Planned Training on the Job: A Typology

Abstract

The problem and the solution. What are the different types of planned training on the job? And how do they match with types of intended learning processes? This chapter proposes four models of planned training on the job. Each model is connected to one type of learning process and one corresponding set of roles for trainee and trainer. Types of training objectives and training procedures are discussed per model. Finally, the chapter discusses the implications of the typology for human resource development (HRD) research and practice.

Theoretical Traditions and Coaching Genres

“…This in turn leads to difficulty in judging the value of coaching for HR (Robson, 2011). De Jong, Thijssen, and Versloot (2001), for example, conceived coaching as "a selfevaluation" process of planned training on the job with other elements of it being job instruction, apprenticeship, and inquiry. Although "self-evaluation" sounds narrow, De Jong et al (2001) conceptualized it as continuation of inquiry, involving continuous goal setting, feedback setting, and reflecting on past experiences.…”

Developing and Applying a New Instrument for Microanalysis of the Coaching Process: The Coaching Process Q‐Set

“…It appears that the very central question of what coaching actually is remains an area of continuing debate (Bachkirova & Kauffman, 2009;Baron & Morin, 2012;Grant et al, 2010;Hamlin, Ellinger, & Beattie, 2009;Peterson & Little, 2005). Some HRD professionals, for example, argue that there is no distinction between the main aims of organization deveopment (OD) and HRM professionals and coaches (Hamlin et al, 2009), whereas others see coaching as only a small element of planned training on the job (De Jong, Thijssen, & Versloot, 2001). Some authors see coaching as an important part of the strategic function of HRD (Ulrich, 2007); others have explored to what degree and in what ways coaching impacts those who have been coached after receiving facilitated feedback in comparison to those who received only facilitated multisource feedback (Nieminen, Smerek, Kotrba, & Denison, 2013).…”