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This book, which is written from the perspective of a practicing human resources manager, presents 17 case studies illustrating how technology is driving a new training paradigm. The case studies support 21 propositions regarding training in the e- learning (electronic learning) revolution, including the following:(1) the Internet changes everything, including training; (2) the drivers of Internet activity are business and commercial, and they will shape and foreshadow developments in training; (3) training will move from events to interventions; (4) the distinction between learning and training is of value and should be maintained; (5) the distinctions among knowledge management, performance management, and training will blur; (6) a new paradigm based on learner-centered interventions and drawing on business, learning, and traditional training models will emerge; (7) training managers should identify the appropriate wins in their organizations rather than let the availability of technology determine their agenda; (8) e-learning will be most effective for acquisition of knowledge and least effective where interpersonal interaction is needed for learning; (9) e-learning will be most effective as part of a systematic approach involving classroom and experiential learning with appropriate support; and (10) social integration is emerging as a key political issue. Sixteen tables/figures and 32 focus points are included along with 89 chapter endnotes. (MN)

This handbook introduces a new training model that reflects the complexity of organizational life, changes in the human resources (HR) function, and the need to involve line management. Part I outlines the new context in which training must be delivered. It discusses the changing organizational requirements for training and the changing position of the training function within HR, reviews some models of the training function, and considers how an improved model could be developed. In part II, attention shifts to more practical issues--what the training manager should be doing to promote training in the organization. Needs identification is considered at both the macro and micro levels. At the higher level, the requirement to develop training within the context of the business plan and the need to capture HR benefits beyond narrow skills enhancement are discussed. Instruments that increase the effectiveness of needs identification, performance appraisal, and evaluation are introduced. Part III discusses the role of the training function and the place of the trainer. It is recommended that the main goal of the training function should be expressed as the management of the organization's training culture. The final section of the book considers skills required to achieve this objective. Appendixes present key features of the United Kingdom training environment--national trends, government policy, and competency-based qualifications. An index is provided. (YLB)