CHAPTER 13

THE FUTURE OF TRAINING AND DEVELOPMENT

This is a chapter full of valuable information on where the training and development arena
is headed. It is critical that the training and development students have an understanding
of these trends, for they will have a great effect on the major issues in training and
development. Among the future trends discussed are the continued influence of new
technologies; the emphasis on intellectual capital; virtual training organizations; greater
integration with other functions and with external partners; training as an agent of change;
and benchmarking and process reengineering. Finally, steps to implementing new training
practices are described. A thorough discussion of the implications of these trends is
provided. The chapter ends with Key Terms, Questions for Discussion, and Application
Assignments.
Objectives
After reading and discussing this chapter, students should be able to
1. Identify the future trends that are likely to influence the training function and training
professionals.
2. Discuss how these future trends may impact training delivery and administration as
well as the strategic role of the training department.
3. Discuss how rapid instructional design differs from traditional training design.
4. Describe the components of the change model and how they can be used to introduce
a new training method.
5. Benchmark training practices.
6. Discuss how process reengineering can be used to review and redesign training
administration practices (e.g., enrollment in training).
7. Discuss the advantages of embedded learning.
I. Introduction
See Table 13-1, p. 474 for an overview of future trends that will affacet training.
II. Increased Use of New Technologies for Training Delivery
A. The use of online learning, mobile learning (iPods), and other new technologies
will likely increase in the future because:
1. The cost of new technologies will decrease over time.
2. Companies can use technology to better prepare employees to serve customers
and generate new business.
3. Using these new technologies can decrease the costs of training geographically
dispersed employees over the long run.
4. The new technologies allow trainers to build in many of the desirable features,
such as practice, feedback, and reinforcement.

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5. The new technologies allow for the creation of smart training methods.
III.

Increased Demand for Training for Virtual Work Arrangements

A. Virtual work arrangements include virtual teams as well as telecommuting,
work that is conducted in a remote location (distant from central offices), where
the employee has limited contact with peers, but is able to communicate
electronically. There are two training challenges for virtual work arrangements.
First, companies will have to invest in training delivery methods that facilitate
digital collaboration. Digital collaboration refers to an interaction between two
or more people mediated by a computer. Second, for companies with virtual work
arrangements, having knowledge, knowing which employees possess it, and
sharing knowledge within and across functions, teams, and individuals are critical
for effectiveness.
B. The traditional training design model has been criticized for its linear approach, the
Instructional System Design model, and the time taken. Rapid instructional
design (RID) is a group of techniques that allows training to be built more quickly.
1. It modifies the training design model that consists of needs analysis, design;
development, implementation, and evaluation (see examples of RID strategies,
Table 13-2, p. 477).
2. Two important principles in RID:
a. The instructional content and process can be developed independently of
each other.
b. Resources that are devoted to design and delivery of instruction can be
reallocated as appropriate.

IV. Training Departments will Better Store and Use Intellectual Capital
A. Companies will increasingly seek to capitalize on employees knowledge, i.e.,
intellectual capital, through the use of new technologies.
B. This requires that trainers be technologically literate, in order to understand the
various uses of technologies and to be able to implement them.
C. Many companies are creating new positions, such as knowledge manager or chief
learning officer, whose job it is to identify reliable knowledge and make it
accessible to others and to create a learning environment respectively.
V. Increased Use of True Performance Support
A. Embedded learning refers to learning that occurs on the job as needed. It
involves collaboration and nonlearning technologies such as instant messaging, and
it is integrated with knowledge management.
B. Embedded learning may become increasingly prevalent in the future when it is not
possible for employees to attend classroom instruction or spend hours on online
learning.

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C. Embedded-learning products include task-specific, real-time content and

simulation that are accessible during work as well as real-time collaboration in
virtual workspaces. Recent and rapid adoption of wireless technology is
connecting employees directly to business processes.
D. The four functional areas and applications of real-time extended business are (see
Figure 13-1, p. 479):
1. Resource management.
2. Collaboration management.
3. Product management.
4. Process management.
E. Technology available for collaboration includes:
1. Virtual classroom software that facilitates distance learning.
2. Asynchronous tools such as discussion boards.
VI.

Increased Emphasis on Performance Analysis and Learning for Business

Enhancement
A. Because of an increasing focus on contributing to the companys competitive
advantage, training departments will have to ensure that they are seen as helping
the business functions. This requires a shift from training as the solution to
business problems, to a performance analysis approach. A performance analysis
approach involves identifying performance gaps of deficiencies and examining
training as one possible solution for the business units (the customers).
B. Three ways that training departments will need to be involved are:
1. Focus on interventions related to performance improvement.
2. Provide support for high-performance work systems
3. Develop systems for training administration, development, and delivery that
reduce costs and increase employees access to learning.
C. To contribute to the companys business strategy, training must better market and
provide their services, have customers participate in program design and delivery,
and be able to show that training positively affects company performance.
D. Training will need to emphasize programs related to performance improvement
and providing support for high-performance work systems.
1. High-performance work systems require employees to have strong
interpersonal skills, technical skills, and an understanding of the entire system.
2. The focus of training will continue to shift toward providing systems that
employees can use to gain information as needed rather than formal, scheduled
training programs.
E. A learning management system (LMS) is used to automate the administration of
online training programs. An LMS can help companies reduce costs and respond
more quickly to business needs.

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VI.

Increased Use of Training Partnerships and Outsourcing Training

A. Training functions will likely increase their partnerships with academic institutions
to provide basic skills, to develop customized programs, and to seek the
knowledge of experts in the training arena.
B. Relying on external suppliers to provide training is referred to as outsourcing.
C. The increased reliance on external training consultants will require that in-house
staff become more skilled at contract negotiation and analyzing the various
consultants. In-house trainers will also be used more and more to train the
trainers, i.e., make subject matter experts who will deliver training effective
facilitators of learning.
D. One type of training outsourcing is use of an application service provider. An
application service provider (ASP) is a company that rents out access to
software for a specific application.
1. ASP can track how many employees use the software contracted for, which
areas are accessed the most, and how employees perform on post-training
tests.
2. The ASP also provides technical support, including software upgrades.

VII.

Training and Development From A Change Model Perspective

A. Resistance to new training and development practices is likely because change is

never easy.
B. The process of change is based on the interaction of four components within the
organization (see Figure 13-2, p. 484):
1. Task
2. Employees
3. Formal organizational systems, structures, and processes
4. The informal organization (i.e., values, norms, communication patterns).
C. Four change-related problems need to be addressed for any new training practice:
1. Resistance to change is the unwillingness of managers and employees to
change and their anxiety regarding it.
2. Control is the ability of managers and employees to obtain and distribute
valuable resources, such as data, information, or money. Change may alter
what they control and the extent of their control.
3. Power is the ability to influence others. As employees gain more autonomy
and greater access to databases and other information through new
technologies, managers my lose some of their power.
4. Task redefinition refers to changes in the roles and job responsibilities of
managers and employees. Change may bring the expectation that managers
will become facilitators of training and coaches and that employees will
participate in the development and evaluation of training.

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VIII. Methods to Determine Whether Change is Necessary: Benchmarking and

Process Reengineering
A. Benchmarking involves finding examples of best practices, in this case effective
training, within other firms with which to compare a companys own practices, in
effort to promote quality.
1. Showing what other companies are doing effectively with training increases the
chances of successfully implementing changes in the companys training
practices.
2. An example of the benchmarking process is Xeroxs 10-step benchmarking
practice (see Table 13-4, p. 487):
a. Identify what is to be benchmarked, e.g., product, service, process, etc.
b. Identify comparable companies.
c. Determine data collection methods and collect relevant data (internal and
external).
d. Determine current performance levels.
e. Project future performance levels.
f. Communicate benchmarking results to gain acceptance.
g. Establish functional goals.
h. Develop action plans.
i. Implement plans and monitor progress.
j. Recalibrate benchmarks.
3. Internal data must be collected to compare to the best practices. Top
management must be supportive.
B. Process Reengineering refers to the complete review of processes and to redesign
the processes to improve them, making them more efficient and effective.
Reengineering is a complete review of critical processes and redesign of those
processes to make them more efficient and able to deliver high quality.
1. This is especially important in the training arena when trying to use new
technologies in the delivery of training, streamlining administrative processes,
make training more user-friendly, etc.
2. The reengineering process involves four steps (see Figure 13-3, p. 488):
a. Identify the process. A reengineering team should be brought together,
including managers and trainers who control the targeted process(es) or are
responsible for parts of the process(es), as well as employees who bring
expertise to the process, employees outside the process, and internal or
external customers who see or use the outcome of the process.
b. Understand the process. Things to consider when evaluating a process:
1.) Can tasks, such as course enrollment and pretesting, be combined?
2.) Can employees be given more autonomy? Can decision-making and
control be built into the process?
3.) Is each of the steps of the process necessary or can it be streamlined?
4.) Are there redundant data or unnecessary checks and controls built into
the process?
5.) How many special cases and exceptions have to be made?

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6.) Are the steps of the process arranged in logical and natural order?
7.) What are the desired outcomes and what is the value of the process?
8.) A number of techniques can be used to understand and assess
processes:
a.) Data-flow diagrams illustrate the flow of data across departments.
b.) Data-entity relationship diagrams show the types of data used
within a function of the company and the relationship among the
different types of data.
c.) Scenario analysis refers to simulations of real-world issues being
presented to data end-users, who are asked to indicate how new
technologies could be used in the scenario and what data need to be
maintained to deal with such situations.
c. Redesign the process. The reengineering team develops models, tests
them, chooses a prototype, and looks at how to integrate this into the
company.
d. Implement the process. The company pilots the process, by testing it in a
limited and controlled setting, before taking it company-wide.
IX.

Key Issues in Implementing Change

A. Change management refers to the process of ensuring that new training practices
are accepted and used by members of the company. There are four steps to
managing change:
1. Overcoming resistance to change can be achieved by involving the people who
will be affected by the change in the planning process and rewarding them for
buying into it. Further, the change needs to be divided into steps that are
understandable and manageable for employees. Employees need to understand
how new training practices will have positive outcomes for them.
2. Managing the transition. Tactics include communicating a clear picture of
what the future will bring and creating providing company initiatives for
helping with the transition, e.g., a contact person or help line. The transitional
period may involve allowing old practices and new practices to exist
simultaneously, so that the benefits of the new practices are more apparent and
any bugs can be worked out.
3. Shaping political dynamics. Managers need to gain the support of key power
groups including formal and informal leaders, thereby creating the necessary
climate for the transition.
4. Using training to understand new tasks, since many new practices involve
changes in employees and managers roles in addition to changes in a process
or service. Managers and employees must be trained to deal with the new
systems.

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B. Change Interventions include include survey feedback, process consultation, and

group interventions.
1. Survey feedback refers to the process of collecting information about
employees attitudes and perceptions using a survey, summarizing the results,
and providing employees with feedback to stimulate discussion, identify
problems, and plan actions to solve problems.
2. In process consultation, a consultant works with managers or other employees
to help them understand and take action to improve specific events that occur
at work.
3. Large group interventions involve employees from different parts of the
organization. Intergroup activities attempt to improve relationships among
different teams, departments, or groups.
CHAPTER 13 SUMMARY
This chapter is an extremely important section of the textbook because it gives students a
look into the future. Many of the trends described are actually coming to fruition. The
influence of new technologies was addressed; and, the term intellectual capital was also
described and virtual training organizations revisited. Much of the chapter was devoted to
the concept of change, the training function as a catalyst for change, and change related
problems that may come up. The student will benefit from an understanding of
benchmarking and process reengineering, which this chapter provided. As the final
chapter in the textbook, Chapter 13 provides the student with a cutting edge perspective
on the future of the training and development function.
Discussion Questions
1. Discuss how new technologies are likely to impact training in the future.
Answer:
In the future, the use of technology will increase, and the demand for virtual work
assignments will rise. There will be greater emphasis on capture and storage and the
use of intellectual capital will rise. Companies will rely on learning management
systems, integration wit business processes, and real-time learning. Training will be
more focused on business needs and performance, and training departments will
develop partnerships and outsource. Training and development will be viewed from
more of a change model perspective. (Table 13-1, p. 474)

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2. What new skills will trainers need to be successful in the future?

Answer:
In the future, trainers will need to be increasingly proficient in the use of new
technologies, as training incorporates new tools such as digital collaboration, learning
management systems. Trainers may also need to be savvy in contract negotiation, as
more training will be outsourced to other companies. Trainers may find that they are
called upon more to support the managers and employees who are actually conducting
the training. (p. 480-481)
3. What is rapid instructional design? How does it differ from the traditional training
design model discussed in Chapter 1? (see Figure 1-1.)
Answer:
The traditional training design model has been criticized for several reasons. First, it is
a linear approach driven by subject-matter experts. Second, the
Instructional System Design model uses a rational, step-by-step approach that assumes
that the training content is stable. Third, given the accelerated demand for training to
be delivered just in time, traditional training takes too long. Rapid instructional design
(RID) is a group of techniques that allows training to be built more quickly. RID
modifies the training design model that consists of needs analysis, design,
development, implementation, and evaluation. (p. 476-477)
4. How does the use of a learning management system better link training to business
strategy and goals?
Answer:
Learning management systems can track training completion, and tie the expense of
training to business dollars for the company. An LMS can also better track the
competencies of a companys work force and determine the right employees to fit a
business need. (p. 481)
5. What is benchmarking? Explain the process you would use to benchmark a companys
safety training programs.
Answer:
Benchmarking is the practice of finding examples of excellence in products, services,
or systems. By examining the safety records, the best safety programs could be
determined, then analyzed to determine how to implement a similar program in other
companies. This would be done by identification of what is being benchmarked,
identifying the companies to be examined, collecting data, determining current and
future performance levels, communicating results, establishing functional goals,
developing action plans and implementing those plans. (p. 486-487)

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6. What is process reengineering? Why is it relevant to training?

Answer:
Reengineering is a complete review of critical processes and redesign of those
processes to make them more efficient and deliver higher quality. Training, like any
other process must be evaluated and improved in order to be as effective as possible.
(p. 487-488)
7. Discuss the steps necessary to introduce a new training practice from a change model
perspective.
Answer:
Before a new training practice can be introduced, resistance to change must be
overcome, by getting employees to understand the new process. The transition is then
managed by communicating a clear picture of the future, and by creating
organizational arrangements for the transition. Managers need to shape the political
dynamics by gaining support from key power groups, such as other top managers.
Finally training is used to explain new tasks. Employees are made aware of their roles
after the change. (p. 489-491)
8. What misconceptions do managers have about training? How could you change those
misconceptions?
Answer:
Managers may believe that training is not valuable, that it is an expense with no return
on investment, that anybody is capable of being a trainer, that the training department
is a good place to put poor performers, or that training is exclusively the responsibility
of the trainers. In order to combat these misconceptions, trainers need to ensure that
the training department adds value to the business, builds relationships with functional
business managers, and establishes credibility in the company. This can be don by
helping functional managers with training-related problems, evaluating training
effectiveness, and by providing excellent service. (Table 13-5, p. 490-491)
9. Explain what you believe are the advantages and disadvantages of creating a training
consortium or partnership with other companies.
Answer:
Creating a partnership allows for a better prepared workforce, as there is more training
in skills that companies feel are important. This does, however, require the company
to surrender a certain amount of autonomy in training, as there is less company control
of the training than there would be in a completely internal training program. (p. 482483)

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10. What is organization development? Describe the interventions used to create change.
Answer:
Organization development is a planned, systematic change process that uses behavioral
science knowledge and techniques to improve companies effectiveness by improving
relationships and increasing learning and problem-solving capabilities. There are
several interventions used to bring about change: survey feedback, where employee
surveys are used to identify issues, process consultation, where a consultant works
with managers or other employees to help them understand and improve problems,
and group interventions, where employees and possibly other stakeholders from
outside of the company identify and solve problems. (p. 489, 492-493)
11. What are the implications of virtual work arrangements for training?
Answer:
Virtual work arrangement allow for employees that are geographically dispersed to
communicate and function as a team. This allows for a more diverse group, but does
require an investment in the technologies required for digital collaboration. There also
can be a greater need for cultural understanding as well as technical proficiency with
the communications technologies on the part of the employees. (p. 475-476)

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