Lyndon Pugh – författare

Information services are currently going through what is probably the most significant period of change in their history. At the same time, thinking about organisational change in general management has continued to develop, and many of the emerging ideas, strategies and processes are increasingly relevant to information services. Since the first edition of this highly regarded book was published in 2000 the pace of change has accelerated because of the influence of digitisation and technological developments in general, the emergence of what might be called a business culture, changes in skills and knowledge requirements, and changes in user and personnel attitudes. Despite these rapid developments the current literature tends to reflect a preoccupation with technological developments at the expense of consideration for the broader managerial base. This second edition fills the gap in the literature and is fully updated with the inclusion of a number of new chapters and new case studies.

Despite the proliferation of cyber-this and digital-that, many people prefer to learn by face to face communication, and to acquire job-related skills and knowledge in their own workplace. Why? Perhaps because the abilities to talk, listen and explain clearly-in short, to communicate-are given equal shrift. Or because a fostering of these abilities is the responsibility of everyone in that workplace. Or even because, pragmatically speaking, such training can be done easily with a minimum of infrastructure and support.Whatever the reason, Lyndon Pugh's Practical Training Techniques speaks plainly and persuasively of the dynamic relationship between trainer and learner. It argues for the use of traditional training techniques based on classical ideas, describing a process that owes as much to Aristotle as to modern gurus such as Blanchard, Naisbitt and Tapscott. Traditional training, claims Pugh, is uniquely placed to meet the learning requirements of modern organizations, precisely because such organizations value on-site ongoing development over off-site "just in time" approaches. And while technology undoubtedly can improve the lot of trainers, as well as the efficiency of the learning process, belief in its efficacy as the primary channel for learning delivery is by no means universal.Practical Training Techniques takes the experts out of learning, and can be used by just about anyone who needs to train just about anyone else, to do… well, just about anything!

Despite the proliferation of cyber-this and digital-that, many people prefer to learn by face-to-face communication, and to acquire job-related skills and knowledge in their own workplace. Why? Perhaps because the abilities to talk, listen and explain clearly—in short, to communicate—are given equal shrift. Or because a fostering of these abilities is the responsibility of everyone in that workplace. Or even because, pragmatically speaking, such training can be done easily with a minimum of infrastructure and support.Whatever the reason, Lyndon Pugh's Practical Training Techniques speaks plainly and persuasively of the dynamic relationship between trainer and learner. It argues for the use of traditional training techniques based on classical ideas, describing a process that owes as much to Aristotle as to modern gurus such as Blanchard, Naisbitt and Tapscott. Traditional training, claims Pugh, is uniquely placed to meet the learning requirements of modern organizations, precisely because such organizations value on-site ongoing development over off-site "just in time" approaches. And while technology undoubtedly can improve the lot of trainers, as well as the efficiency of the learning process, belief in its efficacy as the primary channel for learning delivery is by no means universal.Practical Training Techniques takes the experts out of learning, and can be used by just about anyone who needs to train just about anyone else, to do… well, just about anything!

Information services are currently going through what is probably the most significant period of change in their history. At the same time, thinking about organisational change in general management has continued to develop, and many of the emerging ideas, strategies and processes are increasingly relevant to information services. Since the first edition of this highly regarded book was published in 2000 the pace of change has accelerated because of the influence of digitisation and technological developments in general, the emergence of what might be called a business culture, changes in skills and knowledge requirements, and changes in user and personnel attitudes. Despite these rapid developments the current literature tends to reflect a preoccupation with technological developments at the expense of consideration for the broader managerial base. This second edition fills the gap in the literature and is fully updated with the inclusion of a number of new chapters and new case studies.

This title was first published in 2000: An overview of change management and organizational theories. The book explores the strategies normally associated with them and presents real solutions to real problems for services spanning the academic, public and commercial sectors. Through a series of case studies, the book shows how different organizations and personal issues need equally different approaches to managing them. The author demonstrates how discrete change projects can be modelled, implemented and reviewed and explains the advantages and disadvantages of various organizational structures in managing change. He takes a candid look at what really makes teams tick or malfunction and, focusing particularly on people issues, suggests how adapting management styles and providing training can help to meet the demands of change.