Learnativity.com > Learning FAQs > Training 101

This is the first in a series of Frequently Asked Questions (FAQ) postings designed to provide new Training professionals with fundamental information on the field and resources to find more information. Links are provided where available.

While this FAQ offers information useful for all training professionals, it focuses on the needs of those getting started or joining us from other fields. Unlike the other Learning & Training FAQs, this document samples information across many parts of the field. The other FAQs are specific to certain groups or needs. Following an academic metaphor, this is Training 101.

If you are only going to read one answer within each section, pay attention to icons. They lead you to the best overall resources for people new to this field. Welcome and Enjoy!

Marcia L. Conner
CEO and Cofounder
Learnativity

ps. Have questions not covered here? First check the site. Then see how to submit questions.

(1) Which associations focus on training issues?

(2) Which periodicals (magazines and journals) will introduce me to the training and development field?

(3) Which websites would be useful for me?

(4) Which email lists (discussion lists and e-newsletters)  would be useful for me?

(5) Are there books particularly suited for someone new to the field?

(6) What basic training and development terms should I know?

(1) Which associations focus on training issues?

Training Associations

American Society for Training & Development (ASTD)
1640 King Street, Box 1443
Alexandria, VA 22313-2043
800-NAT-ASTD (628-2783) or 703-683-8100, 703-683-8103 fax
E-mail: [email protected]
Web site: http://www.astd.org
(Local chapters, monthly magazine, conferences)

International Society for Performance Improvement (ISPI)
1400 Spring Street, Suite 260
Silver Spring, MD, 20910
301-587-8570 tel, 301-587-8573 fax
Email: Information, [email protected]
Website: http://www.ispi.org
(Local chapters, monthly journal, conferences, institutes, books, Internet discussion groups, online job-bank)

(2) Which magazines and journals will help introduce me to the training field?

General Training Periodicals

Training Magazine
[$78/12* US, $88/12 Canada/Mexico, $99/12 Int'l]
Bill Communications (formerly Lakewood Publications)
50 S. Ninth St.
Minneapolis, MN 55402
800-328-4329 or 612-333-0471 tel, 612-333-6526 fax
(Magazine staff also sponsors yearly conference)
E-mail:  Jack Gordon, [email protected]
Web site: http://www.trainingsupersite.com/publications/

Creative Training Techniques (CTT) Newsletter [$148/12]
Bill Communications
800-328-4329 or 612-333-0471 tel,  800-707-7779 hotline, 612-333-6526 fax
E-mail: Editor, Bob Pike [email protected] and http://www.cttbobpike.com
Assoc. Editor, Randall Johnson [email protected]
Web Site: http://www.trainingsupersite.com/publications/

IT Training [L30/10 UK, L50 overseas]
Training Information Network Ltd.
Jubilee House, The Oaks, Ruislip
Middlesex HA4 7LF
United Kingdom
01895-622112 tel, 01895-621582 fax
E-mail: [email protected] or Publisher, Colin Steed [email protected]
Web Site: http://wwww.train-net.co.uk/it/

Microcomputer Trainer [$195/12 prepaid*]
696 9th Street, PO Box 2487
Secaucus, NJ 07096-2487
201-330-8923 for free sample or subscription, 201/330-0163 fax
E-mail: Editor & Publisher, Loretta Weiss-Morris [email protected]
(*Mention that you read the L&T FAQ to get a discount)

Online Learning [free to qualified applicants]
Bill Communications
800-328-4329 or 612-333-0471 tel, 612-333-6526 fax
E-mail: Editor, [email protected]
Web site: http://wwww.ittrain.com

Performance Improvement [$69/12 nonmember]
International Society for Performance Improvement

Presentations [$25 US/$30 Int'l]
Bill Communications
800-328-4329 or 612-333-0471 tel,  800-707-7779 hotline, 612-333-6526 fax
E-mail: Editor, Scott Heimes [email protected]
Web Site: http://www.presentations.com

Training and Development [$85/12 nonmember]
American Society for Training & Development
703-683-7250 editorial offices
E-mail: Editor, Patricia Galagan [email protected]

(3) Which websites will help me understand the field?

Websites for Training Issue

Learnatiivty.com http://www.learnativity.com

Training and Development Resource Center: http://www.tcm.com/trdev/

Web-based Training Info Center Resources: http://www.filename.com/wbt/_private/resources.htm

MASIE Center Training and Development Links: http://www.masie.com/trlinks.htm

Training Supersite: http://www.trainingsupersite.com

TrainingNet Resources: http://www.trainingnet.com

(4) Which email lists (discussion lists & e-newsletters) would be useful for me?

Email Lists for Training-related Issue

Discussion Lists

TRDEV-L (moderated)
Training & Development discussions list
http://www.egroups.com/group/trdev (updated fall 2000)

AEDNET (moderated)
Adult Education Network
[email protected]
Directions for accessing AEDNET services: http://www.nova.edu/Inter-Links/education/aednet2.html
Web site: http://www.nova.edu/Inter-Links/education/aednet.html
Moderator:[email protected]

EDTECH (moderated)
Educational technology list
[email protected]
Listowner: [email protected]

HRD-L
Human resources planning and development
[email protected]
Listowner: Al Doran [email protected]

(5) Are there books well suited for someone new to the field?

Best Learning & Training Books for Newcomers

The links take you directly to Amazon.com where you can read book reviews or actually buy the book!

Adult Learner: A Neglected Species   Malcolm Knowles. Gulf Publishing, 5th Ed. 1998.
This is a new edition of the classic book on how adults learn. The book will help anyone be a better trainer or learner.

Training for Impact: How to Link Training to Business Needs and Measure the Results. Dana Gaines Robinson and Jim Robinson. Jossey-Bass 1989. An outstanding text on all aspects of training, especially wonderful on evaluation and ROI.

Creative Training Techniques Handbook: Tips, Tactics, and How-to's for delivering effective training, 2nd ed.Robert W. Pike. Lakewood Books, 1994. Excellent, fun, and full of great ideas!

Evaluating Training Programs: The Four Levels (paperback). (hardback link) Donald L. Kirkpatrick. Berrett-Koehler, 1998. The definitive text on evaluation and training return on investment (ROI). If you only read one book on the subject, pick this one.

Games Trainers Play: Experimental Learning Exercises. John W. Newstrom and Edward Scannell. McGraw Hill and ASTD. 1989 Paperback. The first (and arguably the best) in a long series of trainer games. See also More Games Trainers Play (�83), Still More Games Trainers Play (�91), Even More Games Trainers Play (�94), Big Book of Business Games (�96), Big Book of Team Building Games (�98), Big Book of Presentation Games (�98)

Handbook of human performance technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations Harold D. Stolovich and Erica J. Keeps (Eds.). Jossey-Bass, 1992. Hardcover. This is not a light, general survey but rather a thorough introduction to all aspects of the field. It also makes a terrific reference when you need to know how to do something new.

Instructor Excellence: Mastering the Delivery of Training Bob Powers with Malcolm Knowles. Jossey-Bass, 1992. Hardcover, $32.95 Wonderful train-the-trainer style book.

ASTD Technical and Skills Training Handbook. Leslie Kelley. McGraw-Hill, 1995. Hardcover. Very comprehensive and covering a broad range of topics.

Approaches to Training and Development, 2nd ed. Dugan Laird. Perseus Press, 1985. Hardcover. Dated, but still considered the classic introduction to the field.

Web-Based Training Cookbook Brandon Hall. John Wiley & Sons; 1997 Paperback, Amazon $35.99 ($44.99) Very comprehensive resource for people developing WBTs

(6) What basic terms should I be familiar with?

By no means are these ALL the terms or even definitions agreed upon in the training field. This list only provides a place to begin. A more thorough list of terms and concepts can be found in monthly journals and in books such as The Corporate Trainers QUICK Reference by Geoffrey Moss (Irwin, 1992) and the Trainer's Dictionary (HRD Press, 1994).

Fundamental Terms and Concepts

360-degree Feedback: Refers to a process in which data is collected from multiple sources or multiple raters. Respondents may include self, supervisor, reporting employees, peers, and, in some cases vendors/clients. Applications include performance appraisal, professional development, assessment & succession planning, and assessing organizational climate.

Accelerated Learning: Methodology developed by Bulgarian Georgi Lozanov called Suggestopedia; SuperLearning or Accelerated Learning in North America. In broad terms, it is a research-based technology and an innovative philosophy that uses learners' holistic natural talents to provide them the highest probability of maximizing their learning, retention, and performance. An accelerated learning system creates a stress-free, positive, joyful, psychologically and physically healthy environment that enhances self-esteem and focuses on the needs of the learner.

Andragogy (and-r�-go�j�):
Initially defined as, "the art and science of helping adults learn," the term currently offers an alternative to pedagogy and refers to learner-focused education for people of all ages. The andragogic model asks that five issues be considered and addressed in formal learning. They include:

1. Letting learners know why something is important to learn
2. Showing learners how to direct themselves through information
3. Relating the topic to the learner's experiences.
4. People will not learn until ready and motivated to learn.
5. Often this requires helping them overcome inhibitions, behaviors, and beliefs about learning.

For more information, see How adults learn.

Behavioral Objectives: Sometimes referred to as performance, instructional, learner, or terminal objectives, these descriptive statements inform learners what will be measured. This type of objective reflects the belief that at a pre-determined, externally controlled time, a learner will know or be able to do something new. The three components of an objective are:

1. The identified behavior
2. The specific conditions
3. The evaluative criteria.

Certification: A voluntary program that in some organized way evaluates and measures an individual's qualifications to perform a specialized function. While some certifications convey no  authority or privilege, others, such as those for Certified Public Accountants (CPA) and teachers, are required to hold certain jobs. Certification exists today in many professions and trades.

Computer-Based Training (CBT): Interactive instructional experience between a computer and a learner in which the computer provides the majority of the stimulus and the learner responds, resulting in progress toward increased skills or knowledge.

Criterion Reference Tests: Evaluation instrument that measures performance based upon instructional objectives.

eLearning: Learning programs delivered over the Internet.

Evaluation: A way to determine what one has learned. Evaluation can take many forms including memorization tests, portfolio assessment, and self-reflection. There are at least six major reasons for evaluating training, each requiring a different type of evaluation. They include:   

1. Improve the instruction (formative evaluation)
2. Promote individual growth and self-evaluation (evaluation by facilitator and learner)
3. Assess degree of demonstrated achievement (summative evaluation by the teacher)
4. Diagnose future learning needs (of both facilitator and learner)
5. Enhance one's sense of merit or worth (learner)
6. Identify or clarify desired behaviors (teacher).

Evaluation Hierarchy:  Donald Kirkpatrick identified the evaluation model most widely recognized today in corporate training organizations. The Kirkpatrick Model addresses the four fundamental behavior changes that occur as a result of training.
   Level One is how participants feel about training (reaction). This level is often measured with attitude questionnaires.
   Level Two determines if people memorized the material. This is often accomplished with pre- and post-testing.
   Level Three answers the question, "Do people use the information on the job?" This level addresses transference of new skills to the jobs (behavior change). This is often accomplished by observation.
   Level Four measures the training effectiveness, "What result has the training achieved?" This broad category is concerned with the impact of the program on the wider community (results).

Experiential Education: Any learning based on experiencing: doing, exploring, and even living.

Job-aids: Any tool that allows a learner to get information quickly when he or she needs it to complete a task. Often these are paper-based and posted on the wall in plain sight or in a small reference notebook. At other times, huge procedure manuals are considered job-aids because they allow users to get information as needed.

Learnativity: The intersection of learning, productivity, activity, and creativity. A new way of thinking of learning and its application to work and life. See Learnativity.com

Learning Style: Composite cognitive, affective, and physiological factors serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment. Included in this definition are perceptual modalities, information processing styles, and personality patterns. See Learning Styles.

Levels of Competence: Unconscious incompetence, Conscious incompetence, Unconscious competence, Conscious competence, Competence.

Pedagogy (p�d-e-go�j�): Literally means the art and science of educating children, pedagogy is often used as a synonym for teaching. Pedagogy is from the Greek word paid, meaning 'child,' and agogus meaning 'leader of.' More accurately, pedagogy embodies teacher-focused education. In the pedagogic model, teachers assume responsibility for making decisions about what will be learned, how it will be learned, and when it will be learned. Teachers direct learning. See How adults learn.

Perceptual Modality: Learning style that refers to the primary way our bodies take in and perceive information; auditory, visual, kinesthetic, and tactile. See How adults learn.

Performance Technology: Technologies designed to enhance human performance and capabilities in the workplace. Also referred to as human performance technology, it is a systematic process of integrating practices from a vast breadth of fields such as instructional  technology, organizational development, motivation, feedback, human factors, and employee selection.

Self-directed Learning: Learning initiated and directed by the learner. Either for leisure learning or as a result of being informed that we may need additional knowledge for a job, or school. More and more training departments are developing courses that employees go through at their own pace.

WBT: Web-based Training. Now more often called eLearning, WBT is the name term for training programs delivered through a web-browser.

Go to full list of US and Int�l organizations

Go to full list of Periodicals

Order Magazines

Go to much longer list of Websites

Go to Instructions on how to subscribe to discussion lists and general net-etiquette

Go to much longer list of Discussion Lists

Go to full Book List

Go to longer list of terms

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