Foreword

The aim of this handbook is to provide media professionals with tools that can be used in developing their own training projects. The main objective here is to offer guidance to those that are involved in formal training courses, such as ones offered by training departments within broadcasting or training organizations such as AIBD. Of course, much training in the media is informal and takes the form of on-the-job training. By informal we mean the kind of training in which someone skilled in a particular job shows a novice how to carry out assigned tasks, in a kind of apprenticeship fashion. This manual is much less concerned with this form of training, although it is discussed briefly in Section Six.

We have observed that many who are given the job of training often have little knowledge of how best to approach the task. Their assignment might have been prompted by skills they demonstrated in their daily work. But merely because one is skilled in a particular job does not ensure that those skills can be effectively transferred to others. So, we have created this handbook with this in mind. The manual begins by asking the question “What is training?” To answer this, we review the ways that training differs from education and why adult instruction cannot adopt the kind of approach that is employed in educating children. The Second Section describes how to conduct a training needs assessment, to help you decide whether training is a suitable solution for perceived needs in your organization. We stress that not all workplace issues that one might encounter can be solved by training programs, however well-designed they may be. A short review of various theories about training follows in the next section, where we offer a more formal approach to training strategies. The Fourth Section is devoted to an overview of memory and human thinking processes, ones that are important in the learning process. The Fifth Section is devoted to an overview of the Training by Objectives model—its method and philosophy

Success in training is more likely if you adopt a learner-centered approach, and to this end various ways to motivate adult learners are offered in Section Six. The Seventh Section suggests specific techniques you can employ to structure and present your training programs. The need for evaluation is then explained, and some of the forms it can take are described in Section Eight. Finally, in Section Nine, we conclude by offering a few ways you may encourage newly-trained trainees to incorporate what they have learned into their everyday work habits. Despite our efforts to create a comprehensive overview of the field of training, it remains a rather brief treatment of a huge topic. Therefore, we have included a list of additional references at the end of this manual as Section Ten.

We hope that the material included in this handbook will help you and that you will return to it regularly as you are assigned new training responsibilities and as fresh challenges arise.

Good luck with your training!

Drew McDaniel
Duncan H. Brown