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008			140319s2014 caua ob 001 0 eng
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049			_aMAIN
245	0	0	_aHandbook of human resource development / _cNeal E. Chalofsky, Tonette S. Rocco, Michael Lane Morris.
264		1	_aSan Francisco, CA : _bWiley, _c2014.
300			_a1 online resource (lv, 759 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aIncludes indexes.
520			_a"In the Handbook of Human Resource Development, Neal Chalofsky, Tonette Rocco, and Michael Lane Morris have compiled a collection of chapters sponsored by the Academy of Human Resource Development to address the fundamental concepts and issues that HR professionals face daily. The chapters are written and supported by professionals who offer a wide range of experience and who represent the industry from varying international and demographic perspectives. Topics addressed form a comprehensive view of the HRD field and answer a number of key questions. Nationally and internationally, how does HRD stand with regard to academic study and research? What is its place in the professional world? What are the philosophies, values, and critical perspectives driving HRD forward? What theories, research initiatives, and other ideas are required to understand HRD and function successfully within this field? As the industry grows, what are the challenges and important issues that professionals expect to face? What hot topics are occupying these professionals now?"-- _cProvided by publisher
588	0		_aPrint version record and CIP data provided by publisher.
504			_aIncludes bibliographical references and index.
505	0		_aPart I. Foundations of the Discipline of HRD -- Part II. Issues and Perspectives on HRD -- Part III. Developing the Workforce -- Part IV. Managing the Workforce -- Part V. HRD in the Organization -- Part VI. Managing HRD -- Part VII. Innovative Applications -- Part VIII. Future Directions.
505	0	0	_tIntroduction: The Profession and the Discipline -- _tHRD: From Practice to Profession to Discipline -- _tEvolution of the Profession -- _tHRD as a Discipline -- _tWhat Is a Discipline? -- _tPerspectives from Other Disciplines -- _tThe Foundational Disciplines for the Study of HRD -- _tSo What Is HRD, Really? -- _tand Resources -- _gPart I. _tFoundations of the Discipline of HRD -- _gChapter One: _tPsychological Foundations of HRD -- _tFoundational Psychological Theories and HRD -- _tBehavioral Psychology and HRD -- _tHumanistic Psychology and HRD -- _tPositive Psychology and HRD -- _tGestalt Psychology and HRD -- _tDevelopmental Psychology and HRD -- _tSocial and Emotional Development -- _tImplications for HRD -- _gChapter Two: _tSystem Theory and HRD -- _tSystem Theory -- _tImplications of System Theory -- _tHRD Process -- _tHRD Programs -- _tManagement of HRD -- _tApplying System Theory to HRD -- _tUnderstanding HRD -- _tUnderstanding Organizational Change and HRD -- _gChapter Three: _tAdult Learning Theory and Application in HRD -- _tIndividual Learning at Work -- _tAndragogy -- _tDewey-Based Theories -- _tRelatedness: Collective and Collaborative Learning -- _tComplexity Theory -- _tLearning at the Organizational Level -- _tApplications to Human Resource Development -- _tInformal and Incidental Learning -- _tCollaborative Developmental Action Inquiry -- _tCreating a Learning Culture -- _gChapter Four: _tManagement and Leadership in HRD -- _tIntroduction -- _tDoes Leadership Make a Difference? -- _tManagement and Leadership -- _tFocus on Management -- _tAims of the Present Review -- _tA Brief History of Leadership Research and Development (ca. 1940-ca. 1980) -- _tRecent Trends in Leadership Development Theory and Practice (ca. 1980-ca. 2010) -- _tCurrent Leadership Development Theory and Practice: Learning from Experience -- _tFuture Trends -- _tNew Concepts of Leadership and HRD -- _tShared Leadership -- _tLeadership and Character -- _gChapter Five: _tOrganizational Culture and HRD: The Roots, the Landscape, and the Future -- _tThe Roots -- _tThe Landscape -- _tDifferent Disciplines, Different Perspectives -- _tHRD and Organizational Culture -- _tThe Future -- _gPart II. _tIssues and Perspectives on HRD.
505	0	0	_gChapter Six: _tDilemmas in Defining HRD -- _tDilemmas in Defining HRD -- _tThe Drive to Define -- _tReasons to Not Define HRD -- _tThe Philosophical Case for Refusing to Define HRD -- _tThe Theoretical Case for Refusing to Define HRD -- _tThe Professional Case for Refusing to Define HRD -- _tThe Practical Reason for Refusing to Define HRD -- _tImplications for Working Without a Definition of HRD -- _tDeveloping Non-Defining Parameters -- _gChapter Seven: _tPerspectives on the Concept of Development for HRD -- _tTypes of Development -- _tLife cycle Development -- _tDialectic Development -- _tEvolutionary Development -- _tTeleological Development -- _tInteraction of the Four Models -- _tHuman Resource Development and Human Development -- _gChapter Eight: _tA Critical, Feminist Turn in HRD: A Humanistic Ethos -- _tFounding Humanist Principles of HRD -- _tHRD Dominated by Masculine Rationality -- _tCritical Perspectives -- _tCritical Theory -- _tCritical Management Studies (CMS) -- _tCritical Human Resource Development (CHRD) -- _tFeminist Theory -- _tA Critical, Feminist Critique of Organizations and Change -- _tCritical Theory's Contribution to Organization Critique -- _tThe Woman "Problem" and Why Some Feminist Change Strategies Fail -- _tA Critical, Feminist HRD Agenda -- _gChapter Nine: _tCritical HRD -- _tWhat -- _tWhy -- _tWhen -- _tWhere -- _tWho -- _tHow -- _tContributions, and Implications -- _gChapter Ten: _tCorporate Social Responsibility and HRD: Uneasy Tensions and Future Directions -- _tThe Discourses of Corporate Social Responsibility -- _tChallenges and Tensions of Practicing CSR -- _tHRD Within CSR -- _gPart III. _tDeveloping the Workforce -- _gChapter Eleven: _tExpertise Through the HRD Lens: Research Trends and Implications -- _tExpertise Defined -- _tObjective Characteristics -- _tSubjective Characteristics -- _tEmerging Developments in Expertise Scholarship -- _tExpertise Measurement -- _tExpertise Redevelopment -- _tElicitation and Transfer of Expertise -- _tLeadership and Expertise -- _tImplications -- _gChapter Twelve: _tCompetence: Bases for Employee Effectiveness -- _tBase Competencies -- _tGlobal Competencies -- _tThe Techno-Socio-Culturally Competent Employee -- _tGlobal Complexity -- _tOrganizational Complexity -- _tImplications for HR Managers -- _tThe Competent Employee.
505	0	0	_gChapter Thirteen: _tWorkplace Learning -- _tPurpose of the Chapter -- _tDefinition of Workplace Learning -- _tOrigin of the Term "Workplace Learning" -- _tThe History of Workplace Learning -- _tApplications of Workplace Learning -- _tThe Link with Workplace Training -- _tClaims Associated with the Concept -- _tCriticizing Workplace Learning -- _tAlternatives Suggested for the Concept -- _gChapter Fourteen: _tGuiding HRD Research in the Work/Life Interface: The Importance of Work/Life Harmony in the Development of Interventions -- _tIntroducing Work/Life Harmony -- _tThe DNA of Work/Life Harmony and Its Properties -- _tWhy Work/Life Harmony Is a Better Metaphor for Explaining Work/Life Dynamics -- _tRecommendations to HRD Researchers and Practitioners -- _tRecommendations for Research -- _tRecommendations for Practice -- _gChapter Fifteen: _tThe Inner Work of Self-Formation in Work-Related Learning -- _tThe Meanings of Work-Related Learning -- _tDifferent Ways to Understand the Meaning of Work -- _tVocation, Work-Related Learning, and the Process of Self-Formation -- _tWork-Related Learning and Self-Formation -- _tFostering Self-Formation in Work-Related Learning1 -- _tCurricular and Pedagogical Implications for HRD -- _gPart IV. _tManaging the Workforce -- _gChapter Sixteen: _tAging as a Career Development Challenge for Organizations -- _tCareer Challenges of Older Workers: Three Selected Cases -- _tStudy 1: Aging and Changing Employment Patterns at a University -- _tStudy 2: Recurrent Education of Older Forestry Workers in Sweden -- _tStudy 3: Employability of Aging Police Officers in The Netherlands -- _tImportant Issues in the Selected Cases -- _tCareer Development and Individual Characteristics -- _tAge-Related Differences in Cognition -- _tCareer Development and Experience -- _tCareer Development and Organizational Characteristics -- _tEmployability Strategies: Policies and Practices -- _tLine Manager Supports and Practical Implications -- _gChapter Seventeen: _tA Social Justice Paradigm for HRD: Philosophical and Theoretical Foundations -- _tThe Absence of Social Justice in Defining the Field of HRD -- _tPhilosophical Foundations of Social Justice -- _tOntology -- _tEpistemology -- _tAxiology -- _tTheoretical Foundations of Social Justice -- _tFoundation in Legal Studies -- _tFoundations in Intersectionality -- _tFoundations in Feminist Theory -- _tFoundation in Disability Studies -- _tFoundation in Lesbian, Gay, or Bisexual Sexual Orientation and Transgender Identity Studies -- _tFoundation in Education -- _tToward a Social Justice Paradigm: Implications for HRD.
505	0	0	_gChapter Eighteen: _tDisability, Health and Wellness Programs, and the Role of HRD -- _tDisability as a Complex Phenomenon -- _tDisability Law in Brief -- _tHealth and Wellness Programs in the Workplace -- _tCorporations as Contributors to Health Promotion -- _tSpecific Health and Wellness Programs -- _tImplications for HRD -- _gChapter Nineteen: _tSexual Orientation and HRD -- _tSexual Orientation and Human Resource Development -- _tDefinitions -- _tCultural Competence -- _tEquitable Efforts in HRD and Implications -- _gChapter Twenty: _tInternational and Cross-Cultural Perspectives of HRD -- _tGlobalization, Work Performance, and HRD -- _tFrameworks Relevant to Cross-Cultural Management and IHRD -- _tInternational and Cross-Cultural HRD Issues -- _tCross-Cultural Training and Development -- _tExpatriation and Repatriation, Inpatriation, Transpatriation -- _tContemporary Issues Relevant to Cross-Cultural HRD -- _tCultural Intelligence -- _tCultural Convergence, Divergence, and Crossvergence -- _tImplications for Professional Practice -- _tImplications for Future Research -- _gPart V. _tHRD in the Organization -- _gChapter Twenty-One: _tContemporary Career Literature and HRD -- _tCD Literature in HRD -- _tImplications for Future Research -- _tImplications for Practice -- _gChapter Twenty-Two: _tTrends and Issues in Integrating Knowledge Management and Organizational Learning for Workplace Performance Improvement -- _tTheoretical Foundation of Knowledge Management -- _tDefinitions of KM and KM Systems -- _tEvolution of KM Concepts and Theories -- _tCritical Themes of KM -- _tKnowledge Management Tools and Technological Systems -- _tTechnological Systems for KM -- _tKM Tools -- _tLearning Organization and Organizational Learning -- _tLearning Organization -- _tOrganizational Learning -- _tEmpirical Research Including or Aligning LO/OL and KM -- _tConsiderations for an Integrated Approach of Knowledge Management and Organizational Learning -- _tImplications for Research and Practice -- _gChapter Twenty-Three: _tLinking Motivation to Workplace Learning Transfer: The Role of Implementation Intentions and Personal Initiative -- _tLinking Motivation to Transfer and Transfer Performance -- _tThe Model -- _tMotivation to Transfer -- _tImplementation Intentions -- _tPersonal Initiative -- _tThe Role of Personal Initiative in the Transfer Process -- _tDiscussion -- _tPractical Implications -- _gChapter Twenty-Four: _tCoaching -- _tA Conceptual Framework for Organizational Coaching -- _tTwo Forms of Organizational Coaching -- _tCoaching Models and Processes -- _tTheoretical Perspectives in Organizational Coaching -- _tAdult Development -- _tCognitive/Behavioral Psychology -- _tOntology -- _tPositive Psychology -- _tChallenges and Trends in Organizational Coaching.
505	0	0	_gChapter Twenty-Five: _tMentoring: Perpetuated on a Myth? -- _tHistorical Underpinnings -- _tCurrent Concepts -- _tCriticisms of Mentoring -- _tImplications for Implementation -- _gChapter Twenty-Six: _tTalent Management as a Strategically Aligned Practice -- _tThe Current State of Talent Management -- _tTalent Management: A Strategically Aligned HR Practice -- _tStrategic Alignment -- _tTalent Segmentation -- _tTM Approach 1: Focus on High Performers -- _tTM Approach 2: Focus on the Leadership Pipeline -- _tTM Approach 3: Focus on Pivotal Talent Pools -- _tTM Approach 4: Focus on Specific Talent Segments -- _tDiscussion and Implications -- _gPart VI. _tManaging HRD -- _gChapter Twenty-Seven: _tHRD Policy: An Overview -- _tDefining HRD Policy -- _tConcepts of Public Policy -- _tTracing the Different Views of HRD: What This Means for Policy -- _tDefining the Intersections Between HRD and Policy -- _tWhat Is Government's Role in Promoting HRD Outcomes? -- _tInvestments in Compulsory Education Are Only Part of the Problem -- _tAll Workers Need Higher Education -- _tShortfalls in Science and Math Educated Workers -- _tGovernment Has a Limited Role in Assisting Firms in Improving Performance -- _tKey Trends in HRD Policy -- _tPreparing the New Workforce -- _tRetraining Workers Displaced by Economic Change -- _tSupporting Firm-Based Training -- _gChapter Twenty-Eight: _tLegal Aspects of HRD -- _tAdministration of the HRD Function -- _tTraining Mandated Directly by Statute or Regulation -- _tTraining as a Defense to Claims of Unfair Treatment -- _tNegligence and the Common Law Duty to Train -- _tNegligence and Employee Training -- _tRecovering Training Costs -- _tThe HRD Production Function -- _tApprenticeship Training -- _tCopyright and Intellectual Property -- _tTreatment of Participants -- _tCompensating Participants -- _tFair Employment and Human Resource Development -- _tImplications: Law and the HRD Professional -- _gChapter Twenty-Nine: _tStrategic HRD: Adopting a Philosophy, Strategies, Partnerships, and Transformational Roles -- _tActivity-Based HRD and Results-Driven HRD Programs -- _tActivity-Based HRD -- _tResults-Driven HRD -- _tPhases of HRD Programs -- _tCreating a Strategic HRD Philosophy -- _tCreating Credibility in the Organization -- _tStrategies for Improving Credibility -- _tEarning Credibility -- _tTransferring Credibility -- _tDeveloping Credibility Through Reputation -- _tAdditional Techniques for Establishing Credibility -- _tOrganizational Effectiveness -- _tIdentifying Strategies That Improve Organizational Effectiveness -- _tCreating Strategic Partnerships in Organizations -- _tIdentifying Transactional and Transformational Roles in HRD -- _tTransactional Roles -- _tTransformational Roles -- _tChapter Thirty: Morality and Ethics in HRD -- _tIntroduction and Overview -- _tKey Principles and Theories -- _tIssues Related to Globalism and Diversity of Religious-Moral Perspectives -- _tRole of and Issues with Professional Codes of Ethics -- _tIssues and Trends in Best Practice -- _tImplications for HRD Researchers and Scholar-Practitioners -- _gChapter Thirty-One: _tHRD in Smaller Firms: Current Issues, Insights, and Future Directions for Research and Practice -- _tMapping the Terrain of Smaller Firms -- _tCharacteristics of HRD in Small Firms: Examining the Evidence -- _tDrivers of HRD -- _tBarriers to HRD -- _tThe Rationality of Informality in Smaller Firm HRD -- _tResearching HRD in Small Firms: New Directions -- _tImplications for HRD Policy and Practice -- _gPart VII. _tInnovative Applications.
505	0	0	_gChapter Thirty-Two: _tAction Learning: An HRD Tool for Solving Problems, Developing Leaders, Building Teams, and Transforming Organizations -- _tBlending the Learning and the Action in Action Learning -- _tLearning Components -- _tAction Components -- _tMultiple-Problem and Single-Problem Action Learning Groups -- _tTheoretical Underpinnings of Action Learning -- _tOverview of the Stages of Action Learning -- _tImportance of Diversity in Action Learning -- _tEvidence for the Effectiveness of Action Learning -- _tApplications of Action Learning -- _tProblem Solving -- _tLeadership Development -- _tBuilding Teams -- _tCreating Learning Organizations -- _tIndividual Professional Growth and Development -- _tChallenges in the Application of Action Learning -- _tAreas for Future Research -- _tContinued Growth of Action Learning Around the World -- _gChapter Thirty-Three: _tVirtual HRD -- _tDefining Virtual HRD -- _tLearning Is Fundamental to Virtual HRD -- _tIndividual and Collective Activities in Virtual HRD -- _tVirtual HRD Within Virtual HR -- _tEmerging Perspectives of Virtual HRD and Enabling Technologies -- _tEnabling Technologies -- _tEportfolios and Virtual HRD -- _tTechnology Development and New HRD Skills -- _tA Definition of Technology Development -- _tNew Skills for HRD Professionals -- _gChapter Thirty-Four: _tDeveloping Strategic Mindsets in HRD: Toward an Integral Epistemology of Practice -- _tImplications of Complexity for the Literature on Strategy and Strategic Thinking -- _tOpportunities for Strategic HRD -- _tToward an Integral Epistemology of HRD Practice: Four Streams of Relevant Literature -- _tStrategically Learning Through the Context of Complexity -- _tThe Implications for How Experience Is Utilized Under Conditions of Complexity -- _tUse of Strategic Learning Practices -- _tConstructive Developmental Theory and Action Logics -- _tAction Inquiry and Strategic Learning Practices -- _tSummarizing the Connectivity Among the Theoretical Streams -- _tFrom Theory to Practice: Elements of a Framework for Developing Strategic Mindsets -- _tIntegrating the Elements in a Strategy Development Process -- _tApplications in Graduate Classes -- _tLessons Learned and Implications for HRD Practice and Research.
505	0	0	_gChapter Thirty-Five: _tEmployee Engagement and HRD: Exploring the Philosophical Underpinnings, Measurement, and Interventions -- _tPhilosophical Underpinnings of Employee Engagement -- _tThe Need-Satisfaction Framework -- _tThe Burnout-Antithesis Framework -- _tThe Multidimensional Framework -- _tInstrumentation: Measuring Engagement in HRD -- _tUtrecht Work Engagement Scales -- _tMaslach-Burnout Inventory General Survey -- _tPsychological Engagement -- _tJob Engagement -- _tThe Passion Scale -- _tReports of Plausible Engagement Interventions in HRD -- _tReports of Initial Success -- _tField Studies -- _tProgrammatic Evaluation -- _tConsiderations for HRD Research -- _tConsiderations for HRD Practice -- _tViable Models -- _tValid and Reliable Instruments -- _tThe Motivations of Stakeholders -- _gChapter Thirty-Six: _tEmotional Intelligence and Its Critical Role in Developing Human Resources -- _tWhy the Interest in Emotional Intelligence? -- _tWhat Is Emotional Intelligence? -- _tHRD Graduate Programs -- _tHow the Discipline of HRD Can Use Emotional Intelligence to Develop Human Resources -- _gPart VIII. _tFuture Directions -- _gChapter Thirty-Seven: _tNational HRD -- _tDefinition of NHRD -- _tEmerging Models Related to NHRD -- _tHistory and Examples of Country-Wide Applications of NHRD -- _tIndia -- _tRepublic of Korea (South Korea) -- _tBrazil -- _tAfghanistan -- _tSubsets of NHRD -- _tCharacteristics of NHRD -- _tMeasuring the Outcomes of NHRD -- _tChallenges/Barriers with NHRD -- _tThe Future of NHRD -- _tPractice -- _tResearch -- _tTheory -- _gChapter Thirty-Eight: _tCertification of HRD Professionals -- _tCredentialing Terminology and Certification Model -- _tCompetency-Based Certification Model -- _tBenefits and Limitations of Personnel Certification -- _tChallenges Facing the Creation of HRD Certification -- _tPhilosophical Issues: Does HRD Need Certification? -- _tTechnical Issues: What Should AHRD Do to Create Quality Certification? -- _tBusiness/Financial Issues: How Should AHRD Develop a Market-Valued Certification? -- _tPresenting a Case for Creating HRD Certification -- _gChapter Thirty-Nine: _tStandards and Accreditation of HRD Academic Programs -- _tTypes of Accrediting Organizations -- _tAccreditation -- _tAccreditation and AHRD -- _tFinal Thoughts -- _gChapter Forty: _tFuture Directions for HRD -- _tOur Approach -- _tWhere Is HRD Now? -- _tWhere Do We Want/Need to Be? -- _tWhat Are the Internal and External Challenges? -- _tFour Key Issues -- _tWhat Should We Do to Achieve the Ideal Future?
590			_aJohn Wiley and Sons _bWiley Online Library: Complete oBooks
650		0	_aPersonnel management.
650		0	_aCareer development.
650		0	_aManpower planning.
650		6	_aPersonnel _xDirection.
650		6	_aPlan de carri�ere.
650		6	_aMain-d'�uvre _xPlanification.
650		7	_aBUSINESS & ECONOMICS _xTraining. _2bisacsh
650		7	_aCareer development _2fast
650		7	_aManpower planning _2fast
650		7	_aPersonnel management _2fast
700	1		_aChalofsky, Neal, _d1945-
700	1		_aRocco, Tonette S., _d1954-
700	1		_aMorris, Michael Lane, _d1959-
758			_ihas work: _aHandbook of human resource development (Text) _1https://id.oclc.org/worldcat/entity/E39PCGMF3bpDvX7Pc9trtmwtDm _4https://id.oclc.org/worldcat/ontology/hasWork
776	0	8	_iPrint version: _tHandbook of human resource development. _dSan Francisco, CA : Pfeiffer, 2014 _z9781118454022 _w(DLC) 2014001901
856	4	0	_uhttps://onlinelibrary.wiley.com/doi/book/10.1002/9781118839881
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