Training development strategies and implementation

Training Development

The field of training and development still faces a lot of challenges owing to lack of philosophical writing in its literature. This is a nightmare to many practitioners. This is a clear indication that the field is so young and undifferentiated from adult education. As a matter of fact, there are no explicit unique philosophies of training and development. Practitioners therefore use their own experience as the basis for decision making to pragmatically assess what works (Spurgeon & Moore, 1994).

Educators therefore use their discretion to decide who should be taught, what should be taught, how it should be taught, and for what purpose (Spurgeon & Moore, 1994). Decisions that pertains day-to-day educational practice are often made using common sense gained from years of experience (Spurgeon & Moore, 1994). Educators have to make intelligent and fully informed decisions when it comes to issues touching on learning outcomes, roles of teacher and learner, and who to be excluded from participation (Spurgeon & Moore, 1994). This term paper undertakes to define an educator's training philosophy and the role and responsibility of the trainer and trainees.

A draft of a brief code to be included in the syllabus to communicate a trainer's commitment to his students, and a trainer's expectation for the trainees will also be made. The paper will also highlight the trainer's feeling about how his personal philosophy impacts his efforts to design and administer training.

My training philosophy would be leaning towards radical education philosophy. My philosophy will endeavor to bring about fundamental social, cultural, political, and economic changes in the society (Spurgeon & Moore, 1994). My role as a trainer will be that of a coordinator and a convener. I will, during the learning process, be an equal partner with the learners (Spurgeon & Moore, 1994).

I will only suggest but will not determine the direction the lession will take. In the process I will expect my students to take control of the learning process by elevating them to the level of the teacher during the learning process. Learners will have personal autonomy. They will also be empowered. Their participation in class will be voluntary. Methods that I will integrate in my training process will include critical discussion and reflection, problem posing, analysis of media out-put, and the use of social action (Spurgeon & Moore, 1994).

A draft of a brief code to be included in the syllabus to communicate a trainer's commitment to his students and trainer's expectation for the trainees will look like this:

Time

Activity

Methodology

Learning points

Materials required

9.30

(30 min)

Welcome and Introduction

Trainer will welcome learners and use his own techniques and methodology to communicate to students whatever should be learnt. He can make good use of critical discussion and reflections, problem-posing, and analysis of media out-put.

Introduce each other

Outline of day and what will be covered

The activity sheets and the learning resources have to be there.