000			01348pab a2200157 454500
008			180718b1999 xxu||||| |||| 00| 0 eng d
100			_aMann, Pete
245			_aCan we make development training developmental?
260			_c1999
300			_ap.105-16
362			_aFeb
520			_aThis article questions whether the requirements demanded for effective performance in the field of development are sufficiently addressed through training that traditionally emphasizes acquisition of intellectual competence from knowledge articulated in instruction-led teaching. Casting the task in development training as the strengthening of the capacity of practise, the author asks what kind of purpose, approach and focus in learning best responds to the demands of practitioners working in the difficult circumstances of the unknown. Three core concepts are introduced as underpinning an emphasis in development training that makes learning developmental: meta goals, experience-based problem solving and tacit knowledge. The conceptual interrelationship of all three concepts bridges the gulf in practitioner development of the conflicting thought worlds between the tacit practice of development and the explicit understanding of that practice. - Reproduced
650			_aTraining
773			_aPublic Administration and Development
909			_a40444
999			_c40444 _d40444