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