Using Activities in Training and Development (2nd ed.)

Citation

Cattell, A. (2000), "Using Activities in Training and Development (2nd ed.)", Industrial and Commercial Training, Vol. 32 No. 7. https://doi.org/10.1108/ict.2000.03732gae.002

Using Activities in Training and Development (2nd ed.)

Using Activities in Training and Development (2nd ed.)

Leslie RaeKogan Page1999£19.99

Keywords Learning styles, Training techniques

In an age where the phrase "learner/student-centred learning" has become more frequently used within the vocabulary of many educators, trainers and developers, this book offers some useful and pragmatic guidance on the utilisation of activities within learning programmes.

In his preface to the book, Leslie Rae reminds the reader that "the activities are not learning itself, merely the first part of active learning, which must be supported by other skills – briefing, observing, feedback and so on". The text, which is divided into two sections – "Common approaches (to the use of activities)" and "Specific forms of activities" – then proceeds to highlight and develop the pros and cons of activity-based learning and support from both the learner's and the "facilitator's" point of view, aided by useful checklists and aides-memoire to complement the narrative. As such, there is much resource material that can be practically utilised at both levels.

Rae underlines the importance of creating a "fun" learning environment but also stresses the importance of learners being able to relate the learning back to the realities of the workplace in terms of the relevance and appropriateness of activities undertaken.

From the facilitator's/trainer's point of view, each chapter in Section two is structured to provide guidance on "Description of the activity", "Membership of groups", "Timing", "Planning and design" and "Usage", as well as providing useful pointers on review and feedback methods.

Rae's writing style and the philosophy of the book are rooted in the "how to" genre, with a minimum of theory. However, contained in the Appendices is a detailed list of published activity resources, which is an invaluable aid to the busy educator/trainer or developer.

For the regular user of activity-based or experiential learning the book may offer little that is new in the field. However, for those considering using such an approach for the first time or seeking to expand their knowledge and understanding, Rae shares a wealth of practical experience, advice and information. While, on occasion, the sheer volume of bullet points and checklists can become rather tedious for the reader, Using Activities should prove to be a useful addition to the bookshelf of anyone seeking to explore less didactic and more experiential forms of learning.

Alan CattellStaff Development Manager and Health Lecturer, University of Bradford School of Health Studies