Author(s)McEvoy, Glenn M.
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AbstractI was on a recent such occasion for me that I noticed an interesting paradox: we teach a particular approach to training, but do not allow its prescriptions in our own teaching. Specifically, most discussions of training describe a model consisting of four steps: needs assessment, statement of learning objectives, training design/ implementation, and evaluation. While the last three steps in this model are at least partially apparent in most pedagogical approaches to OB or P/HRM, the first step-needs assessment-is not. Implicit in this "oversight" is that the instructor knows what students need to learn and can proceed from this knowledge to design appropriate learning objectives, classroom methodologies, and evaluation approaches.