Human Resource Development Quarterly 1994: Vol 5 Index

13 Pages·1994·2.7 MB·English

VOI UME 5 INDEX
velopment
{ Management
ategy 19
e Editor” 19]
stic Model for
istralive
Rn esouricT e
398
Brooks, A. K., “Power and the Production knowledge and power, 229-230
of Knowledge: Collective Team Learn 231-232. and lost team, 220-221; and
ing in Work Organizations,” 213-235 people’s team, 221-222; and power dis-
A Review of Cross-Cultural Research tribution among team members (study)
on Human Resource Development 214-233; processo f, 222-224; research
on, 213-214; and team types, 218-222
See Organizational cul and team leadership, 227-228; in
technical/social domains, 224-226; and
ture
Business Ethics Study Team, Business winning team, 219-220
Roundtable, reviewed ymmonwealth of Independent States
CIS), 281-283
Business Ethics: The Roundtable, reviewed ommunication: and humor, 80; theory
292 ) VF 340-341
Business strategy and career development ompetencea t Work, reviewed, 391-395
139-240, 243-244. defender, 244; and ompetencies: defined, 392; and instruc
functional skill emphasis, 245-246; and tional systems design, 200; scoring
resource management, 237 392; typeso f, 392
and management devel omputer-assisted instruction (CAI): cur
and managerial charac rent status, 208-209: Model T, 208: as
2 245, prospector, 244; and new technology, 207; predictions
research on, 238-240; and about, 208
d/compensation systems, 238-239 omputer-based training (CBT): current
kill breadth, 246-247: and skill status, 209; as new technology, 207
2) 43-244, and staffing/training and planning, 387-388
249; typolgies of omputers: ancient, 207; define
history of, 207-208; and training/
Russia, business development 102-103 See also
Computer-assisted instruction (CAI)
Computer-t ased training (CBT): New
technologies; Technology
onflict resolution
study onsultative management, 302
ontinuous flow manufacturing (CFM
ind business strat L189
244. and human yntinuous improvement, 286
levelopI ment, 66-05 204. and ost leadership
reative problem solvit CPS) model
velopment 193-197
ping oI reativity training tiveness of, 196
OD Have and problem solving, 194; programs
human
56-70
ol expatriate firms
ind learning styles
on, 337-338
m learning: and adult learn ultural frames
and dialogue, 214; and ulture: business, 56-57; and compatibil
am, 218-219: grounded ity, 56-57; and cultural frames, 56; and
:
228-229. histori cultural norms, 57; and meaning
making, 56, 25555--22 56; and national dif
ferences, 57; and storytelling, 256. Seé
399
also Occupational culture; Organiza ager feedback (study), 44—52: literacy of
tional culture production (study), 269-276; over-
Culture-Based Framework taxed, 358; stereotypingo f, by man-
ful Business Training in agers, +1; stress of, and management
36 1-369 style (study), 302-314. See also Workers
Employment Provisions of the Americans
D with Disabilities Act: Implications for
HRD Practices,” 93-98
Developing Human Resources, reviewed Empowerment: of employees, 279; of
202-205 human resource development practi-
Diagnostic Model for Team Building with tioners, 258; and learning organization
an Illustrative Application, A,” 317—33¢ 354. See also Power. Self-esteem
Differentiation Ethics: and human resource development
Disabled employees: accommodation of 293; increased attention toward, 292
95-96; and Americans with Disabilities organizational, 293-294; professional
Act, 93-97; and disability awareness codes of, 293; for training and develop-
training, 96: and disability bias, 96—97 ment, 294
and job descriptions, 95; needs of, 94-97 Evaluation: benefits of, 371; definitions of
training of, 96. See also Employees 289, 371-372; expanding four-level
Distance learning, 207 }- four-level, framework, and
Diversity. See Workforce diversity five-level organizational questions,
Does Your Economic Incentive System 376-377; harmfulnesso f, 371; of host
Really Improve Quality?” 185-190 country workforce training, 347-348
Dooley, L. M., review by, 28 IQ ) Kirkpatrick’s model of, 372-373; orga-
nizational questions and, 373-376
L
planning, 3 75-376: of self-directed
learning, 382, 384. See also Assessment
Economic incentive systems: bonus, 188 Program evaluation
gainsharing, 186; goalo f, 185; merit Excellence: building organizational and
skill-based, 186-188: negative effects training, 287-289, training instructors
of, 188; and process improvements 290
189: pri sharing, 186; punitive Exchange theory, 339-340
lat 188; short-term nature of Executive Success Profile, The, 23
188 and teamwork 188 types Executives: assessment of, 23; growth of
185-188 (model), 23-24; paradoxes facing, 23
Editorial: “CBT, CAI, EPSS, and Déja Vu See also Managers
207-211 The Nature of HRDQ Expatriate Family Firm and Cross-
107-110; “On Being Bott Cultural Management Training: A Con
and Relevant,” 297-300 ceptual Framework, The,” 153-167
and Changes,” 1—4 Expatriate family firms: business methods
Education: andragogical model of of, 157-158; corporate philosophy/iden-
humor, 85-90: systems tity of, 161; and cross-cultural manage-
101-102; vs. training, 99 ment training (study), 153-164; human
factors in adult (study), 142 resources of, 162—164; organizational
also Instructional systems des purpose/style/processes/communication
Learning of, 161-162; personnel selectiono f, 157
Effectiveness: of feedback, 43; group and training research, 159
group-performance model, 320-322 Expatriate managers: corporate responsi-
Empathy, and feedback, 4 >3 bility and, 341-342; and host country
Employees: attitudes of l 22-123 career workforce training, 337-350; of small
development of, 204; development of Canadian firms, 154-155
203-204, disabled, 94-97; harassment Expectancy theory, and worker motiva-
of, 2I7777 -2779 ; least effective, and man- tion, 123
Gainshari
Gaston, J. A., rev by, 292-296
General Fd nal Developmen(GtE D
Reactio1 Level and programs am orkplace social ] net t
and Do Make a Diller works (st
The roy elping or Hindering
Par 10ul I ve an Untet
?” 281-284
Patterns of Productior
uli Manufacturing Com
Level and anies in the Oklahoma City Metro
4\ Model | for
m 1 ot of
mode
ne eds
JI-1IG 348; anc ment training research
78; and
spontaneity, 85
sensitization
teaching/learn
84. and timing
Devel Pp
39]
nertoi¢ rr
nce object
=
Invited Reacti
ind Do Make a Diffe
Reactiot
is equalize t HRDQ
80-81: and
81-82: and assessment (JCA): appli
and perceptior design for studies of
402
392-393 goal of, 391: models of, 392 Adult learning: Collective team learn
and productivity, 391 ing; Distance learning, Education
just-in-time training, and workplace diver Learning organization; Problem solving
sity, 278 Self-directed learning (SDL)
Learning-by-doing, 247
K Learning organization: barriers to, 356—
359: and bureaucracy, 358; and culture
<ahnweiler, W. M Human Resource of disrespect/fear, 357 —358; defined
Development as an Occupational Cul 354-355. and dialogue, 355: and diver-
ire Through Organizational Stories sity, 359: and human interaction, 3
2608 human resource development strategies
H. C., Masterintgh e Instructional for, 355; and individualism, 357; and
ss: A Systematic Approach learned helplessness, 356; and “practice
.« ;
fields,” 355; and sculpture, 354; and
1, 198-201
aufmann, R Levels of Evaluation $58; as transformative
Beyond Kirkpatrick,” 371-380 and truncated learning, 357: and
<eller, J. M., “Levels of Evaluation: Beyond tunnel vision, 356-357
Kirkpatrick,” 371-380 Learning Organization: An Integrative
I ick’s evaluation model Vision for HRD, The 353-360
Learning theory, adult, 29
review by 285-287 Least effective subordinates (LES
Humor in Human Resource ager feedback (study), 44—52
75-9] Lectures: humor in, 81-82; and manage
Participation and Evaluative ment training 2 7-38
in Management Training Lettteor t he Ex
Levels of
and power, 229 patrick
Lewis, I Research}
Pe rspective
Management Styles, Mediat
agement Development bles, and Stress Among HRD
> Effects of Management Protessional 301 16
porate Strategy,” 5-19 Linking Stalling and Training Practices
ntercepting Managers with Business Strategy: A Theoretical
Through Feedback Perspective
Literacy defir ion 269 See also
pment ol Workpl ace literacy
training, 386 Literacy Patterns of Production Workers
4-106 turing Companies
conditions and Metroplex
rformance 22-125; and
and depression, 78 Lohman
yrmance, systems, 136; and
try workforce training
“was 79_84
ongoing workplace McClelland, M Humor in Human
24-25; participation Resource Development,” 75-91
m-solving, 76; reten McLean, G. N Transitions and Changes
tion of, 29-30, 100-10] 1-4
factors in, 142; stages of Management: complexity of, 5, 23; cross-
36, 63-64, 345-346 cultural, 57 See also Human resource
and work, 354. See also management (HRM) Management
403
development; Management style; Man ment Level and Corporate Strategy
5-19
agement training; Manager
Management development: and business Mastering the Instructional Design Process: A
strategy, 240; and international orienta Systematic Approach, reviewed, 198-201
tion, 17; and organizational Meaning making, and culture, 56, 255-256
8, 16; research, 6 Medsker, K. L., review by, 99-103
Management development progra Mitchell, G., The Trainer’s Handbook: The
ical nature of, 22: designing AMA Guide to Effective Training (second
management level/corporate strategy edition), reviewed, 385-391
study), 5-17; off-the-shelf vs. custom Model for Training Research from the
22. See also Management training Worker's Perspective, A,” 111-129
Training and development Morrison, A. M., The New Leaders: Guide
Management Development Programs lines on Leadership Diversity in America
The Effects of Management Level and reviewed, 104-106
Corporate Strategy,” 5-19 Motivation: and performance, 122-123
Management style: authoritative, 302 and pretraining, 180 and transfer of
311; benevolen ) ynsultative training, 124; and trust/loyalty, 136
302 study) Multinational corporations (MNCs)
303; participa host country workforce training,
312, 340 341-347; Japanese, 338
Managemen Mediating Variables Muschewske, R. ¢ Invited Reaction
and Stress Among HRD Professionals Level and Strate gy Should and Do Make
301-316 a Difference!” 2 12 )
Management training: ana active partici
pation (study), 30-38 yss-cultural N
ol expatriate lirms (st
ultural, research Nasie rowski, W The Expatriate Family
Firm and Cross-Cultural Management
Training 4 Conceptual Framework
particl l e3s 5-1102 9
iback skills Natureo fH RDQ, The 107-110
training; Management development \ Vew |, eade rs Guidelines on Leadership
programs; Training andd evelo Diversity America The re viewed
Managerial skills: and manage 104—106
16; conceptual, 6, 15; e1 New tec hnologie s: benefits of, 209-210
6, 15: feedback as defined, 207; new types of materials of
-16 ne-1oD 209-210; research questions about
tion, 6; technical 210-211. time/cost savings of ,2 09. See
Managers: attributi also Computers; Technology
Alinta
y model), 23 id quality O
185-189; stereotyping ol employees
41. See also Executives; Expatriate man Occupational culture: and human resource
agers, Management development; Man development (study), 253-266; as
a4g ement st) gerial skills imported, 253-254; research on, 255
Marginalization: of academics, 297-299: of Oldknow, M., “Humor in Human Re
human resource development, 298-299 source Development,” 75-91
Market development, and firm size/type O’Leary-Kelly A. M Augmenting
L5¢€ Behavior-Modeling Training: Testing
Marsick, V. J., “The Learning Organization the Effects of Pre- and Post-Training
An Integrative Vision for HRD,” 353—360 Interventions,” 169-183
Martinec, C. | Management Develop On Being Both Academic and Relevant
ment Programs: The Effects of Manage 297-300

405
ia, business training in: and attitudes
toward information flow, 364; anc
audience for training, 363-365; and
reporting, 364-365; climate
363 guide lines for, 368-369
soft content. 367: and pro
368; and simulation
and success
366; and
ion Workers in Small Manutacturing
Companie n th ‘klahoma City
Me trople xX
SOC IAal CC
speci
Spence
Staffing-and-training practices: and busi
nesaes setara tegy, 243-2 48. categories ol
4 245
Statistical quality control (SQC), 248
Storytelling, 256
Russia: aware! n, 3 3 Strategic human resource planning, 341
power elite in, 362; political/adminis Strategy. See Business strategy; Organiza
trative changes in, 362 ) tional strategy
406
Stress: costs of, 301; effects of, 301; or Total quality management (TQM), 27tT7D e-a2l 79
ganizational change and, 301; and Trainer's Handbook: The AMA Guide to
participative management style, 302; Effective Training second edition 4 The
personality variableasn d, 303, 312-314 reviewed, 385-391
and self-esteem, 312-313; and Type A Training: assessment of, 285-286; behav-
behavior, 312—313 ior-modeling, 169-170; change in, 133
Students, General Educational Develop- delivery and instructor excellence,
ment, and workplace factors (study) 287-291; and employee attitudes
142-15] 122-123; environmental impacts on
Systematic sensitization sequence, 86-88 388; and goal setting, 178, 181; and
Systems theory: and organizational cul human capital/return on investment
ture, 57-58; and training, 101. See also 112; influences on, eniv ironment, 132
Instructional systems design/develop interventions and behavior-modeling
ment (ISD training (study), 169-182: and leader
ship, 386; management domination of
132—134; managing, function, 388-389
nature of, 386; needs, 61-62; and orga
diagnostic model of nizational change, 137; outcomeso f
334: failureso f, 333; four 121-126; and performance deficiencies
325-326; and future 121-126; planning/preparation for
h directions, 332-333; and 386-388; and practitioner attitudes
ip-performance model, 320-322 134; program design in Russia, 365-
group satisfaction, 332; interven 368; purposes of, 60-61; and self
327; and methodological directed learning, 381; and simulation
322-323. and organiza 366-367; as social calmer, 137; support
velopment interventions, 333 7 9: in tool use
and process issues, 319, 331-332; and agement, 277-
tivity, 318; researchon , 318—323 -36, 100-101
yutcome measures, 319 worker
gor” hypothesis, 318 sensitive l s input in
and Tycoon manage 111-114, 131-132; and workplace oper
sim ilat on 324-325 SEE also ation, 134. See also Behavior-modeling
leve iopment training; Computer-based training
training, of human resource devel (CBT); Cross-cultural training; Feed
opment practitioners, 278 back skills training; Host country work
lective team learning: team force (HW< training; Just-in-time
am training training; Management training; Russia
and workplace changes business training Staffing-and-train
aiso Computers; New ing practices; Team training; Training
nstructors
Participation and Evaluative Training: Research and Practice, reviewed
in Management Training 99-103
Training and development: and behavioral
review by, 391-395 theory, 99-100; computer-based, 102-
Does Your Economic Incen- 103; and disability awareness, 96; of
m Really Improve Quality? disabled, 96; and education, 99; ethics
in, 294; and human performance tech-
R Does Your Economic nology, 99; and humor, 85—90: instruc-
centive System Really Improve Qual tional design models for, 101-102: and
) 185-119 0 learning styles, 63-64; managerial/exec-
Total Quality (TQ): and continuous utive programs for, 22; and methods,
improvement construct, 286; and 62-63; and power-of-law practice, 100
human resource issues, 285-286 strategies for, 102: and systems theory