Training And Development Literature Review

Review of Literature:

1.learn' (Marquardt, 1996)

Organizations that fail to adapt to these environmental pressures in a quick, flexible and comprehensive
fashion will cease to exist. Today more than ever before, survival of the fittest means survival of the
'fittest to learn' (Marquardt, 1996). The popular term used to describe this regenerative organizational
species is the 'learning organization'.

2.'hot topic' (Peters, 1992; Tobin, 1998)

both in the scholarly and practitioner press (Easterby-Smith et al., 1998) - and, why wouldn't it be? In a
world characterized by continuous discontinuity, ambiguity and paradox (Pascale, 1990; Laszlo, 1994;
West, 1994), the ability of an organization to learn and change is of considerable theoretical significance
and practical importance (Edmondson and Moingeon, 1998). There is broad consensus that the hallmark
of an effective organization lies in its capacity to learn (Adler and Cole, 1993). Moreover, it is generally
accepted that any Organization that does not promote.
3.According to Casse and Banahan (2007),

According to Casse and Banahan (2007), the different approaches to training and development need to be
explored. It has come to their attention by their own preferred model and through experience with large
Organisations. The current traditional training continuously facing the challenges in the selection of the
employees, in maintaining the uncertainty related to the purpose and in introducing new tactics for the
environment of work and by recognizing this, they advising on all the problems, which reiterates the
requirement for flexible approach.

4.Miller and Desmarais (2007)

Usually the managers have the choice to select the best training and development programme for their
staff but they always have to bear in mind that to increase their chances of achieve the target they must
follow the five points highlighted by Miller and Desmarais (2007).

5.Davenport (2006) (Meister, 2001)

According to Davenport (2006), mentioned in his recent studies that it’s easy to implement strategy with
the internet supported software. Some of the Training theories can be effective immediately on the future
of the skill and developments. The “content” and the “access” are the actual factors for the process. It is a
representation itself by the Access on main aspect what is effective to the adopted practice in training
development. As per the recent theories to access the knowledge is changing from substantial in the
traditional to deliver the knowledge for the virtual forms to use the new meaning of information with
electronic learning use.
6.(Andersson, 2008, Luo, 2002)

There is a survey confirmation for using classroom to deliver the training would drop dramatically,
(Meister, 2001).
A manager is that what the other members of the organization wants them to be because it is a very
popular trend of development training for the managers in the training for the management (Andersson,
2008, Luo, 2002). Most of the managers seems to reject a managerial personality in support of the other
truth for themselves (Costas and Fleming, 2009).

Sources:

http://www.oppapers.com/subjects/training-and-development-on-review-of-literature-page1.html

7.Dr. B. Janakiraman Dreamtech Press, 2007,

Training & Development: Indian Text Edition,

The present book is an effort to blend training and organizational strategic planning to present
training management as a tool for enhanced productivity.

Sources:

http://www.oppapers.com/subjects/training-and-development-on-review-of-literature-page1.html

Literature Review

8.(Smith, 2005)
Previous research on employees in the child welfare industry has found that there is a high
turnover rate of frontline staff (as high as 85% in some cases) and the child welfare industry has
a difficult time recruiting, training and maintaining staff members. (Smith, 2005) In 2006, The
National Council on Crime and Delinquency found that many employees leave because of
the high caseload, the lack of advancement opportunities and the lack of strong relationships
with their supervisors. (Annie E. Casey Foundation, 2003) While some may assume that in a
work environment with few extrinsic rewards, staff retention is linked to the intrinsic value of
the work; researchers have found that dissatisfaction with pay can be a barrier to job retention.
(Smith, 2005) Additionally, many employees reported enjoying their jobs, but considered
leaving their jobs at some point, and considerations of leaving are accurate predictors of
actually leaving one's job. (Smith, 2005)
9.(Curry et al, 2005) However, Herzberg (1987)
Though researchers hypothesized that intrinsic motivation would be positively associated with
job retention, they found that extrinsic rewards, such as facilitation of work-life balance rather
than intrinsic value were in fact associated with job retention. Interviews with the child welfare
workers revealed that supervisor support, or at least perceived supervisor support, was
particularly important to job retention. (Curry et al, 2005) However, Herzberg (1987) warns
against too much reliance on external incentives. While some basic level of extrinsic rewards
may be necessary, Herzberg argues that job enrichment (providing opportunities for
employees’ psychological growth) is important for employee motivation and is a continuous
process that must be considered regularly.

10.Lee and Mitchell (1994) proposed “job embeddedness” :

As a reason for employee retention. Job embeddedness refers to an employee’s attachments to people and
groups in the job and the community, fit with the job and the community, and the degree to which one
would have to give up or sacrifice things by leaving the job. (Harvey and Stalker, 2003) Harvey and
Stalker stressed the need for realistic job previews, mentors during orientation phase, encouragement of
work-life balance, and utilization of exit interviews as key factors contributing to improved job retention.

11.Highly qualified teachers’ (Bush, 2002):

There is no consistent system for tracking the number of human service work employees and
subsequently, the issues affecting frontline workers are not analyzed from a data and
management perspective. Recommendations for reducing the high turnover rate of child
welfare employees include creating more job advancement opportunities, connections to
rewards, and better evaluation tools for frontline workers.
Professional Development is a critical necessity in today’s educational
environment. Teachers are facing a quickly changing environment including new
technology, new research about teaching and learning and new political
pressures to perform. Teachers are being held accountable as never before for
student achievement, particularly with No Child Left Behind legislation (2002). In
addition, the legislation requires ‘highly qualified teachers’ (Bush, 2002). We
reviewed the literature on three facets of Professional Development: elements of
effective professional development, professional development supported by
technology, and professional development particular to technology integration.
We also studied the literature on Inspiration Software, a graphic organizing
software, relating to literacy, as this was a component of our treatment.
12.Effective’ professional development:
In the review of literature on ‘effective’ professional development, itbecomes apparent that there is little
consensus on a definition of ‘effective’.(Guskey, 2003) In some cases effective means what teachers like,
(Salpeter,2003); in others it means professional development that causes achievementgains in students,
(Kent, 2004); while in yet others it connotes a change inteacher behaviors, (Wenglinsky, 2002). All three
of these definitions seem to beshades of a similar concept. If teachers enjoy their staff development
sessions,they are more likely to implement. Implementation changes teacher behavior,
and if the implementations are done according to “best practices”, student achievement is affected
positively.

13.Barnett, E., (2004)

Characteristics and Perceived Effectiveness of Staff Development Practices in Selected High Schools in
South Dakota [Electronic version]. Educational Research Quarterly, 28: 2, 3-18.

Boudah, D. (2003)
Implementing and Sustaining Strategies Instruction:
Authentic and Effective Professional Development or "Business as
Usual"? [Electronic version]. Exceptionality, 11:1, 3-23.

14.Bush, G. W. (2002)
Fact Sheet: No Child Left Behind Act. Retrieved August
2005from
http://www.whitehouse.gov/news/releases/2002/01/20020108.html.

15.Guskey, T. (2003)
Professional Development and Teacher Change [Electronic version]. Teachers & Teaching, 8: 3/4, 381-
391.

16.Guskey, T. (2003)
What Makes professional development effective? [Electronic version]. Phi Delta Kappan, 84:10, 748.
Kent, A. (2005) Improving teacher quality through professional development
[Electronic version]. Education, 124:3, 427-435.
Lee, H.(2005). Developing a professional development program model based on teachers needs.
[Electronic version]. Professional Educator, 27:1/2, 39-49.

17.Salpeter, J. (2003)
Professional Development: 21st Century Models [Electronic version]. Technology & Learning, 84:10,
748.
18.Sparks, D. and Hirsh, S. (2000)
Strengthing professional development
[Electronic version]. Education Week, 19:37, 42.
19.Wenglinsky, H. (2002)
How schools matter: the link between teacher classroom
practices and student academic performance [Electronic version]
Education Policy Analysis Archives, 10:12, Retrieved October 4, 2005
from htt p://epaa.asu.edu/epaa/v10n12