- Hardcover: 288 pages
- Publisher: Pfeiffer; 3 edition (December 14, 2007)
- Language: English
- ISBN-10: 0787988464
- ISBN-13: 978-0787988463
- Product Dimensions: 6.2 x 0.8 x 9 inches
- Shipping Weight: 13.4 ounces (View shipping rates and policies)
- Average Customer Review: 21 customer reviews
- Amazon Best Sellers Rank: #822,462 in Books (See Top 100 in Books)
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Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials 3rd Edition
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From the Back Cover
Developing Technical Training THIRD EDITION
SINCE IT WAS first published almost twenty years ago, Developing Technical Training has been a reliable resource for both new and seasoned training specialists. The third edition of this classic book outlines a systematic approach called the Instructional Systems Design (ISD) process that shows how to teach technical content defined as facts, concepts, processes, procedures, and principles. Whether you teach "hard" or "soft" skills, or design lessons for workbooks or computers, you will find the best training methods in this book. Using these techniques, you can create learning environments that will lead to the most efficient and effective acquisition of new knowledge and skills. Throughout the book, Ruth Colvin Clark defines each content type and illustrates how to implement the best instructional methods for delivery in either print or e-learning media.
This new edition includes all new guidelines and examples illustrating how to adapt training methods for new digital learning environments including synchronous, asynchronous, and mobile technologies. Developing Technical Training is written for new training specialists or subject-matter experts to help them:
- Follow a systematic process to define training content and develop training materials
- Identify the key instructional methods including practice exercises needed to teach facts, concepts, processes, procedures, and principles
- Design powerful practice exercises that will lead to learning
- Construct test questions to match learning objectives and type of content
- Provides a framework for assessment and principles of first line treatment
About the Author
Ruth Colvin Clark, the founder of CLARK Training & Consulting, is a recognized specialist in instructional design for workforce learning. She served as training manager for Southern California Edison and is a past president of the International Society for Performance Improvement. Clark is the author of the best-selling e-Learning and the Science of Instruction and Building Expertise, both of which were bestowed the Best Communication Award from ISPI.
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Showing 1-8 of 21 reviews
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I've spent most of my career married to Bloom's taxonomy, which Ruth Clark acknowledges and incorporate into her book. But she relies more heavily on the work of Gagne, which I found helpful. All of her recommendations are clear and practical. I could read a chapter and almost instantaneously implement what she was suggesting.
This book helped me to realize the things that I do successfully, and enabled me to do more of those things! It also helped me to do less of the stuff that wasn't useful.
Although the theoretical underpinnings are very clear, the book is not a theory book on instructional design. It is for the real-life teacher or trainer, with plenty of practical implications. The book is highly well-organized, and written with an easy-to-understand approach. Clark gives multiple examples, exercises to reinforce learning, and useful resources in each chapter.
There are only two things I might have wished for that this book did not provide. First, the book is indeed limited to technical training. Since I do continuing education, I often had to make the leap in my own mind between how to teach a task (which this book explains well) and how to manage a healthcare management issue, which is what I teach. But since the title of the book clearly says "technical training", I could not realistically expect it to address my particular concerns. Second, I would have wished for more examples of how to use media and practice exercises, but on the other hand, a thorough treatment of those issues is probably beyond the scope of the book.
Overall, this book is extremely helpful for the expert, but I would say it's not too difficult for the novice to grasp. If the reader cannot make the leap between technical training and professional education, it might be disappointing. Most teacher or trainers are likely to find reinforcement for what they're doing right, and guidance on how to dramatically improve their instructional design.