Training Research Consultants is a collection of perspectives and training materials from colleges and universities of many types and sizes that you can adapt for your own context. In four thorough parts--Introduction to Theory and Practice, Library Case Studies, Perspectives from Campus Partners, and Consultant Perspectives--the book covers learning theories, the role of research consultants in encouraging student intellectual development, program administration, hiring practices, training, and assessment. Finally, there are two reflections from research consultants, reminding us of the impac.

Every student brings their own individual set of educational and personal experiences to a research project, and peer research consultants are uniquely able to reveal this "hidden curriculum" to the researchers they assist. In seven highly readable chapters, How to Be a Peer Research Consultant provides focused support for anyone preparing undergraduate students to serve as peer research consultants, whether you refer to these student workers as research tutors, reference assistants, or research helpers. Inside you'll find valuable training material to help student researchers develop metacognitive, transferable research skills and habits, as well as foundational topics like what research looks like in different disciplines, professionalism and privacy, ethics, the research process, inclusive research consultations, and common research assignments. It concludes with an appendix containing 30 activities, discussion questions, and written reflection prompts to complement the content covered in each chapter, designed to be easily printed or copied from the book. How to Be a Peer Research Consultant can be read in its entirety to gather ideas and activities, or it can be distributed to each student as a training manual. It pays particular attention to the peer research consultant-student relationship and offers guidance on flexible approaches for supporting a wide range of research needs. The book is intended to be useful in a variety of higher education settings and is designed to be applicable to each institution's unique library resources and holdings. Through mentoring and coaching, undergraduate students can feel confident in their ability to help their peers with research and may be inspired to continue this work as professional librarians in the future.

"Employee development is a driver of economic growth. Employees and organizations are part of what the Danish economist B. A. Lundvall called the learning economy, in which knowledge is the critical resource and the most important process is learning. Today's organizations expect employees to be continuous learners, to maintain and increase their skills and competencies to keep up with the rapid pace of change and competition. This book guides learning consultants in how to design, implement, and support employee development programs. They may work with human resource managers to develop performance management systems that include selection, training, performance appraisal, feedback, and career development. The book is intended for consulting psychologists and those new to consultative roles. It also intends to appeal to nonpsychologists, such as learning consultants, corporate-based facilitators of learning, and others who are interested in specific aspects of training and development. The book comprises of six chapters. Chapter one describes the perspectives that consultants bring to learning interventions. Chapter two focuses on the science of learning, examining seminal theory and research that show the value of learning interventions to individuals, teams, and organizations. Chapter three describes five steps for creating training design and implementation: needs analysis, contracting, design, implementation, and evaluation. Chapter four focuses on the practice of learning, describing learning interventions for adaptive, generative, and transformative learning. Chapter five covers integrating technology into learning interventions. Finally, Chapter six offers recommendations for learning professionals, the challenges they face, and directions for the future."--Preface. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Many of the best practices in library consulting programs are shared by writing centers, speech labs, and library user experience departments, all three of which contribute their knowledge to this book in a way that highlights the rich collaborative opportunities between core academic support services

A volume in Research in Management Consulting Series Editor Anthony F. Buono, Bentley University This volue focuses on a relatively neglected area of management consulting, the education of consultants. In today's business world, we find training programs provided by consultancies, certification programs provided by professional organizations, on-the-job training of consultants with formal or informal supervision, self-taught professionals, and some academic programs and courses. Is that enough? No, better consultants are needed to handle the complexity and changing nature of business. Academe is in the best position to provide the critical thinking preparation necessary. Yet, academic institutions have been slow in embracing this challenge. The role of academia needs to grow in magnitude and in certain directions that educate consultants beyond industry training practices. Chapter authors provide examples of innovative programs, topical approaches for courses, and thoughtful reflections on the role academia can play in preparing better consultants. There are lessons for business schools, consultancies, and aspiring and practicing consultants.

As distance learning continues to grow, universities are seeking ways to integrate traditional student community service into online courses. Supported by seven years of successful implementation, this book presents an award-winning service-learning model through which online students serve as consultants to organizations nationwide.

The traditional training process confuses training activity with performance improvement by focusing on employees' learning needs, rather than on their performance needs. Traditional programs focus on developing excellent learning experiences, while failing to ensure that the newly acquired skills are transferred to the job. Thus, to be effective, training professionals must become ""performance consultants, "" shifting their focus from training delivery to the performance of the company and its individual contributors. Dana & Jim Robinson describe an approach suitable for use in any organizational setting or industry and with any content area. Dozens of useful tools, illustrative exercises, and a case study that threads through the book show how the techniques described are applied in an organizational setting.