Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials

by Ruth Colvin Clark

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, Clark defines each content type and illustrates how to implement the best instructional methods for delivery in either print or e-learning media.

Genres: Education, Nonfiction, Professional Development

288 pages, Hardcover

First published January 1, 1989

About the author

A recognized specialist in instructional design and technical training, Dr. Clark holds a doctorate in Educational Psychology and Instructional Technology from the University of Southern California. Prior to founding CLARK Training & Consulting, Dr. Clark served as training manager for Southern California Edison. She is past president of the International Society for Performance Improvement and author of five books and numerous articles. Dr. Clark is the 2006 recipient of the Thomas F. Gilbert Distinguished Professional Achievement Award from ISPI.

(Bio taken from the Clark Training website)

Reviews

[Amelie]

The information is concise and well-structured, which makes this book easy to read.

[tHormigoso]

Good reference source.

[Dr. Dena]

I liked the overview, especially the section on far-reach or principle-based learning, which occurs as dynamic and changing, or dependent on situation, context, etc. I find this learning essential for leadership fields. The mind makes correlates and connections, but is not a void or container meant to fill with facts that can be repeated and tested systematically. Our social life needs more principle-based emphasis in the sciences.

I wanted to see more clear flow in paragraphs: introduce a concept, define it, explain it, *then* give an example and show an illustration. Too often the author failed to follow her own advice by including complex diagrams with little lead in with her textual content. Perhaps a rewrite will help the next edition.

[Betzi Bateman]

This would be a good one to share with SMEs to communicate the idea that there are different ways to create training programs depending on the content that you're teaching. If you're an instructional designer finding it difficult to break out of the "click and read" format, especially when that is all the content SMEs will deliver to you, this might be the book for you. The elearning sections are a little out-dated in terms of tools used and look and feel, but the examples themselves are still relevant.

[Ryan Price]

Gives you a framework for describing new information, most specifically for computer-based training. If you have never taken a college-level education class (I haven't), I think this is a great start.

[meosima]

The most boring book I've read in my life.

[Aaron Dietz]

Very dry, ugly stuff. But immensely helpful information for the beginner.