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 Preface  vii

artificial intelligence and augmented reality applications for training and development
are helping make this possible.
Due to rapidly changing business environments and competition that can quickly cause
profits to shrink and skill needs to change, companies don’t provide job security to employ-
ees and employees don’t expect it. Many employees are job hopping to find more challeng-
ing and interesting work or to maximize the value that they can get for their skills in the job
market, and they are not interested in making a long-term commitment to any company.
As a result, both employees and companies are concerned with developing future skills and
managing careers. Companies want a workforce that is motivated and productive, has up-
to-date skills, and can quickly learn new skills to meet changing customer and marketplace
needs. Despite the prevalence of job hopping, companies want to provide a work environ-
ment and training and development opportunities that will help them be the employer of
choice for talented employees. Employees want to develop skills that not only are useful
for their current jobs, but also are congruent with their personal interests and values. Given
the increasing time demands of work, employees are also interested in maintaining balance
between work and nonwork interests.
The chapter coverage of Employee Training and Development reflects the traditional as
well as the broadening role of training and development in organizations. Chapter One,
“Introduction to Employee Training and Development,” covers the role of training and
development in companies. Chapter Two, “Strategic Training,” discusses how training
practices and the organization of the training function can support business goals. Because
companies are interested in reducing costs, the amount of resources allocated to training
is likely to be determined by the extent that training and development activities help the
company reach business goals. Topics related to designing training programs are covered
in Chapters Three through Six. Chapter Three, “Needs Assessment,” discusses how to
identify when training is appropriate. Chapter Four, “Learning and Transfer of Training,”
addresses the learning process and characteristics of a learning environment. The chapter
also emphasizes what should be done in the design of training and the work environment
to ensure that training is used on the job. Chapter Five, “Program Design,” provides prac-
tical suggestions regarding what can be done to facilitate learning and transfer of train-
ing before, during, and after a course or program. The role of knowledge management
in facilitating learning and transfer of training is also discussed. Chapter Six, “Training
Evaluation,” discusses how to evaluate training programs. Here, the student is introduced to
the concepts of identifying cost-effective training, evaluating the return on investment of train-
ing and learning, and determining if training outcomes related to learning, behavior, or perfor-
mance have been reached. The emerging use of big data and analytics to show the relationship
between learning and business results is also discussed. Chapters Seven and Eight cover
training methods. Chapter Seven, “Traditional Training Methods,” discusses presentational
methods (e.g., lecture), hands-on methods (e.g., on-the-job training and behavior modeling),
and group methods (e.g., adventure learning). Chapter Eight, “Technology-Based Training
Methods,” introduces new technologies that are being used in training. These technology-
based training methods include e-learning, mobile learning, social media, simulations, seri-
ous games, massive open online courses (MOOCs), virtual reality, augmented reality (AR),
artificial intelligence (AI), and blended learning. Chapters Seven and Eight both conclude by
comparing training methods on the basis of costs, benefits, and learning characteristics.
viii  Preface

Chapter Nine, “Employee Development and Career Management,” introduces devel-

opmental methods (assessment, relationships, job experiences, and formal courses). In
addition, the use of development plans to help employees succeed in their self-directed or
protean careers is highlighted. Topics such as succession planning and onboarding are dis-
cussed. Chapter Ten, “Social Responsibility: Legal Issues, Managing Diversity, and Career
Challenges,” emphasizes the role that training plays in helping companies improve the
communities where they are located by increasing the skill level of the workforce, helping
provide jobs, and taking actions to help all employees grow and develop, regardless of their
personal characteristics or career challenges. The chapter also discusses compliance with
laws that affect training and development, training partnerships, managing diversity, cross-
cultural preparation, and how companies can help employees deal with career challenges
such as balancing work and life, coping with career breaks such as taking time off for
family or required military service, job loss, and retirement. Finally, Chapter Eleven, “The
Future of Training and Development,” looks at how training and development is evolving
and might be different five or even ten years from now.
Employee Training and Development is based on my more than 30 years (gulp—I’m old!)
of teaching training and development courses to both graduate and undergraduate students.
From this experience, I have realized that managers, consultants, trainers, and faculty
working in a variety of disciplines (including education, psychology, business, and indus-
trial relations) have contributed to the research and practice of training and development.
As a result, the book is based on research conducted in several disciplines, while offering
a practical perspective. The book is appropriate for students in a number of programs. It
suits both undergraduate and master’s-level training courses in a variety of disciplines.

DISTINCTIVE FEATURES
This book has several distinctive features. First, my teaching experience has taught me that
students become frustrated if they do not see research and theory in practice. As a result,
one distinctive feature of the book is that each chapter begins with a real-life vignette of
a company practice that relates to the material covered in the chapter. Many examples of
company practices are provided throughout the chapters. Each chapter ends with a real-life
case and related questions that give students the opportunity to apply the chapter’s content
to an actual training or development issue.
A second distinctive feature of the book is its topical coverage. The chapters included in
Part Two, “Designing Training,” relate to training design (needs assessment, training meth-
ods, learning and transfer of training, and program design and evaluation). Instructional
design is still the “meat and potatoes” of training. Part Three, “Training and Development
Methods,” covers the more exciting part of training and development—that is, training and
development methods. But as the role of managers and trainers broadens, they are increas-
ingly involved in helping all employees grow, develop, and cope with career challenges, as
well as preparing high-potential employees for leadership positions. For example, manag-
ers and trainers need to understand generational differences in employees’ career needs,
career paths, cross-cultural training, diversity, outplacement, and succession planning—
topics that fall outside the realm of instructional design. These topics are covered in
Part Four, “Social Responsibility and the Future.”
 Preface  ix

The book begins with a discussion of the context for training and development.
Part One includes chapters that cover the economic and workplace factors that are influ-
encing trends in the training profession. One of these trends is that companies are empha-
sizing learning through formal training and development, knowledge management, and
informal learning. In addition, these chapters discuss the need for training, development,
and learning to become strategic (i.e., to contribute to business strategy and organizational
goals). Why? In successful, effective training, all aspects of training—including training
objectives, methods, evaluation, and even who conducts the training—relate to the business
strategy. More and more companies are demanding that the training function and training
practices support business goals; otherwise, training may be outsourced or face funding
cuts. Although students in business schools are exposed to strategic thinking, students in
psychology and education who go on to become trainers need to understand the strategic
perspective and how it relates to the organization of the training function and the type of
training conducted.
Not only has technology changed the way we live and the way work is performed, but
it also has influenced training practices. As a result, one chapter of the book is devoted
entirely to the use of technologies for training delivery and instruction, such as online
learning, social media, mobile learning, gamification, virtual and augmented reality, and
artificial intelligence.
The book reflects the latest “hot topics” in the area of training and development. Some
of the new topics discussed in the book are the flipped classroom, microlearning, adaptive
training, big data and workforce analytics, augmented reality (AR), artificial intelligence
(AI), knowledge management, massive open online courses (MOOCs), mobile learning
(using smartphones), reverse mentoring, and unconscious bias training. Each chapter con-
tains the most recent academic research findings and company practices.

FEATURES DESIGNED TO AID LEARNING

Employee Training and Development provides several features to aid learning:
1. Each chapter lists objectives that highlight what the student is expected to learn in that
chapter.
2. In-text examples and chapter openers feature companies from all industries, including
service, manufacturing, retail, and nonprofit organizations.
3. Discussion questions at the end of each chapter help students learn the concepts pre-
sented in the chapter and understand potential applications of the material.
4. Important terms and concepts used in training and development are boldfaced in each
chapter. Key terms are identified at the end of each chapter. These key terms are impor-
tant to help the student understand the language of training.
5. Application assignments are useful for the students to put chapter content into practice.
Most chapters include assignments that require the student to use the World Wide Web.
6. Cases at the end of each chapter and at the end of each of the four parts of the book
help students apply what they have learned to training and development issues faced by
actual companies.
7. Name and subject indexes at the end of the book help in finding key people and topics.
x  Preface

WHAT’S NEW IN THE EIGHTH EDITION

I want to personally thank all of you who have adopted this book! Based on the comments
of the reviewers of the seventh edition and training research and practice, I have made
several improvements. Some important changes in the eighth edition of Employee Training
and Development stand out:
• Each chapter has been updated to include the most recent research findings and new
best company practices. New examples have been added in each chapter’s text.
• All the chapter opening vignettes are new. For example, the opening vignette for
Chapter Eight highlights how PayPal is using social media, Twitter, and MOOCs
for training.
• This edition offers new and expanded coverage of topics related to training for nontradi-
tional employees, learning, program design, training methods, evaluation, development,
and the future of training. From the learning and program design perspective, expanded
and new coverage is provided on microlearning, root cause analysis, how to help train-
ees remember training content, training international audiences, and content curation.
The use of new and increasingly popular training delivery and instructional methods
and support tools, including massive open online courses (MOOCs), the flipped class-
room, serious games and gamification, mobile learning, virtual reality (VR) and aug-
mented reality (AR), and artificial intelligence (AI), is discussed. From a development
and career perspective, this edition provides new and expanded coverage of different
types of career management approaches, reverse mentoring and different forms of men-
toring, use of technology for matching mentors and protégés, and the potential detri-
mental effects of using the nine-box grid for development and succession planning. In
training evaluation, the fundamentals remain important but there is also an increased
interest in and use of big data and workforce analytics to show how learning, training,
and development contribute to talent management and the company’s “bottom line.”
As a result, in the evaluation chapter we discuss how the logic model can be used for
identifying relevant training outcomes, Net Promoter Scores (NPS), and big data and
how companies are using it to answer important questions. Finally, new technologies
have the potential to radically alter how and when we learn and substitute performance
support for learning. As a result, in the last chapter of the book, we discuss the implica-
tions of wearables, artificial intelligence, automation, the Internet of things (IoT), Tin
Can API, and neuroscience research for the future of training and development. The
implications of the needs and learning preferences of the multigenerational workforce,
especially the millennials, for training and development are discussed throughout the
book (e.g., reverse mentoring, development opportunities, increased use of games and
social collaboration for learning).
• Each chapter ends with discussion questions and application assignments, many of
which are new or have been updated for this edition.
• Each chapter concludes with new or updated brief cases that illustrate a training, devel-
opment, or learning issue faced by a company. The case questions ask students to con-
sider issues and make recommendations based on the chapter content.
• To help students better understand the connections between topics, the book is organized
into four different parts. Part One focuses on the context for training and development
 Preface  xi

and includes a chapter devoted to strategic training. Part Two includes coverage related
to the fundamentals of designing training programs. Chapters in Part Two focus on
needs assessment, learning theories and transfer of training, program design, and train-
ing evaluation. Part Three focuses on training and development methods and includes
chapters devoted to traditional training methods, e-learning, and the use of new training
technologies such as social media and mobile learning. The chapters in Part Four cover
employee development and career management and the role of training and learning in
helping companies increase their social responsibility. This includes following laws and
regulations that relate to training, as well as managing diversity and helping employees
cope with career challenges such as balancing work and life, career breaks, identifying
and moving along a career path, preparing for retirement, and coping with job loss.
Finally, this part provides a look at the future of training and development.
• Each part includes a case designed to help students apply what they have learned in the
chapters to a real company issue.

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Acknowledgments
The author is only one of many important people involved in writing a textbook. The
eighth edition of this book would not have been possible without the energy and expertise
of ­several others from McGraw-Hill Education and Editors Inc. Wes Ellis, developmental
­editor, and project managers Maria McGreal, Mithun Kothandath, and Venkat ­Raghavan S
deserve my gratitude and thanks for their patience and expertise in following the insertions
and changes I made, and for ensuring that my ideas made sense and my writing was clear,
concise, and easy to understand.
I take full responsibility for any errors, omissions, or misstatements of fact in this book.
However, regardless of your impression of the book, it would not have been this good had
it not been for the manuscript reviewers. Special thanks to these people, who provided me
with detailed comments that helped improve the eighth edition of the book for students
and instructors. These reviewers include
Denise H. Barton Edward Ward
Wake Technical Community Saint Cloud State University
College Kristi Yowell
Kristopher Blanchard McDaniel College
Upper Iowa University
Kathryn Stepp Tinius
Amberton University

xiv
About the Author
Raymond A. Noe The Ohio State University
Raymond A. Noe is the Robert and Anne Hoyt Designated Professor of Management at
The Ohio State University. Before joining the faculty at Ohio State, he was a professor in
the Department of Management at Michigan State University and the Industrial Relations
Center of the Carlson School of Management, University of Minnesota. He received a
B.S. in psychology from The Ohio State University and M.A. and Ph.D. degrees in psy-
chology from Michigan State University. Professor Noe conducts research and teaches all
levels of students—from undergraduates to executives—in human resource management,
training and development, performance management, and talent management. He has
published articles in the Academy of Management Annals, Academy of Management Jour-
nal, Academy of Management Review, Human Resource Development Quarterly, Journal of
Applied ­Psychology, Journal of Management, Journal of Occupational and Organizational
Psychology, Journal of Vocational Behavior, and Personnel Psychology. Professor Noe is cur-
rently on the editorial boards of several journals, including Journal of Applied Psychology,
­Personnel ­Psychology, and Journal of Management. He is the lead author of “Learning in the
21st ­Century Workplace” published in the Annual Review of Organizational Psychology and
Organizational Behavior. Besides Employee Training and Development, he has co-authored
two other textbooks: Fundamentals of Human Resource Management and Human Resource
Management: Gaining a Competitive Advantage, both published by McGraw-Hill/Irwin. Pro-
fessor Noe has received awards for his teaching and research excellence, including the
Herbert G. Heneman Distinguished Teaching Award, the Ernest J. McCormick Award
for Distinguished Early Career Contribution from the Society for Industrial and Organiza-
tional Psychology, and the ASTD Outstanding Research Article of the Year Award. He is
also a fellow of the Society of Industrial and Organizational Psychology.

xv
Brief Contents
Preface vi Eight Technology-Based Training
Methods 338
PART ONE Nine Employee Development and
The Context for Training and Career Management 396
Development 3
One Introduction to Employee PART FOUR
­Training and Development 4 Social Responsibility and the Future 455
Two Strategic Training 62 Ten Social Responsibility: Legal
Issues, Managing Diversity, and
PART TWO Career Challenges 456
Designing Training 117 Eleven The Future of Training and
Three Needs Assessment 118 Development 508
Four Learning and Transfer of
Training 159 GLOSSARY 526
Five Program Design 205
NAME INDEX 539
Six Training Evaluation 253
COMPANY INDEX 550
PART THREE
Training and Development Methods 299 SUBJECT INDEX 554
Seven Traditional Training
Methods 300

xvi
Contents
Preface vi Chapter Two
Strategic Training 62
PART ONE Introduction 64
THE CONTEXT FOR TRAINING The Evolution of Training: From an Event to
AND DEVELOPMENT 3 Learning 66
Learning as a Strategic Focus 67
Chapter One The Learning Organization 67
Introduction to Employee Training and Implications of Learning for Human Capital
Development 4 Development 69
The Strategic Training and Development
Introduction 6 Process 70
Training and Development: Key Components  Business Strategy Formulation and Identification 71
of Learning 7
Identify Strategic Training and Development Initiatives
Designing Effective Training 10
That Support the Strategy 73
Overcoming the Flaws of the ISD Model 12
Provide Training and Development Activities
The Forces Influencing Working and Learning 13
Linked to Strategic Training and Development
Economic Cycles 13
Initiatives 78
Globalization 15
Identify and Collect Metrics to Show Training
Increased Value Placed on Intangible Assets and
Success 78
Human Capital 18
Examples of the Strategic Training and Development
Focus on Link to Business Strategy 22
Process 80
Changing Demographics and Diversity of the
Organizational Characteristics That Influence
Workforce 22
Training 83
Talent Management 27
Company Size 83
Customer Service and Quality Emphasis 31
Roles of Employees and Managers 83
New Technology 35
High-Performance Work Systems 39 Top Management Support 85
Snapshot of Training Practices 41 Integration of Business Units 85
Training Facts and Figures 41 Global Presence 85
Training Investment Leaders 43 Business Conditions 86
Roles, Competencies, and Positions of Training Other HRM Practices 87
Professionals 45 Extent of Unionization 90
Who Provides Training? 47 Staff Involvement in Training and Development 90
Who Is in Charge of Training? 47 Training Needs in Different Strategies 91
Preparing to Work in Training 50 Models of Organizing the Training
Key Terms 51 Department 94
Discussion Questions 51 The Corporate University (Corporate Training
Application Assignments 52 Universities) 94
Case: Zappos: Facing Competitive Challenges 53 Creating a Corporate University 98
Endnotes 55 Business-Embedded Learning Function 99

xvii
xviii  Contents

Learning, Training, and Development from a Change Learning Theories 163

Model Perspective 101
Marketing Training and Creating a Brand 103
Outsourcing Training 106
Summary 107
Key Terms 108
Discussion Questions 108
Application Assignments 109
Case: Hitachi Data Systems Global Learning
Team 110
Endnotes 110
Case 1: Learning in Practice: Dow Chemical
Develops Leaders by Sending Them to Work
in Unfamiliar Surroundings 115
PART TWO
DESIGNING TRAINING
Chapter Three
Needs Assessment 118
Introduction 119
Why Is Needs Assessment Necessary? 120
Who Should Participate in Needs
Assessment? 121
Methods Used in Needs Assessment 125
The Needs Assessment Process 128
Organizational Analysis 129
Person Analysis 131
The Process for Person Analysis
Task Analysis 142
Competency Models 146
Scope of Needs Assessment
Needs Assessment in Practice
Summary 152
Key Terms 153
Discussion Questions 153
Application Assignments 154
Case: Identifying Training Needs Using Virtual
Brainstorming at EY 155
Endnotes 156
Chapter Four
Learning and Transfer of Training
Introduction 160
What Is Learning? What Is Learned?
Reinforcement Theory 163
Social Learning Theory 164
Goal Theories 166
Need Theories 167
Expectancy Theory 168
Adult Learning Theory 168
Information Processing Theory 170
Transfer of Training Theory 171
Theory of Identical Elements 172
Stimulus Generalization Approach 173
Cognitive Theory of Transfer 174
The Learning Process 174
Mental and Physical Processes 174
The Learning Cycle 176
Implications of the Learning Process and Transfer
117 of Training for Instruction 176
Instructional Emphasis for Learning
Outcomes 193
Summary 195
Key Terms 196
Discussion Questions 196
Application Assignments 197
Case: Safety First 199
Endnotes 200
Chapter Five
Program Design 205
132
Introduction 206
Considerations in Designing Effective
Programs 208
150
Selecting and Preparing the Training Site 208
151
Choosing Trainers 211
How Trainers Can Make the Training Site and
Instruction Conducive to Learning 213
Curriculum, Course, and Lesson Design 223
Curriculum Road Map 224
Content Curation: Keeping Training Content 
Up-To-Date, Organized, and Accessible 230
How to Choose a Vendor or Consultant for Training
Services 231
Program Design Implications for Transfer of Training 232
159
Using Knowledge Management for Learning 
and Transfer of Training 240
162 Keys for Effective Knowledge Management 242
 Contents  xix

Summary 244 Measuring Human Capital and Training

Key Terms 244 Activity 286
Discussion Questions 245 Big Data and Workforce Analytics 287
Application Assignments 245 Summary 290
Case: Designing Effective Training for Call Center Key Terms 290
Associates at Nationwide Mutual Insurance Discussion Questions 291
Company 248 Application Assignments 291
Endnotes 248 Case: Training Technicians at Pacific Gas &
Electric 293
Chapter Six Endnotes 294
Case 2: Learning in Practice: Everyone Can Be a
Training Evaluation 253
Leader at CA Technologies 298
Introduction 254
Reasons for Evaluating Training 255
Formative Evaluation 256
Summative Evaluation 257
PART THREE
Overview of the Evaluation Process 257 TRAINING AND DEVELOPMENT
Outcomes Used in the Evaluation of Training METHODS 299
Programs 259
Reaction Outcomes 259 Chapter Seven
Learning or Cognitive Outcomes 262
Traditional Training Methods 300
Behavior and Skill-Based Outcomes 263
Affective Outcomes 263 Introduction 301
Results 265 Presentation Methods 304
Return on Investment 265 Lecture 304
Determining Whether Outcomes Are Audiovisual Techniques 306
Appropriate 266 Hands-on Methods 307
Relevance 266 On-the-Job Training 307
Reliability 267 Self-Directed Learning 309
Discrimination 267 Apprenticeship 310
Practicality 267 Simulations 313
Evaluation Practices 268 Case Studies 314
Which Training Outcomes Should Be Collected? 269 Business Games 315
Evaluation Designs 270 Role Plays 316
Threats to Validity: Alternative Explanations Behavior Modeling 317
for Evaluation Results 271 Group Building Methods 320
Types of Evaluation Designs 273 Adventure Learning 321
Considerations in Choosing an Evaluation Team Training 322
Design 278 Action Learning 325
Determining Return on Investment 280 Choosing a Training Method 327
Determining Costs 281 Summary 329
Determining Benefits 282 Key Terms 330
Example of a Cost-Benefit Analysis 283 Discussion Questions 330
Other Methods for Cost-Benefit Analysis 284 Application Assignments 331
Practical Considerations in Determining ROI 285 Case: Training Methods for Bank Tellers 333
Success Cases and Return on Expectations 286 Endnotes 334
xx  Contents

Chapter Eight Case: Training Jiffy Lube Service Technicians on

Technology-Based Training Methods 338 New Products 388
Endnotes 389
Introduction 339
Technology’s Influence on Training and Chapter Nine
Learning 341 Employee Development and Career
Technology Facilitates Collaboration 343
Management 396
Technology Creates a Dynamic Learning
Environment 343 Introduction 397
Technology Gives Learners Control 345 The Relationship Among Development, Training,
Computer-Based Training, Online Learning,  and Careers 398
Web-Based Training, and E-Learning 347 Development and Training 398
Potential Features of Online Learning 348 Development and Careers 399
Advantages of Online Learning 349 Development Planning Systems 401
Effectiveness of Online Learning 351 Self-Assessment 402
Developing Effective Online Learning 353 Reality Check 402
Needs Assessment 353 Goal Setting 403
Creating a Positive Online Learning Action Planning 405
Experience 355 Examples of Career Development Systems 405
Learner Control 356 Approaches to Employee Development 407
Provide Time and Space for Online Learning 357 Formal Education 408
Technology for Collaboration and Linking 358 Assessment 412
Massive Open Online Courses 358 Job Experiences 418
Social Media: Wikis, Blogs, Microblogs, and Social Interpersonal Relationships 426
Networks 360 Special Topics in Employee Development: Succession
Blended Learning 364 Planning, Developing Dysfunctional Managers, and
Simulations and Games 365 Onboarding 432
Augmented Reality 370 Summary 442
Mobile Technology and Learning 371 Key Terms 442
Adaptive Training 373 Discussion Questions 443
Distance Learning 374 Application Assignments 444
Technologies for Training Support: Artificial Case: Developing Leaders at Vi 445
Intelligence, Expert Systems, and Performance Endnotes 445
Support 377 Case 3: Learning in Practice: Fashion and Safety at
Artificial Intelligence 377 Bloomingdale’s 453
Expert Systems 379
Electronic Performance Support Systems 379 PART FOUR
Learning Management Systems: Systems SOCIAL RESPONSIBILITY AND THE
for Training Delivery, Support, and FUTURE 455
Administration 380
Choosing New Technology Training Chapter Ten
Methods 382 Social Responsibility: Legal Issues, Managing
Summary 385
Diversity, and Career Challenges 456
Key Terms 386
Discussion Questions 387 Introduction 457
Application Assignments 387 Training Partnerships 458
 Contents  xxi

Joint Union-Management Programs 461 Breakthroughs in Neuroscience About

Legal Issues and Managing a Diverse Workforce at Learning 514
Home and Abroad 462 Increased Emphasis on Speed in Design, Focus
Legal Issues 462 on Content, and Use of Multiple Delivery
Managing Workforce Diversity and Inclusion 468 Methods 515
Melting the Glass Ceiling 474 Increased Use of Just-In-Time Learning and
Cross-Cultural Preparation 476 Performance Support 516
Steps in Cross-Cultural Preparation 476 Increased Emphasis on Using Big Data to Show
Career Challenges Facing a Multigenerational How Learning Helps the Business 518
Workforce 480 Investing In Training to Close the Skills Gap 519
Work-Life Balance 480 Implications of Future Trends for Trainers’ Skills
Career Paths and Dual Career Paths 484 and Competencies 520
Dual Career Path 485 Summary 521
Career Recycling 488 Key Terms 521
Job Hopping 489 Discussion Questions 521
Coping with Career Breaks 490 Application Assignments 521
Coping with Job Loss 491 Case: Working Together with Robots at Dynamic
Meeting the Needs of Older Workers 492 Group 522
Preretirement Socialization 494 Endnotes 523
Retirement 495 Case 4: Learning in Practice: Nike Is Losing Its Race
Early Retirement Programs 496 for Diversity 525
Summary 497
Key Terms 497
Discussion Questions 498
Glossary 526
Application Assignments 498 Name Index 539
Case: Language and Cultural Understanding Provide
the Foundation for Global Success 499
Company Index 550
Endnotes 500 Subject Index 554

Chapter Eleven
The Future of Training and Development 508
Introduction 509
Automatization of Work 510
Increased Use of New Technologies for Training
Delivery and Instruction 511
ORGANIZATION OF THIS BOOK
This book is organized into five parts. Part One focuses on the context for training and
development and begins with Chapter One, which offers a broad perspective on training
and helps answer questions such as: What is training? Why is it important? Who is receiv-
ing training? How much money is spent on training? How should training be designed?
Part One also includes Chapter Two, which discusses the strategic training and development
process. In Chapter Two, you will see how a company’s business strategy ­influences train-
ing practices and the organization of the training department. Chapters Three through Six
make up Part Two. These chapters discuss the fundamentals of training design and address
different aspects of the Instructional System Design (ISD) model, the model used to guide
the development of training (see Figure 1.2). Chapter Three deals with how to determine
training needs. Chapter Four discusses the important issue of learning—specifically, the
importance of learning and transfer of training. The chapter emphasizes what we learn, how
we learn, and how to create an environment conducive to learning within a training session.
The chapter also discusses what needs to be considered for transfer of training (i.e., ensur-
ing that skills emphasized in training are used on the job). Chapter Five provides insights
into the specifics of how training programs should be designed to facilitate learning and
transfer. The chapter covers the importance of room design, learning objectives, selecting
and preparing trainers, and course planning for learning, as well as how managers, train-
ers, learners, and knowledge management can facilitate transfer of training. Chapter Six
explains how to evaluate a training program. Part Three focuses on training and develop-
ment methods. Chapter Seven looks at traditional training methods such as lecture, behav-
ior modeling simulation, and role play. Chapter Eight examines e-learning and methods
that have developed from applications of new technology, for example, web-based training,
virtual reality, mobile learning, and social collaboration.
Chapter Nine addresses the important issue of employee development and career man-
agement; it discusses four approaches used to develop employee assessments, assignments,
relationships, courses, and formal programs. Part Four considers training’s role in social
responsibility and the future of training and development. Chapter Ten deals with legal
issues and diversity. Topics covered include ethics and legal issues, managing diversity,
cross-cultural training, and issues relevant to certain employee groups, such as coping with
career breaks and melting the “glass ceiling.” Chapter Eleven discusses how new technolo-
gies may influence training and how its role may change in the future.
Students should be aware of several important features of the book. Each chapter begins
with chapter objectives. These objectives (1) highlight what the student should learn from
each chapter and (2) preview the topics. Next comes an opening vignette—an example of
a company practice related to the chapter topics. Company examples are liberally used
throughout each chapter to help students see how theory and research in training are put
into practice. Each chapter ends with key terms, discussion questions, application assign-
ments, and a short case. Key terms are related to important concepts emphasized in the
chapter. Discussion questions and application assignments can facilitate learning through
interacting with other students and actually trying to develop and conduct various training
applications. Many application assignments require the use of the web, a valuable source of
information on training practices. Each of the parts concludes with a case that highlights a
company’s training and development practices. These cases include questions asking you to
apply what you have learned in the chapters.
Another random document with
no related content on Scribd:
esforzandome lo mejor que pude
la hablé desta manera: Hermosa
pastora, que para hazerme
quedar sin libertad, o para lo que
la fortuna se sabe, tomaste el
habito de aquella que el de amor
a causa tuya ha professado,
bastara el tuyo mismo para
uencerme sin que con mis armas
proprias me vieras rendido. Mas
quién podra huir de lo que la
Fortuna le tiene solicitado?
Dichosa me pudiera llamar si
uuieras hecho de industria lo que
a caso hiziste: porque a mudarte
el habito natural, para solo verme
y dezirme lo que desseauas,
atribuyeralo yo a merecimiento
mio y a grande afeccion tuya, mas
ver que la intencion fue otra
aunque el efecto aya sido el que
tenemos delante, me haze estar
no tan contenta como lo
estuuiera, a ser de la manera que
digo. Y no te espantes, ni te pese
deste tan gran desseo: por que no
ay mayor señal de una persona,
querer todo lo que puede, que
dessear ser querida de aquel a
quien ha entregado toda su
libertad. De lo que tú me as oydo
podras sacar, qual me tiene tu
uista. Plegue a Dios que vses
tambien del poder que sobre mi
as tomado, que pueda yo
sustentar el tenerme por muy
dichosa hasta la fin de nuestros
amores, los quales de mi parte,
no lo ternán en quanto la uida me
durare. La cautelosa Ysmenia me
supo tambien responder a lo que
dixe, y fingir las palabras que para
nuestra conuersacion eran
necessarias, que nadie pudiera
huyr del engaño en que yo cay, si
la fortuna de tan difficultoso
laberinto con el hilo de prudencia
no le sacara. Y assi estuuimos
hasta que amanescio, hablando
en lo que podria imaginar, quien
por estos desuariados casos de
amor ha passado. Dixome que su
nombre era Alanio, su tierra
Gallia, tres millas de nuestra
aldea: quedamos concertados de
uernos muchas uezes. La
mañana se uino, y las dos nos
apartamos con más abraços, y
lagrimas, y sospiros de lo que
aora sabré dezir. Ella se partio de
mi, y boluiendo atras la cabeça
por uerla, y por uer si me miraua,
ui que se yua medio riendo, mas
crey que los ojos me auian
engañado. Fuese con la
compañia que auia traydo, mas
yo bolui con mucha más porque
lleuaua en la imaginacion los ojos
del fingido Alanio, las palabras
con que su vano[1232] amor me
auia manifestado, los abraços que
dél auia recebido, y el crudo mal
de que hasta entonces no tenia
experiencia. Aora aueys de saber,
pastores, que esta falsa y
cautelosa Ysmenia tenia un
primo, que se llamaua Alanio, a
quien ella más que a si queria:
porque en el rostro, y ojos, y todo
lo demas se le parecia, tanto que
si no fueran los dos de genero
differente, no uuiera quien no
juzgara el uno por el otro. Y era
tanto el amor que le tenia que
quando yo a ella en el templo le
pregunté su mismo nombre,
auiendome de dezir nombre de
pastor, el primero que me supo
nombrar fue Alanio: porque no ay
cosa más cierta, que en las cosas
súbitas encontrarse la lengua con
lo que está en el coraçon. El
pastor la queria bien mas no tanto
como ella a él. Pues quando las
pastoras salieron del templo para
boluerse a su aldea, Ysmenia se
halló con Alanio su primo, y él por
usar de la cortesia que a tan
grande amor como el de Ysmenia
era deuida, dexando la compañia
de los mancebos de su aldea,
determinó de acompañarla (como
lo hizo) de que no poco
contentamiento recibio Ysmenia,
y por darsele a él en alguna cosa,
sin mirar lo que hazia, le contó lo
que comigo auia passado,
diziendoselo muy particularmente,
y con grandissima risa de los dos,
que tambien le dixo, como yo
quedaua, pensando que ella
fuesse hombre, muy presa de sus
amores. Alanio quando aquello
oyo, dissimuló lo mejor que él
pudo, diziendo que auia sido
grandissimo donayre. Y
sacandole todo lo que comigo
auia passado que no faltó cosa,
llegaron a su aldea. E de ay a
ocho dias (que para mí fueron
ocho mil años) el traydor de
Alanio (que assi lo puedo llamar
con más razon que él ha tenido
de oluidarme), se uino a mi lugar,
y se puso en parte donde yo
pudiesse uerle, al tiempo que
passaua con otras zagalas a la
fuente que cerca del lugar estaua.
E como yo lo uiese, fue tanto el
contentamiento que recibi, que no
se puede encarescer, pensando
que era el mismo que en habito
de pastora auia hablado en el
templo. E luego yo le hize señas
que se uiniesse hazia la fuente a
donde yo yua y no fue menester
mucho para entendellas. El se
uino, y allí estuuimos, hablando
todo lo que el tiempo nos dio
lugar: y el amor quedó (a lo
menos de mi parte) tan confiado
que aunque el engaño se
descubriera, (como de ay a poco
dias se descubrio) no fuera parte
para apartarme de mi
pensamiento. Alanio tambien creo
que me queria bien, y que desde
aquella hora, quedó preso de mis
amores, pero no lo mostró por la
obra tanto como deuia. Assi que
algunos dias se trataron nuestros
amores con el mayor secreto que
pudimos, pero no fue tan grande,
que la cautelosa Ysmenia no lo
supiesse: y uiendo qne ella tenia
la culpa, no solo en auerme
engañado, mas aun en auer dado
causa a que Alanio
descubriendole lo que passaua,
me amasse a mi, y pusiesse a
ella en oluido, estuuo para perder
el seso, mas consolose con
parezelle, que en sabiendo yo la
uerdad, al punto oluidaria. Y
engañauase en ello, que despues
le quise mucho más, y con muy
mayor obligacion. Pues
determinada Ysmenia de
deshazer el engaño, que por su
mal auiame hecho, me escriuio
esta carta:

CARTA DE YSMENIA PARA

SELUAGIA
Seluagia, si a los que nos quieren
tenemos obligacion de quererlos,
no ay cosa en la uida a quien más
deua que a ti, pero si las que son
causa que seamos oluidadas
deuen ser aborrescidas, a tu
discrecion lo dexo. Querria te
poner alguna culpa, de auer
puesto los ojos en el mi Alanio,
mas ¿qué hare desdichada, que
toda la culpa tengo yo de mi
desuentura? Por mi mal te ui. ¡O
Seluagia! bien pudiera yo escusar
lo que passé contigo, mas en fin
desembolturas demasiadas las
menos uezes succeden bien. Por
reyr una hora con el mi Alanio,
contandole lo que auia passado,
lloraré toda mi uida, si tú no te
dueles d'ella. Suplicote quanto
puedo, que baste este
desengaño, para que Alanio sea
de ti oluidado, y esta pastora
restituyda en lo que pudieres, que
no podras poco, si amor te da
lugar a hazer lo que suplico.
Quando yo esta carta ui, ya
Alanio me auia desengañado de
la burla que Ysmenia me auia
hecho, pero no me auia contado
los amores que entre los dos
auia, de lo qual yo no hize mucho
caso, porque estaua tan confiada
en el amor que mostraua
tenerme, que no creyera jamas,
que pensamientos passados, ni
por venir, podrian ser parte para
que él me dexasse. Y porque
Ysmenia no me tuuiesse por
descomedida, respondi a su carta
desta manera:

CARTA DE SELUAGIA PARA

YSMENIA
No sé, hermosa Ysmenia, si me
quexe de ti, o si te dé gracias, por
auerme puesto en tal
pensamiento, ni creo sabria
determinar quál destas cosas
hazer, hasta que el successo de
mis amores me lo aconseje. Por
vna parte me duele tu mal, por
otra veo que tú saliste al camino a
recebille. Libre estaua Seluagia al
tiempo que en el templo la
engañaste, y aora está subiecta a
la uoluntad de aquel a quien tú
quesiste entregalla. Dizesme que
dexe de querer a Alanio: con lo
que tú en esse caso harias,
puedo responderte. Vna cosa me
duele en estremo, y os uer que
tienes mal de que no puedes
quexarte, el qual da muy mayor
pena a quien lo padesce.
Considero aquellos ojos con que
me uiste, y aquel rostro que
despues de muy importunada me
monstraste, y pesame que cosa
tan parescida al mi Alanio,
padezca tan estraño descontento.
Mira qué remedio este para poder
auello en tu mal. Por la liberalidad
que comigo has usado en darme
la más preciosa joya que tenias,
te beso las manos. Dios quiera
que en algo te pueda seruir. Si
uieres allá el mi Alanio, dile la
razon que tiene de quererme; que
ya él sabe la que tiene de
oluidarte. Y Dios te dé el
contentamiento que desseas, con
que no sea a costa del que yo
recibo en uerme tan bien
empleada.
No pudo Ysmenia acabar de leer
esta carta, porque al medio della,
fueron tantos los sospiros y
lagrimas que por sus ojos
derramaua, que penso perder la
uida llorando. Trabajaua quanto
podia porque Alanio dexasse de
querer, y buscaua para esto
tantos remedios, como él para
apartarse donde pudiesse uerla.
No porque la queria mal, mas por
parecelle que con esto me
pagaua algo de lo mucho que me
deuia. Todos los dias que en este
proposito biuio, no vuo alguno
que yo dexasse de uerle: porque
el camino que de su lugar al mio
auia jamas dexaua de ser por él
passado. Todos trabajos tenia en
poco, si con ellos le parescia que
yo tomaua contento. Ysmenia los
dias que por él preguntaua, y le
dezian que estaua en mi aldea,
no tenia paciencia para suffrillo. E
con todo esto no auia cosa que
más contento le diesse, que
hablalle en él. Pues como la
necessidad sea tan ingeniosa que
uenga a sacar remedios donde
nadie penso hallarlos, la
desamada Ysmenia se auenturó a
tomar uno, qual pluguiera a Dios,
que por el pensamiento no le
passara, y fue fingir que queria
bien a otro pastor llamado
Montano, de quien mucho tiempo
auia sido requerida. Y era el
pastor con quien Alanio peor
estaua: y como lo determinó, assi
lo puso por obra por uer si con
esta subita mudança podria atraer
a Alanio a lo que desseaua,
porque no ay cosa que las
personas tengan por segura,
aunque la tengan en poco, que si
de subito la pierden, no les llegue
al alma el perdella. Pues como
uiesse Montano que su señora
Ysmenia tenia por bien de
corresponder al amor que él tanto
tiempo le auia tenido, ya
oyreys[1233] lo que sintiria. Fue
tanto el gozo que recibio, tantos
los seruicios, que le hizo, tantos
los trabajos en que por causa
suya se puso, que fueron parte
juntamente con las sin razones
que Alanio le auia hecho, para
que saliesse uerdadero, lo que
fingiendo la pastora auia
començado; y puso Ysmenia su
amor en el pastor Montano con
tanta firmeza, que ya no auia
cosa a quien más quisiesse que a
él, ni que menos deseasse uer
que al mi Alanio. Y esto le dio ella
a entender lo mas presto que
pudo, paresciendole, que en ello
se vengaua de su oluido, y de
auer puesto en mí el
pensamiento. Alanio aunque
sintio en estremo el ver a
Ysmenia perdida por pastor con
quien él tan mal estaua, era tanto
el amor que me tenia, que no
daua a entenderlo quanto ello era.
Mas andando algunos dias, y
considerando que él era causa de
que su enemigo fuesse tan
favorescido de Ysmenia, y que la
pastora ya huía de uelle
(muriendose no mucho antes
quando no le ueia) estuuo para
perder el seso por enojo, y
determinó de estorbar esta buena
fortuna de Montano. Para lo qual
començo nueuamente de mirar a
Ysmenia, y de no uenir a uerme
tan publico como solia ni faltar
tantas uezes en su aldea, porque
Ysmenia no lo supiesse. Los
amores entre ella y Montano yuan
muy adelante, y los mios con el
mi Alanio, se quedauan atras todo
lo que podian, no de mi parte,
pues sola la muerte podria
apartarme de mi proposito, mas
de la suya, que jamas pense uer
cosa tan mudable. Porque como
estaua tan encendido en colera
con Montano, la qual no podia ser
executada, sino con amor en la su
Ysmenia, y para esto las uenidas
a mi aldea era gran impedimiento,
y como el estar ausente de mi, le
causasse oluido, y la presencia
de la su Ysmenia grandissimo
amor, el boluio a su pensamiento
primero, y yo quedé burlada del
mio. Mas con todos los seruicios
que a Ysmenia hazia, los recados
que le embiaua, las quexas que
formaua della, jamas la pudo
mouer de su proposito, ni uuo
cosa que fuesse parte para
hazelle perder un punto d'el amor
que a Montano tenia. Pues
estando yo perdida por Alanio,
Alanio por Ysmenia, Ysmenia por
Montano, succedio que a mi
padre se le offresciessen ciertos
negocios sobre las dehesas del
Estremo, con Phileno, padre del
pastor Montano; para lo qual los
dos uinieron muchas uezes a mi
aldea, y en tiempo que Montano,
o por los sobrados fauores que
Ysmenia le hazia (que en algunos
hombres de baxo espiritu causan
fastidio) o porque tambien tenia
celos de las diligencias de Alanio,
andaua ya un poco frio en sus
amores. Finalmente que él me uio
traer mis ouejas a la majada, y en
uiendome començo a quererme,
de manera (segun lo que cada dia
yua moustrando) que ni yo a
Alanio, ni Alanio a Ysmenia, ni
Ysmenia a él, no era possible
tener mayor afection. Ved qué
estraño embuste de amor. Si por
uentura Ysmenia yua al campo,
Alanio tras ella, si Montano yua al
ganado, Ysmenia tras él, si yo
andaua al monte con mis ouejas,
Montano tras mi. Si yo sabia que
Alanio estaua en un bosque
donde solia repastar, allá me yua
tras el. Era la más nueua cosa del
mundo oyr cómo dezia Alanio
sospirando, ¡ay Ysmenia!, y cómo
Ysmenia dezia ¡ay Seluagia!, y
cómo Seluagia dezia ¡ay
Montano! y cómo Montano dezia
¡ay mi Alanio! Succedio que un
dia nos juntamos los quatro en
una floresta, que en medio de los
dos lugares auia, y la causa fue,
que Ysmenia auia ydo a uisitar
unas pastoras amigas suyas, que
cerca de alli morauan; y quando
Alanio lo supo, forçado de su
mudable pensamiento, se fue en
busca della, y la halló junto a un
arroyo, peinando sus dorados
cabellos. Yo siendo auisada por
un pastor, mi uecino, que Alanio
yua a la floresta del ualle (que
assi se llamaua) tomando delante
de mí unas cabras que en un
corral junto a mi casa estauan
encerradas, por no yr sin alguna
occasion, me fuy donde mi
desseo me encaminaua, y le hallé
a él llorando su desuentura, y a la
pastora riendose de sus
escusadas lagrimas, y burlando
de sus ardientes sospiros.
Quando Ysmenia me uio, no poco
se holgo comigo, aunque yo no
con ella; mas antes le puse
delante las razones que tenia
para agrauiarme del engaño
passado; de las quales ella supo
escusarse tan discretamente, que
pensando yo que me deuia la
satisfaction de tantos trabajos, me
dio con sus bien ordenadas
razones a entender, que yo era la
que le estaua obligada, porque si
ella me auia hecho una burla, yo
me auia satisfecho tan bien que
no tan solamente le auia quitado
a Alanio, su primo, a quien ella
auia querido mas que a si, mas
que aun tan aora tambien le traya
al su Montano muy fuera de lo
que solia ser. En esto llegó
Montano, que de una pastora
amiga mia, llamada Solisa, auia
sido auisada que con mis cabras
uenia a la floresta del ualle. E
quando alli los quatro
discordantes amadores nos
hallamos, no se puede dezir lo
que sentíamos, porque cada uno
miraua a quien no queria que le
mirasse. Y preguntaua al mi
Alanio la causa de su oluido; él
pedia misericordía a la cautelosa
Ysmenia, Ysmenia quexauase de
la tibieza de Montano; Montano
de la crueldad de Seluagia. Pues
estando de la manera que oys,
cada uno perdido por quien no le
queria, Alanio al son de su rabel
començo a cantar lo siguiente:
 No más, nympha cruel: ya
estas vengada,
no prueues tu furor en un
rendido:
la culpa a costa mia está
pagada.
Ablanda ya esse pecho
endurescido,
y resuscita un alma sepultada
en la tiniebla escura de tu
oluido;
que no cabe en tu ser, ualor y
suerte,
que un pastor como yo pueda
offenderte.
Si la ouejuela siempre ua
huyendo
de su pastor, colerico y
ayrado,
y con temor acá, y allá
corriendo,
a su pesar se alexa del
ganado;
mas ya que no la siguen,
conosciendo
que es más peligro auerse
assi alexado,
balando buelue al hato
temerosa,
será no recebilla justa cosa.
Leuanta ya essos ojos que
algun dia,
Ysmenia, por mirarme
leuantauas,
la libertad me buelue que era
mia,
y un blando coraçon que me
entregauas.
Mira (Nympha) que entonces
no sentia
aquel senzillo amor que me
mostrauas,
ya triste lo conozco y pienso
en ello,
aunque ha llegado tarde el
conoscello.
¿Cómo que fue possible, di,
enemiga,
que siendo tú muy más que yo
culpada,
con titulo cruel, con nueua
liga,
mudasses fe tan pura y
estremada?
¿Qué hado, Ysmenia, es este
que te obliga
a amar do no es possible ser
amada?
Perdona, mi señora, ya esta
culpa,
pues la occasion que diste me
desculpa.
¿Qué honra ganas, di, de
auer uengado
vn yerro a causa tuya
cometido?
¿qué excesso hize yo, que no
he pagado,
qué tengo por suffrir, que no
he suffrido?
¿Qué animo cruel, qué pecho
ayrado,
qué coraçon de fiera
endurescido,
 tan insuffrible mal no
ablandaria,
sino el de la cruel pastora
mia?
Si como yo he sentido las
razones,
que tienes, o has tenido de
oluidarme:
las penas, los trabajos, las
passiones,
el no querer oyrme, ni aun
mirarme,
llegasses a sentir las
occasiones,
que sin buscallas yo, quissiste
darme:
ni tú ternias que darme más
tormento,
ni aun yo más que pagar mi
atreuimiento.

Ansi acabó mi Alanio el suaue

canto y aun yo quisiera que
entonces se me acabara la uida, y
con mucha razon, porque no
podria llegar a más la desuentura,
que a uer yo delante mis ojos
aquel que más que a mí queria,
tan perdido por otra, y tan
oluidado de mí. Mas como yo en
estas desuenturas no fuese sola,
dissimulé por entonces, y tambien
porque la hermosa Ysmenia,
puestos los ojos en el su
Montano, començaua a cantar lo
siguiente:
 ¡Qvan fuera estoy de pensar
en lágrimas escusadas,
siendo tan aparejadas
las presentes, para dar
muy poco por las passadas!
Que si algun tiempo trataua
de amores de alguna suerte,
no pude en ello offenderte,
porque entonces m'ensayaua,
Montano, para quererte.
Enseñauame a querer,
suffria no ser querida:
sospechaua quan rendida,
Montano, te auia de ser,
y quan mal agradescida.
Ensayéme como digo,
a suffrir el mal de amor:
desengañese el pastor
que compitiere contigo,
porque en balde es su dolor.
Nadie se quexe de mi,
si me quiso, y no es querido;
que yo jamas he podido
querer otro sino a ti,
y aun fuera tiempo perdido.
Y si algun tiempo miré,
miraua, pero no uia;
que yo, pastor, no podia
dar a ninguno mi fe,
pues para ti la tenia.
Vayan sospiros a cuentos,
bueluanse los ojos fuentes,
resusciten accidentes:
que passados pensamientos
no dañarán los presentes.
Vaya el mal por donde va,
y el bien por donde quisiere:
 que yo yre por donde fuere,
pues ni el mal m'espantará,
ni aun la muerte si uiniere.

Vengado me auia Ysmenia del

cruel y desleal Alanio, si en el
amor que yo le tenia cupiera
algun desseo de vengança, mas
no tardó mucho Alanio en castigar
a Ysmenia, poniendo los ojos en
mí, y cantando este antiguo
cantar.

Amor loco ¡ay amor loco!

yo por uos, y uos por otro.
Ser yo loco, es manifiesto:
por uos ¿quien no lo será?
que mayor locura está
en no ser loco por esto;
mas con todo no es honesto
que ande loco,
por quien es loca por otro.
Ya que uiendoos, no me
ueys,
y moris porque no muero,
comed aora a mi que os
quiero
con salsa del que quereys
y con esto me hareys
ser tan loco,
como uos loca por otro.

Qvando acabó de cantar esta

postrera copla, la estraña agonia
en que todos estauamos no pudo
estoruar que muy de gana no nos
riessemos, en uer que Montano
queria que engañasse yo el gusto
de miralle, con salsa de su
competidor Alanio, como si en mi
pensamiento cupiera dejarse
engañar con apariencias de otra
cosa. A essa hora comence yo
con gran confiança a tocar mi
çampoña, cantando la cancion
que oyreys; porque a lo menos en
ella pensaua mostrar (como lo
mostre) quanto mejor me auia yo
auido en los amores, que ninguno
de los que alli estauan.

Pves no puedo descansar

a trueque de ser culpada,
guardeme Dios de oluidar,
más que de ser oluidada.
No solo donde ay oluido
no ay amor ni puede auello,
mas donde ay sospecha dello
no ay querer, sino fingido.
Muy grande mal es amar,
do esperança es escusada;
mas guardeos Dios de oluidar,
que es ayre ser oluidada.
Si yo quiero, ¿por que
quiero,
para dexar de querer?
¿que más honrra puede ser,
que morir del mal que muero?
El biuir para oluidar,
es uida tan afrentada,
que me está mejor amar,
hasta morir de oluidada.
Acabada mi cancion, las lagrimas
de los pastores fueron tantas,
especialmente las de la hermosa
pastora Ysmenia, que por fuerça
me hizieron participar de su
tristeza, cosa que yo pudiera bien
escusar, pues no se me podia
atribuir culpa alguna de mi gran
desuentura (como todos los que
alli estauan, sabian muy bien).
Luego a la ora nos fuymos cada
uno a su lugar, porque no era
cosa que a nuestra honestidad
conuenia estar a horas tan
sospechosas fuera dél. E al otro
dia mi padre sin dezirme la causa,
me sacó de nuestra aldea, y me
ha traydo a la nuestra, en casa de
Albania mi tia, y su hermana, que
uosotros muy bien conoceys,
donde estoy algunos dias ha, sin
saber qué aya sido la causa de mi
destierro. Despues acá entendi,
que Montano se auia casado con
Ysmenia, y que Alanio se
pensaua casar con otra hermana
suya, llamada Syluia. Plega a
Dios que ya que no fue mi
uentura podelle yo gozar, que con
la nueua esposa se goce, como
yo desseo (que no seria poco)
porque el amor que yo le tengo,
no suffre menos, sino dessealle
todo el contento del mundo.
Acabado de dezir esto la hermosa
Seluagia començo a derramar
muchas lagrimas: y los pastores