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.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
The heart of training activities is the destination - the Knowledge, Understanding, Skills, Attitudes and Behaviours (KSAs) that the learners and their organisations need to achieve to move forward.
Trainers invariably have a fair grasp of the main themes that will address these learning objectives and will develop a set of core curriculums which address the KSAs and will assist the learning of the participants and their organisations.
However, curriculums do and should change. Course content designed today is likely to be out of date within a year or two or, at the very least, needing to be checked that it still meets the needs of the learners.
For that reason we recommend that every time material is delivered the standard evaluation questions should be asked and that a more formal review of material is undertaken at least every three years.
Kirkpatrick's four levels of evaluation can provide a useful framework - especially at the higher 'levels'. They offer questions we can ask about the curriculum we have been delivering. What results does the learner or their sponsoring organisation want to achieve? What has been achieved in previous delivery of the curriculum under review? What behaviours need to change in the organisation to achieve those results and how has the behaviour of previous participants been affected? What learning needs to be achieved? What is the best way of enabling the learning?
Bloom, B.S. (1956) Taxonomy of Educational Objectives, the Classification of Educational Goals - Handbook I: Cognitive Domain. New York: McKay
Dyer, S. (1994) 'Kirkpatrick's Mirror'. Journal of European Industrial Training 18, pp31-32
Kirkpatrick, D & Kirkpatrick, J (2006) Evaluating training programs : the four levels (3rd ed) San Francisco, Berrett-Koehler
Main Introduction page