The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement
The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement
Editor/Author
Krager, Kurt and Passmore, Jonathan
Publication Year: 2015
Publisher: Wiley
Single-User Purchase Price:
$195.00

Unlimited-User Purchase Price:
$292.50
ISBN: 978-1-11-873701-9
Category: Psychology
Image Count:
10
Book Status: Available
Table of Contents
The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement provides up-to-date, contemporary information for researchers and professionals by reviewing the latest literature and research in the interconnected fields of training, development, and performance appraisal. It brings a psychological perspective to bear on a multi-disciplinary field that links to management, human resources, and education.
Table of Contents
- List of Tables
- List of Illustrations
- About the Editors
- About the Contributors
- Foreword
- Series Preface
- Railway Children
- 1 The Psychology of Training, Development, and Performance Improvement
- Introduction
- Why the Psychology of Training, Development, and Performance Improvement?
- The Scope of the Handbook
- Conclusion
- References
- Section I: Training
- 2 The History of Training
- Introduction
- The Ontological Roots and Evolution of Training's Requirements
- The Origin of Training
- The Emergence of Medieval Guilds
- The Institutionalization of Training
- Training at the Dawn of the Twenty-First Century
- References
- 3 Training Needs Analysis at Work
- Introduction
- TNA: Methodological and Conceptual Issues
- Future Research
- Conclusion
- References
- 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
- Introduction
- Training and Organizational Socialization
- New Employee Orientation and Training Programs
- Transfer of Training
- Transfer of Socialization
- Future Research
- Conclusion
- References
- 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
- Introduction
- Trainer Competencies
- Trainer Processes
- Trainer Personal Characteristics
- Future Research
- Conclusion
- References
- 8 Training Evaluation
- Introduction
- The Developing Context of Human Resources
- A Review of Individual Training Evaluation Models
- Future Research
- Conclusion
- References
- 9 Knowledge Transfer and Organizational Learning
- Introduction
- Organizational Learning: An Overview
- Learning from Direct Experience
- Retaining Knowledge
- Transferring Knowledge
- Future Research
- Conclusion
- References
- Section II: E-Learning
- 10 Facilitation in E-Learning
- Introduction
- The Role of the Trainer
- Effective Trainer Behaviors
- Principles of Multimedia Learning
- Future Research
- Conclusion
- References
- 11 Effective Virtual Learning Environments
- Introduction
- Virtual Environments, Blended Learning, or Hybrid Systems?
- What is Meant by Effectiveness with Respect to VLEs?
- Features and Functionalities of Effective VLEs
- Psychological and Social Issues
- Future Research
- Conclusion
- References
- 12 Game- and Simulation-Based Approaches to Training
- Introduction
- What is a Simulation?
- What is Simulation-Based Training?
- What is Game-Based Training?
- Is Simulation-Based Training Effective?
- Is Game-Based Training Effective?
- Features of Simulation-Based Training
- Delivery Methods
- Future Research
- Conclusion
- References
- Section III: Personal and Professional Development in Organizations
- 13 Training and Personal Development
- Introduction
- Training as an Investment
- The Instructional Systems Design Model and Alternatives
- Effective Training Design – Emerging Training Methods
- Measuring Training Outcomes: Baseline and Alternatives
- Planning For and Managing Transfer of Training
- Future Research
- Conclusion
- References
- 14 The Contribution of Talent Management to Organization Success
- Introduction
- Controversies or Consensus
- Assumptions around Talent and Performance
- Further Research
- Conclusion
- References
- 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
- Introduction
- Knowledge-Sharing as a Core Concept in Knowledge Management
- Knowledge-Sharing as a Cooperative Process
- Future Research
- Conclusion
- References
- 17 Using Competences in Employee Development
- Introduction
- Requirements for a System of Employee Development
- Key Notions
- Competence-Based Employee Development
- Future Research
- Conclusion
- References
- 18 Personal Development Plan, Career Development, and Training
- Introduction
- What is a Personal Development Plan?
- Why are PDPs Used?
- What are the Necessary Conditions to Make the PDP Work?
- The PDP Paradox: Formalizing the Informal Learning
- Future Research
- Conclusion
- References
- 19 Leadership Development and Organizational Success
- Introduction
- Defining the Scope, Purposes, and Activities of Leadership Development
- Theoretical and Methodological Observations on the Leadership Development Outcomes Literature
- Leadership Development Practices and Organizational Outcomes
- Future Research
- Conclusions
- References
- 20 Structured Actions of Intentional Development
- Introduction
- Balint Groups
- Supervision
- Communities of Practice
- Mentoring
- Comparing Structured Actions of Intentional Development
- Future Research
- Conclusion
- References
- 21 Informal Learningand Development
- Introduction
- Workplace Learning Theory
- Research Findings on Workplace Learning
- Future Research
- Conclusion
- References
- Section IV: Performance Management
- 22 Performance Appraisal and Development
- Introduction
- Strategies for Improving the Quality of Performance Ratings
- Developing Employees through Appraisals and Feedback
- Future Research
- Conclusion
- References
- 23 Designing Feedback to Achieve Performance Improvement
- Introduction
- What We Know about Feedback
- Theoretical Underpinnings
- Understanding Reactions to Feedback
- Feedback Environment and Positive Organizational Support
- A Multilevel View: Feedback to Teams and Organizations
- Future Research
- Conclusion
- References
- 24 Using 360-Degree Feedback as a Development Tool
- Introduction
- Measuring Change and Development Post-Feedback
- The Effectiveness of 360-Degree Feedback in Improving and Developing Recipients
- Factors Impacting on the Value of 360-Degree Feedback in Development
- Reflections on the Research
- Future Research
- Conclusions
- References
- 25 Feedback, Development, and Social Networks
- Introduction
- Social Turn in Professional Development
- Feedback and Professional Development
- A Social Network Perspective
- Structural and Relational Characteristics of the Networks
- Future Research
- Conclusion
- References