Training methods for older workers' A new OECD booklet by R. M. Belbin (50 pp, HMSO, 12s 6d) is reviewed by John Wellens different from that set out by the author. First Her e is on e of those rare publications which read Chapter 2, which describes the projects ough t to be read by everybody in the actually carried out by firms and analyses the business , beginners and old hands alike. It meanin g of each one . Follo w with Chapter 3 is so good, in fact, that it is even worth buyin g out of your ow n pocket. an d win d u p with Chapter 1. T o industrially- 'Thi s report', says Belbin in his preface, 'is oriente d readers Chapter 1 seems so remote from the practical problem — incorrectly so — no t intended as a treatise on ho w to train that many people would consider the olde r adults. Rather it represents an attempt bookle t irrelevant to their own situation t o collate and evaluate widely-scattered after reading ten pages or so and might be informatio n and so t o prepare a source book tempte d to put it aside. 'Just another for those wh o wish to advance the subject theoretical study', I can hear some of my further , either through researeh or through practical action'. mor e pragmatical colleagues saying with a faint air of disgust. If the reader will accept Thi s is too modest an appraisal of so th e sequencing I suggest he will get himself importan t a work . Th e purpose of gathering pitchforke d immediately into the practical togethe r all the significant information aspect, will see the relevance of the subject publishe d in the field of adult training is well matte r to his own situation and might carried out; training officers, especially, will possibly come to Chapter 1 wit h a different find the assembly of the information a most an d more receptive attitude. useful asset. But the booklet goes beyond this stated purpose and puts forward a Compulsor y reading series of principles on which sound training fo r adults should be based. If the report Thi s booklet, destined, I imagine, t o become merel y described the projects it woul d have a classic in its time, will, for several years to goin g to be used quite a lot as a reference limited value to those who have t o face the come , be compulsory reading on courses for wor k and such sub-headings facilitate its use real and practical problem of adult training, th e training of the training officer. In this for this purpose . I confess to being fascinated bu t in interpreting the results of the many case it is absolutely imperative to present the b y this modern form of sub-headings and I experimenta l projects described in the material in the order I suggest; it would be wonde r whether it docs no t have some very bookle t and deducing a set of workable quit e wron g to stick to the order given in special significance as an instructional principles , the author has made his own th e booklet. The author, himself a 'labora- techniqu e in its ow n right. In five minutes positiv e contribution to the subject and, in tory ' worker , has writte n for othe r laboratory th e student could get from cover to cover, so doing , has pu t into the hand s of practising worker s and I see n o reason why he should readin g sub-headings only, after which he trainin g officers information and advice on not . In fact, the booklet performs an ha s a bird's-eye view of the subject and a ho w to tackle adult training and of what importan t function in demonstrating ho w a framewor k into which to place the know pitfalls to avoid. As far as I am aware, such laborator y worker can make a valuable ledg e as he gets it. Ho w about some bright a n assembly of information on this subject contributio n to assist the workers in the tuto r on one of the training officer courses is no t available elsewhere and, even though field. However, from my ow n point of view tryin g out this idea and seeing whether this on e would hesitate to claim - the author I see the booklet as something for which is a useful instructional device? particularl y - that we ate in sight of a ther e is a great need among practitioners in workin g theory of adult training, the th e field and, this being the case, I regard the principles set out in this booklet will help sequencin g of the original booklet as likely thos e with the training job to do and will t o defeat its purpose. prov e of immense value at this stage in the Thoug h in places badly punctuated, and at developmen t of the subject. times unnecessarily difficult to read, the bookle t is the best value for money you are Revers e order likely to sec in this trade for some time: it will save you a great deal of rooting about Th e booklet presents its subject matter in elsewhere for information. One aspect of thre e chapters: Evidence of Adult Learning th e presentation I like immensely: the Capacity from Laboratory Studies; Ex paragrap h headings. These make a statement periences in Training Older Workers; and i n summary of each paragraph; the usual Method s of Training. Put in another way, Chapte r 1 is about laboratory experiments, traditiona l practice is to give a hint of the Chapte r 2 deals with actual projects carried content . Thus , in place of what would have been th e traditional heading of 'Pace and the ou t in firms, some of them faced with pretty Olde r Worker' , we have the actual ' A Fixed formidabl e redundancy problems, while Pace Should No t be Imposed on the Older Chapte r 3 deals, thoug h somewhat sketchily, Worker' . This sort of modern sub-heading wit h technique — or , more correctly — som e is likely to catch on: its value cannot be aspects of technique. over-estimated . I strongly recommend industrial readers and Thi s particular publication is probably training officers to read this booklet in an order Technical Education, June 1965 251 © Emerald Backfiles 2007
Education + Training – Emerald Publishing
Published: Jun 1, 1965
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