Annotated Bibliography

Ellen S. Scrivner. “A Problem-Based Learning Manual for Training and Evaluating Police Trainees” COPS. (2007). Pp.18-24.

Training and development forms the vital element of an organization. Every organization conducts effective training programs in order to fulfil the learning needs of its employees and keep itself updated for coping up with the increasing modernization and developments occurring in the global markets. For this purpose, they conduct extensive surveys, analyze the organizational needs and implement adequate and sufficient training programs to cope up with the existing and upcoming competitions. The Chartered Institute of Personnel and Development has debated on the term 'Training and Development' for a long time during the revisiting of the professional standards in 1999/2000, as observed by Harrison. Then, the expression, "Human Resource Development" was disapproved by academicians, who had a strong objection to the idea of considering people as "resources", this was a thought that they felt that the term apparently seemed to be humiliating to the individual. Finally, “Learning and Development” was the term which the CIPD decided upon ", though, that was not without problems and hype too, with the term "learning" being an ambiguous name.

Andrews, M. “Student and trainer perceptions of mentoring effectiveness”, Nurse Education Today, 20(7), (2009). Pp.55-56.

The first step in assessing training needs is the organizational diagnosis - an analysis of the training needs of an organization as a whole. The research states that the organizational analysis begins with the I/O practitioner gathering objective and subjective data about the organization. Objective data includes such written information as organization charts, annual reports, and written policies and procedures. Subjective data include impressions typically formed about organizations from meetings or interviews with management, and a tour of the facility. The facility tour provides a rich array of information regarding work atmosphere, and worker attitudes toward each other, management, and the practitioner; it also provides information about the physical work environment and equipment. The I/O practitioner must have a model/theory of organizations to guide the collection and interpretation of such data. The next step in organizational diagnosis is collecting specific information about the organization. For example, if the I/O practitioner is assessing training needs, a determination must be made of why the needs exist. A training need reflected in a discrepancy between performance results needed and results actually obtained. Such discrepancies or gaps can exist due to actual performance problems or to changes in the organization that cause changes in job requirements.

Mark A. “Exploring Training Processes” Heathlinks world wide. (2005). Pp.211-213.

During the 19th Centaury training seemed to be a straightforward and simple process as suggested by Townsend and Gebhardt (2007). Instructors would present material and the learners would be expecting to learn it. If the learners did not learn, they would be punishing. However, in the 20th century the design of learning and training process started to incorporate scientific principles and model of learning. However, McGehee and Thayer (1962) laid the groundwork for core framework of needs assessment. However, defines training as “the systematic acquisition and development of ...