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Strategic Training and Development [Mīkstie vāki]

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  • Formāts: Paperback / softback, 456 pages, height x width: 231x187 mm, weight: 800 g
  • Izdošanas datums: 15-Oct-2019
  • Izdevniecība: SAGE Publications Inc
  • ISBN-10: 1506344399
  • ISBN-13: 9781506344393
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  • Cena: 175,66 €
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Strategic Training and DevelopmentPalielināt
  • Formāts: Paperback / softback, 456 pages, height x width: 231x187 mm, weight: 800 g
  • Izdošanas datums: 15-Oct-2019
  • Izdevniecība: SAGE Publications Inc
  • ISBN-10: 1506344399
  • ISBN-13: 9781506344393
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781506344393.html
Keywords:
"Strategic Employee Training and Development by Robyn A. Berkley and David M. Kaplan is designed to provide students with the knowledge and skills necessary to conduct strategic, effective training and development in the workplace. Grounded in research and scholarship, the text offers a strong emphasis on practical skills such as providing feedback, goal-setting, facilitating sessions, and presentations as well as interpersonal skills such as emotional intelligence, self-awareness, active listening, and conflict resolution skills. With a special focus on understanding individual differences, the authors explore how considerations like diversity, culture, personality, values, and learning affect training and development. The text begins by introducing training and development in the context of business strategy and the legal environment. Next, the text covers the foundational elements of training (i.e. needs assessment, training design, learning, partnerships) and training evaluation and transfer. Providing substantial coverage of employee development, Strategic Employee Training and Development addresses often-overlooked topics like succession planning and high-potential employees"--

People are the most important resource for today's organizations. Organizations must invest in their employees to sustain a competitive advantage and achieve their strategic objectives. Strategic Training and Development translates theory and research into best practices for improving employee knowledge, skills, and behaviors in the workplace. Authors Robyn A. Berkley and David M. Kaplan take a holistic and experiential approach, providing ample practice opportunities for students. A strong focus on technology, ethics, legal issues, diversity and inclusion, and succession helps prepare students to succeed in today’s business environment.  
Preface xv
Acknowledgments xx
About the Authors xxii
Introduction to Training and Development 1(15)
Introduction
2(1)
The Instructional Systems Design Model
3(5)
Analyze
4(1)
Design
4(1)
Develop
5(1)
Implement
5(1)
Evaluate
5(1)
ADDIE Model in Our Textbook
6(2)
Training and Development Career Issues
8(5)
Interest Profile for Trainers
9(1)
Career Outlets for Training and Development
9(1)
Professional Organizations and Certifications
10(3)
Conclusion
13(1)
Key Terms
14(1)
End-of-Chapter Exercises
15(1)
Chapter 1 Training and Development Strategy
16(29)
Learning Objectives
16(2)
Internal Environment
18(6)
Tasks
18(1)
People
18(1)
Social
19(1)
Organization
19(1)
Interdependence of the Internal Environment
20(1)
HR Infrastructure
20(4)
Company Strategy
24(5)
Aligning Company and Training Strategies
24(2)
Corporate Strategy Theories
26(3)
External Environment
29(2)
Economic Environment
29(1)
Political-Legal Environment
30(1)
Technological Environment
30(1)
Sociocultural Environment
30(1)
Ethics and Training Strategy
31(1)
Global Issues in Training Strategy
32(1)
Chapter Summary
33(1)
Key Terms
34(1)
End-of-Chapter Questions and Exercises
34(11)
Chapter 2 Legal Issues in Training and Development
45(20)
Learning Objectives
45(2)
Jurisdiction and Ethics
47(2)
What If a Law Does Not Apply?
48(1)
Equal Employment Opportunity
49(10)
Civil Rights Act
50(6)
Americans With Disabilities Act (ADA)
56(2)
Age Discrimination in Employment Act (ADEA)
58(1)
Affirmative Action
58(1)
Liability and the Provision of Training
59(2)
Safety and Health
59(1)
Affirmative Defense
60(1)
Independent Contractors
61(1)
Chapter Summary
61(1)
Key Terms
62(1)
End-of-Chapter Questions and Exercises
62(3)
Chapter 3 Needs Analysis
65(28)
Learning Objectives
65(2)
Organization Level
67(5)
Organizational Alignment
68(2)
A Training SWOT
70(2)
Job Level
72(7)
Task-Based or Competency-Based
73(1)
Methods
73(4)
Sources
77(2)
Person Level
79(7)
Conducting a Person-Level Analysis
79(2)
Motivation Theories
81(5)
Results of a Needs Analysis
86(3)
Learning Objectives
87(1)
Why Not to Train
87(2)
Chapter Summary
89(1)
Key Terms
90(1)
End-of-Chapter Questions and Exercises
90(3)
Chapter 4 Learning Theories
93(28)
Learning Objectives
93(3)
Bloom's Taxonomy: What People Learn
96(1)
Learning Theories
97(10)
Behaviorism
98(4)
Cognitivism
102(1)
Constructivism
103(3)
Humanism
106(1)
Pedagogy, Andragogy, and Heutagogy
107(4)
Pedagogy Versus Andragogy
107(2)
Heutagogy
109(2)
Learning Styles
111(2)
Are There Generational Differences in Learning?
113(2)
Chapter Summary
115(1)
Key Terms
115(1)
End-of-Chapter Questions and Exercises
116(5)
Chapter 5 Training Evaluation: Reaction and Learning
121(36)
Learning Objectives
121(2)
Training Strategy for Evaluation
123(2)
How Training Strategy Informs Training Evaluation
123(1)
Learning Evaluation Strategy
124(1)
Developing Learning Objectives
125(4)
Planning Objectives
126(1)
Writing Objectives
126(2)
Quantifying Objectives
128(1)
Training Design for Evaluation
129(5)
Nonexperimental Designs
130(2)
Experimental Designs
132(1)
Training Design for Evaluation Summary
133(1)
Reliability and Validity of Training Measures
134(1)
Kirkpatrick's Model for Training Effectiveness
135(10)
Training Evaluation Administration
137(3)
Level 1 Reaction
140(3)
Level 2 Learning
143(2)
Chapter Summary
145(1)
Key Terms
146(1)
End-of-Chapter Questions and Exercises
147(10)
Chapter 6 Training Evaluation: Transfer and Results
157(26)
Learning Objectives
157(2)
Transferring Learning to Behavior
159(3)
Strategic Focus
159(1)
The Right Kind of Leadership
160(1)
The Ability to Plan For and Manage Change Effectively
160(1)
An Effective Measurement System
161(1)
Success at Levels 1 and 2
161(1)
Kirkpatrick's Model for Training Effectiveness
162(7)
Level 3 Behavior
162(4)
Level 4 Results
166(3)
Transfer of Training
169(6)
Near Versus Far Transfer
170(1)
Factors Affecting Transfer
171(4)
Training Evaluation Analysis
175(1)
Training Budgets
176(1)
Chapter Summary
177(1)
Key Terms
178(1)
End-of-Chapter Questions and Exercises
178(5)
Chapter 7 Learning Methods
183(22)
Learning Objectives
183(2)
Traditional Methods
185(2)
Lecture
185(2)
Discussion
187(1)
Experiential Methods
187(6)
Debriefs
187(2)
Cases
189(1)
Role Plays
189(2)
In-Basket
191(1)
Games
191(2)
Simulations
193(1)
Choosing a Method
193(1)
Instructional Aids
194(4)
Overheads and Handouts
196(1)
Blackboards, Whiteboards, and Computers
196(1)
Flipcharts
196(1)
Video and Audio
197(1)
Asking Questions
198(2)
Question to Confirm
198(1)
Question to Engage
198(1)
How to Ask Questions
199(1)
Chapter Summary
200(1)
Key Terms
200(1)
End-of-Chapter Questions and Exercises
201(4)
Chapter 8 Delivery Options for Face-to-Face Training
205(21)
Learning Objectives
205(1)
Instructional Settings
206(1)
On-Site
206(1)
Off-Site
207(1)
Unspecified
207(1)
Factors Influencing Selection of Instructional Settings
207(5)
Control/Standardization
208(1)
Fidelity
208(1)
Costs
209(1)
Social Capital
210(1)
Reward Value
211(1)
On-the-Job Training (OJT)
212(6)
Trainer Selection
213(1)
Trainer Support
214(2)
Training Design
216(1)
Training Evaluation
217(1)
Workshops, Speakers/Courses, Conferences, and Corporate Universities
218(4)
Features of Classrooms
218(3)
Features of Programs and Providers
221(1)
Corporate University
221(1)
Chapter Summary
222(1)
Key Terms
223(1)
End-of-Chapter Questions and Exercises
223(3)
Chapter 9 Technology-Mediated Training and Development
226(22)
Learning Objectives
226(2)
Technology-Facilitated Learning
228(1)
Communicating Virtually
229(1)
Concerns With Virtual Communication
229(1)
Opportunities With Virtual Communication
230(1)
Human Resource Information Systems (HRIS)
230(5)
Needs Analysis
231(1)
Succession Planning
231(1)
Training and Development Delivery
231(3)
Training Evaluation
234(1)
Online Instruction
235(10)
Characteristics of Online Instruction
235(5)
Mobile Instruction
240(1)
Gamification
241(2)
Massive Online Open Courses (MOOCs)
243(1)
e-Mentoring and e-Coaching
244(1)
Chapter Summary
245(1)
Key Terms
245(1)
End-of-Chapter Questions and Exercises
246(2)
Chapter 10 Careers and Succession
248(28)
Learning Objectives
248(2)
Career Theories
250(2)
Career Stages
252(4)
Exploration
252(1)
Establishment
253(1)
Maintenance
254(1)
Obsolescence
254(1)
Plateaus
255(1)
Career End or Transition
255(1)
Career Paths
256(2)
Mobility Patterns
256(2)
Predictability and Managing Careers
258(1)
Traditional, Protean, and Boundaryless Careers
258(3)
Traditional
259(1)
Boundaryless
260(1)
Protean
260(1)
Career Anchors
261(1)
Succession Planning
262(9)
Approaches to Succession Planning
263(1)
Methods and Tools to Conduct Succession Planning
264(6)
New Careers and Succession Planning
270(1)
Chapter Summary
271(1)
Key Terms
272(1)
End-of-Chapter Questions and Exercises
272(4)
Chapter 11 Employee Development
276(37)
Learning Objectives
276(2)
Strategic Importance of Development
278(3)
Learning Agility
281(1)
Employee Development
281(25)
Assignments and Enrichment Opportunities
282(2)
Job Design
284(2)
Job Transitions
286(1)
Mentoring and Coaching
287(19)
Leadership Development
306(2)
Chapter Summary
308(1)
Key Terms
309(1)
End-of-Chapter Questions and Exercises
310(3)
Chapter 12 Practical Skills for Training and Development
313(20)
Learning Objectives
313(2)
Communication Style
315(5)
Nonverbal Communication
317(2)
Improvisational Communication
319(1)
Listening
320(3)
Passive Listening
321(1)
Attentive Listening
321(1)
Active Listening
322(1)
Feedback
323(2)
Conflict Resolution
325(2)
Less Effective Conflict Resolution Styles
326(1)
More Effective Conflict Resolution Styles
327(1)
Self-Awareness
327(2)
Emotional Intelligence
328(1)
Chapter Summary
329(1)
Key Terms
330(1)
End-of-Chapter Questions and Exercises
330(3)
Chapter 13 Training for Differences: Understanding Culture and Diversity
333(33)
Learning Objectives
333(2)
How People, Organizations, and the Global Context Differ
335(1)
Macro-Level Differences: National Culture and Global Competency
336(3)
National Culture
336(1)
Training Employees for International Assignments
337(1)
Organization-Level Differences: Company Culture
338(1)
Artifacts
339(2)
Espoused Values
339(1)
Basic Underlying Assumptions
339(1)
Onboarding to Train for Organizational Culture
340(1)
Recruitment
341(7)
Orientation
342(3)
General Program Attributes
345(3)
Micro-Level Differences: Individual Differences and Diversity Training
348(7)
Types of Diversity
348(7)
Applying Practical T & D Skills to Diversity Training
355(1)
Ethics and Training Diverse Others
356(1)
Chapter Summary
356(1)
Key Terms
357(1)
End-of-Chapter Questions and Exercises
358(8)
Appendix A Semester-Long Project 366(4)
Appendix B External Partnerships 370(10)
Appendix C Managing a Training Session 380(8)
Glossary 388(8)
Notes 396(22)
Index 418
Robyn Berkley is an Associate Professor of Management at Southern Illinois University Edwardsville (SIUE). She has been at SIUE since 2006. Before that she worked at Rensselaer Polytechnic Institute and Pace University. Robyn received her Ph.D. in Business from the University of Wisconsin-Madison (2001) where she focused on Human Resource Management, with minors in Organization Theory and Sociology. She received her MBA at Pace University (1993), and her BS in Biology from Marquette University (1986). Robyns area of research focuses on diversity-related topics. More specifically, she has researched in the areas of sexual harassment, concealable stigmas, and business ethics. She has published in Human Resource Management Review, MISQ-Executive, Human Resource Management, Employee Responsibilities and Rights Journal, Journal of Business Ethics, and the National Womens Studies Association Journal. She has been a member of the Academy of Management since 1993 and calls the Gender and Diversity in Organizations Division home. Along with the Academy of Management, she is a member of SHRM, ATD, and has been certified as a Senior Professional in Human Resource (SPHR) by the Human Resource Certification Institute. At SIUE, Robyn teaches courses in Human Resource Management at both the undergraduate and graduate level, Decision Making for graduate students, as well as ethics at both the undergraduate and graduate level.