Teaching Research Inservice Model, Teaching Research, Western Oregon University
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TRIM Model

I.  TRIM Overview

II.  Effective Training
 1. Introduction
 2. Current Perspectives
 3. Discrepancies
 4. Considerations

III.  Adult Learners

IV. TRIM Process

V.  Develop Your Training

VI. Providing Feedback

VII. Evaluate Your Training

II. Participant will distinguish between effective and ineffective training practices

3. Effective Training Practices - Discrepancies in Practice

There are discrepancies between what the research says we should be doing and what is happening in the field of professional development. These include:

What Should Occur What Is Occurring
Staff development should be designed for program improvement; not for a participant's personal professional development. A recent study showed that 67% of training activities were for personal professional development.
Training should be ongoing, not short termed awareness based training. Studies show that most training is short term, awareness based training.
The ultimate goal should be improved student performance; not participant satisfaction with the training. Studies show that little attention is paid to outcomes for students.
Inservice goals should be prioritized instead of trying to provide training in everything. Studies show that many goals are pursued instead of few priorities.
Follow-up technical assistance and support should be provided; not one shot training. One study showed less than 20% received follow-up activities.

2. Current Perspectives Back | Next 4. Considerations for Training

 

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