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The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement

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

    1. Cover
    2. Wiley Blackwell Handbooks in Organizational Psychology
    3. Title page
    4. Copyright page
    5. About the Editors
    6. About the Contributors
    7. Foreword
    8. Series Preface
    9. Railway Children
    10. 1 The Psychology of Training, Development, and Performance Improvement
      1. Introduction
      2. Why the Psychology of Training, Development, and Performance Improvement?
      3. The Scope of the Handbook
      4. Conclusion
      5. References
    11. Section I: Training
      1. 2 The History of Training
        1. Introduction
        2. The Ontological Roots and Evolution of Training’s Requirements
        3. The Origin of Training
        4. The Emergence of Medieval Guilds
        5. The Institutionalization of Training
        6. Training at the Dawn of the Twenty-First Century
        7. References
      2. 3 Training Needs Analysis at Work
        1. Introduction
        2. TNA: Methodological and Conceptual Issues
        3. Future Research
        4. Conclusion
        5. References
      3. 4 Training and Workplace Learning
        1. Introduction
        2. Learning in, for, and through the Workplace
        3. Learning Spaces at Work: From Work and Training to Learning?
        4. Competence Development and the Workplace
        5. Supporting Competence Development through “Basic Skills” Programs in the Workplace
        6. Rethinking the “Transferability” of Competences: Tacit vs. Explicit
        7. The Significance of New Technologies and Skills Development
        8. Future Research
        9. Conclusion
        10. References
      4. 5 Transfer of Socialization
        1. Introduction
        2. Training and Organizational Socialization
        3. New Employee Orientation and Training Programs
        4. Transfer of Training
        5. Transfer of Socialization
        6. Future Research
        7. Conclusion
        8. References
      5. 6 Encouraging Active Learning
        1. Introduction
        2. Conceptual Background: What is Active Learning?
        3. Designing Active Training: An Overview of Active-Training Interventions
        4. Effectiveness of Active Training: The Evidence
        5. Mechanisms of Active Training: What Do We Know about Why it Works?
        6. Evidence on Aptitude-Treatment Interactions (ATI): Who Benefits Most from Active Training?
        7. Challenges to the Concept of Active Learning
        8. Future Research
        9. Conclusion
        10. References
      6. 7 The Competencies of Effective Trainers and Teachers
        1. Introduction
        2. Trainer Competencies
        3. Trainer Processes
        4. Trainer Personal Characteristics
        5. Future Research
        6. Conclusion
        7. References
      7. 8 Training Evaluation
        1. Introduction
        2. The Developing Context of Human Resources
        3. A Review of Individual Training Evaluation Models
        4. Future Research
        5. Conclusion
        6. References
      8. 9 Knowledge Transfer and Organizational Learning
        1. Introduction
        2. Organizational Learning: An Overview
        3. Learning from Direct Experience
        4. Retaining Knowledge
        5. Transferring Knowledge
        6. Future Research
        7. Conclusion
        8. References
    12. Section II: E-Learning
      1. 10 Facilitation in E-Learning
        1. Introduction
        2. The Role of the Trainer
        3. Effective Trainer Behaviors
        4. Principles of Multimedia Learning
        5. Future Research
        6. Conclusion
        7. References
      2. 11 Effective Virtual Learning Environments
        1. Introduction
        2. Virtual Environments, Blended Learning, or Hybrid Systems?
        3. What is Meant by Effectiveness with Respect to VLEs?
        4. Features and Functionalities of Effective VLEs
        5. Psychological and Social Issues
        6. Future Research
        7. Conclusion
        8. References
      3. 12 Game- and Simulation-Based Approaches to Training
        1. Introduction
        2. What is a Simulation?
        3. What is Simulation-Based Training?
        4. What is Game-Based Training?
        5. Is Simulation-Based Training Effective?
        6. Is Game-Based Training Effective?
        7. Features of Simulation-Based Training
        8. Delivery Methods
        9. Future Research
        10. Conclusion
        11. References
    13. Section III: Personal and Professional Development in Organizations
      1. 13 Training and Personal Development
        1. Introduction
        2. Training as an Investment
        3. The Instructional Systems Design Model and Alternatives
        4. Effective Training Design – Emerging Training Methods
        5. Measuring Training Outcomes: Baseline and Alternatives
        6. Planning For and Managing Transfer of Training
        7. Future Research
        8. Conclusion
        9. References
      2. 14 The Contribution of Talent Management to Organization Success
        1. Introduction
        2. Controversies or Consensus
        3. Assumptions around Talent and Performance
        4. Further Research
        5. Conclusion
        6. References
      3. 15 Action Learning
        1. Introduction
        2. The Origins of Action Learning – Reg Revans
        3. The Development of Action Learning
        4. Action Learning Review Papers
        5. Marquardt’s Model of Action Learning
        6. The Action Learning Coach/Adviser
        7. Self-Managed Action Learning (SMAL)
        8. Other Approaches
        9. Business-Driven Action Learning (BDAL)
        10. Virtual Action Learning
        11. Action Learning and Critical Reflection
        12. Critical Action Learning
        13. Evaluating Action Learning
        14. Future Research
        15. Conclusion
        16. References
      4. 16 Knowledge-Sharing, Cooperation, and Personal Development
        1. Introduction
        2. Knowledge-Sharing as a Core Concept in Knowledge Management
        3. Knowledge-Sharing as a Cooperative Process
        4. Future Research
        5. Conclusion
        6. References
      5. 17 Using Competences in Employee Development
        1. Introduction
        2. Requirements for a System of Employee Development
        3. Key Notions
        4. Competence-Based Employee Development
        5. Future Research
        6. Conclusion
        7. References
      6. 18 Personal Development Plan, Career Development, and Training
        1. Introduction
        2. What is a Personal Development Plan?
        3. Why are PDPs Used?
        4. What are the Necessary Conditions to Make the PDP Work?
        5. The PDP Paradox: Formalizing the Informal Learning
        6. Future Research
        7. Conclusion
        8. References
      7. 19 Leadership Development and Organizational Success
        1. Introduction
        2. Defining the Scope, Purposes, and Activities of Leadership Development
        3. Theoretical and Methodological Observations on the Leadership Development Outcomes Literature
        4. Leadership Development Practices and Organizational Outcomes
        5. Future Research
        6. Conclusions
        7. References
      8. 20 Structured Actions of Intentional Development
        1. Introduction
        2. Balint Groups
        3. Supervision
        4. Communities of Practice
        5. Mentoring
        6. Comparing Structured Actions of Intentional Development
        7. Future Research
        8. Conclusion
        9. References
      9. 21 Informal Learningand Development
        1. Introduction
        2. Workplace Learning Theory
        3. Research Findings on Workplace Learning
        4. Future Research
        5. Conclusion
        6. References
    14. Section IV: Performance Management
      1. 22 Performance Appraisal and Development
        1. Introduction
        2. Strategies for Improving the Quality of Performance Ratings
        3. Developing Employees through Appraisals and Feedback
        4. Future Research
        5. Conclusion
        6. References
      2. 23 Designing Feedback to Achieve Performance Improvement
        1. Introduction
        2. What We Know about Feedback
        3. Theoretical Underpinnings
        4. Understanding Reactions to Feedback
        5. Feedback Environment and Positive Organizational Support
        6. A Multilevel View: Feedback to Teams and Organizations
        7. Future Research
        8. Conclusion
        9. References
      3. 24 Using 360-Degree Feedback as a Development Tool
        1. Introduction
        2. Measuring Change and Development Post-Feedback
        3. The Effectiveness of 360-Degree Feedback in Improving and Developing Recipients
        4. Factors Impacting on the Value of 360-Degree Feedback in Development
        5. Reflections on the Research
        6. Future Research
        7. Conclusions
        8. References
      4. 25 Feedback, Development, and Social Networks
        1. Introduction
        2. Social Turn in Professional Development
        3. Feedback and Professional Development
        4. A Social Network Perspective
        5. Structural and Relational Characteristics of the Networks
        6. Future Research
        7. Conclusion
        8. References
    15. Index
    16. End User License Agreement