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© 2020

Increasing Learning & Development's Impact through Accreditation

How to drive-up training quality, employee satisfaction, and ROI

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Table of contents

  1. Front Matter
    Pages i-xxix
  2. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
    Pages 1-15
  3. Structure Responsibility and Control

    1. Front Matter
      Pages 17-18
    2. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 19-36
    3. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 37-51
    4. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 53-65
  4. Planning the Environment and Educational Events

    1. Front Matter
      Pages 67-69
    2. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 71-91
    3. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 93-109
  5. Benefits and Outcomes

    1. Front Matter
      Pages 111-112
    2. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 113-134
    3. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 135-146
    4. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 147-168
  6. Content Design and Delivery

    1. Front Matter
      Pages 169-170
    2. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 171-184
    3. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 185-202
  7. Assessing Outcomes, Maintaining Records, and Program Evaluation

    1. Front Matter
      Pages 203-204
    2. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 205-216
    3. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 217-235
    4. William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero
      Pages 237-258

About this book

Introduction

This book provides a guide to the process of accrediting training programs, sets out how to achieve consistent measurement of the results of training, and explains why accreditation is critical for capturing and developing today’s workers’ skills, aiding retention, and boosting strategic organizational credibility with millennials.

Workplace and executive training is a multi-billion dollar industry and yet an enormous percentage of that budget is spent on programs that have never been rigorously examined to ensure that they are fit for purpose and deliver value for money.

If you’re signing off on that budget, or asking your people to spend time on training programs, shouldn’t that concern you?

Training accreditation offers vital quality assurance, ensures global consistency of results and delivers accountability for learning and performance outcomes.

Apart from delivering better results and greater ROI, organizations can differentiate themselves from their competitors in the employment marketplace by offering accredited proprietary training. After all, digital natives, and indeed all of today’s most talented potential employees, expect (and increasingly demand) the high quality, engaging and transferable employee development that only accredited programs can deliver.

Aligning with the standards set by the International Association of Continuing Education and Training (IACET) – today’s premier accreditation body for training programs – the authors offer principles for quality program structure, delivery, and improvement needed to achieve accreditation. 

They share practices used by high quality training program managers today, covering business alignment and program administration along with the planning, design, delivery and evaluation of learning systems.

Keywords

L&D millenials organizational values mission statement employee education centralized training decentralized training corporate universities learning executive training audit continuing education units CEU ADDIE Model Dick and Carey Successive Approximation Model needs assessment CPLP APTD CPT human resources development

Authors and affiliations

  1. 1.The Pennsylvania State UniversityUniversity ParkUSA
  2. 2.Northeastern Illinois UniversityChicagoUSA
  3. 3.Rothwell & Associates, LLCState CollegeUSA

About the authors

William J. Rothwell is President of Rothwell & Associates. He is also a Professor of the Workforce Education and Development program, Department of Learning and Performance Systems, at The Pennsylvania State University, University Park campus.  He has authored, co-authored, edited, or co-edited 300 books, book chapters, and articles—including 111 books.

Sandra L. Williams is Associate Professor and Program Coordinator of the Human Resource Development Program, Department of Literacy, Leadership and Development, at Northeastern Illinois University, Chicago, where she also serves as the Graduate Student Advisor in Human Resource Development.  Her work is a unique blend of business consulting, training program development and current research in the human resource development field.

Aileen G. Zaballero is a senior partner of Rothwell & Associates and a dual-title Ph.D. in Workforce Education and Comparative International Education at The Pennsylvania State University. She is a Certified Professional in Learning and Performance (CPLP) with more than twenty years of experience in the learning and development field.

Bibliographic information