Approaches to Training (From Probation Work in Small Agencies A National Study of Training Provisions and Needs, 1980, by Doug Thomson and David Fogel - See NCJ-90451)

• NCJ Number: 90452
• Author(s): R Diogenes
• Date Published: 1980
• Length: 86 pages
• Sale Source: University of Illinois, Chicago Circle; National Institute of Justice/; NCJRS Photocopy Services
• Language: English
• Country: United States of America

Annotation

A review of the literature on developing training programs basically include the following stages: needs assessment, articulation of goals and objectives, curriculum content and method choice, trainee selection, arrangement of physical aspects, choice of trainers, and evaluation.

Abstract

Seltzer and Clugston (1975-76) present a seven-step program design that is clear and comprehensive. Its first four steps are relevant to developing a training program for small probation agencies' staffs. The first step, establishing a general sense of what needs to be done, requires identification of the types of training needed -- educational, on-the-job, ongoing. Another important issue is motivation, possibly achieved by a pay raise or promotion. Reintegration of the trainee into the home organization is another legitimate concern. A statement of purpose should be drawn up before the next step, selection of participants and determination of their training needs is completed. Designers should determine what about a person needs changing by training and do a comprehensive job analysis. Any development of training procedures for small agencies might consider formulating a standard job description for their officers. Program goals and objectives should specify the major areas the program will address and describe explicitly the results to be achieved -- both end results and process objectives. The fourth step, developing the means to realize objectives, includes actual scheduling of training units making registration room assignments, etc., and selecting trainers based on needs and goals. Training methods should be tailored to what is going to be taught, how it should be learned to best suit the purpose, available time and space, characteristics of the group, trainer's ability, and degree of learning expected. These methods are outlined: lecture, discussion, case method, incident analysis, roleplaying, laboratory method, panel discussions, task exercises, in-basket exercises, game playing, films, videotaping, and exhibits.