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Human Resource Development Quarterly 1997: Vol 8 Index PDF

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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;

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