Developing Training Field Manual

The world is changing and so is the world of learning and development. This 'wiki' is intended to be a ‘field-book’ or ‘manual’ for trainers who are supporting changing organisations into the future. This document is not a how-to manual although such insights may be in evidence. Rather, it provides the next generation with ideas and approaches to their own practice drawn from the inquiry of others .

It is a participative space where ICTI members can chip in with their own perspective, suggest areas and topics to be added or correct errors and update with more recent ideas and practice.

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Learner Support

Learner support covers pretty much everything from wise and practical advise to coaching and even practical things such as First Aid.

Being learner centred or learner focussed is at the heart of learning and development and means a commitment to developing sessions that address the actual needs of the learners and the organisations that they work with or for.

The importance of supporting learners is underlined in the Institute's Code of Professional Practice calling for outstanding working relationships, respect for diversity and building strong spiritual and practical foundations for learning.

Members will:

1.      Respect the confidentiality of information acquired in the course of duty and refrain from using such confidential information for personal benefit, or in a way that may be detrimental to any employing organisation

2.      Immediately disclose to the client or employing organisation any personal interest which may conflict with its interests.

3.      Act honestly and loyally in carrying out the lawful policy and direction of the employing or client organisation, and refrain from damaging its image or reputation.

Members will:

1.      Strive to establish and maintain relationships with trainees and subordinates such as will ensure that effective learning and development take place.

2.      Encourage the spiritual and professional development of trainees and subordinates.

3.      Refrain from discriminating against individuals from prejudice on the grounds of origin, sex, status, age, ethnicity, beliefs or perceived contribution to society; and respect the dignity and privacy of the individual.

4.      Establish realistic plans to meet stated learning objectives.

5.      Pay proper regard to the safety and well-being of those personnel within their responsibility or sphere of influence.

Refrain from working in any way or relationship that might place the Member at risk of accusation of inappropriate behaviour towards individuals of any sex.  In particular Members will avoid situations in which someone else might misinterpret their actions - especially when working with younger people. Learner support presumes effective planning of training interventions, appropriate relationships and concern for the safety and welfare for colleagues and learners alike.

Localisation of examples
Working through translation
Safeguarding vulnerable adults and young people

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You are welcome to edit this page and contribute to the development of this article.
For more information you can review contributing to the wiki