Adult Learning Training and Adult Learning Operational Article Review

Adult Learning

Training and Adult Learning

Operational processes and technologies are constantly evolving and more at speeds never before seen in organizations. It is more often than not these changes require the development of new skills sets from employees. Since change in the external environment are now virtually imminent then training and skill development can serve as the one of the primary methods of overcoming organizational change (Buckley & Caple, 2009). Many organizations face employee resistance during periods of organizational change and uncertainty however the new roles and organizational goals can be addressed through training and development.

Because of the importance of training in the modern economy, training effectiveness becomes a critical success factor to the organizations mission. It is possible to evaluate different training programs because there is an intended outcome for the knowledge transfer. Therefore, the desired outcome of the training program can be compared against the actual outcome that the organizational members exhibit. One model that was developed serves as an overview of the categories of various components that are evident is the Holton's Factors Model (Min, 2010). This model breaks down the actual training program into three factors with learning being the intended outcome; the individual's motivation to acquire the skills, the climate in which the skills are transferred, as well as the design of the training program are all important factors to the intended outcome.

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