2
Training and Learning: Two Points of View
46
1
Three Phases in the Training Process
47
3
Pretraining
48
1
Training
48
2
Post-training
50
1
Imaging Effective Training
50
2
The Learning Spiral for Participants
52
14
Pretraining: Expectations and Motivation
53
1
Training: Exposure to Opportunities for Learning
54
1
Post-training: Transferring Learning to the Back-home Situation
55
11
Goals and a Map With Directions
66
18
Not Problem-solving but Appreciative Enquiry
67
1
Goals: Training for New Tasks and New Settings
68
2
Six Directions to Go
70
11
Selecting Goals to Suit Specifications
81
3
Approaches and Strategies
84
45
Thumbs Down on Problem-solving for Approaching Training
85
1
Appreciative Inquiry
86
1
Choosing a Strategy: Dimensions and Options
87
6
Present Resources and Long-term Essentials
93
1
Criteria for Including Contextual Components
94
2
Adding Faculty, Materials, Facilities from Outside
96
1
Fashioning a Coherent Strategy
96
2
Live Strategies, Not Set Blueprints
98
1
Holding the Strategy Steady
99
30
Part II: Training in Process: The Visible Tip
Establishing Objectives and Preparing the Partners
129
25
Checklists for Establishing Training Objectives
131
16
Future Task Objectives: Are They Practical Enough?
133
3
Seven Trainer Functions for Aligning Program and Participants
136
11
Summary
147
7
Training Methods
154
72
Two Faulty Juxtapositions
157
2
Events---Reflection---Experience
159
2
Learning on the Job: Nine Training Requirements
161
4
Methods
165
40
Training in the Field
165
5
Creating Future Settings and Starting Work on Tasks There
170
2
Simulating Real Life: Role Playing, Games, and In-basket Exercises
172
7
Laboratory Training for Personal and Organizational Development
179
4
Sampling Real Life: Incidents and Cases
183
3
Individualized Training
186
4
Seminars, Syndicates, and General Group Discussions
190
3
The Lecture
193
5
Programmed Instruction: ``Distance Learning''
198
5
Large-group Methods
203
2
Training Methods Compared with Objectives, Learning Process, and Facilities
205
21
Methods Compared With Objectives
207
1
Methods Compared With the Learning Process
207
3
Methods Compared With Facilities
210
16
Designing the Program
226
41
Designing Through Successive Approximations
233
1
Five Steps in Program Design
234
7
Outlining Program Sequences and Themes
241
8
Phasing the Program to Accord With the Learning Process
242
2
Relating the Program to Prevailing Expectations
244
1
Building the Training Group
245
1
Incorporating the Grand Themes of Training for Transformation
245
2
Striving for Consistency in Training
247
2
Composing the Detailed Syllabus
249
6
Alternating Stimulation and Reflection
250
1
Alternating Personal Involvement and Safe Distance
251
1
Alternating Talking about Something and Practicing It
252
2
Alternating Individual and Group Tasks
254
1
Modular Approach to Program Design
255
1
Building-in Flexibility
256
3
Monitoring and Improving Training During the Program
259
2
Training Schedules and Timetables
261
6
Part III: Essential Infrastructure
Developing the Group and the Climate
267
37
The Social Process: Three Facets
270
6
Establishing Tasks in Common
271
1
Developing Norms or Standards of Behavior
272
3
Building Realistic Relationships
275
1
Indicators of Group Development
276
5
The Training Climate
281
3
Personal and Interpersonal Dimensions
282
2
The Cultural Environment
284
1
Four Fresh Scenarios
285
7
Areas of Freedom: Three Phases
292
2
Ranges of Influence
294
10
Trainers and Training Styles
304
31
Personal Needs of Trainers
307
4
Authority and Control
308
3
Power and Influence: Two Modes
311
6
The Trainer's Behavior When the Task is Not Clear to Participants
313
2
The Trainer's Behavior When the Task is Clear and Attractive
315
1
The Trainer's Behavior When the Task is Clear but Unattractive
316
1
Trainers' ``Realness'' Under Pressure: Three Dilemmas
317
6
Participants' Expectations versus Trainer's Intentions
318
1
Individual versus Group Needs
319
1
Consistency versus Flexibility
320
3
Trainer's Role: Three Hidden Functions
323
2
Trainer's Style: Unique, Appropriate, Flexible
325
10
Evaluation and Follow-up
335
39
Evaluating Learning by Objectives
340
10
To End the Program
340
1
After the Program
341
9
Redressing Four Common Imbalances in Training Programs
350
7
Input Overload
352
1
Unrealistic Learning Goals of Participants
353
1
Alienation
353
1
Linkage Failure
354
3
Supporting Innovation from a World Away
357
2
Continued Personal and Organizational Contacts
359
2
Supplementary Services
361
13
Building Competence, Support, and the Profession
374
34
Reflective Practice
375
1
Pairing and Partnering: Essential Supports
376
1
Building Support: Professional Networking
377
2
Action Research for Better Training
379
1
Action Research by Trainers
380
9
Some Questions for Trainers to Study
389
3
Trainer-Researchers
392
16
Index
408
7
About the Authors
415