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Updated September 25,
1998 |
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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.
Instructions on how to join the Training and Development
discussion list (TRDEV-L) can be found at the end of this
FAQ and on the TRDEV-L Information
Page. Welcome and Enjoy!
Please send comments, suggestions, and inquiries to:
Marcia L.
Conner
Director of Productivity Design
PeopleSoft,
Inc. |
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(1) Which
organizations and associations
focus on training issues? Do they sponsor conferences or
newsletters?
(2) Which periodicals (magazines and
journals) will introduce me to the training and development
field?
(3) Which internet resources,
discussion
lists (listservs), newsgroups (usenet), and
web
sites would be useful for me?
(4) Are there books particularly
suited for someone new to the field?
(5) What basic training and development terms should I
know? |
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(1) Which organizations &
associations focus on training issues? Do they sponsor
conferences or newsletters?
More
Organizations |
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(2) Which magazines and journals will help
introduce me to the training field?
More
Periodicals
Addresses not listed here can be found in the previous
section. |
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(3) Which internet resources,
discussion lists (listservs), newsgroups (usenet), and
browsable sites (web) would be useful for me?
More Net
Resources
Instructions on how to subscribe to
discussion lists and general net-etiquette
Note: This list is dynamic. Addresses and
information may change. |
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(4) Are there books well suited for someone new
to the field?
Full Book
List |
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(5) What basic terms should I be familiar
with?
By no means
are these all of 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 Referenceby Geoffrey Moss (Irwin, 1992) and the
Trainer's Dictionary (HRD Press, 1994). |
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To subscribe to the Training and
Development list (TRDEV-L) send the command SUB TRDEV-L
YourFirstName YourLastName in the body message to listserv@lists
.psu.edu.
To unsubscribe send the command SIGNOFF TRDEV-L to the same
address, listserv@lists
.psu.edu.
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General
Training Organizations
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] or http://astd.org/email/mreqinfo.htm
Web site:
http://www.astd.org
(Local
chapters, monthly
magazine,
conferences)
International Society for Performance Improvement (ISPI)
1300 L Street NW, Suite
1250
Washington, DC 20005
202/408-7969 tel, 202/408-7972
fax
E-mail: Information, [email protected]
Web site:
http://www.ispi.org
(Local
chapters, bimonthly journal, conference) |
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General
Training Periodicals
Creative Training Techniques (CTT)
Newsletter
[$148/12]
Lakewood Publications
50
S. Ninth St.
Minneapolis, MN 55402
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/
Inside Technology Training [free to qualified
applicants]
9420 Bunsen Parkway
Louisville, KY
40220
502-493-3200 tel, 502-491-4200 fax
E-mail: Editor,
[email protected]
Web site:
http://wwww.ittrain.com
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 T&D FAQ to get a discount)
Performance Improvement [$69/12
non-member]
International
Society for Performance Improvement
Presentations [$25 US/$30 Int'l]
Lakewood
Publications
50 S. Ninth St.
Minneapolis, MN
55402
800-328-4329 or 612-333-0471 tel, 612-333-6526
fax
E-mail: Editor, Scott Heimes [email protected]
Web Site:
http://www.presentations.com
Service News [free subscription to qualified
applicants]
38 Lafayette Street, PO Box 995
Yarmouth, ME
04096
215-788-7112 subscriptions, 207-846-0600 tel,
207-846-0657 fax
E-mail: Publisher, Allison Harris
[email protected]
Editor,
Karen Hamilton [email protected]
Web Site:
http://www.servicenews.com
Training and Development [$85/12
non-member]
American
Society for Training & Development
703-683-7250 editorial offices
Email: Editor,
Patricia Galagan [email protected]
Training Magazine
[$78/12* US, $88/12
Canada/Mexico, $99/12 Int'l]
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/
Workforce Magazine [$59/12 or $99/24 US, $99/12 or
$165/24 Int'l]
formerly Personnel Journal
245
Fischer Ave. B-2
Costa Mesa, CA 92626
800-444-6485 or
714-751-1883 tel, 714-751-4106 fax
E-mail: Sr. Writer,
Jennifer Laabs [email protected]
Web Site:
http://www.workforceonline.com |
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Internet
Lists & Sites for Training Issues
Discussion Lists
(listservs)
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]
COMPUTER-TRAINING
Computer training
digest
[email protected]
From the
Masie
Institute &
Simplot Decision Support Center at ISU
EDTECH (moderated)
Educational
technology list
[email protected]
Listowner: [email protected]
GRP-FACL (moderated)
Group
facilitation discussion list
[email protected]
Moderator: [email protected]
HRD-L
Human resources planning and
development
[email protected]
Listowner: Al Doran [email protected]
NETTRAIN
(moderated)
International discussion list for Internet
trainers
[email protected]
listowner: [email protected]
TRDEV-L (moderated)
Training & Development
discussions list
[email protected]
List
manager: [email protected]
Information and Summaries: http://train.ed.psu.edu/trdev-l/
Web Sites
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
Newsgroups (usenet)
Unlike the discussion lists (above) & the
browsable sites (below), the newsgroups mentioned may not be
available directly from this page. You may need newsreader
software to access them.
alt.education.distance Education
over networks group
bit.listserv.edtech Education
technology group (mirrors EDTECH
listserv)
bit.listserv.nettrain Training
about networks and over networks group (mirrors NETTRAIN
listserv)
misc.business.facilitators Facilitation
skills, techniques, and tips list (mirrors GRP-FACL
listserv) |
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Best Learning
& Training Books for Newcomers to the
field
The links
take you directly to Amazon.com where you
can read book reviews or actually buy the book!
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 facets of training, but
especially wonderful on evaluation and ROI.
Adult Learner: A Neglected Species (5th
ed). Malcolm Knowles. Gulf Publishing, 1998. Amazon
$27.30 (39.00)
This is a
brand-new edition of the classic book on how adults learn. The
book will help anyone be a better trainer or learner.
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. $34.95
This is 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
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Fundamental
Learning & Training 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-rè-go´jê):
IInitially 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.
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.
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.
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.
Levels of
Competence:
Unconscious incompetence, Conscious
incompetence, Unconscious competence, Conscious competence,
Competence.
Pedagogy
(pèd-e-go´jê):
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.
Perceptual Modality:
Learning style that
refers to the primary way our bodies take in and perceive
information; auditory, visual, kinesthetic, and tactile.
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.
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