191:, especially when the training is being conducted on a large-scale, are frequently conducted in order to gauge what needs to be trained, how it should be trained, and how extensively. Needs assessments in the training and development context often reveal employee and management-specific skills to develop (e.g. for new employees), organizational-wide problems to address (e.g. performance issues), adaptations needed to suit changing environments (e.g. new technology), or employee development needs (e.g. career planning). The needs assessment can predict the degree of effectiveness of training and development programs and how closely the needs were met, the execution of the training (i.e. how effective the trainer was), and trainee characteristics (e.g. motivation, cognitive abilities). Training effectiveness is typically done on an individual or team-level, with few studies investigating the impacts on organizations.
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hierarchy, as advancement to lower-level and middle-level positions is crucial for promotion to upper-level management. These policies can help ensure employees have equal access to career advancement resources and can increase the implementation of mechanisms for reporting discrimination or advancement barriers. Some efforts to support diversity and exclusion commitments in workplaces may be enshrined in law, such as the New
Zealand Public Service Act 2020.
176:
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Management teams that are not diverse can be self-replicating as senior leaders’ demographic characteristics significantly impact the types of programs, policies and practices implemented in the organisation – i.e. there are more likely to be diversity programs if the management team is also diverse.
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Self-directed learning: individuals work at their own pace during programmed instruction, which may include books, manuals, or computers that break down subject-matter content into highly-organized logical sequences that demand a continuous response on the trainee's part. It often includes the use of
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Disparities in training can be caused by several factors, including societal norms and cultural biases that significantly impact the distribution of training opportunities. Stereotypes and implicit biases can undermine the confidence and performance of minority groups to seek out training, affecting
304:
However, training and development may lead to adverse outcomes if it is not strategic and goal-oriented. Additionally, there is a lack of consensus on the long-term outcomes of training investments; and in the public sector, managers often hold conservative views about the effectiveness of training.
171:
There is significant importance in training as it prepares employees for higher job responsibilities, shows employees they are valued, improves IT and computer processes, and tests the efficiency of new performance management systems. However, some believe training wastes time and money because, in
263:
Reinforcement is another principle of employee training and development. Studies have shown that reinforcement directly influences employee learning, which is highly correlated with performance after training. Reinforcement-based training emphasizes the importance of communication between managers
324:
Disparities in training opportunities can adversely affect individuals from underrepresented groups, leading to slower career progression, reduced employee engagement, and limited professional growth. Individuals may experience lower self-esteem and decreased motivation due to perceived or actual
79:
By the 1960s and 70s, the field began developing theories and conducting theory-based research since it was historically rooted in trial-and-error intervention research, and new training methods were developed, such as the use of computers, television, case studies, and role playing. The scope of
358:
The
Occupational Information Network cites training and development specialists as having a bright outlook, meaning that the occupation will grow rapidly or have several job openings in the next few years. Related professions include training and development managers, (chief) learning officers,
111:
The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers, and line managers are responsible for coaching, resources, and performance. The clients of training and development are business planners, while the
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Motivation is an internal process that influences an employee's behavior and willingness to achieve organizational goals. Creating a motivational environment within an organization can help employees achieve their highest level of productivity, and can create an engaged workforce that enhances
91:
The 1980s focused on how employees received and implemented training programs, and encouraged the collection of data for evaluation purposes, particularly management training programs. The development piece of training and development became increasingly popular in the 90s, with employees more
341:
implementing inclusive policies for addressing disparities: organizations should establish diversity and inclusion programs that specifically target training and development opportunities for underrepresented groups, which should focus on opportunities for future managers at the bottom of the
115:
Since the 2000s, training has become more trainee-focused, which allows those being trained more flexibility and active learning opportunities. These active learning techniques include exploratory/discovery learning, error management training, guided exploration, and mastery training. Typical
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When training opportunities are not equitably distributed, organizations may have reduced diversity in leadership and decision-making, which may stifle innovation and hinder organizational performance. Failure to address these disparities can lead to higher turnover rates and lower employee
345:
Developing mentorship and sponsorship programs: these programs can support underrepresented groups by providing them with guidance, networking opportunities, and advocacy within the organisation. Creating supportive networks for minority and gender groups can provide safe spaces for people
32:
may be viewed as being related to immediate changes in effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals. While training and development technically have differing definitions, the terms are often used
116:
projects in the field include executive and supervisory/management development, new employee orientation, professional skills training, technical/job training, customer-service training, sales-and-marketing training, and health-and-safety training. Training is particularly critical in
123:
The instructional systems design approach (often referred to as the ADDIE model) is often used for designing learning programs and used for instructional design, or the process of designing, developing, and delivering learning content. There are 5 phases in the ADDIE model:
367:
consultants. Training and development specialists are equipped with the tools to conduct needs analyses, build training programs to suit the organization's needs by using various training techniques, create training materials, and execute and guide training programs.
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Aik and Tway (2006) estimated that only 20–30% of training given to employees are used within the next month. To mitigate the issue, they recommended some general principles to follow to increase the employees' desire to take part in the program. These include:
112:
participants are those who undergo the processes. The facilitators are human resource management staff and the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the others'.
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Traditional constructive feedback, also known as weakness-based feedback, can often be viewed as malicious from the employees’ perspective. When interpreted negatively, employees lose motivation on the job, affecting their production level.
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access to development opportunities. For example, if a leadership training program does not have minority representation, individuals may lack the confidence to “break the glass ceiling” and seek out the opportunity for themselves.
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Both intrinsic and extrinsic motivators associate with employee performance in the workplace. A company's techniques to motivate employees may change over time depending on the current dynamics of the workplace.
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Program development: delivery method, production of learning outcomes, quality evaluation of learning outcome, development of communication strategy, required technology, and assessment and evaluation tools
107:
Training and development encompass three main activities: training, education, and development. Differing levels and types of development may be used depending on the roles of employees in an organisation.
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Using data to track and address disparities in training opportunities: this may include censuses or regular pulse surveys or records of learning that are linked to a person’s self-identified attributes.
1125:
Wood, Robert; Kakebeeke, Bastiaan; Debowski, Shelda; Frese, Michael (April 2000). "The Impact of
Enactive Exploration on Intrinsic Motivation, Strategy, and Performance in Electronic Search".
548:"David R. Roediger and Esch Elizabeth. The Production of Difference. Race and the Management of Labor in US History. Oxford University Press, Oxford [etc.]2012. x, 286 pp. Ill. ÂŁ22.50"
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To address these disparities, organizations can implement diversity policies, provide bias training, and establish mentorship programs to support underrepresented groups. These may include:
33:
interchangeably. Training and development have historically been topics within adult education and applied psychology, but have within the last two decades become closely associated with
154:
Co-operative programs and internship programs: training programs that combine practical, on-the-job experience with formal education, and are usually offered at colleges and universities
151:: training in which a worker entering the skilled trades is given thorough instruction and experience both on and off the job in the practical and theoretical aspects of the work
64:
Aspects of training and development have been linked to ancient civilizations around the world. Early training-related articles appeared in journals marketed to enslavers in the
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Needs assessment: problem identification. training needs analysis, determination of audience determined, identification of stakeholder's needs and required resources
120:, which rely on high safety standards to prevent catastrophic damage to employees, equipment, or the environment (e.g. nuclear power plants and operating rooms).
2109:"The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management"
2078:"The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management"
2008:"The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management"
211:
maintaining a positive attitude, as an uncooperative attitude towards learning could hinder the individual's capability to grasp the knowledge being provided
99:
The 21st century brought more research in topics such as team-training, such as cross-training, which emphasizes training in coworkers' responsibilities.
96:. It was in this decade that research revealing the impact and importance of fostering a training and development-positive culture was first conducted.
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The impact of excluding or limiting a person’s access to training and development opportunities can affect both the individual and the organization.
1876:"Effect of Self-Efficacy and Instrumentality Beliefs on Training Implementation Behaviors: Testing the Moderating Effect of Organizational Climate"
610:
235:, achievement recognition, responsibility, opportunity for meaningful work, involvement in decision making, and importance within the organization
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and trainees in the workplace. The more the training environment can be a positive, nurturing experience, the faster attendees are apt to learn.
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Aguinis, Herman; Kraiger, Kurt (January 2009). "Benefits of
Training and Development for Individuals and Teams, Organizations, and Society".
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Training delivery and implementation: participation in side-programs, training delivery, learning participation, and evaluation of business
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individual and organizational performance. The model for motivation is represented by motivators separated into two different categories:
815:
Marks, Michelle A.; Sabella, Mark J.; Burke, C. Shawn; Zaccaro, Stephen J. (2002). "The impact of cross-training on team effectiveness".
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Extrinsic factors, which are factors external to the individual, such as job security, salary, benefits, work conditions, and vacations
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identifying as minorities to develop programs that are suited to them and to provide a united voice to report ongoing discrimination.
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Birdi, Kamal; Allan, Catriona; Warr, Peter (1997). "Correlates and perceived outcomes of 4 types of employee development activity".
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Classroom instruction: information is presented in lectures, demonstrations, films, and videotapes or through computer instruction
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Simulation: used when it is not practical or safe to train people on the actual equipment or within the actual work environment
1977:"The Effect of Access to Training and Development Opportunities, on Rate of Work Engagement Within the U.S. Federal Workforce"
1915:"The Effect of Access to Training and Development Opportunities, on Rate of Work Engagement Within the U.S. Federal Workforce"
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Many different training methods exist today, including both on- and off-the-job methods. Other training methods may include:
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Thomas N. Garavan; Pat
Costine & Noreen Heraty (1995). "Training and Development: Concepts, Attitudes, and Issues".
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1080:"Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects"
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988:"Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability"
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Audiovisual: methods used to teach the skills and procedures required for a number of jobs through audiovisual means
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Skills training has taken on varying organizational forms across industrialized economies. Germany has an elaborate
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Evaluation of training: formal evaluation, including the evaluation of learning and potential points of improvement
2193:"Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination"
2140:"Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination"
1946:"Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination"
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certain cases, real life experience may be better than education, and organizations want to spend less, not more.
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1371:
Brown, Judith (December 2002). "Training Needs
Assessment: A Must for Developing an Effective Training Program".
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Training and development are crucial to organizational performance, employee career advancement and engagement.
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providing external motivators, such as a reward for the completion of the training or an extrinsic goal to follow
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1043:
McDaniel, Mark A.; Schlager, Mark S. (June 1990). "Discovery
Learning and Transfer of Problem-Solving Skills".
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Burke, Michael J.; Day, Russell R. (1986). "A cumulative study of the effectiveness of managerial training".
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How
Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan
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How
Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan
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system, whereas the United States and the United
Kingdom are considered to generally have weak ones.
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Cohn JM, Khurana R, Reeves L (October 2005). "Growing talent as if your business depended on it".
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Bell, Bradford S.; Tannenbaum, Scott I.; Ford, J. Kevin; Noe, Raymond A.; Kraiger, Kurt (2017).
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increasing competence, which is the ability for an individual to make good decisions efficiently
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Program design: mapping of learning intervention/implementation outline and evaluation methods
2039:"Can Training Enhance Public Employees' Public Service Motivation? A Pretest–Posttest Design"
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1782:"Can Training Enhance Public Employees' Public Service Motivation? A Pretest–Posttest Design"
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208:, which increases the learner's personal belief that they can fully comprehend the teachings
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Tannenbaum, S I; Yukl, G (January 1992). "Training and Development in Work Organizations".
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Quratulain, Samina; Khan, Abdul Karim; Sabharwal, Meghna; Javed, Basharat (June 2021).
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501:"Origins and Historical Influences on Human Resource Development: A Global Perspective"
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Intrinsic factors, which represent the internal factors of an individual, such as the
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Improving the effectiveness of organizations and the individuals and teams within them
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1347:"Why Your Employee Training Is A Waste Of Time And Money -- And What To Do About It"
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training, a focus on the development of the individual employee, and the use of new
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72:. Early academic publishing related to training included a 1918 article in the
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Patrick J. Montana & Bruce H. Charnov (2000). "Training and Development".
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Roberts, Karlene H. (July 1990). "Managing High Reliability Organizations".
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Motivation and performance : a guide to motivating a diverse workforce
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Managing employee performance : motivation, ability, and obstacles
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and training approaches and philosophies were discussed extensively by
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Campbell, J P (January 1971). "Personnel Training and Development".
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Nelson, Bob. “A Dose of Positive Reinforcement Can Go a Long Way.”
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The benefits of the training and development of employees include:
175:
29:
1584:
Aguinis, Herman; Gottfredson, Ryan K.; Joo, Harry (1 March 2012).
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Enhancements in public service motivation among public employees
1320:
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Managing Human Resources in Small & Mid-Sized Companies
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Improving patient safety through teamwork and team training
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Derek Torrington; Laura Hall & Stephen Taylor (2004).
2223:"Improving diversity and inclusion in the Public Service"
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increased productivity and performance in the workplace
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better knowledge of policies and organization's goals
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improved organizational structure, designs and morale
1212:"The ADDIE Model for Instructional Design Explained"
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2248:"13-1151.00 - Training and Development Specialists"
1753:"The Importance of Training Employees: 11 Benefits"
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609:: CS1 maint: multiple names: authors list (
28:and the individuals and teams within them.
2278:Gower Handbook of Training and Development
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54:vocational training
24:involves improving
2403:Applied psychology
2324:The HR Answer Book
2252:www.onetonline.org
1127:Applied Psychology
647:10.1037/apl0000142
248:
233:difficulty of work
181:
2037:Chen, CA (2021).
1590:Business Horizons
1548:978-0-7494-7814-8
1506:978-1-62723-025-4
1331:978-0-17-679806-2
1306:978-0-17-679806-2
1276:978-0-17-679806-2
1248:978-0-17-679806-2
1218:. 2 November 2020
944:978-0-17-679806-2
485:978-0-521-54674-4
189:Needs assessments
184:Needs assessments
94:lifelong learning
39:talent management
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2191:Lee, HH (2021).
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2138:Lee, HH (2021).
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1944:Lee, HH (2021).
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66:Antebellum South
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2270:Further reading
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2203:(2): 274–293.
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2150:(2): 274–293.
2130:
2099:
2068:
2029:
1998:
1987:(3): 380–404.
1967:
1956:(2): 274–293.
1936:
1925:(3): 380–404.
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1886:(2): 250–273.
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1837:
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1792:(1): 194–215.
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1596:(2): 105–111.
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1379:(4): 569–578.
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1168:(4): 101–113.
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1133:(2): 263–283.
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1090:(4): 677–691.
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1051:(2): 129–159.
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998:(2): 296–316.
975:
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780:(6): 845–857.
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742:(2): 232–245.
726:
707:(1): 565–602.
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641:(3): 305–323.
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558:(1): 129–131.
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47:human factors
44:
40:
36:
31:
27:
23:
19:
2366:
2350:
2344:
2323:
2296:
2277:
2255:. Retrieved
2251:
2242:
2232:17 September
2230:. Retrieved
2226:
2217:
2200:
2196:
2186:
2176:17 September
2174:. Retrieved
2164:
2147:
2143:
2133:
2116:
2112:
2102:
2085:
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2063:10356/149992
2046:
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2015:
2011:
2001:
1984:
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1922:
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1806:10356/149992
1789:
1785:
1760:. Retrieved
1756:
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1653:
1643:
1635:
1631:
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1593:
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1495:
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1466:(3): 28–32.
1463:
1459:
1421:
1415:
1409:
1376:
1372:
1366:
1354:. Retrieved
1350:
1340:
1321:
1315:
1296:
1266:
1238:
1232:
1220:. Retrieved
1216:AIHR Digital
1215:
1206:
1165:
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1120:
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555:
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541:
511:(1): 82–96.
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51:
21:
20:
18:
2119:: 133–151.
2088:: 133–151.
2049:: 194–215.
2018:: 133–151.
1762:29 November
1356:29 November
1222:29 November
823:(1): 3–13.
2377:Categories
1681:0471264385
1671:1813/75229
1013:1813/75102
885:Management
656:1813/74878
394:References
354:Occupation
222:Motivation
204:improving
195:Principles
1900:0734-371X
1855:cite book
1847:883248797
1814:0734-371X
1733:cite book
1725:811142213
1636:EBSCOhost
1618:154034097
1610:0007-6813
1565:cite book
1557:966315014
1515:852507794
1480:1090-8811
1401:154852480
1393:0091-0260
1345:Say, My.
1198:154274951
1182:0008-1256
1147:0269-994X
1104:1939-1854
1065:0737-0008
1022:1939-1854
837:0021-9010
794:0021-9010
756:0021-9010
721:0066-4308
665:1939-1854
605:cite book
582:144977591
574:0020-8590
533:143353567
525:1534-4843
440:0066-4308
383:Andragogy
2398:Learning
2393:Training
2359:16250625
1690:28847722
1190:41166631
1112:16060786
1030:18361633
845:11916213
681:26505012
673:28125262
456:45609735
448:18976113
372:See also
268:Benefits
255:Feedback
30:Training
2257:1 March
802:9638086
329:morale.
60:History
2357:
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2284:
1898:
1845:
1835:
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1351:Forbes
1328:
1303:
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363:, and
1686:S2CID
1614:S2CID
1397:S2CID
1194:S2CID
1186:JSTOR
677:S2CID
578:S2CID
529:S2CID
452:S2CID
2355:PMID
2330:ISBN
2301:ISBN
2282:ISBN
2259:2019
2234:2024
2178:2024
1896:ISSN
1861:link
1843:OCLC
1833:ISBN
1810:ISSN
1764:2020
1739:link
1721:OCLC
1711:ISBN
1676:ISBN
1606:ISSN
1571:link
1553:OCLC
1543:ISBN
1511:OCLC
1501:ISBN
1476:ISSN
1389:ISSN
1358:2020
1326:ISBN
1301:ISBN
1271:ISBN
1243:ISBN
1224:2020
1178:ISSN
1143:ISSN
1108:PMID
1100:ISSN
1061:ISSN
1026:PMID
1018:ISSN
964:ISBN
939:ISBN
914:ISBN
889:ISBN
864:ISBN
841:PMID
833:ISSN
798:PMID
790:ISSN
752:ISSN
717:ISSN
669:PMID
661:ISSN
611:link
570:ISSN
521:ISSN
480:ISBN
444:PMID
436:ISSN
2205:doi
2152:doi
2121:doi
2090:doi
2059:hdl
2051:doi
2020:doi
1989:doi
1958:doi
1927:doi
1888:doi
1802:hdl
1794:doi
1666:hdl
1658:doi
1632:T+D
1598:doi
1468:doi
1426:doi
1381:doi
1170:doi
1135:doi
1092:doi
1053:doi
1008:hdl
1000:doi
825:doi
782:doi
744:doi
709:doi
651:hdl
643:doi
639:102
560:doi
513:doi
428:doi
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