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.

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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