The conceptualization of centralized agency training, as epitomized in the correctional training academy model, stands out as the most significant event that has contributed to the professionalism of corrections personnel during the past two decades. Certain operational tenets are now established regarding the centralized correctional training function. Training is no longer perceived as a discrete, isolated function; rather it is viewed as inextricably linked to program operations. Either training contributes to employee understanding of policies and procedures, proficiency in job tasks, and accomplishments of agency goals, or it constitutes an obstruction of these matters. This approach has engendered an operational philosophy which posits that every other program component within a correctional department has a vested interest in the effectiveness of correctional training. The capacity to integrate these external forces in the development and design of training has become standard operating procedure. These external forces are increasingly viewed as useful to guiding and monitoring the curriculum and pedagogical styles within correctional training. Curriculum development must now include the full range of these forces. This paper outlines a model process for curriculum development and revision. 2 figures and 27 references