Initial training is defined as the stage in the training process in which goals of the training exercises are communicated to the trainees by the trainer. Merits and demerits of this stage of training relate to the effectiveness and clarity of this communication. Communication of clear, concise and achievable goals by the trainer is indicative of meritorious initial training. Reception, acceptance and comprehension of these goals by the trainee is also indicative of meritorious reception of initial training. Trainers inadequately conveying the goals of the training, or conveying confusing or conflicting goals, indicates demeritorious initial training. Similarly, trainees ignoring or dismissing goals, or refusing to ask clarifying questions indicates demeritorious reception of initial training.
Ongoing training is the stage in the training process in which trainers work with trainees in the achievement of the aforementioned goals outlined and discussed in the initial training stage. Merits and demerits at this stage of training relate to sincerity, dedication and effort. Trainers that do not offer assistance and guidance during ongoing training are as demeritorious as trainees that refuse to dedicate themselves fully to the accomplishment of the training's goals. Alternatively, trainers that offer corrective suggestions and continuing assistance to trainees that are eager and dedicated to the training process are both engaged in meritorious training behavior.
In order for trainers to provide beneficial ongoing training, and in order for trainees to understand and apply ongoing training, both must agree to and participate in processes of formative assessment. Trainers administer formative assessment throughout the training process in an effort to provide continual feedback and advice to trainees. For example, if a trainee attempts to complete a multi-stage task, the trainer may assess each stage of the task, offer critiques and perhaps even a composite score so as to direct the trainee's training regimen. Meritorious formative assessment engages the stages of the training process, the trainee's efforts towards accomplishing those goals and the trainer's methods of assistance. Demeritorious formative assessment does not connect to the ultimate goals of the training process, and therefore does not offer legitimate guidance or help to the trainee or trainer.
Similar to formative assessment, summative assessment attempts to evaluate and critique the training effort and accomplishments of the trainees. Unlike formative assessment, however, summative assessment occurs after the training process has completed. It attempts to evaluate the trainees' work towards accomplishing the training's goals. In offering a concluding evaluation of how well the trainee did at accomplishing the goals of the training, summative assessment is able to identify the trainee's, trainer's and training's strengths and weakness, benefiting each. Meritorious summative assessment reflects on the effort and accomplishments of the trainee and trainer, and transforms that reflection into an anticipation or application of that effort and accomplishment. Demeritorious summative assessment is disjointed and irrelevant to the training process, the trainee and the trainer alike, and it offers no real guidance or help.