This article represents the first installment of a column focused exclusively on training and development. Your initial reaction might be, “wait a sec, do we really need one of these?” We think so, but not for the reasons you might expect. Although SIOP identifies training as a key element of the employment lifecycle to which I-Os can contribute (professionals) and training represents a core content competency and major component of the newly approved Guidelines for Education and Training in Industrial-Organizational Psychology (Society for Industrial and Organizational Psychology, Inc., 2016), a specific focus on the learning and development (L&D) space has been sorely missing from TIP. The publication boasts columns devoted to humanitarian psychology, neuroscience, legal issues, and more general practitioner, graduate student, and academic topics, but has rarely included content focused specifically on L&D in recent years, with some notable exceptions (e.g., Poeppelman, Lobene, & Blacksmith, 2015; Vosburgh, 2016). Moreover, training as a content area produced a mere 15 of the 901 (< 2%) presentations at the recent 2016 SIOP conference (although, 28 presentations included training in the title and the related content areas of leadership development/coaching and careers/mentoring/socialization/onboarding/retirement included 14 and 39 presentations, respectively). Even more evidence for a diminished focus on training comes from, arguably, the top two I-O psychology journals, Journal of Applied Psychology and Personnel Psychology (Zickar & Highhouse, 2003), which published 40 of 1,206 and 36 of 766 articles listing training as the subject, respectively (as indexed in PsycINFO, accessed 5/22/2016). Thus, with this column we hope to stimulate more thought and focus on the ways in with I-Os can contribute to the L&D space, with the ultimate goal of observing a larger number of I-O articles, research studies, and collaborative applied projects related to training.