Human Resource Development Quarterly 1997: Vol 8 Index

11 Pages·1997·2.5 MB·English

VOLUME 8 INDEX
NO. 1, SPRING 1997 1-90
NO. 2, SUMMER 1997 91-192
Barrie, J., “Competence, Efficiency, and Organi-
NO. 3, FALL 1997 193-276
zational Learning,” 335-342
NO. 4, WINTER 1997 277-352
Bates, R. A., “Final Word: Reply to Newstrom’s
and Tang's Reactions,” 145-149; “Toward
A
Construct Validation of a Transfer Climate
Accelerated learning, 194 Instrument,” 95-113
Achievers, 92-93 Blacks: career experiences of, 198; training par-
Adams, D. E., “Invited Reaction: Reflections on ticipation and, 199. See also Job training expe-
Caputo and Cianni’s Research,” 219-224 riences, of black/white women (study)
Adult education concepts, 307 Boughton, N. W., Stop Managing, Start Coaching:
Adult learning theory, 66 How Performance Coaching Can Enhance Com-
African Americans. See Blacks mitment and Improve Productivity, reviewed,
Alge, B., review by, 186-189 183-186
Alignment. See Organizational alignment Boyle, M. A., “Social Barriers to Successful Reen-
Alternative medicine, 282 try into Mainstream Organizational Culture:
Alternative modeling strategies, 296 Perceptions of People with Disabilities,”
Alternative training techniques: alternative mod- 259-268
eling strategies, 296; caveat emptor about, Brinkerhoff, R. O., “Invited Reaction: Response
291, 298, 302; claims for, 281-283; defi- to Parsons,” 15-21
nition of, 282; experimental vs. qualitative Burke, L. A., “Final Word: Progress via the ‘Pro-
approaches to, 297-298, 301-303; HRD pro- cess,” 151-154; “Improving Positive Trans-
fessionals and, 291, 298, 302; integrative fer: A Test of Relapse Prevention Training on
learning, 296; lack of scientific validation for, Transfer Outcomes,” 115-128
291; meditation, 287-289; mental practice, Business practice: customer focus and, 344-345;
285-287; Neurolinguistic Programming, innovation and, 344; new organizing princi-
289-291; problems of experimental studies ples for, 344-345; organizational values/ ideals
on, 295-297; results and, 301; subliminal and, 345; software issues and, 344-345; tenets
self-help products, 283-285 of conventional, 344
American Leadership Forum (ALF), 350-351
Americans with Disabilities Act (ADA) of 1990, Cc
259-260, 266-267
Analysis of task requirements, 156-157 Caputo, R. K., “Final Word: Response to
Articles: “Focusing the International Personnel Adams,” 225-228; “The Job Training Experi-
Performance Appraisal Process,” 41-62; ences of Black and White Women,
“Locus of Control and Incentive in Self-Man- 1950-1991,” 197-217
aging Teams,” 247-258; “Predicting Positive Career development. See Women, career devel-
Self-Efficacy in Group Problem Solving,” opment of
155-169, “Ratee Preferences Concerning Per- Carvalho, M. B., “Final Word: Reply to New-
formance Management and Appraisal,” strom’s and Tang's Reactions,” 145-149;
315-333; “Single-Site, Results-Level Eval- “Toward Construct Validation of a Transfer
uation of Quality Awareness Training,” Climate Instrument,” 95-113
229-245; “Systematic Agreement: A Theory Change: frequency of organizational, 183; man-
of Organizational Alignment,” 23-40; “Train- agement choice for, 71; in workforce,
ing Delivery Problems and Solutions: Identi- 197-198; in workplace, 197-198. See also
fication of Novice Trainer Problems and Deep change
Expert Trainer Solutions,” 305-314 Change models, 71, 75
Assertive communication, 119 Chaos theory, 8, 27
Assertiveness training, 119, 122, 131 Cianni, M., “Final Word: Response to Adams,”
Attributional analysis, 156-157 225-228; “The Job Training Experiences of
HUMAN RESOURCE DEVELOPMENT QUARTERLY, vol. 8, no. 4, Winter 1997 © Jossey-Bass Publishers
354
Black and White Women, 1950-1991,” 266-267; interpersonal skill development
197-217 and, 267; job design and, 266; job placement
Clardy, A., review by, 343-346 and, 266; limitations, 267; methodology,
Coaching: definition of, 183, 328; HRD practi- 260-262; negative social image and, 262-263;
tioners and, 328; literature on, 183, 185; per- organizational image and, 265-266, partici-
formance management and, 321-322, 327. pants, 260-261; rehabilitation system con-
See also Performance coaching straints and, 264; training and, 266-267
Cognitive maps, 65 Disney organization, 10
Committee on Techniques for the Enhancement Diversity: cross-cultural management and, 85;
of Human Performance, 284 international management and, 43; as organi-
Common variance, 146 zational resource, 345
Communication, learning and, 19 Dodd, P., review by, 273-276
Competence: definitions of, 336-337; liberal Dynamic relationship model, of organizations,
view of, 337-338, performance improvement 33-36
and, 338; positive view of, 337
“Competence, Efficiency, and Organizational
E
Learning,” 335-342
Competitive advantage: conventional business Editorial: “HRD Is Not the Research Problem,”
tenets and, 344; customer service and, 343; 1-3, “The Illusion of Knowledge,” 277-279,
globalization and, 343; HRD practices and, “Reflections on Developing a Code of
343; organizational assets and, 343; or- Integrity for HRD,” 91-95; “TADD Short!”
ganizational competence and, 187; organiza- 193-196
tional effectiveness and, 340; organizational Education: culture and, 19; popular, 89; praxis
principles for, 344-345; resource-based view and, 88. See also Learning
of, 187-188 Employee involvement (EI): implementation of,
Complexity theory, 27 249; reasons for, 247; self-managed work
Confirmatory factor analysis, 139, 141, 148. See groups and, 247
also Factor analysis Employees: already-trained, 197, group processes
Confucian-based change model, 71, 75 and, 156; HR focus on, 188; workplace learn-
Congruence model, of organizational behavior, ing role of, 87. See also Disabled employees,
24 organizational barriers to (study), Ratee pref-
Consultants, integrity of, 91-92 erences; Ratees
Continuous-learning culture, 98 Employment opportunity: race/gender and, 220-221;
Crosby quality-training program, 232-233 social components of, 220. See also Women,
Cross-cultural management, 84-86 career development of
Culture: cognitive maps and, 65, definition of, Enactive mastery, 156-157
35, 65; education and, 19; international HRD Error variance, 146
and, 66, 74; occupational, 74; organizational Ethics: HRD soul and, 179; international HRD
development and, 71-72. See also Organiza- and, 73. See also Values
tional culture Evaluation: international HRD and, 70-71. See
Customer service, 83, 344-345 also Impact evaluation; Training evaluation
Expectancy theory, 248-249, 251
Experience: attributional analysis of, 156-157;
D
problem solving and, 156, 158, 166; self-
Decision making: criteria for, 92-93; expertise efficacy and, 156; vicarious, 156. See also
and, 166. See also Problem solving Enactive mastery
Deep change: difficulty of, 273; gold panning Exploratory factor analysis, 139-141, 148. See
analogy of, 274; leaders and, 273; mastery- also Factor analysis
oriented paradigm and, 275; reflection and,
275, vs. slow death, 273-274; work-life bal- F
ance and, 275
Deep Change: Discovering the Leader Within, Factor analysis: applied vs. scientific research
reviewed, 273-276 and, 147; construct validation and, 133-134;
Diplomats, 92-93 limitations of, 146-147, MES example and,
Disabled employees, organizational barriers to 140; NSQ example and, 140; Persian Gulf
(study): background, 260, barrier types and, example and, 140-141; principal component
262; conclusion, 267; employment statistics approach and, 147; purpose of, 147; sample
and, 267; established job methodologies and, size and, 134, 147-148; types of, 139, vari-
264-265; findings, 262-266; implications, ance and, 146
355
Falkman, S. K., “Training Delivery Problems and 214-215; training participation and, 199;
Solutions: Identification of Novice Trainer women’s career development and, 220-221
Problems and Expert Trainer Solutions,” General systems theory (GST): assumptions of,
305-314 30-31; HRD and, 30; process model of orga-
Feature: “Final Word: A Rejoinder,” 301-303; nization and, 32-33. See also Systems theory
“Final Word: Response to Adams,” 225-228; Gilley, J. W., Stop Managing, Start Coaching: How
“Invited Reaction: Reflections on Caputo and Performance Coaching Can Enhance Commit-
Cianni’s Research,” 219-224; “Invited Reac- ment and Improve Productivity, reviewed,
tion: Response to Parsons,” 15-21; “Invited 183-186
Reaction: Selected Alternative Training Tech- Glenzer, K., review by, 84-86
niques in HRD,” 295-299; “The Job Training Globalization: competition and, 343; cross-cul-
Experiences of Black and White Women, tural management and, 84-86; organizational
1950-1991,” 197-217; “Selected Alternative culture and, 65; quality movement and, 247
Training Techniques in HRD,” 281-294; Gosselin, A., “Ratee Preferences Concerning Per-
“Values as a Vital Supplement to the Use of formance Management and Appraisal,”
Financial Analysis in HRD,” 5-13 315-333
Feature Articles: “Final Word: Progress via the Gresham, M. T., review by, 269-272
‘Process,” 151-154; “Final Word: Reply to Group problem solving: conditions for, 158; dis-
Newstrom’s and Tang's Reactions,” 145-149; cussion, 162-166; educational level and, 165,
“Improving Positive Transfer: A Test of 167; employee belief in, 156; expertise and,
Relapse Prevention Training on Transfer 160, 163-166; future research and, 167; goal
Outcomes,” 115-128; “Invited Reaction: of, 157; group orientation and, 159-160,
Progress or Relapse?” 129-136, “Invited Reac- 166; humanistic management and, 157;
tion: Theory, Research, and Practice,” inhibiting factors to, 158; instrument,
137-143; “Toward Construct Validation of a 159-161; model of, 159, 163; number of
Transfer Climate Instrument,” 95-113 groups and, 165; personal characteristics and,
FFB model, of financial analysis, 6 160, 166; problem-solving confidence and,
“Final Word: A Rejoinder,” 301-303 160, 165-166; productivity and, 157; pur-
“Final Word: Progress via the ‘Process,”” pose, 158-159; research setting, 159; results,
151-154 162; sample, 161; training and, 165
“Final Word: Reply to Newstrom’s and Tang's Group processes: creativity and, 166; expertise
Reactions,” 145-149 and, 166; five-stage developmental model
“Final Word: Response to Adams,” 225-228 and, 269; programs vs., 269; conflict and,
Financial analysis tools: astronomy example and, 271
12; benefits of, 7, 11-12; bias and, 8; design-
ing new, 11; limitations of, 7-8, 10-11;
H
organizational performance and, 11-12; per-
formance measurement and, 7-8; rational Hallé, N., “Ratee Preferences Concerning Perfor-
decision making and, 7; sensitivity of, 11, mance Management and Appraisal,” 315-333
stakeholders and, 7, strategic questions and, 7; Harari, O., Jumping the Curve: Innovation and
unidimensionality of, 7, 10; values and, 9-11 Strategic Choice in an Age of Transition,
Financial analysis. See HRD financial analysis reviewed, 343-346
Flesher, J., review by, 190-192 Hardt, P., review by, 81-83
“Focusing the International Personnel Perfor- Harris, P. R., Managing Cultural Differences: Lead-
mance Appraisal Process,” 41-62 ership Strategies for a New World of Business
Forum: “Competence, Efficiency, and Organiza- (4th ed.), reviewed, 84-86
tional Learning,” 335-342; “In Search of the Harvey, M., “Focusing the International Person-
Soul of HRD,” 171-181; “International HRD: nel Performance Appraisal Process,” 41-62
What We Know and Don't Know,” 63-79; Higher Standard of Leadership: Lessons from the
“Social Barriers to Successful Reentry into Life of Gandhi, A, reviewed, 347-352
Mainstream Organizational Culture: Percep- Holton, E. F. Ill, “Final Word: Reply to New-
tions of People with Disabilities,” 259-268 strom’s and Tang’s Reactions,” 145-149;
“Toward Construct Validation of a Transfer
G Climate Instrument,” 95-113
HRD financial analysis: applications for, 6; cor-
Garson, B. E., “Locus ofC ontrol and Incentive in porate training and, 6; FFB model and, 6;
Self-Managing Teams,” 247-258 financial worth and, 6; interest in, 5; irrational
Gender: employment opportunity and, 222-221, basis of, 15-16; literature on, 5—6; models of,
223; occupational discrimination and, 198, 5-6; nonadvantages of, 15-16; organizational
356
goals and, 11; ROI model of, 15-17, values Instruction: competence in, 191-192; definition
and, 8-10 of, 191; interpersonal skills and, 191; lecture
HRD incompetence: eliminating, 194; profes- format for, 191-192; principles of, 190; stan-
sional brokering of, 193-194, profiting from dards for, 191; training skills and, 191
195 Integrative learning, 296
“HRD Is Not the Research Problem,” 1-3 Integrity: challenges to, 91-92; constructing code
HRD practitioners: alternative training techniques of, 93-94; filters for viewing, 92-93
and, 291, 298, 302; coaching and, 328; ratee Intergroup conflict, 271
preferences and, 328; roles of, 63, women's International HRD: change models and, 71; com-
career developmenvtraining and, 213-215, petencies and, 72-73; culture and, 65-66, 74,
223-224, 227; workplace learning and, 87 definitions of, 64, ethics and, 73; HRD role
HRD research/theory: organizational alignment and, 74, literature review of, 66-76, manage-
and, 24-27; quandary of, 335; reasons no one ment theory/interventions and, 71-72; organi-
pays attention to, 278-279; reflective practice zational development and, 71-76; social
and, 26. See also Organizational alignment the- learning theory and, 66; systems theory and,
ory; Theory building 64-65; training design and, 68-69, training
Human capital theory, 198 needs analysis and, 67-68; training program
Human development theory, 92 development/ implementation and, 69-70,
Human development, 173 training program evaluation and, 70-71; train-
Human Resource Champions, reviewed, 186-189 ing/ development and, 67-71, 75; United
Human resource development (HRD): activities States—hased and, 63-64
of, 63; dark side to, 174; definition of, 31, 172, “International HRD: What We Know and Don't
disabled employees and, 266-267, energizing Know,” 63-79
vision of, 173; expenditures on, 291; human International marketplace, 43-44
development and, 173; irresponsible practices International personnel performance appraisal:
of, 193; as learning, 63; mission of, 172; myth circumstances necessitating, 42-45; complex-
and, 171-174; organizational learning per- ity of, 42; developmental purpose of, 45;
spective and, 335, 340-341; performance employee diversity and, 43; experience with
coaching and, 185; quality management and, international marketplace and, 43-44, inade-
230; systems theory and, 30-31; tolerance of quate data and, 44, need for, 41; organizational
dumb by, 193; United States— based, 63-64; structure/differences and, 44; research on,
values of, 171, 174-175. See also HRD finan- 41-42, time/cosv/distance issues and, 44
cial analysis; HRD practitioners; HRD research/ International personnel performance appraisal
theory; International HRD; Soul, of HRD; process: appraisal purpose and, 47-49; con-
Training/ development textual performance appraisal matrix and,
Human resource management (HRM): job vs. 57-58, development of, 45-59; external/ inter-
employee focus in, 188; quality training and, nal environments and, 51-53; indexes of accu-
232; role model for, 187 racy for, 46; manager role/tasks and, 49-50;
Human resources (HR): boundary shifts in, 189; model for, 47-48; position characteristics and,
as employee champion, 188 49-51; procedural steps in, 47-48; qualitative/
Huszco, G., Toolsfo rT eam Excellence: Getting Your quantitative assessment criteria and, 56-57;
Team into High Gear and Keeping It There, rater/ratee characteristics and, 53-56, rating
reviewed, 269-272 process characteristics and, 57-59; remedial
action program and, 46; ways to use, 47-49
“Invited Reaction: Progress or Relapse?” 129-136
“Invited Reaction: Reflections on Caputo and
“Illusion of Knowledge, The,” 277-279 Cianni’s Research,” 219-224
Impact evaluation: flawed rationale of, 17-18, “Invited Reaction: Response to Parsons,” 15-21
reframing and, 20; strategic fallacy of, 18-20, “Invited Reaction: Selected Alternative Training
training mission and, 15. See also Trainienvgal - Techniques in HRD,” 295-299
uation “Invited Reaction: Theory, Research, and Prac-
Imparato, N., Jumping the Curve: Innovation and tice,” 137-143
Strategic Choice in an Age of Transition,
reviewed, 343-346
“Improving Positive Transfer: A Test of Relapse J
Prevention Training on Transfer Outcomes,” Jacobs, R. L., “HRD Is Not the Research Prob-
115-128
lem,” 1-3
“In Search of the Soul of HRD,” 171-181 Jaworski, j., Synchronicity: The Inner Path of Lead-
Innovation, business practice and, 344 ership, reviewed, 347-352
Job characteristics model, 248 Learning organization, 343
Job Descriptive Index (JDD), 141-142, 145 Learning styles, 75
Job-in-General ( JIG) Scale, 141 Learning transfer: factors affecting, 116; problem
Job performance factors model, 132-133 of, 115-116; training investment and, 95. See
Job satisfaction: performance incentives and also Training transfer
(study), 253-256; personality traits and, Lewin-based change model, 71, 75
249-250; scales for, 141-142; STS approach Locus of control (LOC): definition of, 249, indi-
and, 248 vidual performance and, 249-250; job satis-
“Job Training Experiences of Black and White faction and, 250-251; organizational behavior
Women, 1950-1991, The,” 197-217 and, 250; performance-contingent incentives
Job training experiences, of black/white women and, 250-251; performance incentives and
(study): descriptive statistics, 202-205; dis- (study), 252-257
cussion, 212-213; family structure/race and, “Locus of Control and Incentive in Self-Manag-
200, 207-210, 213-214; higher education ing Teams,” 247-258
participation and, 199-200, historical-socio-
logical perspective and, 219-223, 225; HRD
M
implications of, 213-215, 223-224, 227,
income level and, 200, 222, 224-226; labor McLean, G. N., “The Illusion of Knowledge,”
force participation and, 200; limitations of, 277-279
222-225; literature review of, 199-200; mea- Management, cross-cultural influences on, 84-86.
sures, 201; method, 200-201; participants, See also Business practices; Quality manage-
200-201; results, 202-212; training comple- ment
tion and, 210-211; training duration and, Management development, 45
208-209, 212-213; training-income relation- Management techniques: criticism of, 347;
ship and, 211-212; training intensity and, industry, 347; inspirational genre of, 347,
209-210, 212, 220; training likelihood and, 349
199; training participation and, 205-207, Managers: as coaches, 184-185; cross-cultural
212-214 influences on, 84-86; cross-sector/cultural
Jumping the Curve: Innovation and Strategic Choice comparison of, 71-72; defining tasks of, 50;
in an Age of Transition, reviewed, 343-346 expatriate, 85-86; integrity issues of, 91-92;
organizational role of, 184; roles of, 49-50;
training participation and, 214. See also Inter-
K national personnel performance appraisal
Managing Cultural Differences: Leadership Strate-
Kahnweiler, W., “In Search of the Soul of HRD,”
gies for a New World of Business (4th ed.),
171-181
Keidel, R. W., Seeing Organizational Patterns: A reviewed, 84-86
New Theory of Language of Organizational Marsick, V. J., “Reflections on Developing a
Code of Integrity for HRD,” 91-95
Design, reviewed, 81-83
Knowledge, classical view of, 278 Meditation: claims for, 288; concentrative, 287;
definition of, 287; experimental assessment
of, 288-289; opening-up, 287; organizational
L interest in, 283; religious origins of, 287-288,
scientific support for, 289; Transcendental
Labor, as value, 9 Meditation, 288
Leader-member exchange (LMX), 329 Mental practice: amount of, 287; definition of,
Leadership: deep change and, 273; defined, 31; 283; effectiveness over time of, 286; novices
Gandhi's example of, 347-349, inspirational and, 288-287; organizational interest in, 282;
genre on, 347, 349; organizational alignment other terms for, 285; performance and,
and, 35; propositions about American, 350- 285— 287; physical practice vs., 286; studies
351; quantum physics and, 351; soul and, on, 285-286
349; synchronicity and, 349-350
Mentoring, 185
Learning: action, 89-90; behavioral performance Modeling, 157
and, 340; business values and, 19; communi- Money Ethic Scale (MES), 140
cation and, 19; integrative, 296; performance Moran, R. T., Managing Cultural Differences:
and, 338; performance improvement and, Leadership Strategies for a New World of Busi-
17-18; problems of experimental studies on, ness (4th ed.), reviewed, 84-86
295-296; training methods and, 296. See also Multinational corporations (MNCs), 45
Adult learning theory; Education; Social Murray, B., “Single-Site, Results-Level Evaluation of
learning theory; Workplace learning Quality Awareness Training,” 229-245
358
Myth: HRD and, 171-174; definition of, 171, func- sidiaries and, 44; norms and, 30; organiza-
tional vs. nonfunctional, 171; functionosf , 171 tional alignment and, 25; perceptions and,
65, similarity of, 65; training and, 10; values
and, 30, 35. See also Culture
N
Organizational design, 81-83
Nair, K., A Higher Standard of Leadership: Lessons Organizational development (OD): coaching
from the Life of Gandhi, reviewed, 347-352 and, 185; cross-cultural comparison of,
National Institutes of Health (NIH), 282 73-74, culture and, 71-72; as ideal, 173;
National Longitudinal Survey of Youth (NLSY), international HRD and, 71-76
199 Organizational growth: competitiveness and, 340;
National Research Council, 284, 290 measurement of, 339-340; organizational
National Training Board, 337 learning and, 340-341; organizational princi-
Need Satisfaction Questionnaire (NSQ), 140 ples for, 344-345; performance/behavioral
Neurolinguistic Programming (NLP): claims for, approach to, 338-341, S-curve model of, 343
289; definition of, 289; lack of scientific vali- Organizational learning: competence and,
dation for, 290-291; organizational usage of, 336-338, HRD and, 335, 340-341; organiza-
283; origins of, 289; representational modal- tional performance vs., 336, organizational
ities and, 289-290 effectiveness, 338-340; perspective, 335-336
Newstrom, J. W., “Invited Reaction: Progress or Organizational performance: competence and,
Relapse?” 129-136 336-338; components of, 10; financial analy-
Nirenberg, J., reviews by, 347-352 sis tools and, 11-12; organizational effective-
Norms, 36 ness and, 338-340; organizational learning
vs., 336; perspective, 336
O Organizational structure, divisions of, 82
Organizations: competitive advantage of, 187-188,
On-the-job training (OJT): career experience core relationships in, 82; dynamic relationship
and, 200; education and, 198; income level model of, 33-36, external environment and,
and, 200; performance coaching and, 31, 35, 53; leadership and, 31, 35; process
183-184; women in, 213-214. See also Job model of, 32-33; reward systems of, 34-35;
training experiences, of black/ white women triadic issues in, 82
(study), Training/ development Otte, F. L., “In Search of the Soul of HRD,”
Organizational alignment: congruence model of, 171-181
24, aspects of, 28-29; definition of, 23-24,
27-28; dynamic relationship model of, P
33-36, environmental aspect of, 29-30, 35;
history of, 24-25, leadership and, 35; mea- Pace, R. W., “Competence, Efficiency, and Orga-
surement of, 37-38; organizational culture/val- nizational Learning,” 335-342
ues and, 25, 29, 35; organizational reward Parsons, J. G., “Values as a Vital Supplement to
systems and, 34-35; organizational strategy the Use of Financial Analysis in HRD,” 5-13
and, 24-25; performance and, 29, 31-32, 36; Performance: belief in self and, 156; cause-and-
power relationships and, 33; process aspects effect approach to, 277-278; chaos theory
of, 34; structural aspects of, 28-30; and, 8; current paradigms for, 8; Disney orga-
tactics/norms and, 36; theoretical explana- nizational training and, 10; factors affecting,
tions for, 24-25; Total Quality Management 132-133, Gilbert's theorems and, 5-6; learn-
and, 25 variables reflecting, 34 ing and, 338; locus of control and, 250; men-
Organizational alignment theory: alignment tal practice and, 285-287; organizational
aspects and, 28-30; assumptions of, 30-32; alignment and, 31-32, 36; organizational
building, 26-27; chaos theory and, 27; com- goals and, 230; organizational strategy and,
plexity theory and, 27; defining alignment 24-25; problem-solving groups and, 155;
and, 27; derivation of, 27; hypotheses of, ROI model of, 17-18; self-efficacy and, 156,
36-37 166; systems theory and, 8; training and, 17;
Organizational behavior: locus of control and, values and, 9-10. See also Organizational per-
250; organizational effectiveness and, formance; Performance appraisal; Performance
330-341 coaching; Performance improvement; Perfor-
Organizational behavior modification model, 98, mance measurement, Performance rewards
138 Performance appraisal: dissatisfaction with, 316;
Organizational culture: definition of, 35; global- fairness, 316; imadequate data and, 44;
ization and, 65; international performance indexes of accuracy for, 46-47; ineffective-
appraisal and, 51-52; international sub- ness of, 316; new formats for, 315; ratee atti-
359
tudes and, 315-316; ratee preference studies Quality awareness training, quality preduc-
and, 317; ratee satisfaction and, 316; tion and (study); Quality training
research-practice gap and, 316; team- vs. Quality awareness training, quality production
individually-based, 317. See also International and (study): analysis, 235-238; contextual
personnel performance appraisal; Perfor- issues and, 232, 241-243; data, 235; discus-
mance measurement sion, 241-243; facility/subjects and, 233-235;
Performance coaching: definition of, 183, HRD implications, 242-243; limitations, 241-242;
and, 185; managers and, 184-185; on-the-job manipulation/design and, 232-233; method,
training and, 183-184; organizational devel- 232-238; product quality and, 230-231, 241;
opment and, 185 purpose, 231-232; research questions,
Performance-contingent incentives, 250-251. 230-232, 238-241; results, 238-241; training
See also Performance rewards utility and, 231-232, 241, 243
Performance improvement: competence and, Quality interventions: awareness and, 231; long-
338; learning and, 17-18; questioning, 20; term implications of, 243; positive outcomes
theoretical support for, 23; training and, 15, of, 230-231; product quality and, 231; qual-
18, 95; coaching activities and, 321-322, 327; ity training and, 230-231
communicating performance expectations Quality management: HRD and, 230, 243; prod-
and, 321; process issues, 318, 321-322, 327 uct quality and, 231
Performance measurement: financial analysis Quality programs, 229. See also Quality aware-
tools and, 7-8; Gilbert's theorems for, 5-6; ness training
validity/reliability and, 339-340. See also Per- Quality training: contextual issues in, 232,
formance appraisal 241-243; Crosby program of, 232-233; long-
Performance rewards: locus of control and, term implications of, 243; product quality
250-251; productivity and, 249. See also Self- and, 230-231; utility of, 231-232, 241, 243.
managing teams, performance incentives and See also Quality awareness training
(study) Quantum physics, leadership and, 351
Peterson, L. A., “International HRD: What We Quinn, R. E., Deep Change: Discovering the Leader
Know and Don't Know,” 63-79 Within, reviewed, 273-276
Powerful Principles of Instruction, reviewed,
190-192
Praxis, 88
“Predicting Pe ‘ive Self-Efficacy in Group Prob- Race: employment opportunity and, 220, 223,
lem Solvin 35-169 training participation and, 199. See also Blacks
Principal com, _ at analysis, 147. See also Fac- Raffaele, G. C., “Single-Site, Results-Level Evalua-
tor analysis tion of Quality Awareness Training,” 229-245
Problem solving: educational level and, 165, Ratee preferences: empirical knowledge of,
167; experience/knowledge and, 156, 158, 316-317; importance of, 315-316; neglect of,
162-165; expert vs. novice, 157-158, 166; 315; studies on, 317
individual issues in, 158 Ratee preferences, on performance manage-
Problem-solving groups: benefits of, 155; collec- ment/appraisal: appraisal information uses
tivist personalities and, 166; employee resis- and, 320-321, 327; appraisal source and,
tance and, 155-156; organizational perform- 318-319, 324; coaching activities and,
ance and, 155. See also Group problem 321-322, 327-328; communicating perfor-
solving mance expectations and, 321; concerns, 330;
Problem statement, 1-2 criteria format and, 320; data analysis,
Process model, of organizations, 24, 32-33 323-324, discussion, 328-331; empirical
Productivity: coaching and, 183-186; group knowledge base on, 316-317; feedback issues
problem solving and, 157; performance and, 318, 324-327; feedback type/content
rewards and, 249; self-managing teams and, and, 319-320, 326-327; future research
248; as value, 9 directions and, 329-330, HRD practitioners
and, 328; individual differences and, 329,
leader-member exchange and, 329; measures,
Q
323, method, 322-324; procedure, 322-323;
Quality: Crosby program and, 232-233; global rating frequency and, 319, 324, 329 rating
marketplace and, 247; literature on, 343 issues and, 317-321; rationale for, 316,
Quality awareness training: dollar value of, >43; research questions and, 317-318; results,
efficacy of, 230, 241; long-term implications 324-328; sample, 322; work planning and,
of, 243; quality programs and, 229. See also 327
360
“Ratee Preferences Concerning Performance example and, 16-17; success and, 16; train-
Management and Appraisal,” 315-333 ing and, 16-20; value assumptions and, 17
Ratees: neglect of, 315-316; appraisal systems Rosenthal, G. T., “Final Word: A Rejoinder,”
and, 315-316; dissatisfaction of, 316. See also 301-303; “Selected Alternative Training
Employees Techniques in HRD,” 281-294
Rater-ratee issues, 53-56
Rating process, 56-59 Ss
Reality, views of, 277-278
“Reflections on Developing a Code of Integrity S-curve model, of organizational growth, 343
for HRD,” 91-95 Scientific theory/method, 137
Relapse prevention (RP): employee behavior Seeing Organizational Patterns: A New Theory of
patterns and, 116; goal of, 116; psychology Language of Organizational Design, reviewed,
basis of, 116; studies of, 116-117; transfer 81-83
climate and, 116; transfer outcomes model “Selected Alternative Training Techniques in
and, 117-118, 131 HRD,” 281-294
Relapse prevention training, transfer outcomes Self-actualization, 179-180
and (study): background, 115-118; critical Self-efficacy: cues influencing, 156-157; defini-
assessment of, 130-131; discussion, tion of, 156; determinants of, 156, 166;
124-126; experimental conditions, 119-120; detriments to, 156; enactive mastery and,
follow-up survey, 120-121; future research 156-157; modeling and, 157; performance
directions, 125-126, 152-153; hypotheses, and, 156, 166; as task-specific, 157; training
118; limitations, 125-126, 131, 152; mean- and, 165-167. See also Group problem solv-
ingful contributions, 130; measures, 120, ing, self-efficacy and (study)
method, 119-121; research objectives, Self-managing teams: criticisms of, 248;
151-152; results, 122-124; sample, 119; employee characteristics and, 249; employee
training program, 119; transfer motivation involvement and, 247; expectancy theory and,
and, 120, 125; transfer strategies and, 125 248-249, 251; job characteristics model and,
Reliability, 339-340 248; locus of control and, 249-251; organiza-
Remedial action program (RAP), for interna- tional/individual benefits of, 248; personality
tional performance appraisal, 46 traits and, 249, productivity/satisfaction and,
Research. See HRD research/theory 248; psychological effects of, 248; STS
Return on investment (ROI), 15. See also ROI approach and, 248
model Self-managing teams, performance incentives
Reviews: Deep Change: Discovering the Leader and (study): discussion, 254-257; instru-
Within, 273-276; A Higher Standard of Lead- ments, 252; job satisfaction and, 253-256,
ership: Lessons from the Life of Gandhi, locus of control and, 252-257; methods,
347-352; Human Resource Champions, 251-253; participants, 251-252; procedure,
186-189; Jumping the Curve: Innovation and 252-253; productivity and, 253; recommen-
Strategic Choice in an Age of Transition, dations, 255-257; research questions, 251;
343-346; Managing Cultural Differences: Lead- results, 253-254
ership Strategies for a New World of Business Semler, S. W., “Systematic Agreement: A Theory
(4th ed.), 84-86; Powerful Principles of Instruc- of Organizational Alignment,” 23-40
tion, 190-192; Seeing Organizational Patterns: Seyler, D. L., “Final Word: Reply to Newstrom’s
A New Theory of Language of Organizational and Tang's Reactions,” 145-149; “Toward
Design, 81-83; Stop Managing, Start Coaching: Construct Validation of a Transfer Climate
How Performance Coaching Can Enhance Com- Instrument,” 95-113
mitment and Improve Productivity, 183-186, Shared visioning, 11
Synchronicity: The Inner Path of Leadership, “Single-Site, Results-Level Evaluation of Quality
347-352; Tools for Team Excellence: Getting Awareness Training,” 229-245
Your Team into High Gear and Keeping It There, Skill-enhancement training, 214. See also Train-
269-272; Training Through Dialogue: Promot- ing/development
ing Effective Learning and Change with Adults, “Social Barriers to Successful Reentry into Main-
87-90 stream Organizational Culture: Perceptions of
Reward systems, organizational, 34-35. See also People with Disabilities,” 259-268
Performance rewards Social learning theory, 66
Rightsizing, 247 Sociotechnical system (STS) approach, 248
ROI model: impact evaluation and, 17-20; Soper, B., “Final Word: A Rejoinder,” 301-303;
maintenance training example and, 17-18; “Selected Alternative Training Techniques in
questions about, 15, 20, service organization HRD,” 281-294
361
Soul: definition of, 173; literature on, 349; of cess view of, 269, 271. See also Group prob-
profession, 173-174, 351 lem solving, Self-managing teams
Soul, of HRD: ethical issues and, 179; future re- Teamwork, 10-11
search on, 180-181; Kahnweiler’s theory about, Technicians, 92-93
175-179; nurturing, 179-180; Oute’s theory Technology, 271, 343-345
about, 176-177; questions about, 174; scien- Telegroup, Inc., 283
tific vs. qualitative approach to, 180, self-actu- Theory: basic features of, 28; development of,
alization and, 179-180. See also Spirituality 138; elements of, 137; good practice and, 27.
Specific variance, 146 See also HRD research/theory
Spirituality: definition of, 174; in workplace, Theory application deficit disorder (TADD),
171-172. See also Soul 193-195
Stanwyck, D. J., “Locus of Control and Incentive Theory building: problem statement in, 1; reflec-
in Self-Managing Teams,” 247-258 tive practice and, 26
Stein, D., review by, 87-90 Time out of labor force, 225-226
Stop Managing, Start Coaching: How Performance Tools for Team Excellence: Getting Your Team into
Coaching Can Enhance Commitment and High Gear and Keeping It There, reviewed,
Improve Productivity, reviewed, 183-186 269-272
Strategists, 93 Total Quality Management (TQM): as manage-
Strom, B. T., review by, 183-186 ment philosophy, 11; organizational align-
Subject matter experts (SMEs), 138 ment and, 25; ratee preferences and, 317
Subliminal self-help products: audiotapes, 283- “Toward Construct Validation of a Transfer Cli-
284; basis of, 283; claims for, 283; definition mate Instrument,” 95-113
of, 283; expectancy effects of, 284-285; inef- Trainers: adult learner needs and, 307; criticism
fectiveness of, 284; literature review of, 284; of, 305-306; interpersonal skills of, 191; key
memory enhancement and, 284-285, positive skills of, 88; as learning facilitators, 87-88,
testimonials about, 284; reasons for benefits needed skills of, 306 novice vs. expert, 309,
of, 284-285; sales of, 282-283; self-esteem training fads and, 306; training skills of, 191;
and, 284-285 traits of, 191; workplace learning and, 87. See
Swanson, R. A., “TADD Short!” 193-196; also Training delivery problems (study)
“Training Delivery Problems and Solutions: Training delivery problems (study): data analysis,
Identification of Novice Trainer Problems and 310-311; expert solutions and, 312-313,
Expert Trainer Solutions,” 305-314 expert trainer selection, 309; expert trainer
Synchronicity, 349-350 survey, 309-310; lack of information on, 306,
Synchronicity: The Inner Path of Leadership, 311; literature review, 306-307; methodology,
reviewed, 347-352 307-308; most common, 310-311; novice
System: cultural value theory as, 65; defined, 64 trainer survey, 308-309; purposes, 306, 311;
“Systematic Agreement: A Theory of Organiza- summary/conclusions, 311
tional Alignment,” 23-40 “Training Delivery Problems and Solutions:
Systems theory: HRD and, 8, 64-65; system def- Identification of Novice Trainer Problems and
inition and, 64. See also General systems the- Expert Trainer Solutions,” 305-314
ory (GST) Training/development: adult education concepts
and, 307; adult learner needs and, 307; costs
T of, 95, 115; criticism of, 305-306; culture
and, 19; demographic considerations and,
“TADD Short!” 193-196 214; disabled employees and, 266-267; em-
Tang, T. L-P., “Invited Reaction: Theory, ployee role in, 87; equity in, 214; fads in, 281,
Research, and Practice,” 137-143 305; family status issues and, 214; financial
Team effectiveness: active reinforcement systems impact of, 15-16; growth of, 306; impact eval-
and, 270-271, clear sense of direction and, uation and, 15; instructional approach vari-
270, clear/ enticing responsibilities and, 270, ables and, 307; instructional principles of,
components of, 270-271; constructive exter- 190; instructor-led, 305; instrumental value
nal relationships and, 271; constructive inter- and, 17; international HRD and, 67-71, 75;
personal relationships and, 270, nonhuman large firms and, 223, 226; learner's voice and,
factors in, 271; responsible/ efficient operating 87-88; learning styles and, 75; learning trans-
procedures and, 270; talented members and, fer and, 306; lecture format for, 191-192;
270; task performance and, 271; technology managers and, 214; organizational culture
and, 271 and, 10; organizational goals/strategy and,
Teams: five-stage developmental model and, 230; performance improvement and, 15,
269-270; intergroup conflict and, 271; pro- 17-18, 95, 115, 305; popular education and,
362
89-90; ROI model of, 16-20; self-efficacy Transfer climate construct validation (study):
and, 165-167; skill enhancement and, 214; content validity and, 111; critical analysis of,
skills for, 191; technological advances and, 134-135, 139-140, 142; defining transfer
305; work opportunities and, 214-215. See climate and, 133; factor analysis and,
also Alternative training techniques; Human 133-134, 139-142, 146-148; factor insta-
resource development (HRD), Impact evalua- bility and, 148; future research directions
tion; Job training experiences, of black/white and, 111-112; job performance factors and,
women (study); On-the-job training; Perfor- 132; methodological issues and, 146-148,
mance coaching; Quality awareness training; sample size and, 147-148; self-control items
Relapse prevention (RP) training; Training cli- and, 110; theoretical/practical issues and,
mate; Training delivery problems (study), 145-146, transfer climate constructs and,
Training transfer 110-111; transfer design and, 110-111
Training evaluation: levels of, 230; questions Transfer climate constructs: continuous-learn-
about, 20. See also Impact evaluation ing culture framework and, 98-100, defini-
Training impact, 17. See also Impact evaluation tions of, 97-98; opportunity to perform
Training outcomes: behavior, 301; categories of, and, 100; opportunity to use and, 110;
301; learning, 301; reactions, 301; results, organizational behavior modification frame-
301 work and, 98; peer support and, 110, per-
Training Through Dialogue: Promoting Effective sonal outcomes and, 110-111; research on,
Learning and Change with Adults, reviewed, 97-100; resistance and, 110-111, 139;
87-90 supervisor support/sanctions and, 110, 139
Training transfer: ability and, 117; behavioral Transfer climate instrument (study): analysis,
change and, 118; definition of, 17, 96, 115, 101-102; conclusions, 111-112; discus-
design factor and, 116; factors affecting, 96, sion, 104-111; measures, 101; method,
116, 138-139; group resistance and, 110; 100-103; research background, 97-100,
knowledge retention and, 117; motivation research questions, 97, 102-104; resistance
and, 117; negative, 116; organization factor scale and, 110; results, 102-104; sample,
and, 116, 139; positive, 115; problem of, 100
115-116; relapse prevention model and, 116, Transfer climate scales, 96-97, 138, 141-142
research on, 116; trainees and, 116; training Transfer design, 110-111
costs and, 95, 115; strategies, 117; work envi- Transformative change. See Deep change
ronment and, 96; zero, 116. See also Relapse Triadic model, of organizations, 81-83
prevention training, transfer outcomes and
(study); Transfer climate U
Training transfer outcomes model, 117-118,
131 Ulrich, D., Human Resource Champions,
Transcendental Meditation (TM), 288 reviewed, 186-189
Transfer. See Learning transfer, Training trans- USA Global Link, 283
fer
Transfer climate: consequences and, 99; contin- Vv
uous-learning culture and, 98-100, defini-
tion of, 96-97, 132-133; importance of Validity, 339-340
measuring, 97; individual components of, Value-added customer service, 247
97-98, job performance and, 133; opportu- Value systems, 9
nity to perform and, 100; organizational Values: corporate culture and, 9; financial
behavior modification model and, 98, 138; analysis and, 9-10; of HRD, 171, 174-175;
organizational components of, 98; as percep- importance of, 9; individual vs. general, 9;
tual medium, 97; relapse prevention and, moral character and, 9; organizational cul-
116; research base on, 97-100, 137-139, ture and, 30, 35; quantification of, 10;
resistance and, 110; self-control and, 110, teamwork and, 10; Western work and, 9;
sense of imperative and, 97-98; situational worth and, 9. See also Ethics; Integrity
cues and, 99; training transfer and, 96; trans- “Values as a Vital Supplement to the Use of
fer design and, 110-111; use as variable of, Financial Analysis in HRD,” 5-13
97-98; work environment and, 97-98; Vella, J., Training Through Dialogue: Promoting
workplace cues and, 98. See also Training Effective Learning and Change with Adults,
transfer; Transfer climate construct validation reviewed, 87-90
(study); Transfer climate instrument (study); Verbal persuasion, 156
Transfer constructs Vicarious experience, 156;