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Corporate Trainers: Practitioner-Scholars in the Workplace

Corporate Trainers: Practitioner-Scholars in the Workplace

Sambhavi Lakshminarayanan
Copyright: © 2016 |Pages: 23
ISBN13: 9781466699984|ISBN10: 1466699981|EISBN13: 9781466699991
DOI: 10.4018/978-1-4666-9998-4.ch008
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MLA

Lakshminarayanan, Sambhavi. "Corporate Trainers: Practitioner-Scholars in the Workplace." Bridging the Scholar-Practitioner Gap in Human Resources Development, edited by Claretha Hughes and Matthew W. Gosney, IGI Global, 2016, pp. 143-165. https://doi.org/10.4018/978-1-4666-9998-4.ch008

APA

Lakshminarayanan, S. (2016). Corporate Trainers: Practitioner-Scholars in the Workplace. In C. Hughes & M. Gosney (Eds.), Bridging the Scholar-Practitioner Gap in Human Resources Development (pp. 143-165). IGI Global. https://doi.org/10.4018/978-1-4666-9998-4.ch008

Chicago

Lakshminarayanan, Sambhavi. "Corporate Trainers: Practitioner-Scholars in the Workplace." In Bridging the Scholar-Practitioner Gap in Human Resources Development, edited by Claretha Hughes and Matthew W. Gosney, 143-165. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9998-4.ch008

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Abstract

Corporate training programs are widely prevalent, even ubiquitous. This situation is likely to continue: some management experts predict that training will become a continual process and include employees at all levels of the organization. Organizations, especially large ones, typically have dedicated staff (trainers) who manage and deliver training programs. In order to be effective, trainers must be knowledgeable about available and appropriate education delivery methods. Programs are often tightly linked to content - thus, trainers need to have some technical knowledge. Corporate trainers can utilize knowledge about advances in the fields of both content and delivery for organizational benefit. In turn, as possessors of knowledge from practical implementation they can make contributions to the fields. Thus, corporate trainers are ideally positioned as practitioner scholars in the workplace. Frameworks proposed in this chapter indicate how trainers can bridge the practitioner-scholar gap.

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