The problem and the solution. Criticisms of structured training include its perceived lack of flexibility and creativity. Although disciplined adherence to a linear process may not appear to be problematic in the analysis, design, development, and evaluation phases of instructional design processes, it would be lethal in the implementation phase. Flexibility and creativity are essential when facing learners in real time. Because not every contingency can be identified ahead of time and learners can be fickle, during the implementation phase trainers must clearly understand what is to be achieved and have an adequate repertoire of methods and techniques with which to achieve it. This article surveys developments in the implementation of training focusing on the interaction between instructor and learner. This focus helps reframe the view of implementing training to include the need for increased flexibility and effectiveness through formal and informal learning within organizations.
Brethower, D., & Smalley, K. (1998). Performance-based instruction: Linking training to business results. San Francisco: Jossey-Bass/Pfeiffer.
2.
Cialdini, R. B. (2001). Influence: Science and practice (4th ed.). Boston: Allyn & Bacon.
3.
Conti, G. J., & Kolody, R. C. (2004). Guidelines for selecting methods and techniques. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (3rd ed., pp. 181-191). Malabar, FL: Krieger.
4.
Davis, J. R., & Davis, A. B. (1998). Effective training strategies: A comprehensive guide to maximizing learning in organizations. San Francisco: Berrett-Koehler.
5.
DiBella, A. J., & Nevis, E. C. (1998). How organizations learn: An integrated strategy for building learning capability. San Francisco: Jossey-Bass.
6.
Dolezalek, H. (2005). 2005 industry report. Training, 4(12), 14-25.
7.
Dooley, C. R. (1945). The training within industry report 1940-1945. Washington, DC: U.S. War Manpower Commission Bureau of Training, Training Within Industry Service.
8.
Farrah, S. J. (2004). Lecture. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (3rd ed., pp. 227-252). Malabar, FL: Krieger.
9.
Galbraith, M. W. (1991). The adult learning transactional process. In M. W. Galbraith (Ed.), Facilitating adult learning: A transactional process (pp. 1-32). Malabar, FL: Krieger.
10.
Garvin, D. A. (2000). Learning in action: A guide to putting the learning organization to work. Boston: Harvard Business School Press.
11.
Goldstein, I. L., & Ford, J. K. (2002). Training in organizations (4th ed.). Belmont, CA: Wadsworth.
12.
Gove, P. B. (Ed.). (1993). Webster’s third new international dictionary unabridged. Springfield, MA: Merriam-Webster.
13.
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2005). The adult learner (6th ed.). Woburn, MA: Butterworth-Heinemann.
14.
Laird, D., Naquin, S. S., & Holton, E. F., III. (2003). Approaches to training and development (3rd ed.). Cambridge, MA: Perseus.
15.
Lemak, D. J., Shin, S. J., Reed, R., & Montgomery, J. C. (2005). Technology, transactional distance, and instructor effectiveness: An empirical investigation. Academy of Management Learning and Education, 4(2), 150-159.
16.
Marquardt, M. J. (2004). Optimizing the power of action learning: Solving problems and building leaders in real time. Palo Alto, CA: Davis-Black.
17.
Marsick, V. J., & Volpe, M. (1999). The nature of and need for informal learning. Advances in Developing Human Resources: Informal Learning on the Job [Special Issue], 3, 1-9.
18.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2nd ed.). San Francisco: Jossey-Bass.
19.
Piskurich, G. M. (1993). Self-directed learning: A practical guide to design, development, and implementation. San Francisco: Jossey-Bass.
20.
Raelin, J. A. (2000). Work-based learning: The new frontier of management development. Upper Saddle, NJ: Prentice Hall.
21.
Rees, F. (1998). The facilitator excellence handbook: Helping people work creatively and productively together. San Francisco: Jossey-Bass.
22.
Rothwell, W. J. (1999). The action learning guidebook: A real-time strategy for problem solving, training design, and employee development. San Francisco: Jossey-Bass/Pfeiffer.
23.
Senge, P. M. (1991). The fifth discipline: The art and practice of the learning organization. New York: Doubleday Currency.
24.
Sisson, G. R. (2001). Hands-on training: A simple and effective method for on-the-job training. San Francisco: Berrett-Koehler.
25.
Swanson, R. A., & Falkman, S. K. (1997). A survey of beginning trainer delivery problems and expert solutions: An analysis of novice and expert trainers. Human Resource Development Quarterly, 8(4), 305-314.
26.
Korte, R. F. (2006). Training implementation: Variations affecting delivery. Advances in Developing Human Resources, 8(4), 514-527.
