Book description
The latest Wiley Blackwell Handbook of Organizational Psychology uses a psychological perspective, and a uniquely global focus, to review the latest literature and research in the interconnected fields of training, development, and performance appraisal.
Maintains a truly global focus on the field with top international contributors exploring research and practice from around the world
Offers researchers and professionals essential information for building a talented organization, a critical and challenging task for organizational success in the 21st century
Covers a diverse range of topics, including needs analysis, job design, active learning, self-regulation, simulation approaches, 360-degree feedback, and virtual learning environments
Table of contents
- Cover
- Wiley Blackwell Handbooks in Organizational Psychology
- Title page
- Copyright page
- About the Editors
- About the Contributors
- Foreword
- Series Preface
- Railway Children
- 1 The Psychology of Training, Development, and Performance Improvement
-
Section I: Training
- 2 The History of Training
- 3 Training Needs Analysis at Work
-
4 Training and Workplace Learning
- Introduction
- Learning in, for, and through the Workplace
- Learning Spaces at Work: From Work and Training to Learning?
- Competence Development and the Workplace
- Supporting Competence Development through “Basic Skills” Programs in the Workplace
- Rethinking the “Transferability” of Competences: Tacit vs. Explicit
- The Significance of New Technologies and Skills Development
- Future Research
- Conclusion
- References
- 5 Transfer of Socialization
-
6 Encouraging Active Learning
- Introduction
- Conceptual Background: What is Active Learning?
- Designing Active Training: An Overview of Active-Training Interventions
- Effectiveness of Active Training: The Evidence
- Mechanisms of Active Training: What Do We Know about Why it Works?
- Evidence on Aptitude-Treatment Interactions (ATI): Who Benefits Most from Active Training?
- Challenges to the Concept of Active Learning
- Future Research
- Conclusion
- References
- 7 The Competencies of Effective Trainers and Teachers
- 8 Training Evaluation
- 9 Knowledge Transfer and Organizational Learning
- Section II: E-Learning
-
Section III: Personal and Professional Development in Organizations
- 13 Training and Personal Development
- 14 The Contribution of Talent Management to Organization Success
-
15 Action Learning
- Introduction
- The Origins of Action Learning – Reg Revans
- The Development of Action Learning
- Action Learning Review Papers
- Marquardt’s Model of Action Learning
- The Action Learning Coach/Adviser
- Self-Managed Action Learning (SMAL)
- Other Approaches
- Business-Driven Action Learning (BDAL)
- Virtual Action Learning
- Action Learning and Critical Reflection
- Critical Action Learning
- Evaluating Action Learning
- Future Research
- Conclusion
- References
- 16 Knowledge-Sharing, Cooperation, and Personal Development
- 17 Using Competences in Employee Development
- 18 Personal Development Plan, Career Development, and Training
- 19 Leadership Development and Organizational Success
- 20 Structured Actions of Intentional Development
- 21 Informal Learningand Development
- Section IV: Performance Management
- Index
- End User License Agreement
Product information
- Title: The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement
- Author(s):
- Release date: November 2014
- Publisher(s): Wiley-Blackwell
- ISBN: 9781118737019
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