A practical introduction to the field of organizational training and human-resource development. This new edition, revised and updated by Holton III and Naquin, includes updates throughout, with fresh examples and current references, with an emphasis on evaluating and explaining new training. List of Illustrations xi 1 Why This Book? 1(4) Reflections on a Revision, 1(1) Human Resource Development (HRD) and Training and Development (T&D), 2(1) Philosophy of This Book, 3(1) How to Read This Book, 3(2) 2 The Need for Training and Development Departments 5(16) How Organizations Perform, 5(1) Preparing Employees to Perform, 6(3) When Employees Can Do Their Jobs Properly, But Don't, What Then? 9(1) Learning vs. Performance, 10(3) Training, 13(1) Education and Development, 14(2) Summary, 16(5) 3 Function and Role of TEtD Managers 21(16) Competencies Needed, 21(1) As Managers/Administrators, 22(4) As Consultants to the Organization, 26(4) As Designers of Learning Experiences, 30(3) As Instructors, 33(1) Summary, 34(3) 4 The TEtD Department and the Organizational Structure 37(12) Trends in Organizational Placement, 37(1) Line and Staff Considerations, 37(6) Cooperative Effort, 43(1) Placement Purely As a Staff Function, 44(2) Placement As a Line Function, 46(1) Placement with the Chief Executive Officer, 47(1) Summary, 48(1) 5 Identifying Training Needs 49(28) Meeting Customer Needs, 49(1) Building Professional Integrity, 50(1) Distinguishing Training Needs from Other Performance Problems, 51(11) Individual Needs and Organizational Needs, 62(1) Potential Sources of Individual Training Needs, 63(2) Potential Sources of Organizational Training Needs, 65(2) Surveys or Interviews? 67(6) Prioritizing Training Needs, 73(2) Summary, 75(2) 6 Responding to Individual Training Needs 77(16) The Importance of Individual Training Needs, 77(2) Inside Answers to Individual Training Needs, 79(4) Outside Answers to Individual Training Needs, 83(6) A Control System for Solving Individual Training Needs, 89(3) Summary, 92(1) 7 Training Isn't Always the Solution 93(22) Why Training Isn't Always Useful, 93(1) Motivation and Feedback Systems, 94(8) Contingency Management, 102(3) Job Enrichment, 105(3) Organizational Development (OD), 108(4) Summary, 112(3) 8 Learning Objectives 115(10) The Case for Writing Learning Objectives, 116(2) How to Write Learning Objectives, 118(5) Who Writes Learning Objectives? 123(1) Summary, 123(2) 9 How Do People Learn? 125(24) Learning Theories, 125(1) Meta-Theories of Learning, 126(12) Middle-Range Learning Models at the Individual Level, 138(7) Experiential Learning, 145(2) Transformational Learning, 147(1) Summary, 148(1) 10 Instructional Methods 149(34) What Are Methods? 149(2) A Look At Specific Methods, 151(31) Summary, 182(1) 11 Teaching Technique 183(12) The Instructor's Use of Objectives, 183(1) Ongoing Measurement, 184(1) Questioning Techniques, 185(3) Getting Attention Versus Getting Involvement, 188(1) Use of Repetition, 189(1) Relating to Students, 189(5) Summary, 194(1) 12 Training Facilities 195(12) The Influence of the T&D Manager, 195(1) Criteria for Learning Rooms, 195(4) Room Arrangement, 199(5) Summary, 204(3) 13 Enhancing Transfer of Learning 207(14) Training Transfer, 207(1) Learning Transfer Systems, 208(1) Diagnosing Learning Transfer System Problems, 209(3) Intervening to Improve Learning Transfer Systems, 212(7) Closing the Transfer Gap, 219(1) Summary, 220(1) 14 Training and Development Budgets 221(14) General Estimating Policies, 222(1) T&D Staff Size, 222(2) Computing the Cost of Performance Deficiencies, 224(2) Computing the Cost of Training, 226(7) How Budgeting Helps the Go/No Go Decision, 233(1) Summary, 233(2) 15 Measuring Training and Development 235(20) What Is Measurement? 235(1) Scales of Measurement, 236(5) Baselines: What They Are and Why They Are Important, 241(1) Instruments, 242(6) Post-Training Measurement, 248(6) Summary, 254(1) 16 Assessing the Results of the Training Programs 255(26) The Traditional Approach: The Kirkpatrick Model, 255(1) To What Extent Is Program Evaluation Conducted in Practice? 256(1) A New Approach: The Results Assessment System, 257(1) Results Domains, 258(4) Learning Results, 262(3) Perception Results, 265(3) A Results Assessment Plan, 268(1) The Core Dimensions, 268(4) Making Results Assessment Practical and Credible, 272(4) Overcoming Resistance to Results Assessment, 276(3) Summary, 279(2) 17 Selecting and Retaining the T&D Staff 281(16) The Barefoot T&D Specialists, 281(1) Selecting the T&D Staff, 281(12) The Care and Development of T&D Specialists, 293(1) Rotation Policies, 294(2) Summary, 296(1) 18 Does Employee Development Pay Off? 297(20) American Society for Training and Development (ASTD) Learning Outcomes Report, 298(2) Studies in High-Performance Human Resource Practices, 300(6) Program Results Assessment Case Studies, 306(1) Summary, 307(10) 19 Where Does It All End? 317(4) References 321(6) Index 327