American Society For Training And Development Research Articles

Factors Influencing Training and Development in the Auto-Ancillary Industries

The 21st century presents ample evidence that hint towards extraordinary changes that have occurred in the environment which has added a novel impetus to businesses and warrants the need to integrate training and development within the overall strategy of the organization with a view to make sure that the business thrives in the competitive market and at the same time facilitates growth. This facet implies that there is a need for employees to be regularly trained with a view to enhance their skills considering the fact that changes are occurring throughout the workforce each and every day (Pearce, 2000). Akin to any other organization, organizations from the auto-ancillary sector too has a vision and a decree of where they ultimately intend to be. Simply said, auto-ancillary industries need to continuously evaluated their existing position and understand the kind of changes that are required to help them reach where they expect to eventually reach. The American Society for Training and Development (ASTD) indicated that organizations within the United States have been known to spend around $156 billion per year on an average to facilitate the training and development of their employees (Miller, 2017). While the significance of training and development is well known, there are certain factors that influence training and development within an organization. Thus, factors that influence training and development within the auto-ancillary industries would be the focus of this paper. An attempt is made in this paper to discuss about the factors influencing the training and development especially related with Human Resources.

RAZVOJ LJUDSKIH RESURSA KAO PREDUSLOV ORGANIZACIONE USPJEŠNOSTI / HUMAN RESOURCE DEVELOPMENT AS A CONDITION OF ORGANIZATIONAL SUCCESS

Contemporary business conditions do not impose only need for adjustment of the organization but also the need for adjustment of employees. Human resources, manifested through individual knowledge, skills, individual qualities and achievements, is the basis of competitive advantage of organizations and the main resource for the survival, the growth and development of modern organizations. Treating employees as a decisive factor for the success of organizations, it follows that their primary duty is to provide, maintain and develop the best people through the wide range of human resource activities. Thus, Human Resource Development, designated as a key activity for achieving the projected goals of the organization, can be defined as a set of systematic and planned activities appointed by an organization to provide its members with the opportunities to learn necessary skills to meet current and future job demands. Employees are increasingly accepting the reality that education becomes their responsibility in order to develop their full working potential and to ensure self employment opportunities. On the other hand, encouraging educational programs, organizations strive not only to meet the business needs for education of employees, but also their interests, creating and developing the climate of continuous learning and dissemination of knowledge in all areas. To what extent will the organization attach importance to certain practices that guide and encourage staff development depends on its current situation, activities, goals and adopted development strategy. Adequate choice, the assignment according to their abilities and affinities, continuous training and education, are generally accepted methods without which the development of employees is not possible. The American Society for Training and Development (ASTD) estimates that U.S. organizations spent $134.1 billion on employee learning and development in 2008, and $125.9 billion in 2009.Human resource managers in large organizations ranked training and development as the most important functional area they had to deal with because HRD programs must respond to job changes and integrate the long-term plans and strategies of the organization to ensure the efficient and effective use of resources. Combining different methods and approaches, and referring to all employees in the organization, training and human resources development become a tools for achieving change and the effects they produce are becoming a far-reaching and strategic.

The Development of Competency Model Perceived by Malaysian Human Resource Practitioners’ Perspectives

The intent of this research was to identify Malaysian Human Resource Development (HRD) practitioners’ perceptions of competencies needed by HRD practitioners in organizations. The research was based on the American Society for Training and Development (ASTD) models for Workplace Learning and Performance (WLP). The purpose was to assess the perceptions of Malaysian HRD practitioners in organizations regarding the importance of competencies for human resource development in organizational contexts. This study employed quantitative, cross-sectional survey, and an existing ASTD competencies instrument. Organizations were chosen based on the Federation of Malaysian Manufacturer’s (FMM) database. Data for this study were collected from 144 HRD practitioners from various organizations in Malaysia who successfully completed the web-based survey. Data were analyzed using descriptive statistics and Exploratory Factor Analysis. The findings of the study indicated that the Malaysian HRD practitioners perceived certain competencies as currently important and others as important in the future for their organization. The results were supported by a number of statistical findings with medium to small effect sizes. By using exploratory factor analysis, this study revealed that the Malaysian HRD practitioners perceived only 25 of the 52 competency items to be important. The results from this study have implications for the ASTD competency model and provide evidence that the competencies needed by employees and in organizations are changing over time.

Technological Innovation Capability and Firm’s Performance in New Product Development

INTRODUCTION A critical issue for industrialization and governments everywhere is the need to encourage innovation and change among industry members in order to increase productivity and enhance the industry's competitive position. In order to achieve this objective, it is important that all those involved in making decisions that affect productivity improvement and industry development understand the complex processes and dynamics that are at work within and between organizations and individuals that are also involved in the context of the innovation system. It has been argued that the success of today's businesses increasingly, depends on their intellectual assets as opposed to their tangible resources (Stewart, 1997). Among other things, these assets include attitude, knowledge and skills of the workforce. According to American Society for Training and Development (ASTD), these assets are known as competences. It is a general believe that managing individual competencies is one important element in the management of strategic competitive advantage, and technological innovation has become an important competence of individuals. The purpose of technology innovation is to create business value, the value, that can take many different forms such as incremental improvements to products, the creation of entirely new products and services and reducing costs. Drucker (2001) emphasizes that every organization needs one core competence innovation, and further stresses that every organization needs a way to record and appraise its innovative performance: Mohanty (2006) outlined that for an economy or a nation to achieve preeminent position and superior status, it has to pioneer the culture of innovation. In the history of business, it is clear that the effective innovators have a better chance of surviving and non-innovators tend not to survive at all. The method of innovation is to develop ideas, refine them into a useful form and bring them to fruition. Amabile (1996) define technological innovation as the successful implementation of creative ideas within an organization while Tidd, Bessant, and Pavitt (2001) says that technological innovation is the process of turning opportunities into new ideas and of putting them into widely used practice. Freeman and Carloza (1988) sees this as a process that includes the technical, design, manufacturing, management and commercial activities involved in the marketing of a new or improved product. Afuah (1998) suggests that innovations do not have to be breakthrough or paradigm shifting. Roberts (1988) suggests that the overall management of technological innovation includes the organization and direction of human and capital resources towards effectively creating new knowledge, generating ideas aimed at new and enhanced products, manufacturing processes and services, developing those ideas into working proto types and finally transferring them into manufacturing, distribution and use. The conclusion is that innovation is concerned with the process of commercializing or extracting value from ideas. From this perspective, innovation would be expected to be closely linked to firm performance. Objectives In this study, we aim to explore innovations and their effects on firm performance on new product development by examining product, process and marketing, as well as by focusing on various aspects of firm performance such as innovation performance, production performance, marketing and financial performance respectively. In essence, the widespread application of technology has become an important factor in structuring an industry, with technological innovation providing a competitive advantage for a company. This study conducted a questionnaire survey on the plastic manufacturing industry in Nigeria to collect empirical data, in order to discuss issues such as the relationship between a company's technological innovation, new product development and firm's performance. …

The Implications of Human Resources Management and Organizational Culture Adoption on Knowledge Management Practices in Nigerian Oil and Gas Industry

INTRODUCTION Knowledge management to facilitate the creation, storage, transfer and application of knowledge in organizations have perceived wide attention in practice and research in the past several years. It has been argued that the success of today's business increasingly depends on their intellectual assets as opposed to their tangible resources. Among other things, these assets include attitude, knowledge and skills of the workforce, according to American Society for Training and Development (ASTD), these assets are known as competencies. They are areas of personal capability that enable people to perform successfully to their jobs by achieving outcomes or completing tasks effectively. Drucker (2001) emphasizes that every organization needs one core competence, innovation further stresses that every organization needs a way to record and appraise its innovative performance. Mohanty (2006) outlined that for an economy, or a nation to achieve preeminent position and superior status, it has to pioneer the culture of innovation. In a rapidly changing market, the only way to do either is to innovate effectively. The knowledge based view of the firm suggests that intellectual resources are key organizational assets that enable sustainable competitive advantage (Teece, 2003). Teece noted that any organization(s) that are able to effectively manage these knowledge resources are expected to reap benefits such as improved customer service, reduced costs in people and infrastructure, better decision-making, innovation, improved corporate agility, rapid development of new product lines and efficient transfer of best practices. Contemporary literature provides numerous examples of knowledge management success stories, organizations seeking to engage in such efforts also face a variety of challenges among the most difficult of these challenges is organizational culture. Janz and Prasarnphanich (2003) noted that organizational culture is believed to be the most significant input to effective knowledge management and organizational learning. Increased realization of knowledge as the core competence coupled with recent advances in information technology has increased organizational interest in the topics of knowledge management, human resources management and organizational culture. Following Churchman (1971), such topics are best suited for: Well-structured problem situations for which there exists strong consensual position on the nature of the problem situation. * Facilitating and managing organizational innovation and learning. * Leveraging the expertise of people across the organization * Increasing network connectivity between employees and external groups with the objective of improving information flow. Many large organizations have resources dedicated to knowledge management, of ten as a part of information technology, human resource management or business strategy. Knowledge management is linked and related to what has become known as the learning organization, lifelong learning and continuous improvement. Hence, the emergence of knowledge management has generated new roles and responsibilities in organizations. The emergence has created an increasing presence of academic debates within epistemology emerging in both the theory and practice of knowledge management. Studies have shown that organizations that foster strong cultures have clear values that give employees a reason to embrace the culture. A strong culture may be especially beneficial to firms operating in the service sector since members of these organizations are responsible for delivering the services and for promoting consistency and encouraging co-ordination and control within the organization. Where culture is strong, people do things because they believe it is the right thing to do. In this study, we propose a construct for measuring the influence of organizational culture for fostering the adoption of knowledge management as a competence of an individual, ability to generate ideas, ownership to the organization and decision making competencies. …

Effectiveness of Training and Development in the Indian IndustrieS

The enormous production needs of the World War I and II created a heavy influx of new workers with little or no industrial education or skills to the workplace, thereby necessitating massive training efforts that were at once fast and effective. In particular, the heavy demand for shipping construction during world war I resulted in tenfold increase in workers trained on-site instructors who were supervisor using simple force step method: show, tell, do, check. During the World War II, large numbers of trained industrial workers left their Jobs to enter the armed forces, severely limiting the organisational support normally provided by co workers in train their replacements. Heavy demands were placed on foremen and supervisors, and training within industry (TWI) service was formed to trained supervisors as the instructors. Job instruction training (JIT) was employed to train defence _ plant supervisors in instructing new employees in necessary job skills as quickly as possible. Other programs included job relations training (GRT), job methods training (GMT), and job safety training (GST). During this time, the American Society for Training and Development (ASTD) was formed. By the end of World War II most companies and organisations realized the importance of training and development as a fundamental organisational tool. th century witnessed the emergence of training and development as a profession, resulting in the creation of training associations and societies, the advent of the assembly line requiring greater specificity in training, and the dramatic training requirements of the world wars important groups forming during this period include the American Management Association in 1923 (which began as the National Association of Corporation schools in 1913) ,and the National Management Association in 1956(which began as the National Association of Foremen in 1925). At the same time, Henry Ford (1863-1947) introduced the assembly line at his Highland Park, Michigan, plant. Because, the assembly line created an even greater division of labour, along with an unprecedented need for precision and teamwork, job tasks and assignments required more highly specific and focused training than ever before. The enormous production needs of the World War I and II created a heavy influx of new workers with little or no industrial education or skills to the workplace, thereby necessitating massive training efforts that were at once fast and effective. In particular, the heavy demand for shipping construction during world war I resulted in tenfold increase in workers trained on-site instructors who were supervisor using simple force step method: show, tell, do, check. During the World War II, large numbers of trained industrial workers left their Jobs to enter the armed forces, severely limiting the organisational support normally provided by co workers in train their replacements. Heavy demands were placed on foremen and supervisors, and training within industry (TWI) service was formed to trained supervisors as the instructors. Job instruction training (JIT) was employed to train defence _ plant supervisors in instructing new employees in necessary job skills as quickly as possible. Other programs included job relations training (GRT), job methods training (GMT), and job safety training (GST). During this time, the American Society for Training and Development (ASTD) was formed. By the end of World War II most companies and organisations realized the importance of training and development as a fundamental organisational tool. Hence, the researcher has taken the importance and effectiveness of training and development programmes and selected Brakes India Ltd, Chennai, Tamil Nadu, India as her area of study. II. Review Of Literature This part briefly reviews the study of different aspects of evaluation of effectiveness of training and development connected either directly or indirectly with the present study. The review of literature was highly useful to design the present study as it indicated the research gap in the study of training programmes of Brakes India Limited, Padi, Chennai. The study of training programmes, policies and practices has attracted the attention of many researchers and research organizations in western countries, particularly the United States of America. Their experiences may be of relevance and significance to us.

A Growing Niche in Corporate America

A Growing Niche in Corporate America

Comparative analysis of human resource development between different countries under the vision of competition

Based on a literature review from English language journals related to the field of human resource development (HRD), the conceptual framework for this study was derived from the models developed by American Society for Training and Development (ASTD) for HRD practice. This study compared and analyzed the similarities and differences in HRD roles, key work dimensions, and practitioner competencies through the competitive vision of different countries, including China, US, UK, Germany, Japan, India, Singapore, and Korea. This comparative study not only described the HRD position of Chinese enterprises under the international HRD coordinates but also indicated how these differences inspire HRD in China.

Catalyzing employee change with transformative learning

AbstractBusinesses, organizations, and government agencies have invested heavily in employee training. The American Society for Training and Development (ASTD) reports these costs as 2.15% of payroll (ASTD, 2008). A large amount of this investment is directed at improving employee knowledge and skills. Although most organizations are good at this, often a need exists to develop a deeper level of behavior change in employees. This type of change can be difficult to accomplish and sustain over time. Adult education theory, in particular transformative education theory, has enhanced the ability of organizations to bring about deeper change in employees through training and development. Therefore, human resource development (HRD) professionals need to become familiar with this theory and its implications for employee training and development.

Structured On-The-Job Training (SOJT) as Perceived by HRD Professionals

On-the-job training(OJT) is defined as training that occurs on or near the work site. It is typically structured or unstructured. Surprisingly little research has been conducted on structured on-the-job training (SOJT), even though the American Society for Training and Development (ASTD) estimates that employers spend between three and six times more on OJT each year than they spend on planned in-house training. This article reviews available research on SOJT and summarizes the results of an exploratory study of training and development professionals about SOJT issues and practices in their organizations.

A Study of the Journey from Training to Performance

This is an exploratory study questioning progress in the shift from training to performance. A total of 62 training and performance professionals responded to a survey administered at two professional conferences, ISPI (International Society for Performance Improvement) and ASTD (American Society for Training and Development). The survey, constructed by two people admittedly keen on performance technology, queried respondents about concepts relevant to performance perspectives: analysis, solution systems, cross-functionality, customer and collegial expectations, and shared knowledge. We also inquired about perceptions of how to move their organizations beyond the status quo. Overall, organizations report that they are making progress in the transition from an emphasis on training to the concepts associated with performance technology, although room for progress remains. Bedrock human performance technology (HPT) concepts, such as analysis-first, data-driven decisions about solutions and collaboration with colleagues across the organization, are reported to be more typical aspects of organizational culture. On the other hand, customer and colleague perceptions lag, and measurement and boundarylessness are only occasionally components of the organizations described by respondents.

Text-based Conferencing: Features vs. functionality

This report examines three text-based conferencing products: WowBB, Invision Power Board, and vBulletin. Their selection was prompted by a feature-by-feature comparison of the same products on the WowBB website. The comparison chart painted a misleading impression of WowBB's features in relation to the other two products; so the evaluation team undertook a more comprehensive and impartial comparison using the categories and criteria for online software evaluation developed by the American Society for Training and Development (ASTD). The findings are summarised in terms of the softwares' pricing, common features/ functions, and differentiating features.

The congruency between performance improvement and performance management

Performance ImprovementVolume 45, Issue 8 p. 5-7 Book Review The congruency between performance improvement and performance management George M. Piskurich, George M. Piskurich George M. Piskurich: is an organizational learning and performance consultant specializing in e-learning interventions, performance analysis, and performance management. His workshops on self-directed learning, structured mentoring, instructional design, facilitation skills, and preparing learners for elearning have been rated outstanding by participants from organizations worldwide. With more than 25 years of experience in learning technology, he has been a classroom instructor, training manager, Chief Learning Officer, instructional designer, and an e-learning and performance consultant for multinational clients and smaller organizations. He has created classroom seminars, on-the-job training mentoring systems, and e-learning interventions using various types of content from management development to technical skills. George has been a presenter and workshop leader at more than 30 conferences and symposia and is an active member of both the International Society for Performance Improvement and the American Society for Training and Development (ASTD). He has written books on instructional technology, facilitation skills, self-directed learning, instructional design, and telecommuting; authored journal articles and book chapters on various topics; and edited three books on e-learning. In 1986, he was ASTD's Instructional Technologist of the Year, and he won the Best Use of Instructional Technology in Business award in 1992. He may be reached at Gpiskurich@cs.com.Search for more papers by this author George M. Piskurich, George M. Piskurich George M. Piskurich: is an organizational learning and performance consultant specializing in e-learning interventions, performance analysis, and performance management. His workshops on self-directed learning, structured mentoring, instructional design, facilitation skills, and preparing learners for elearning have been rated outstanding by participants from organizations worldwide. With more than 25 years of experience in learning technology, he has been a classroom instructor, training manager, Chief Learning Officer, instructional designer, and an e-learning and performance consultant for multinational clients and smaller organizations. He has created classroom seminars, on-the-job training mentoring systems, and e-learning interventions using various types of content from management development to technical skills. George has been a presenter and workshop leader at more than 30 conferences and symposia and is an active member of both the International Society for Performance Improvement and the American Society for Training and Development (ASTD). He has written books on instructional technology, facilitation skills, self-directed learning, instructional design, and telecommuting; authored journal articles and book chapters on various topics; and edited three books on e-learning. In 1986, he was ASTD's Instructional Technologist of the Year, and he won the Best Use of Instructional Technology in Business award in 1992. He may be reached at Gpiskurich@cs.com.Search for more papers by this author First published: 13 October 2006 https://doi.org/10.1002/pfi.4930450802Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume45, Issue8September 2006Pages 5-7 RelatedInformation

Contrasting LMS Marketing Approaches

The first section of this report examines the CourseCompass learning management system (LMS), made available to educators by the Pearson publishing group as a vehicle for the company’s extensive content library. The product’s features are discussed, and the implications of Pearson’s software/ textbook “bundling” policy for the integrity of course design. The second section of the report reviews Wordcircle, an open source (OS) LMS provided as a free hosted service or as source code downloadable for installation on the user’s own server. The contrasting marketing approaches of these two products are discussed in the light of the increasing move by distance educators from proprietary to open source LMS products. As in previous reports in the series, the reviews are based on the six evaluation criteria of the American Society for Training and Development (ASTD): cost, complexity, control, clarity, common technical framework, and features.

From cost to investment: workplace learning has new significance

Employment Relations TodayVolume 29, Issue 1 p. 63-71 Feature From cost to investment: workplace learning has new significance Mark E. Van Buren, Mark E. Van Buren mvanburen@astd.org American Society for Training and Development (ASTD)Search for more papers by this author Mark E. Van Buren, Mark E. Van Buren mvanburen@astd.org American Society for Training and Development (ASTD)Search for more papers by this author First published: 23 April 2002 https://doi.org/10.1002/ert.10028Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume29, Issue1Spring 2002Pages 63-71 RelatedInformation

Using the cognitive approach to improve problem-solving training

Performance ImprovementVolume 41, Issue 3 p. 28-36 Article Using the cognitive approach to improve problem-solving training Kenneth H. Silber PhD, Kenneth H. Silber PhD ksilber@niu.edu Wiseoldken@Silberperformance.com Kenneth H. Silber, PhD, has been contributing to the instructional design and human performance technology fields since their beginnings 35 years ago. He has worked in consulting, corporate, nonprofit, and academic settings internationally to design and implement performance improvement interventions (including cognitively based training) at the organization and business unit levels. Dr. Silber is a nationally recognized author and professional leader. He has co-authored three books; a fourth, on which this article is based, co-authored with Rob Foshay and Mike Stelnicki, Training That Works: How to Train Anybody to Do Anything, is in press. He was Series Editor for ISPI's From Training to Performance in the 21st Century book series. Dr. Silber started and edited the Journal of Instructional Development, wrote chapters for American Society for Training and Development (ASTD)'s Training and Development Handbook (3rd ed.) and ISPI's Handbook of Human Performance Technology, as well as more than 40 articles and monographs.Search for more papers by this author Kenneth H. Silber PhD, Kenneth H. Silber PhD ksilber@niu.edu Wiseoldken@Silberperformance.com Kenneth H. Silber, PhD, has been contributing to the instructional design and human performance technology fields since their beginnings 35 years ago. He has worked in consulting, corporate, nonprofit, and academic settings internationally to design and implement performance improvement interventions (including cognitively based training) at the organization and business unit levels. Dr. Silber is a nationally recognized author and professional leader. He has co-authored three books; a fourth, on which this article is based, co-authored with Rob Foshay and Mike Stelnicki, Training That Works: How to Train Anybody to Do Anything, is in press. He was Series Editor for ISPI's From Training to Performance in the 21st Century book series. Dr. Silber started and edited the Journal of Instructional Development, wrote chapters for American Society for Training and Development (ASTD)'s Training and Development Handbook (3rd ed.) and ISPI's Handbook of Human Performance Technology, as well as more than 40 articles and monographs.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4140410308Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume41, Issue3March 2002Pages 28-36 RelatedInformation

Maximizing E-Learning to Train the 21st Century Workforce

Advances in technology have created an environment for a learning revolution. In the digital economy, technology enabled learning or e-learning is becoming an integral part of a larger system of practices and policies designed to prepare and support a high skilled workforce. The power of e-learning comes from the opportunity to leverage technology and information to alter the basic tenets of learning by eliminating the one-size fits all approach to instruction and customizing content to meet individual needs and learning styles. Because e-learning has the potential to significantly improve workforce development, the American Society for Training and Development (ASTD) and the National Governors' Association (NGA) convened leaders from business, government, and education to examine how e-learning can equip workers with the skills needed to succeed. The culmination of this effort is outlined in A Vision of E-Learning for America's Workforce. The report makes the social and economic case for creating a sustainable e-learning environment for America's workforce and identifies priority areas for action for the public and private sectors to implement jointly.

American Society for Training and Development (ASTD) 2001 International Conference and Exposition

American Society for Training and Development (ASTD) 2001 International Conference and Exposition

Enhancing instructor evaluation

Enhancing instructor evaluation

American Society for Training and Development (ASTD) publishes fourth annual workplace trends report and State of the Industry Report

American Society for Training and Development (ASTD) publishes fourth annual workplace trends report and State of the Industry Report