Skip to main content

Abstract

Learning and development as a field has evolved and grown in its importance, particularly because of its impact on job performance and organizational outcomes. Learning and development practitioners have the responsibility of developing strategies for the organization to prosper through learning, and are essential to overall employee development. Learning and development practitioners are critical to the organization’s talent pipeline. Therefore, it is important to professionalize training. This chapter will build upon the previous chapter’s discussion about trainer qualifications. The evolution of the training profession will be briefly reviewed. Educational accomplishments, work experiences, and competencies needed to become an effective learning and development professional will be further explored. Finally, this chapter will address the importance of maintaining high professional standards, including disclosure of conflicts of interest and non-discriminatory behavior in conducting trainings.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 44.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 59.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 59.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References and Additional Resources

  • Bassi, L., & McMurrer, D. (2007). Maximizing your return on people. Harvard Business Review,85(3), 115–123.

    Google Scholar 

  • Caldwell, C., Bischoff, S. J., & Karri, R. (2002). The four umpires: A paradigm for ethical leadership. Journal of Business Ethics, 36(1/2), 153–163. https://doi.org/10.1023/A:1014230002724.

    Article  Google Scholar 

  • CSTD (Canadian Society for Training and Development). (2012). Competencies for Training and Development Professionals. Canada: CSTD Press.

    Google Scholar 

  • Elkeles, T., Phillips, J. J., & Phillips, P. P. (2017). The chief talent officer: The evolving role of the chief learning officer. New York, NY: Routledge.

    Google Scholar 

  • Farrant, P., Cohen, S. N., & Burge, S. M. (2008). Attributes of an effective instructor: Implications of the views of U.K. dermatology trainees: Attributes of an effective instructor. British Journal of Dermatology, 158(3), 544–549. https://doi.org/10.1111/j.1365-2133.2007.08394.x.

    Article  Google Scholar 

  • Galbraith, P. L. (1998). System dynamics and university management. System Dynamics Review, 14(1), 69–84. https://doi.org/10.1002/(SICI)1099-1727(199821)14:1<69::AID-SDR139>3.0.CO;2-T.

    Article  Google Scholar 

  • Gauld, D. (2014). The competencies of effective trainers and teachers. In K. Kraiger, J. Passmore, N. R. Dos Santos, & S. Malvezzi (Eds.), The Wiley Blackwell handbook of the psychology of training, development, and performance improvement (pp. 117–135). Chichester, UK: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118736982.ch7.

  • Gordon, W., & Sork, T. J. (2001). Ethical issues and codes of ethics: Views of adult education practitioners in Canada and the United States. Adult Education Quarterly,51(3), 202–219. https://doi.org/10.1177/07417130122087241.

    Article  Google Scholar 

  • Gould, D. (2014). The competences of effective instructors and teachers. In K. Kraiger, J. Passmore, N. R. Dos Santos, & S. Malvezzi (Eds.), The Wiley Blackwell handbook of the psychology of training, development, and performance improvement. Chichester: Wiley.

    Google Scholar 

  • Grabowski, S. (1976). Training teachers of adults: Models and innovative programs.Syracuse, NY: National Association for Public Continuing and Adult Education.

    Google Scholar 

  • International Society of Performance Improvement (ISPI). (2018). CPT Certification. Silver Spring, MD: ISPI. Retrieved August 23, 2018 from www.ispi.org/ISPI/Get_Certified/CPT_Certification/ISPI/Credentials/CPT_Certification/CPT_Certification.aspx?hkey=6e82efde-8956-4b8d-aad2-64c5aa02c367.

  • Jacobs, R. L. (1987). Human performance technology: A systems-based field for the training and development profession. Information Series No. 326. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education; National Center for Research in Vocational Education, Ohio State University.

    Google Scholar 

  • Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Books.

    Google Scholar 

  • Knowles, M. (1990). The adult learner. A neglected species. Houston, TX: Gulf.

    Google Scholar 

  • Knox, A. B. (Ed.) (1979). Enhancing proficiencies of continuing educators.New Directions for Continuing Education, No 1. San Francisco: Jossey-Bass.

    Google Scholar 

  • Knox, A. B. (1986). Helping adults learn. San Francisco: Jossey-Bass.

    Google Scholar 

  • Leach, J. A. (1996). Distinguishing characteristics among exemplary trainers in business and industry. Journal of Vocational and Technical Education, 12(2), 5–18.

    Google Scholar 

  • Lindeman, E. C. (1926). The meaning of adult education.New York: New Republic.

    Google Scholar 

  • Marquardt, M. J. (2014, November). Successful global training. td at Work: Tips, Tools & Intelligence for Developing Talent, 31(1426). Association for Talent Development (ATD).

    Google Scholar 

  • McLagan, P. A. (1983). Models for excellence: The conclusions and recommendations of the ASTD training and development competency study. American Society for Training and Development.

    Google Scholar 

  • Nadler, L. (1962). A study of the needs of selected training directors in Pennsylvania which might be met by professional education institutions (Doctoral dissertation, Teachers College, Columbia University).

    Google Scholar 

  • National Center for O*Net Development. (2018). O*NET OnLine Help: Find Occupations. O*NET OnLine. Retrieved August 07, 2018, from www.onetonline.org/find/quick?s=training.

  • Olson, S. J. (1994). Competencies of two-year college technical instructors and technical trainers: Similarities and differences.Journal of Industrial Teacher Education, 32(1), 65–85.

    Google Scholar 

  • Pinto, P. R., & Walker, J. W. (1978). A study of professional training and development roles and competencies.Madison, WI: ASTD.

    Google Scholar 

  • Rothwell, W. J. (2002). The workplace learner: How to align training initiatives with individual learning competencies. Amacom Books.

    Google Scholar 

  • Rothwell, W. J., Arneson, J., & Naughton, J. (2013). ASTD competency study: The training & development profession redefined. American Society for Training and Development.

    Google Scholar 

  • Stolovitch, H. D., & Keeps, E. J. (1999). Handbook of human performance technology. Improving individual and organizational performance worldwide. San Francisco: Jossey-Bass.

    Google Scholar 

  • Sundstrom, E. D., Lounsbury, J. W., Gibson, L. W., & Huang, J. L. (2016). Personality traits and career satisfaction in training and development occupations: Toward a distinctive T&D personality profile. Human Resource Development Quarterly,27(1), 13–40. https://doi.org/10.1002/hrdq.21223.

    Article  Google Scholar 

  • Thiagarajan, R., & Thiagarajan, S. (1999). Experiential learning/jolting learners.Training 1999 Conference, Chicago, February.

    Google Scholar 

  • Thompson, K. D. (2001). Adult educator effectiveness with the training context: A study of trainee perception of effective trainer characteristics.Ph.D. Thesis. University of Wyoming.

    Google Scholar 

  • U.S. Department of Labor, Bureau of Labor Statistics. (2018a). Occupational outlook handbook-Instructional coordinators. Washington, DC: Government Printing Office. Retrieved August 07, 2018 from www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm.

  • U.S. Department of Labor, Bureau of Labor Statistics. (2018b). Occupational outlook handbook-Training and development managers.Washington, DC: Government Printing Office. Retrieved August 07, 2018 from www.bls.gov/ooh/management/training-and-development-managers.htm.

  • U.S. Department of Labor, Bureau of Labor Statistics. (2018c). Occupational outlook handbook-Training and development specialists.  Washington, DC: Government Printing Office. Retrieved August 07, 2018 from www.bls.gov/ooh/business-and-financial/training-and-development-specialists.htm.

  • Wlodkowski, R. (1993). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to William J. Rothwell .

Appendices

Manager Tips

  1. A.

    Take responsibility for your work and actions, do what needs to be done, and don’t leave it for others.

  2. B.

    Work to develop the skills and competencies of your professional learning and development personnel.

  3. C.

    Encourage professional credentialing, certification, and competency evidencing in the talent development arena.

  4. D.

    Never share confidential, privileged, employee or client information unnecessarily.

  5. E.

    Do not tolerate or justify dishonest conduct by others. Report any conflicts of interest immediately.

  6. F.

    Seek help from legal counsel and advice on the handling of potential conflicts of interest, if needed.

  7. G.

    Ethical conduct is doing the “right” thing at all times, regardless of where you are and who you are with. Always report suspicious conduct or violations of company policies or illegal actions.

Supplement

Supplement Tool 9A : Professional Development Activities for L&D Personnel

Directions: Use this worksheet to track professional development activities of the learning and development staff. List all training and continuing education-related events.

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Rothwell, W.J., Williams, S.L., Zaballero, A.G. (2020). Conduct Learning Events Professionally. In: Increasing Learning & Development’s Impact through Accreditation. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-14004-5_9

Download citation

Publish with us

Policies and ethics