Page 12 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 1: Introduction to Training and Development

2. Globalization: How will training and development balance the boundaries of time, space, Notes
geography and culture while maintaining its focus on developing work place expertise?
3. Locus of Control: How will training strike a balance between ever demanding organizations
and individuals?
4. Marketability of Knowledge: What is the role and responsibility of training in developing,
sharing, transferring and protecting organizational knowledge?
5. Next Age: How can training assure that it is flexible enough as a discipline to respond
effectively to the demands of a variety of ages and the priorities they will bring?
6. Technological Explosion: How will the roles of training and development shift in the
context of a highly automated technologically demanding work place?
There are significant changes taking place in the field of training and development. Technology
is now becoming a core driver of learning systems and development of employees. Businesses
become both global and virtual in many of their operation. Classroom-based training is declining
as technology and other approaches to delivery of learning are become more prevalent (i.e.
mentoring, on the job training, action learning, problem-based learning and job rotation).
Globalization and technological revolutions have changed the landscape of business and to
address these turbulences require developing employee skills, effective utilization of technology,
developing new organizational structure, and building cultures that foster learning and
innovation (Michael Hitt, 1998). The important challenges to training are, changing workforce
demographics, competing in a global economy, eliminating the skills gap, meeting the need for
lifelong individual learning and facilitating organizational learning.

Notes The following challenges have been identified to the field of training. They are:
1. Responding to multiple stakeholders: employees, shareholders, customers, and
society;
2. Measuring HRD’s impact and Utility: Evolve ways to measure the impact of utility
of HRD;
3. Orienting towards the future: Instead of being obsessed with past and the present,
visualize the future too. The capacity of training and development profession to be
consistently ahead of the game will elevate the status of training as a key investment
in the knowledge economy;

4. Focusing on problems and outcomes: Training should be capable of understanding
real problems and delivering solutions; and
5. Status as a Profession: Training is yet to attain this status by evolving ethical
guidelines.
In the year 2001, under the joint sponsorship of American Society for Training and Development
and Academy of Human Resource Development, U.S.A., a future search conference was held in
Orlando, Florida with 64 invitees from America, Europe, Africa, Australia and Asia. They included
academicians, scholars, and line managers to HR managers. The conference of three days of
deliberation culminated in a consensus around twelve statements of common ground, which
were selected as guidelines for the immediate future of training and development profession
they are (Jennifer & Teresa, 2003):
1. Creating synergy between research and practice.

2. Leveraging available technology without losing the human touch and social component
of learning.

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