WHAT IS DEVELOPMENT TRAINING?Development training involves a range of active approaches to learningthat aim to develop people's ability to learn from experience. |
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On related pages | Development
Training: Index and Bibliography Development Training and Learning for Growth |
Definitions of development training tend to come from development
trainers themselves. This makes it difficult to distinguish between a
'definition' and a 'sales pitch'. However, with optimism and
whole person development being fundamental
values of development training, even an objective definition would need
to include these as being central values.
[References on this page can be found in the main bibliography of 'Powerful Learning Experiences'.] Development trainers do also turn to other 'authorities' for a description of the learning process. Kolb (e.g. 1984) is widely quoted in development training literature. Kelly's Personal Construct Theory (1955) (together with Kolb's theory) provided the basis of Roger Putnam's 'A Rationale For Outward Bound' (1985). The theories of Kelly and Kolb are certainly relevant, but do not seem sufficient. Some development trainers have attempted to write more comprehensive definitions (and descriptions), some of which follow (starting with my own):
Following these reservations about the task, I then made a few attempts to achieve it, including:
This view of development training has been emphasised in the development training 'values statement' (linked to the NVQ competency framework for development training):
It is also emphasised in the definition of the Chairman of the Development Training Advisory Group:
Definitions of development training often make use of its two component words to describe it as two concepts in one. For example:
Development means whole person development:
This view is different to the priority given to development of the whole person in the Development Training Advisory Group Code of Practice (1986). It seems that development training can be represented either as a holistic training methodology (through which a number of different purposes can be achieved), or as an almost "evangelical" movement committed to the concept of developing "whole persons". In my view, the former representation is a more accurate description of the processes involved. However, youth development tends to be relatively closer to the "evangelical" approach, while management development is generally closer to the "utilitarian" approach - using whole person methods as a means to other ends. What the above definitions of development training do show is a strong measure of idealism and optimism, which are perhaps the most significant ingredients. Other ingredients that can be found in definitions or descriptions of development training are the words 'adventure', 'groupwork', 'reviewing', 'support', 'challenge', 'dynamic learning climate', 'quality of experience', 'developing potential'; and 'team development', 'organisational development', 'community development' as well as 'personal development'. Source: Based on an extract from Roger Greenaway's PhD thesis: "Powerful Learning Experiences in Management Learning and Development" (1995) University of Lancaster. References on this page can be found in the main bibliography of 'Powerful Learning Experiences'. Development Training and Learning for Growth The main themes above are explored in a
more
practical way in the article Also see the A~Z of outdoor learning research on the web |
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