Glossary of Training Terms
Definitions may change by consensus as time goes on.
It is managed by the facilitators of the Africa Media Trainers' Network and ICTI Administrators.
We welcome suggestions for changes and additions.
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instructional system design
Instructional System Design (ISD) is concerned with the identification of training requirements based on the analysis of job performance requirements data obtained from experts in the job to be performed. Training objectives are formulated as a result of the job analysis process and tests are developed to be used to assess the learner's progress toward meeting the training objectives. ISD or SAT also attempts to bring structure to the instructional design process when determining the optimal instructional strategies, instructional sequencing, and instructional delivery media for the types of training objectives involved.
ISD is often called SAT (System Approach to Training) or ADDIE (Analysis, Design, Development, Implement, Evaluate). A useful website is http://www.nwlink.com/~donclark/hrd/sat1.html - at the time of writing (16 Oct 2006)
Level in the UK National Qualifications Framework. A trainer holding a level 3 training qualification is recognised by ICTI as a competent craft skills trainer. A trainer holding a level 4 training qualification is considered by ICTI competent to train trainers.
Level 3 is roughly equivalent to the English 'A' level examination or a high school diploma.
Level 4 is roughly equivalent to the first year of an undergraduate course of study.
Level 7 equates to a Master's degree (QAA M/4 level)
Level 8 equates to a Doctorate (QAA D/5 level)
The Quality Assurance Agency for Higher Education has a similar framework for higher education alone. These levels are identical but use different labels. (eg: NQF level 7 = QAA level 4 or M level).
A mentor is generally an experienced (often senior) practitioner who enters into a formal agreement with a less experienced colleague (mentee) with a view to encouraging and directing their professional development.
The mentor and mentee will typically have an agreement on their working relationship and this will often extend for an extended period of time.
The role of mentor is similar to, but should not be confused, with that of coach. A coaching relationship is often less formal, exists for a specific task and focused on developing a specific skill, developing particular knowledge or working through a defined attitude change.
the branch of metaphysics dealing with the nature of being
the method and practice of teaching, especially as an academic subject or theoretical concept.
see also andragogy
a philosophical system recognizing only that which can be scientifically verified or which is capable of logical or mathematical proof, and therefore rejecting metaphysics and theism.
This is the common approach used in much academic research.
See also constructivism.
We draw a distinction between Training Qualifications and educational qualifications. A trainer may hold a doctoral qualification (Level 8 or D level) but that may not be a qualification that equips them to train. Equally they may hold a qualification as, for example, a radio producer but not be able to demonstrate an ability to train.