In our first column, we cover some of the basics of L&D, level setting across TIP readership to create a common understanding what we mean by training. Our goal is to move the conception of training beyond a stand-alone, face-to-face, instructor-led course to a broader definition that includes the application of new and emerging technologies and the propensity for the modern learner to consume knowledge in increasingly more informal ways. Read more here: http://www.siop.org/tip/july16/learn.aspx
One size does not fit all when it comes to operational models of training, and there’s no hard and fast rules about where training personnel “should” be found within a company’s organizational chart. In our second column, we review the common training structure models found in most contemporary organizations and explain about how the practice of I-O can forge effective intersections within these models. Read more: http://www.siop.org/tip/oct16/ll.aspx
Our third column describes the wide variety of job roles that commonly fall underneath the category of L&D and the kinds of educational backgrounds that individuals in such roles tend to possess in order to shed light on how we as a field can engage with L&D professionals most effectively . Read more here: http://www.siop.org/tip/jan17/ll.aspx
The landscape of learning is changing and these changes are primarily driven by innovations in technology and the expectations with which workers approach learning. In this two-part column, our first installment highlights some of these trends as reported in the popular press and provides information about relevant research and the role that I-Os can take in understanding their impact on learner and business outcomes. Read more: http://www.siop.org/tip/april17/ll.aspx
Training is core to the I-O capability set but receives less focus than other areas. A follow up to our previous column, this column approaches learning trends from the flip side, investigating the trends in I-O concerning training and advocates for efforts to shrink the current gap between I-O and L&D. Read more: http://www.siop.org/tip/july17/learn.aspx
From the 70-20-10 model and the 10,000 hours rule to Ebbinghaus’s forgetting curve, misconceptions in L&D abound. In this column, we focus on several “myths” about learning that persist in L&D spheres, despite research to their contrary. Read more: http://my.siop.org/tip/jan18/editor/ArticleID/245/ArtMID/13745