HRMN 406: Project Deliverable 1

Chapter 1

Overview

Education is the door to greatness!

Chapter One Learning Objectives

Readers will achieve the following learning objectives after reading Chapter One.

1 Describe the link between an organization’s strategic focus and training and development as a strategy implementation issue.

2 Define and explain the meaning of training and development. 3 State the goals of the book. 4 Recognize the importance of a model training and development

program design and be able to recall all the important issues in a basic presentation on the design of a training program.

5 Identify and describe the role of a needs assessment in preparing a training program.

6 Identify and describe the important role of assessment for a train- ing program.

7 Explain why and how a training program design involves creating a process.

8 Recognize and explain the importance in understanding the relation- ship between the adult learning style, human behavior, and creating a training program.

9 Assess the logic of the book’s sequence of chapter topics.

Learning Objective #1: Discuss the Organization’s Strategic Focus and the Role of Training

An organization’s strategy represents a blueprint for action. The blueprint is the organization’s plan for achieving the organization’s strategic goals. The plan’s formulation occurs subsequent to conducting SWOT, industry, and

C o p y r i g h t 2 0 1 9 . R o u t l e d g e .

A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w .

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Book: Stanley C. Ross. (2019). Training and Development in Organizations: An Essential Guide For Trainers. Routledge

Link: https://eds-p-ebscohost-com.ezproxy.umgc.edu/eds/ebookviewer/ebook?sid=54890024-5f50-4b06-a9c0-bba47b48e244% 40redis&ppid=pp_1&vid=0&format=EB

2 Overview

environmental analyses and an analysis of the organization’s competitive advantages. Only after the careful consideration of the findings from these analyses will the organization identify the strategic goals and the strategy to achieve these goals.

Strategic goals represent areas for an organization to focus on and to achieve. The preferred type of goals is SMART goals (Specific, Measurable, Achievable, Realistic, and Timely). SMART goals enable the organization to assess performance and guide implementation activities because goals repre- sent the top priorities of the organization.

Strategy implementation represents the aggregation of the organization’s actions or operational activities deemed primary to successfully implement the strategy and achieve the goals. By definition, strategy is transformational because the organization seeks to pursue new challenges. Transformation implies moving from one status to a different status. In essence, the organiza- tion is what it is at point A and what it wants to become upon reaching point B. The challenge for the organization is that point A represents the organiza- tion’s comfort zone. In a comfort zone, all is familiar. Policies, business pro- cesses, relationships, etc. are formalized to ensure conformity and consistent actions throughout the organization. Goals and strategy represent the organi- zation’s methods (along with creating a vision) for moving the organization from point A to point B. However, comfort zone busting is never an easy process. Comfort zone busting involves change, moving from the known to the unknown. Moving from relative certainty to a place with unpredict- able but sought-after results. Vision, strategic goals, and strategy represent only the most salient levers that initiate change throughout the organization. These levers force change and change is disruptive to the status quo. One of the primary by-products from choosing to use these levers is resistance from workers directly impacted by the prospective changes.

People implement strategy. The organization is completely dependent on the workforce’s commitment to the vision, goals, and strategy if the organiza- tion expects to succeed in achieving the goals which will enable the organi- zation to realize the vision. The motivation of the workforce is critical to facilitate the transformation process. If unmotivated, then failure or incom- plete results are the consequences. There are three possible reasons to explain resistance to the transformation process. First, ignorance about the changes and limited knowledge, skills, and abilities required to implement change successfully. Second, there is the perception that change will result in no personal benefit or, worse, in a personal cost. Finally, resistance can occur because the path from point A to point B is not clear to all the important divi- sions, departments, and sub-units most affected by the transformation process. These pathways may be clear to some but need to be clear to all.

Leaders are critical to the success of the strategy implementation process. Leadership is necessary throughout the organization because leaders function as the change agents who facilitate the transformation process. Leaders represent

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Overview 3

the critical members of the workforce who must deal with and overcome resistance. Organizations never have enough leaders and need to develop lead- ers who will become effective change agents. Established leaders need the sup- port of the organization to be useful in facilitating the transformation process. Therefore, established leaders need to be proactive supporters of the vision, goals, and strategy as well as learning how they can contribute to a successful transformation process.

Training! Training represents one of the critical methods for facilitating the transformation process because training develops new leaders, educates established leaders, and begins the process of reducing resistance by providing the necessary knowledge, skills, and abilities, along with an understanding of the organization’s vision of the future. These are all necessary to motivate the workforce to actively participate in the transformation process. Training is always going to be an ongoing process because the transformation process is ongoing. Like waves in the ocean, there are big waves and small waves but always waves. Such is the transformation process as change leads to results and results provide feedback for learning what works and how best to continue through the transformation process to reach point B. Of course, the process never really ends because there is a point C, point D, and onward as long as the organization remains ambitious. Training is one of the levers organiza- tions use to bring about organizational change.

Learning Objective #2: Describe Training and Development

A definition of training and development from the Society of Human Resource Management (SHRM, 2012) is that training and development represents a “process to obtain or transfer knowledge, skills and abilities needed to carry out a specific activity or task.” There are several impor- tant themes within this definition that need elaboration so that the reader will understand the reasons why carefully designing a training program are important.

Training represents a process with a start point, end point, and stages between each of these points. The length of time for an entire training program and for each stage can vary but the reader should understand that creating training always involves creating a process. A process represents a systematic approach of segmenting information into narrow increments to facilitate learning, because learners learn best in smaller increments due to the cognitive limitations of the learner. A process orientation does not assume limited intelligence. A process approach assumes that learning occurs best in smaller increments because of the learner’s requirements. The more complex the subject to learn, the more increments (hereafter referred to as stages to imply a sequence to follow) are necessary or the narrower the focus of that particular training program needs to be. The most intelligent of people still must function within cognitive limits. The goal in designing any training

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4 Overview

program is to maximize learning, and a narrow focus helps in achieving this goal. The first stage of the training program is always the introduction stage. The specific content of this stage can vary, but the common denominator shared by all the possible topics is to prepare the trainee for the upcoming stages. The conclusion stage brings closure to the training program. Again, the specific topics can vary but the goal is to facilitate long-term learning after the training program ends. Between these two endpoints are additional stages. Each stage represents a block of information for the trainee to learn. A subsequent chapter covers this topic in more depth.

Training is an enabling activity. Training enables the individual to per- form their work more effectively. Underlying this view of training is the belief that workers adhere to the Theory Y viewpoint. This is the assump- tion that workers want to succeed in their work and that workers want to be contributors to the success of the organization. An organization represents a community of workers who seek to promote the well-being of the commu- nity. Training is one of the primary activities an organization can use to help individuals contribute to the community’s success and longevity.

By assisting workers in their quest to become successful contributors to the community, the organization benefits from a workforce that becomes more loyal to the organization. Loyalty develops and the bond between the individual and the organization is strengthened when both parties benefit from the actions of the other party. This reciprocal relationship becomes reinforcing as each party perceives and actualizes the benefits; the result is mutual support. This is an ongoing and evolving process as long as each party continues to provide the sustenance that maintains the bond of loy- alty. The onus is on the organization to be the initiator. This role is in the best interest of the organization to develop, because the organization has the capability to do more than an individual. Furthermore, a loyal work- force is a motivated workforce. A motivated workforce commits to the organization’s success because an organization’s success benefits individu- als too.

One of the goals of training is to enhance the capabilities of each par- ticipant. Providing the knowledge and skills and improving personal abili- ties offers the organization the opportunity to cultivate and strengthen an employee’s capabilities. The goal is to enable workers to be more effective in achieving goals (i.e., measure of effectiveness) in a timely manner (i.e., meas- ure of efficiency) for the organization’s benefit. When workers feel more capable, they are more self-confident and consider themselves more self- efficacious. Self-efficacious workers lead to more effective workers because this type of worker has developed an achievement ethic. With this ethic, workers select and pursue challenging goals because the worker perceives that they have the ability to accomplish challenging goals. Greater efficien- cies occur because an educated, trained worker looks for more productive approaches to perform their job and still achieve the goal. Saving time saves

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Overview 5

organizational resources to use in strengthening the organization’s efforts towards being more successful.

Finally, training can have either a proactive or reactive focus. Vision, stra- tegic goals, and strategy represent proactive methods for moving an organiza- tion forward. A proactive approach to training is anticipatory, meaning that workers need to learn and be able to deal with the “what ifs” that can occur when attempting to achieve a goal. Reactive training is training designed to deal with actual situations that warrant some form of remedial action by the organization. To initiate remedial action, workers need to know what to do and how to successfully implement the solution successfully. Both forms of training are necessary, but prevention is always best by being proactive, as “an ounce of prevention is worth a pound of cure.”

Learning Objective #3: List and Explain the Goals of the Book

Training and Development in Organizations achieves several important goals which enable the reader to a better understanding of the important role that training plays for an organization and the critical factors leading to successful training programs.

1 The Strategic Role of Training Explained • Training programs need to serve the strategic interests of the organi-

zation. After learning about an organization’s strategic initiatives, the reader understands the importance of the interconnectedness between strategic initiatives and the role of training as one of the important levers the organization uses to successfully implement the strategic initiatives.

2 The Importance of Needs Assessment Explained • Preparation prior to designing a specific training program is essen-

tial to create a relevant training program that has a positive impact for the organization. The reader learns about the role and types of needs assessments and the mechanics (i.e., “how to”) in conducting a needs assessment.

3 Identifying and Describing a Model Training Program • Models are useful in planning because a model serves as a template.

The book offers readers a basic training design model that encom- passes all the essential elements a training program designer needs to focus on when designing a training program.

4 Understanding that Training is Process-Focused • Training program designers and trainers need to understand that

effective training has a process orientation. This is important knowl- edge for the designer who then adheres to this process orientation when creating a training program. Knowing that training follows

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6 Overview

a process orientation is important for designers because the trainer implements the training program and needs to follow the training program guidelines to maximize the benefits of training through achieving the learning objectives.

5 Learning about the Adult Learner • Knowing your audience represents one of the critical factors in

designing and implementing a successful training program. The reader needs to learn about the psychological attributes of the adult learner and understand that adults learn differently from children, that adults have different needs and requirements, and that experi- ential learning methods are often the most effective approaches to facilitate learning for an adult.

6 Learning about and Differentiating between Themes and Topics • Themes represent the broad intentions of a training program or a

stage. Topics are specific issues associated with a theme. For exam- ple, the theme of a program might be sexual harassment. A theme for each stage can include a policy defining sexual harassment, a policy and process on reporting sexual harassment, a policy on pen- alties associated with different forms of sexual harassment, etc. There are topics within each stage that a trainee must learn. A theme for a stage could be a policy, or reporting incidents of sexual harassment, for example. Topics could include methods of reporting, time frame for reporting an incident, who to report harassment to, etc.

Learning Objective #4: Explain and Describe the Importance of a Model Training Program Design /A Basic Training Program Design

A comprehensive training program is similar to a completed puzzle. All the pieces fit together to present an inclusive picture. A fully designed training program includes elements that need to fit together similarly to a puzzle. Having any missing elements in a program leads to an incomplete training program with the result of a less effective training program.

A training program must meet the needs, requirements, and expectations of the organization and the trainee. After identifying the need for training, the training program designer begins the process of creating the actual pro- gram. A training program model enables the designer to follow a template, with all the critical elements identified to guide the designer through the design process. The elements include the following.

• Stages: each stage has a number to refer to. • Time Frame: the time allocated to each stage. • Theme: the subject of each stage. • Topics: the important issues to cover within each stage.

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Overview 7

• Learning Objectives: the objectives the designer/trainer wants trainees to accomplish in each stage.

• Instructional Methods: the methods used to facilitate learning during a stage.

• Assessment Methods: the methods used to assess learning.

In designing a training program, the designer needs to understand that train- ing is all about creating a learning process that enables trainees to achieve the learning objectives and the training program to achieve the organization’s goals. Process implies that there is a logical approach in conducting the train- ing. There is always a logical approach because creating order out of chaos is part of everyone’s DNA and knowing this enables the designer to structure the training program accordingly. A useful metaphor is building a house. The builder needs to prepare the site, then build the foundation, next build the frame, and so forth. The training program designer needs to assume that a similar approach is necessary without taking short cuts.

What follows is a discussion about the design process. After completing the needs assessment and making sure the designer’s

mandate is clear, the next step is to design the training program. The first element is the most important. The designer needs to have an approximate idea of the total number of stages needed. Selecting the exact number of stages is an iterative process that evolves as the designer considers the opti- mal way to design the learning process. The next element is to identify the amount of time to allocate to each stage. This step is actually done once the designer has identified the theme and topics to cover for a stage. In planning how much time to allocate for each stage, the reader should realize that the designer works within time constraints given by the organization. Time sets the parameters for subjects to focus on, instructional methods to use, and the depth of subject matter to cover. The entire design process is iterative. The program evolves until the trade-offs between time constraints and depth of subject coverage have been addressed to the satisfaction of the designer and the organization. The next element, the theme, represents the subject of that stage. The first stage is always the introduction. Topics within the introduction stage can vary, but the common denominator among the choice of topics is for them to be introductory so that the trainee understands the performance expectations during training.

The next element is the learning objective(s) for each stage. The learning objectives identify what trainees need to accomplish. The designer identifies the learning objectives prior to the themes and topics. Learning objectives must be exact and measurable because training focuses on achieving these objectives. Objectives determine the theme and choice of topics to cover within each stage.

The next element of the training program is the instructional methods. The choice of instructional methods for a stage is determined by the choice

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8 Overview

of topics, resources available, the time needed or allowed, and the preferred method to select that enables the trainees to achieve the learning objective(s). The other factor the designer must consider in selecting instructional meth- ods is that the adult learner works best when certain “adult-friendly” instruc- tional methods are part of the training program. However, some instructional methods are absolutely necessary even if less than optimal for the adult learner. Giving a lecture is one of these methods. Knowing what instructional meth- ods are less optimal is important for the designer/trainer to know so that there is minimal use of these methods.

The final element is assessment. Trainers need to find out if the trainee is learning the information covered within each stage and across the entire train- ing program. Trainers can choose either informal and/or formal assessment methods. The expectations about the training results expected will dictate the approach to take for assessment, though some combination of informal/formal methods is logical. A formal method represents a systematic approach that can provide the trainer, training program designer, and the organization with quan- tifiable results to assess the effectiveness of training within a stage and across the entire training program. Assessment provides important feedback to the designer and trainer. The designer and trainer need to learn what worked and where design and implementation problems hindered trainee learning.

A basic text in designing training and development programs introduces the reader to the appropriate concepts and terminology of the field. This information helps the reader when learning from experienced training pro- gram designers/trainers; when designing a training program and conducting a training program; and when communicating within the organization about the training requirements. Professionals use the coin of the realm and the coin is terminology and concepts.

The study of training includes coverage on the subject of the needs and requirements of the adult learner and the value and effectiveness in using experiential instructional learning methods when working with the adult learner. Adults present trainees with particular personal requirements. Designers need to consider these requirements when designing a training program. The requirements are cognitive and psychological. Experiential exercises enhance adult learning when used constructively. Learning is hin- dered if the adult learners’ needs and requirements are not considered when designing the training program. Experiential learning is a form of learning where adults learn best. The reader needs to learn and understand the reasons that make experiential learning important when working with adult learners. If working with adult learners, this knowledge will benefit the reader.

The final stage of any training program is the conclusion stage. The focus of the conclusion is to bring closure to the training program in a way that leaves a lasting impression on the trainees. Specific conclusion topics can vary but the common theme is to end the training program with the trainee feeling posi- tive about the experience. One likely topic is to put the program within the

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Overview 9

context of “the big picture,” or how the program benefits the trainee and the organization. A Q&A session is always useful, as is the presentation of rewards if there was a motivation program associated with the training. Some form of assessment is another possible topic to include. Feedback about the training program is also another possible topic. Finally, a review of the training program enables the trainee to understand the importance of the training program, the training program themes, and the benefits to the trainee and the organization.

Learning Objective #5: Explain the Role and Importance of a Needs Assessment

A needs assessment provides the training program designer and trainer with the necessary information to design a relevant training program to maximize learn- ing. Whether the training program is a one-session event or a series of events, the designer needs to understand the expectations. Knowing the organization’s strategic interests helps the designer ensure that there is a connection between the goals of the organization and the trainees, and how a training program can play an important role in helping the organization achieve these goals.

The needs assessment is a critical initial step prior to designing a training program. Knowing the methodology associated with a needs assessment is essential. Important stakeholders need to be identified as important sources of information. The needs assessment analyst must decide whether to collect primary data (conduct a data collection study), use secondary data (informa- tion already available), or use some combination of each approach. Following this, the specific tools (e.g., surveys, interviews, reports, etc.) to use in the information gathering process then need to be identified or created. Next, the needs assessment analyst must devise a process for moving forward to implement the actual needs assessment study and then analyze the informa- tion collected. The final steps in the process are to finish with a report and presentation for the training program designer to use.

Part of the needs assessment process entails gaining knowledge about the trainees. Knowing whether or not all the employees must participate in train- ing, and knowing the trainees’ requirements, are important aspects in design- ing the training program. Issues such as attitude towards the subject, attitude towards the organization, general demeanor, role in the organization, etc. are important considerations to learn about and prepare for when designing the training program.

Learning Objective #6: Evaluate and Explain the Importance of Assessing Training Effectiveness

The costs associated with a training program are easily quantifiable, but the benefits of any training program are not easy to quantify. This hampers the ability to conduct a benefit-cost analysis to justify the expense of training.

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10 Overview

There are some forms of training that are necessary despite the cost (e.g., knowing certain government policies, etc.), but the organization attempts to set limits on this form of training to minimize the costs. For example, a number of years ago the federal government required Ford to conduct ethics training for all employees. Orienting new employees, responding to government policies, and any other external reasons that warrant training represent additional examples of training programs. A benefit-cost analysis represents the organization’s attempt to objectify a training program’s value to the organization and helps it to undertake modifications in the design to ensure there are net benefits.

Assessment of learning is important because the organization must determine what trainees actually learned compared with what they needed to learn but fell short of learning. Trainers want to determine how much of a subject trainees learned, and in many instances, how long trainees retained the information.

Assessment promotes accountability. Trainees, trainers, training program designers, and managers need to ensure that the organization benefits from the training. Trainees need to know they are benefiting because the expecta- tion is that training should have a direct or indirect impact on their careers in the organization. Without an accountability element to the training program, the organization must rely on the work ethic of all involved parties. Creating an accountability component to the training process reinforces and strength- ens the ethics of all involved parties to remain focused and committed to ensuring the effectiveness of the training program.

There are formal and informal types of assessment methods. Informal typically involves Q&A, one-on-one questioning of trainees, or assessment through observation. The informal approach is a quick and easy way to learn trainees’ views about the training process, but to determine if trainees actu- ally learned what they needed to learn requires the use of formal methods. Formal methods represent a systematic approach to measuring learning and minimizing bias. A systematic approach generates data that helps to create an objective impression about the training program.

There are a variety of formal methods for generating data. Tests, such as multiple choice tests, true/false tests, etc. generate scores. Written tests can generate scores if designed to generate numerical scores. Observation and role playing can generate numeric scores as long as the designer designs the assessment method to generate a numeric score. A checklist with numeric ratings is an example of how to objectify the use of the observation method. Experiential learning activities can be scored using time trials and/or com- pletion rates, taking errors into consideration. In short, the training program designer can always objectify assessment.

If the type of training is complex and each stage represents a building block for the next stage, trainers need to quickly learn if the trainees are learning the material at a level of proficiency that is sufficient to move forward to the next stage. In this situation, formal methods that generate scores are necessary

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Overview 11

along with establishing proficiency scores to be achieved (e.g., a score of 80 or higher required to move to the next stage).

Learning Objective #7: Recognize That Training Represents a Process

Training represents a process for two reasons. First, performing any activity with a goal, and involving a starting point and an end point (goal) and steps between each point, represents a process. The only difference between train- ing and a process is the extent to which the process is formalized through careful planning.

Second, learning does not occur at a single point in time or as a single event. Learning occurs over some period of time and incrementally, how- ever miniscule the increments. Incremental learning occurs because the individual’s capacity to absorb new information is always determined by the individual’s cognitive and psychological limits. An individual’s capacity for learning can vary, but there is always a capacity limitation. The greater the complexity of the subject to learn, the greater the need to reduce the subject matter into narrower increments to facilitate learning. Less knowledge per increment increases the individual’s potential ability to learn the information. As a consequence of reducing the information into learnable increments, there is a greater need to link increments, because prior increments function as building blocks for subsequent increments. Time is of no consequence, as the range of time needed per increment can vary from seconds to hours.

By now the reader should realize that a proactive approach to guiding and managing the learning process is fundamental to increasing the likelihood that trainees will achieve the training program’s learning objectives. Structuring the learning process entails understanding what trainees need to learn, reducing the subject into manageable increments, putting the increments together in a logical sequence, and then determining the optimal instructional methods to use, and when to apply the instructional methods during training. Sequencing the increments or stages (or steps) is essential because of the important role and function of prior learning’s impact on learning in the subsequent increments (or stages). Problematic sequencing can lead to less effective training results. As a consequence of the problematic sequencing of increments (or stages), trainees can become confused and frustrated. The result is that trainees fail to achieve some or all of the learning objectives, and consequently, achieving some or all of the goals of the training program is not likely to occur.

Learning Objective #8: Demonstrate an Understanding of the Adult Learner

The motivation to learn is strong among adult learners when there is a direct benefit and the training program designer designs the training program within

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the framework of the adult learners’ learning requirements, making learning easier. Knowles et al. (2015) offer a thorough overview on adult learners and the field of study known as andragogy. This book covers only the essen- tial concepts associated with andragogy so that the reader understands why designing training programs needs organization through a pragmatic approach if training is to be effective.

Let’s begin by understanding how designers and trainers create and implement a training program that pushes the individual’s M button (M for motivation). Several approaches to motivate the adult learner include the fol- lowing. First, making the subject relevant and personal so that the trainees can relate to the subject in some way. Second, ensuring that trainees learn how the subject benefits them in their current job and in furthering their career. Third, trainees relate to the subject better when the trainee is able to link the material with their personal experiences. Also, trainees prefer interacting with peers and find more value in learning from peers than from trainers. The designer needs to create a role for the trainer as a facilitator if the training program experience is to achieve everyone’s expectations. Trainers do not need to be wise sages that pontificate. Trainers need to be good facilitators of the learning experience.

Many people are visual learners. What this suggests is that designers can strengthen learning by using visual aids. The reliance on audio methods exclusively (e.g., such as lectures), results in less learning among adults. Adults are easily distracted when trainers use auditory methods exclusively. Using auditory methods accompanied by visual aids (e.g., PowerPoint, vid- eos, etc.) is more effective because the use of multiple instructional methods stimulates the trainee’s cognitive processes. Including the use of applied experiences such as case analysis offers more potential for learning to occur because case analysis among groups involves active thinking through inter- acting among peers.

Adult learners utilize a comfort zone for learning as do children. The designer and trainer need to work within this comfort zone because the pur- pose of training is to facilitate learning; it is not intended to modify a trainee’s learning style intentionally unless training focuses on leadership development. The individual’s comfort zone refers to routines and learning modalities adults use to learn. By reducing a subject into narrow increments (also referred to as building blocks) and associated with relevant instructional methods, learning will occur and the intended results achieved. Upon reaching adulthood, the adult’s development of cognitive skills is complete and intellectual capabilities recognized. People know what they can and cannot do and know best how they prefer to learn and how they learn best. Bite-sized pieces of information (or increments) always is best and the increments based on the findings from the needs assessment.

Below is a brief review of the important issues that designers and trainers need to know about the adult learner.

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• Motivation: there are particular instructional methods that work best with the adult learner.

• Visual: 90% of adults learn best through the use of visual aids. • Personal Experiences: adult learners learn best when they can relate to

the subject through the use of some personal experience. • Groups: adult learners like to learn by interacting with peers in small

groups. • Practical Training: training needs to be relevant to the trainee’s job and

career plans. • Participation: trainees learn best when they are active learners and active

learning commonly occurs through the use of certain types of instruc- tional methods.

• Learning Increments: reducing information within each increment makes learning easier.

• Direct Benefit: trainees need to know how training directly benefits them.

Learning Objective #9: Explain the Structure of the Book

The book’s organization is meant to strengthen the reader’s understanding of the subject. Each chapter begins with learning objectives for the reader to achieve. Following the learning objectives is the chapter Overview section. The Overview helps the reader to understand the relevance of the chapter material associated with the goals of the book. Chapter topics are organized by the learning objectives. After each objective there follows the information that aids the reader in achieving the learning objective. Within each chapter are learning aids, referred to as Guides, Insights, and Reflections. These aids help the reader understand the material. A Guide presents the subject as a brief review. Insights explain the importance of the subject to the reader. Reflections encourage the reader to associate the information with personal experiences to strengthen the reader’s understanding of the material.

Questions

1 Identify and describe the role training serves for the organization. 2 Define training and explain how training and development differ. 3 Identify and briefly describe the critical elements of a training program. 4 Describe the role of a needs assessment. 5 Explain why training represents a process.

Bibliography

Khan, R.A.G., Khan, F.A. and Khan, M.A. (2011). Impact of training and development on organizational performance. Global Journal of Management and Business Research. 11(7): 1–7.

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14 Overview

Knowles, M.S., Holton, E.F. and Swanson, R.D. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. London: Routledge.

Niazi, A.S. (2011). Training and development strategy and its role in organizational performance. Journal of Public Administration and Governance. 1(2): 42–57.

SHRM Online Staff. (2012). Seven trends expected to influence training in 2013. SHRM Online Organizational and Employee Development. 1–4.

Silverman, R.E. (2012). So much training, so little to show for it. The Wall Street Journal. October 26, 2012.

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