Three Methods a Trainer May Follow

     To facilitate roles such as coaching, collective learning, and mentoring, professionals in the training and development field have a plethora of methods they can utilize. We will discuss 3 of the 13 identified methods: Internship, Team-training, and Mentoring and apprenticeship. Ostrowski-Martin, Kolomitro, & Lam (2013) defined a training method as a set of systematic procedures, activities, or techniques. Coaching is typically delivered by managers and leadership. Coaching, unlocking one’s potential, can closely relate to the internship method which are trainings where the trainee is permitted to work in a position in which they are training for (Ostrowski-Martin, Kolomitro, & Lam, 2013). During an internship, training and development professionals can facilitate during the internship. Collective learning, the shared understanding amongst others, (Crossan et.al., 1999), can closely relate to the team-training method, the method of mutual knowledge within a team (Wheelan, 2005). A training and development professional can facilitate shared understanding amongst others to gain mutual knowledge hence collective learning within a team-training format. Mentoring which entails providing emotional support and feedback, Helms, Arfken, & Bellar, (2016) closely relates to the Mentoring and apprenticeship method which involves one-on-one partnership between a novice employee and a senior employee (Ostrowski-Martin, Kolomitro, & Lam, 2013). 

Crossan, M., Lane, H., & White, R. (1999). An organizational learning framework: From 

intuition to institution. Academy of Management Review, 24, 522-537.

Helms, M. M., Arfken, D.E., & Bellar, S. (2016). The Importance of Mentoring and 

Sponsorship in Women’s Career Development. SAM Advanced Management Journal (07497075), 81(3), 4-16.

Ostrowski-Martin B., Kolomitro K., & Lam T. (2014). Training Methods: A Review and 

Analysis. Human Resource Development Review. Vol 13, Issue 1, pp. 11 – 35

Wheelan, S. (2005). Promoting effective team performance through training. In D.E. Sims, E. 

Salas, & C.S. Burke (EDs.), The Handbook of Group Research and Practice (pp.407-426). Sage.

Three Common Themes of Training and Development Professionals

     The training and development professional can ascertain many roles across one’s career. Three themes are the roles of facilitating in three areas: enacting the coaching approach Swart & Harcup, (2012), embedding collective learning Swart & Harcup, (2012), and mentoring Helms, Arfken, & Bellar, (2016). Coaching is defined as the process of unlocking a person’s potential to maximize their own performance (Whitmore, 1996, p.8). I call it strategic empathetic unscripted questioning (S.E.U.Q.). This role differs from training in that training is to create sustainable changes in a person’s behavior and cognition so they can possess the competencies they need to perform the job (Salas et. al., 2012). Swart and Harcup (2012), state that coaching used in a variety of organizational settings does have an impact at the organizational level.

     Collective learning, the second theme, also known as group learning is a shared understanding amongst others and taking shared action (Crossan et.al., 1999). In comparison to various training methods, collective learning can also be compared to team-training which is one of the 13 identified training methods discussed by Ostrowski-Martin, Kolomitro, & Lam (2013) utilized by training and development professionals to assist in the transfer of learning. Team-training is a group of individuals that behave interactively, to either improve mutual knowledge within the team or to train the team on a specific job-related job function (Wheelan, 2005; Craig, 1996). The third theme research recognizes is also listed as one of the 13 identified training methods, which is mentoring (Ostrowski-Martin et., al.,2013). Mentors provide emotional support and feedback, share information about navigating organizational standards, strive to increase performance, and focus on the personal and professional development of the mentee (Helms, Arfken, & Bellar 2016). Training and development professionals are expected to create changes in a person’s cognitive behavior to be able to perform the job states (Salas et. al., 2012), therefore, by creating changes in a person’s thinking, the training and development professional can act as a mentor to the participants they are training. All three themes require a degree of agreeableness (one of the Big Five personality traits) (Sundstrom et. al., 2015). Multiple training and development roles involve fostering a supportive interpersonal relationship (coaching and mentoring) and the ability to train a team to collectively learn (collective learning or team-training) (Arnesen et al.,2013). How can you relate to these three themes?



Arnesen, J., Rothwell, W., & Naughton, J. (2013). ASTD competency model study: The Training

& Development Profession Redefined. Alexandria, VA. ASTD Press.

Helms, M. M., Arfken, D.E., & Bellar, S. (2016). The Importance of Mentoring and

Sponsorship in Women’s Career Development. SAM Advanced Management Journal (07497075), 81(3), 4-16.

Ostrowski-Martin B., Kolomitro K., & Lam T. (2014). Training Methods: A Review and

Analysis. Human Resource Development Review. Vol 13, Issue 1, pp. 11 – 35

Swart, J. & Harcup, J., (2012). “If I learn do we learn?’: The link between executive coaching

and organizational learning. Management Learning, Vol 44, Issue 4, pp. 337 – 354

Salas, E., Tannenbaum S., Kraiger K., & Smith-Jentsch K. (2012). The Science of Training and

Development in Organizations: What Matters in Practice. Psychological Science in the Public Interest. Vol 13, Issue 2, pp. 74 – 101

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.

Wheelan, S. (2005). Promoting effective team performance through training. In D.E. Sims, E.

Salas, & C.S. Burke (EDs.), The Handbook of Group Research and Practice (pp.407-426). Sage.

Whitmore, J. (1996). Coaching for Performance. London: Nicholas Brealey.

Working with multiple generations in the workplace: Generation Z

Generation Z is the newest generational cohort to emerge. Individuals of Generation Z were born after 2000 and comprise about 23 million of the people in the United States. Generation Z is growing at a rapid pace and will take over the workforce very soon with their innovative ideas like their parents’ Generation X and some Generation Y/Millennials. Many are still receiving their primary education but, many are soon to graduate and like their parents are very technologically savvy. They are connected to their peers through social media, very intelligent, and very accepting of and choose to indulge in diverse populations (Wiedmer, 2015). Even though this is the youngest generational cohort they have survived some major historical events. The Generation Z survived major events that influenced their cultural and societal views such as the War of Terror, multiple active shooter events, the Swine Flu, Hurricane Katrina, the rise of Ipods and Ipads, the rise of Facebook, Instagram, Snapchat, and other social media sites, and the 2011 tsunami in Japan (Clark, 2017). This generational cohort also has an advantage because they were exposed to homeschooling more than any of the previous mentioned cohorts. As Generation Z enters the workforce, they will be easy to work with and engage well on teams, they may struggle in face to face situations due to their digital competence levels, and they are close to their parents and may seek parenting on the job (Wiedmer, 2015). Time will tell what Generation Z will bring to the fulltime workforce as many of them are still in school or working part time jobs. Being able to understand what each cohort brings to the table will aide in how to create successful engaging organizations.

Clark, K. R. (2017). Managing Multiple Generations in the Workplace. Radiologic            Technology, 88(4), 379-398

Wiedmer T. (2015). Generations do differ: best practices in leading traditionalists, boomers, and

generations X, Y, and Z. Delta Kappa Gamma Bull. 2015;82(1):51-58

Working with multiple generations in the workplace: Generation Y/ Millennials

The children of the Gen Xers are the considered the most different and unique of all the generations. This generation was born between 1981 and 2000 (Wiedmer, 2015). Generation Y/Millennials are the largest generational cohort in the United States presently (Buahene & Kovary, 2016). Because they are the largest they were exposed to more technology and are very well educated on how to manage systems. Generation Y/Millennials came up during the time of tablets, cell phones, and various electronic devices, therefore they do not know how to function without such technology. The Generation Y/Millennials survived major events that influenced their cultural and societal views such as Operation Desert Storm, the Oklahoma City Bombing, the O.J. Simpson Trial, the death of Princess Diana, multiple school violence massacres such as Columbine, the rise of the Digital Age, and the events of September 11, 2001(Clark, 2017). Like their parents the Gen Xers, Generation Y/Millennials are very mobile and like to explore their options. They will more than likely have 2-3 careers with multiple jobs within those careers. This self-taught generation brings innovation and various entrepreneurial ideas to work place. Generation Y/Millennials comprise 34% of the United States workforce which equates to 53.5 million (Fry, 2015). Unlike their parents, Generation Y/Millennials seek guidance and direction because of being sheltered by their parents. They expect more supervision, clearly stated goals and direction of the company, consistent and constant feedback, an organized company structure, and the need to know and stay engaged in company technological advancements (Wiedmer, 2015). They are more confident in who they are as individuals and believe in their abilities to perform. Organizations will need to continue to guide Generation Y/Millennials.

Clark, K. R. (2017). Managing Multiple Generations in the Workplace. Radiologic            Technology, 88(4), 379-398

Buahene A.K., Kovary G. (2016) People Performance Inc. The road to performance

success: understanding and managing the generational divide

http://www.ngenperformance .com/pdf/white/ManagingGenDivide.Overview.pdf

Fry R. (2015). Millennials surpass Gen Xers as the largest generation in U.S. labor force. Pew

Research Center website. http://www.pewresearch.org/fact-tank/2015/05/11/ millennials-surpass-gen-xers-as-the-largest-generation-in- u-s-labor-force.

Wiedmer T. (2015).  Generations do differ: best practices in leading traditionalists, boomers, and

generations X, Y, and Z. Delta Kappa Gamma Bull. 2015;82(1):51-58

Working with multiple generations in the workplace: Generation X

Gen Xers is another name for the Generation X. This generation was born between 1965-1980 (Wiedmer, 2015). Gen Xers may be viewed as a little pampered as many of them gave birth to the next generation to be discussed, Generation Y/Millennials. This generation had to learn to be independent because their parents (Baby Boomers) were always working, therefore this generation can also be considered strong-willed. The Gen Xers survived major events that influenced their cultural and societal views such as the Women’s Liberation Movement, the rise of the first personal computer, AIDS, The Challenger disaster, the Fall of the berlin Wall, and the Rodney King beating (Clark, 2017). Gen Xers represent 34% or 52.7 million of the workforce today (Fry, 2015). The Gen Xers are self-taught individuals who do not want nor need much guidance and do not want to be micromanaged. Gen Xers need to be able to set their own schedule and they can be trusted to adhere to it. Because of their independent upbringing Gen Xers aren’t going to work long hours for status and more money; they cherish and take pride in creating their work/life balance (Wiedmer, 2015). Gen Xers want to travel and explore the world, take their children to see different cultures, and create experiences. Gen Xers will report less enthusiasm to work overtime than Baby Boomers and Generation Y (Clark, 2017). Gen Xers are also very independent. They want to be considered and seen as self-reliant, multi-taskers, flexible, and more open-minded than Baby Boomers (Wiedmer, 2015). Gen Xers also like to gain new skills to better market themselves, therefore they are less loyal to their employer and more loyal to accomplishing their final goal in life. They desire to build portable careers by exploring multiple employment opportunities and changing jobs periodically (Wiedmer, 2015). Organizations need Gen Xers to keep them on their toes.

Clark, K. R. (2017). Managing Multiple Generations in the Workplace. Radiologic            Technology, 88(4), 379-398

Fry R. (2015).  Millennials surpass Gen Xers as the largest generation in U.S. labor force. Pew

Research Center website. http://www.pewresearch.org/fact-tank/2015/05/11/ millennials-surpass-gen-xers-as-the-largest-generation-in- u-s-labor-force. Published May 11, 2015

Wiedmer T. (2015). Generations do differ: best practices in leading traditionalists, boomers, and

generations X, Y, and Z. Delta Kappa Gamma Bull. 2015;82(1):51-58

Working with multiple generations in the workplace: Baby Boomers

Baby Boomers were born between 1946 and 1964 and are categorized into two groups, the early boomers, born between 1946 and 1955 and the late boomers born after 1955 (Wiedmer, 2015). Baby Boomers are a highly regarded and discussed generation because many of them are preparing for retirement leaving many vacant job positions available. The Baby Boomer generation survived major events that influenced their cultural and societal views such as the Civil Rights Movement, many political assassinations such as Kennedy, the Vietnam War, the Cold War, Neil Armstrong’s landing on the moon, Woodstock, and the great movement of television becoming a major phenomenon (Clark, 2017). The Baby Boomer generation is very strong-willed and were afforded the opportunity to attend college. While Baby Boomers attended college, they were exposed to the rise of activist groups beginning with the civil rights era in the 1960’s and continuing into the 1970’s college (Nadler, 1971). Being exposed to these types of activist groups helped to shape their thought processes which are shown in the workplace. Baby Boomers represent about 29% which equates to 44.6 million of America’s workforce (Fry, 2015). Technology is understood more by this generation as they bring such skills as critical thinking and problem solving to the workforce. Baby Boomers are well established and career-oriented individuals and bring the mindset of being collaborative, mobile (willing to change locations for their careers), committed, hard workers (can be viewed as over achievers as they work long days), active team member, optimistic, and being continuous learners (Wiedmer, 2015). Moral development is consistent with the Veteran generation as Baby Boomers want to work together to achieve the goals of the organization. Don’t count the Baby Boomers out yet as they still have a lot to offer to the workplace.

Clark, K. R. (2017). Managing Multiple Generations in the Workplace. Radiologic            Technology, 88(4), 379-398

Fry R. (2015). Millennials surpass Gen Xers as the largest generation in U.S. labor force. Pew

Research Center website. http://www.pewresearch.org/fact-tank/2015/05/11/ millennials-surpass-gen-xers-as-the-largest-generation-in- u-s-labor-force. Published May 11, 2015

Nadler, D. (1971). The NOW employee. Houston: Gulf Publishing Company

Wiedmer T. (2015).  Generations do differ: best practices in leading traditionalists, boomers, and

generations X, Y, and Z. Delta Kappa Gamma Bull. 2015;82(1):51-58

Working with multiple generations in the workplace: Veterans

The Veterans generation is not one that is discussed as much because many of them have retired. This generation holds individuals who have possibly built businesses and have since passed them on and may occasionally serve on the board. The Veteran generation also known as the Traditionalists or the Silent Generation Schullery, (2013), survived major events that influenced their cultural and societal views such as the Great Depression, World War II, Pearl Harbor, D-Day, the Korean War, the Golden Age of Radio, and the Rise and Creation of labor unions (Clark, 2017). This generation may volunteer at local nonprofits or may work part-time to make their time pass. The Veteran generation was born before 1946 and as of 2017, 55 million Americans are classified as being a part of the Veteran generation (Wiedmer, 2015). As more veterans are choosing to stay busy by continuing to work or volunteer, many have retired. Veterans are comprised of 2% of the U.S. workforce today which equates to 3.7 million employed in some form of work (Fry, 2015). Due to the time in which they were born they weren’t privy the advances in technology offered today. They had to learn to be resourceful, stretch funds, and make do with what they had. Due to having to overcome so many hardships, this generation brings the mindset of being a team player, pride, and determination, loyalty, integrity, respect, character, and sacrifice (Wiedmer, 2015). Many may consider working with a Veteran as a privilege and an opportunity because of the abundance of knowledge they have gained from their life experiences. This generation brings a dynamic and unique mix to the workforce as they are the eldest and may be considered the wisest. Working with the Veteran generation can serve as an honor and a privilege.

Clark, K. R. (2017). Managing Multiple Generations in the Workplace. Radiologic    

Technology, 88(4), 379-398

Schullery, N. M. (2013). Workplace Engagement and Generational Differences in    
Values. Business Communication Quarterly, 76(2), 252-265    
doi:10.1177/1080569913476543
Wiedmer T. (2015). Generations do differ: best practices in leading traditionalists, boomers, and
generations X, Y, and Z. Delta Kappa Gamma Bull. 2015;82(1):51-58