Descripciones mejoradas de Syndetics:

"The book will provide both thought-provoking questions and stimulating answers to the key factors in HR development today." IT Training Human Resource Development is the ideal handbook for all professional trainers and provides core information needed by all professional students of this subject. This new second edition has been fully updated and revised, with the inclusion of three new chapters making this the most topical book in this field: *Design, Development and Application of E-learning; *Knowledge Management & Transfer; *Human & Intellectual Capital. Clearly structured with detailed sections covering each aspect of the training cycle, the book also includes sections on: *The Role of Learning Training and Development in Organisations *Learning and Competitive Strategy * The Identification of Learning, Training and Development Needs * The Planning and Designing of Learning, Training and Development *Delivering Learning, Training and Development *Assessment and Evaluation of Learning, Training and development *Managing the Human Resource Development Function Co-ordinated and edited by Dr John P. Wilson, individual contributors include Professor Geoff Chivers, Professor of Continuing Education, Sheffield University, Joan Keogh OBE and Colin Beard both senior lecturers, Sheffield Hallam University, Alan Cattall, University of Bradford plus many more leading academics in the field of Human Resource Development.

Tabla de contenidos provista por Syndetics

• List of Figures(p. xi)
• List of Tables(p. xiii)
• List of Case Studies(p. xv)
• List of Contributors(p. xvii)
• Preface(p. xxi)
• Acknowledgements(p. xxv)
• Dedication(p. xxvii)
• Section 1 The Role of Learning, Training and Development in Organizations
• 1 Human Resource Development(p. 3)
• Introduction and learning objectives(p. 3)
• Defining the terms: training, education, development, learning and HRD(p. 4)
• Strategic HRD(p. 10)
• The operating environment of the Human Resource department(p. 12)
• The Human Resources compass(p. 14)
• HRD roles(p. 18)
• Conclusion(p. 23)
• 2 Human Resource Management(p. 26)
• Introduction and learning objectives(p. 26)
• Origins and development of HRM(p. 27)
• HRM: the search for meaning(p. 28)
• Where is HRM 'coming from'?(p. 29)
• Hard and soft HRM(p. 30)
• Implications for action(p. 34)
• High-performance work practices(p. 38)
• Conclusion(p. 40)
• 3 Organizational Change(p. 44)
• Introduction and learning objectives(p. 44)
• The paradox of change(p. 45)
• The nature of change(p. 46)
• Methods to make the transition(p. 47)
• What can go wrong?(p. 52)
• The role of HRD in organizational change(p. 55)
• Conclusion(p. 56)
• 4 National Economic Development and Human Resource Development(p. 58)
• Introduction and learning objectives(p. 58)
• Developing the human resources of a nation(p. 59)
• Human development(p. 73)
• Conclusion(p. 78)
• Section 2 Learning and Competitive Strategy
• 5 Strategy and Human Resource Development(p. 83)
• Introduction and learning objectives(p. 83)
• The case for strategic HRD(p. 84)
• Strategy and strategic HRD(p. 86)
• The problem with strategy(p. 89)
• Strategy and HRD - an historical context(p. 91)
• Strategic analysis and HRD(p. 92)
• The Balanced Scorecard(p. 96)
• Conclusion(p. 97)
• 6 Learning Organizations and Communities of Practice: A Critical Evaluation(p. 99)
• Introduction and learning objectives(p. 99)
• Definitions and characteristics of the learning organization(p. 100)
• Criticism of the concept of the learning organization(p. 106)
• Conclusion(p. 108)
• 7 Knowledge Management(p. 111)
• Introduction and learning objectives(p. 111)
• Data, information, knowledge and wisdom(p. 112)
• Knowledge management and information technology(p. 115)
• Competitive advantage(p. 115)
• Explicit and tacit knowledge(p. 118)
• Dimensions of knowledge(p. 119)
• The knowledge management process(p. 120)
• Learning and knowledge management(p. 127)
• Implementing knowledge management(p. 128)
• Knowledge workers(p. 130)
• Conclusion(p. 131)
• Section 3 The Identification of Learning, Training and Development Needs
• 8 The Identification of Learning Needs(p. 137)
• Introduction and learning objectives(p. 137)
• Defining training and development(p. 138)
• Undertaking an LNA(p. 139)
• Needs at the organizational level(p. 141)
• Needs at departmental level(p. 146)
• Needs at occupational levels(p. 148)
• Needs at the individual level(p. 150)
• Defining the training priorities(p. 153)
• Conclusion(p. 154)
• 9 Performance Management and Human Resource Development(p. 156)
• Introduction and learning objectives(p. 156)
• What is performance management?(p. 157)
• The effectiveness of performance management(p. 162)
• Performance appraisal(p. 173)
• Conclusion(p. 182)
• 10 Making the Most of Consultancy: Perspectives on Partnership(p. 187)
• Introduction and learning objectives(p. 187)
• Purpose and meaning(p. 188)
• Perceptions and needs(p. 189)
• Process and power(p. 192)
• Partnership(p. 195)
• Section 4 The Planning and Designing of Learning, Training and Development
• 11 Fundamentals of Adult Learning(p. 201)
• Introduction and learning objectives(p. 201)
• Learning(p. 202)
• The learning process(p. 202)
• Levels of competence(p. 206)
• Adults and adulthood(p. 209)
• Styles of adult learning(p. 211)
• Why, what, how and practice(p. 217)
• Conclusion(p. 218)
• 12 The Adult Learner: Theory into Practice(p. 220)
• Introduction and learning objectives(p. 220)
• Adult learning(p. 221)
• Motivation and learning(p. 222)
• Andragogy(p. 223)
• Humanist theories(p. 224)
• Barriers to learning(p. 229)
• Conclusion(p. 232)
• 13 Reflective Practice(p. 234)
• Introduction and learning objectives(p. 234)
• The reflective practitioner: Donald Schon(p. 236)
• Models and loops(p. 237)
• Reflection-in-action(p. 239)
• Social context(p. 242)
• Putting reflection into practice(p. 245)
• Personal experience(p. 247)
• 14 Workplace Diversity and Training - More than Fine Words(p. 252)
• Introduction and learning objectives(p. 252)
• Equal opportunities and managing diversity - what is the difference?(p. 253)
• Training for diversity(p. 262)
• Is the educational approach enough?(p. 265)
• The law(p. 267)
• Towards a learning organization?(p. 268)
• Conclusion(p. 268)
• Appendix The legal framework(p. 272)
• 15 Multilingual and Multicultural HRD(p. 276)
• Introduction and learning objectives(p. 276)
• Multilingual training and development(p. 277)
• Language in the communication age(p. 279)
• Language training in HRD(p. 280)
• English as the lingua franca(p. 282)
• Theories of language learning(p. 283)
• Teaching and training methods(p. 285)
• The management of language training(p. 287)
• The good language learner(p. 290)
• The new technologies(p. 291)
• Multicultural/cross-cultural learning(p. 293)
• Conclusion(p. 294)
• Section 5 Delivering Learning, Training and Development
• 16 Open, distance and flexible learning(p. 299)
• Introduction and learning objectives(p. 299)
• From teaching to learning(p. 300)
• Distance learning(p. 302)
• Open learning(p. 305)
• Flexible learning(p. 308)
• Issues for the learner in ODFL(p. 309)
• Issues for ODFL providers(p. 311)
• The corporate open learning centre(p. 313)
• Conclusion(p. 317)
• 17 E-Learning: A Guide to Principles and Practice(p. 319)
• Introduction and learning objectives(p. 319)
• What is e-learning?(p. 320)
• Why is e-learning important?(p. 320)
• Benefits of e-learning(p. 321)
• Disadvantages of e-learning(p. 322)
• What is required to make e-learning successful?(p. 322)
• Course design and development issues(p. 325)
• Appendix The A-Z of training methods(p. 331)
• 18 The Design of Effective Group-based Training Methods(p. 342)
• Introduction and learning objectives(p. 342)
• Group training methods(p. 344)
• Selecting methods(p. 346)
• Emotion and learning(p. 352)
• Play and fun(p. 359)
• Using materials creatively(p. 362)
• Conclusion: the future of training methods(p. 362)
• 19 Problem-Based Learning (PBL)(p. 365)
• Introduction and learning objectives(p. 365)
• Origins and principles(p. 366)
• PBL: a way of professional and lifelong learning(p. 368)
• Knowledge and PBL(p. 370)
• PBL: theoretical underpinning(p. 371)
• Facilitating PBL(p. 374)
• The effectiveness of PBL(p. 376)
• Conclusion(p. 377)
• 20 Management Training and Development: Problems, Paradoxes and Perspectives(p. 380)
• Introduction and learning objectives(p. 380)
• What do we mean by management?(p. 381)
• What do we mean by development?(p. 385)
• Perceptions of management training and development(p. 392)
• Techniques of management training and development(p. 395)
• Developing the emotionally intelligent manager(p. 397)
• Evaluating the effectiveness of management training and development(p. 399)
• Key issues to consider(p. 400)
• Conclusion(p. 401)
• Section 6 Assessment and Evaluation of Learning, Training and Development
• 21 Evaluation and Assessment(p. 407)
• Introduction and learning objectives(p. 407)
• Key terms(p. 409)
• Contemporary approaches to evaluation(p. 411)
• Contemporary approaches to assessment(p. 418)
• Conclusion(p. 421)
• 22 Accounting for the Human Resource Development Function(p. 423)
• Introduction and learning objectives(p. 423)
• The need for formal accounting(p. 424)
• Costing(p. 427)
• Auditing(p. 433)
• Conclusion(p. 438)
• 23 Intellectual Capital(p. 439)
• Introduction and learning objectives(p. 439)
• Main components of intellectual capital(p. 440)
• Links between the different forms of capital(p. 444)
• Tangible, intangible and invisible assets(p. 445)
• Methods of quantification and measurement(p. 446)
• Implications for HR practitioners(p. 449)
• Reporting of capital(p. 452)
• Challenges for HRD(p. 453)
• Conclusion(p. 453)
• Section 7 Managing the Human Resource Function
• 24 Total Quality Training and Human Resource Development(p. 459)
• Introduction and learning objectives(p. 459)
• Quality(p. 460)
• Best practice benchmarking(p. 464)
• Quality control and quality assurance(p. 470)
• Quality awards(p. 473)
• Total Quality Training and development(p. 476)
• Conclusion(p. 482)
• 25 Marketing Human Resource Development(p. 484)
• Introduction and learning objectives(p. 484)
• Why market?(p. 485)
• Who and where are the customers and how do you know what they need?(p. 487)
• How do you reach the customers?(p. 491)
• How do we keep the customers?(p. 496)
• Evaluating the whole marketing process(p. 497)
• The way forward, or what you can do(p. 500)
• 26 Managing the Human Resource Development Function(p. 503)
• Introduction and learning objectives(p. 503)
• Management and leadership of the HRD function(p. 505)
• Control and facilitation - coaching and supportiveness(p. 508)
• Principles and values(p. 511)
• Strategic vs operational decision-making(p. 513)
• Further points for managers of a team of HRD professionals(p. 518)
• Conclusion(p. 519)
• Bibliography(p. 521)
• Index(p. 551)

Notas de autor provistas por Syndetics

Doctor John P. Wilson is CPD Manager based in Continuing Education and Begbroke Science Park at the University of Oxford. He is the co-author of The Power of Experiential Learning also published by Kogan Page.