Summary
Training and development involve improving the effectiveness of organizations and the individuals and teams within them. Training may be viewed as related to immediate changes in organizational effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals. While training and development technically have differing definitions, the two are oftentimes used interchangeably and/or together. Training and development have historically been topics within adult education and applied psychology but have within the last two decades become closely associated with human resources management, talent management, human resources development, instructional design, human factors, and knowledge management. Aspects of training and development have been linked to ancient civilizations around the globe. Early training-related articles appeared in journals marketed to enslavers in the antebellum south and training approaches and philosophies were discussed extensively by Booker T. Washington. Early academic was publishing related to training included a 1918 article in the Journal of Applied Psychology. This article explored an undergraduate curriculum designed for applied psychologists. Training was also discussed in first handbook on adult education in 1934. World War II influenced the focus of applied psychology research to be on effectiveness of training programs, particularly in military contexts. By the 1960s and 70s, the field began developing theories and conducting theory-based research because up until that point, the field had been rooted in trial-and-error intervention research. This era also brought along the development of new training methods such as the use of computers, television, case studies, and role playing. The scope of training and development also expanded to include cross-cultural training, focus on the development of the individual employee, and the use of new organization development literature to frame training programs.
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