ABSTRACT
This chapter presents a number of models and it considers how they can underpin the delivery of best practice: in this way the requirements of a model which reflects the changed context are identified. The systematic training model is useful; it does centre the trainer's attention on the need to act in a structured and disciplined way and, most importantly, stresses the place of effective evaluation of the training activity and the benefits that it can bring to other parts of the training cycle. The traditional model is comprehensively criticized in an article by Harry Taylor, in which he also offers a revised model that is intended to remedy one of its deficiencies; this revised model he styles the transitional model. The model that underpins the National Training Award is designed to fit the principles of the systematic training model. The Ashridge model, for example, distinguishes three separate phases of the training development: fragmented approach formalized approach and focused approach.
