Member Since: 3rd Feb 1999
Garry Platt is an experienced training consultant . He has worked with a number of international organisations helping them to enhance their approach to training and development. Examples of some of the organisations he has worked with in 2012 are outlined here; Siemens, Fenman, Formica, Mauritius Employers Federation, Wabtec, TaTa Motors, McCains, Princess Tuna, Babcock, Brush Traction.
Academically qualified to Masters Degree level in Education, Training and Development his work draws upon current research and study in Human Resource Development combined with a pragmatic and practical approach to application in the workplace. He is a featured monthly writer in Training Journal the UK’s premier published magazine focussing on HR trends and issues. He is also a writer for TrainingZone the UK’s principal web site covering current and topical HRD issues. He is a frequent guest speaker at conferences and exhibitions because of his humorous and engaging style.
His approach to training is experiential and interactive with the main aim of allowing participants to experience and work with the materials and concepts being taught. Death by PowerPoint does not take place during his events and he holds true to the old saying that ‘the mind can only take in what the posterior can endure’.
Senior Consultant EEF
My discussion replies
26th Jun 2015
'One Minute Manager'
11th Jun 2015
This is almost certainly too late but I came across this YouTube video this week and it contains what I think is some really powerful and positive advice which relates directly to this subject enquiry:
3rd Jun 2015
What hardware do you run?
30th Apr 2015
Bryan Chapman did an analysis of this and the following were his findings:
34:1 -- Instructor-Led Training (ILT), including design, lesson plans, handouts, PowerPoint slides, etc. (Chapman, 2007).
33:1 -- PowerPoint to E-Learning Conversion (Chapman, 2006a, p20).
220:1 -- Standard e-learning, which includes presentation, audio, some video, test questions, and 20% interactivity (Chapman, 2006a, p20)
345:1 -- 3rd party courseware. Time it takes for online learning publishers to design, create, test and package 3rd party courseware (Private study by Bryan Chapman
750:1 -- Simulations from scratch. Creating highly interactive content (Chapman, 2006b)
27th Mar 2015
Adrian – I think Donald summarised his position in a reasonably clear way in the final paragraph:
"Note that I’m not criticising the use of learning objectives or learning outcomes, as defined by Mager, in the design of courses. That’s a skill and practice that’s far too often absent in learning professionals. My arguments focus on boring learning objectives made explicit to learners at the start of a course."
I have observed trainers and developers who ‘engage’ their leaners via a series of PowerPoint slides containing each and every objective which are littered with descriptors like ‘understand’ ‘be aware of’ ‘be familiar with’. They readout the objectives one by one like some mantra with little to no concern for learning but are more focussed on following some chronic procedure.
I agree with Steve, decently written objectives should be sent out beforehand, so that learners can both orientate themselves to the programme and also remove themselves if the content doesn’t fit their requirements. I might reference the objectives at the start of an event and would almost certainly talk about the direction and content of the course but I do not recite the list of objectives the course is intended to address.
For me the article emphasised the need for the Developers and Trainers to think about what they’re doing and not follow a rigid and prescriptive sequence which often is rooted in custom and practise rather than results and impact.
Donald Clarke makes reference to Robert F. Mager but doesn’t mention his book; ‘Preparing Instructional Objectives’ which was published in 1984 and is still in print. It is without doubt the best book ever written on writing training objectives and avoiding the problem of ill written objectives.
23rd Mar 2015
How about making a Printer's Box?
18th Mar 2015
I think the approach you adopt is similar to a manager in a limited respect. The primary trigger is behaviour; abusive, sexist, racist language or any wholly inappropriate actions shouldn’t be tolerated anywhere. In my opinion attending a developmental event does not mean you are exempt from this. Failing to take action on these issues compromises the developmental function significantly more than simply turning a blind eye to it.
Where I would be more relaxed is in relation to a person expressing an opinion about the company or a process or a manager which may not be positive when we are looking at relevant and related issues. In such circumstances I may need to explore real issues and problems and challenges and I can’t do that if people can’t talk about them.
If the actions of the individual warrant feedback I adopt a three step approach:
1. Speak to individual alone and give them behaviourally specific feedback and explain what the problem is. We discuss it and usually this leads to the person refraining or changing their approach.
2. If the issue continues I direct them to stop, but in front of the group.
3. If it still persists – they’re gone.
If I also felt the action or behaviour warranted reference to their line manager I would inform the indivdual that I was going to take that action.
As in many things with human beings I use this as a guide not an absolute set of rules. For example; If (I never have) had an individual on an event with Tourette's I would want to exercise understanding and acceptance and I would require everyone else to do the same. Never let rules stand in the way of common sense!
16th Mar 2015
I prefer to blank the screen by pressing 'B' the screen goes black and then right click you know have a blackboard on which to write.
24th Feb 2015
29th Jan 2015
I have never read this book, I know it only by its reputation which is considerable. It might be worth looking at and examining to see if it could be helpful either directly or indirectly to your client group.