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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What is this Wiki all about?

Providing the field manual for trainers inevitably problematic. Each trainer has different ideas of good and bad practice, differing experiences and responses to those experiences.

We come, too, from different cultural contexts and those significantly affect our approach to learning and development. The extent to which less powerful participants accept that power is unequally distributed or 'power distance' has been shown to have a strong correlation with the degree of individualism in a particular context (Hofstede, G. et al. 2010)

So there is a significant amount that we know about practice that we may not, yet, have captured to pass on for the future. Most of these things are developing - they are not what they were a decade ago. Along the way things have changed. Other things about our practice are emerging. There are many things that we know but are unaware of (Polanyi, 1977). The 'wiki' approach is one way of unpacking these things.

There are critical questions that have arise relating to our practice and this field manual will contribute to the wider body of knowledge (McNiff et al 2003).

Some of the questions which may arise include:

  • What is our role as trainer in transitional contexts?
  • Why do the  transitional organisations we work with often not seem to transition?
  • What is there about indigenisation that pushes the boundaries of ‘western’ approaches?
  • There are many different approaches to education. Which of these pedagogies have lasting promise in the transitional contexts within which we work?
  • Is there a work-based learning pedagogy that can be applied in the transitional contexts?
  • How relevant is work-based learning to transitional educational contexts I am working with?

Lessons learned will be used to refine the programme for further use in other non-western contexts.


Hofstede, G., Hofstede, G.J., and Minkov, M. (2010) Cultures and Organizations: Software of the Mind. 3rd edn. New York: McGraw Hill
McNiff, J., Lomax, P., and Whitehead, J. (2003) You and Your Action Research Project. Abingdon: RoutledgeFalmer

Polanyi, M. (1977) Personal Knowledge: Towards a Post-Critical Philosophy. Chicago: University of Chicago Press