Human Resource Development Quarterly 2006: Vol 17 Index

2006·3.6 MB·English

A education; Adult education, in Africa;
Adult learning participation; Informal
Academic journals: customer satisfaction learning; Interactive workplace learning
with, 131; journal editors as managers (study); Learning participation in man-
and, 133; missions of sponsoring orga- agement development in China (study);
nizations and, 132; positioning of, in Workplace learning
knowledge market, 132-133; as prod- Africa. See Adult education, in Africa
ucts of professional organizations, 131, Allen, T. D., “Formal Mentoring Programs
Total Quality Management approach and Organizational Attraction,” 43-58
to, 133; value-oriented perspective on, Amutabi, M., Foundations of Adult Education
131-132 in Africa, reviewed, 359-363
“Academic Journals Are Products of Pro- Anagnosis, 483-484
fessional Organizations,” 131-133 Anderson, J. E., “Influences of New
Academy of Human Resource Develop- Development Practices on Temporary
ment (AHRD), 242-243 Employee Work-Related Attitudes,”
Accountability, of trainers for training 279-303
transfer, 352-353, 355 “Anyone? Anyone? Anyone?” 365-369
Action science model, of informal learning, Articles: “Choosing Among Tests of Emo-
137 tional Intelligence: What Is the Evi-
Adult education, in Africa: adult learning dence?” 9-42; “Comparing the Effects
principles and, 359; community vs. indi- of Determinants of Turnover Intentions
vidual contexts and, 359; environment Between Taiwanese and U.S. Hospital
and, 359-360; gender roles and, 360; Employees,” 403-321, “Employer Assess-
globalization and, 360, 362; HRD impli- ment of Work-Related Competencies
cations and, 361-362; indigenous vs. and Workplace Adaptation,” 305-324,
traditional forms of adult education “Formal Mentoring Programs and Orga-
and, 359; opportunities for, 360; pro- nizational Attraction,” 43-58; “Influence
fessional development and, 360 of Trainee Characteristics, Instructional
Adult education: definition of, 359; envi- Satisfaction, and Organizational Climate
ronment and, 359-360; globalization on Perceived Learning and Training
and, 360, 362 Transfer,” 85-116; “Influences of New
Adult learning participation: choice as Development Practices on Temporary
motivating factor in, 447-448; critical Employee Work-Related Attitudes,”
factors in, definition of, +43; develop- 279-303, “Key Characteristics of Effec-
ing countries and, 449; HRD research tive and Ineffective Developmental
on, 447-449; HRD theory/practice and, Interactions,” 59-84, “Learning in
443, individual factors and, 448; intrin- Interactive Work Situations: It Takes
sic factors and, 447; models of, 447; Two to Tango: Why Not Invite Both
motivation theory and, 447; research Partners to Dance?” 135-158; “Learning
on, 444; socialization factor model of, to Become a Machine Operator: The
447. See also Adult learning, Learning Dialogical Relationship Between Con-
participation, in management develop- text, Self, and Content,” 199-221;
ment in China (study) “Making Subjective Judgments in
Adult learning: adult education and, 359; Quantitative Studies: The Importance
from artifacts/tools, 138; clusters of, of Using Effect Sizes and Confidence
137; community vs. individual contexts Intervals,” 159-173; “Participation in
and, 359; facilitating agent for, 138; Management Training in a Transitioning
HRD in workplace and, 136-137; work Context: A Case of China,” 443-473;
contexts and, 148. See also Adult “Roles of Informal Workplace Trainers
Homan Resource Deve_orment Quarrerty, vol. 17, no. 4, Winter 2006 495
Copyright © 2006 Wiley Periodicals, Inc.
496 Index
in Different Organizational Contexts: Change. See Behavioral change; Organi-
Empirical Evidence from Australian zational change
Companies,” 175-198; “Supplier Diver- Chauvinism, 483
sity: A Missing Link in Human Resource China. See Job skills, employee percep-
Development,” 325-341; “Survey Rank- tions of, in China (study); Learning
ing of Job Competencies by Perceived participation, in management devel-
Employee Importance: Comparing Three opment in China (study); Turnover
Regions,” 371-402; “Tuition Reimburse- intentions, in Taiwanese and U.S
ment, Perceived Organizational Support, organizations (study)
and Turnover Intention Among Graduate “Choosing Among Tests of Emotional
Business School Students,” 423-442 Intelligence: What Is the Evidence?”
Avoidance, by leaders, 366 9-42
“Closing the Gap Between Research and
Practice in Human Resource Develop-
B ment,” 343-350
Coaching, learning transfer and, 180
Baruch, Y., “Tuition Reimbursement,
Communities of practice, 204, 212-213
Perceived Organizational Support, and
“Comparing the Effects of Determinants of
Turnover Intention Among Graduate
Turnover Intentions Between Taiwanese
Business School Students,” 423-442 and U.S. Hospital Employees,” 403-321
Behavioral change: attitudes and, 248-
Competitive advantage: economic theory
250; cynicism and, 250; intentions and, of, 306, 320; workplace adaptation and,
248; organizational support and, 250,
305-306
perceived locus of control and, 250-252; Competitiveness, public education and,
role theory and, 247; theory of planned
477
behavior and, 247-250, 261, 263-264.
Confidence intervals (CI): APA style
See also Performance improvement
manual and, 163, 170; arelational,
Benson, G. S., “Tuition Reimbursement,
167; classes of, 167; definition of,
Perceived Organizational Support, and
166; encouraging dialogue about, 171;
lurnover Intention Among Graduate
history of, 166-167; HRD and,
Business School Students,” 423-442
169; implications for application of,
Brockman, J. L., “Learning to Become a
168-170; interpretation of, 167-168;
Machine Operator: The Dialogical Rela-
populational value and, 167; practical
tionship Between Context, Self, and meaning and, 168; quantitative studies
Content,” 199-221
and, 159-160; recommendations for
Burns, |. Z., “Frederick Lewis Oute (1934—- changes in use of, 170-171, relational,
2004): The Consummate Human
167; review of HRDQ and, 160;
Resource Developer,” 5-8
significance and, 164, 170; statistical
packages — and, 171, statistical
C significance and, 168-169; subjectivity
of research and, 159, 170; as
Callahan, J. L., “Making Subjective Judg- supplement to NHST, 159-160, 163;
ments in Quantitative Studies: The teaching methods for, 170-171; value
Importance of Using Effect Sizes and of, 167
Confidence Intervals,” 159-173 Conflict management, emotional intelli-
Capacity, leadership, 366 gence and, 32
Career development: career advice topics Contextual model of learning, 246-247
and, 65, 74; developmental interac- Credible and open process, Nucor Corpo-
tions and, 61; job/career satisfaction and, ration example of, 48
413; multisource feedback and, 246 Customer service: academic journals and,
Career satisfaction. See Job/career 131-133; Total Quality Management
satisfaction and, 133
and, 72-74; work-life advice and, 61,
65, 74. See also Developmental
D’Abate, C. P, “Key Characteristics of interactions
Effective and Ineffective Developmental Ding, C. G., “Comparing the Effects of
Interactions,” 59-84 Determinants of Turnover Intentions
DeLong, D. W., Lost Knowledge: Confron- Between Taiwanese and U.S. Hospital
ting the Threat of an Aging Workforce, Employees,” 403-321
reviewed, 491-494 Dirkx, J. M., “Learning to Become a
Developmental interactions: advisee role Machine Operator: The Dialogical
and, 76; adviser factors (expertise, needs Relationship Between Context, Self,
focus, self-discovery focus) and, 64, 72, and Content,” 199-221
74-75; benefits vs. risks of, 60; career Diversity: manager sensitivity to, 376-377.
development and, 61, 65; career devel- See also Diversity practitioners; Supplier
opment issues and, 61, 65; communica- diversity programs
tion factors (face-to-face vs. technology) Diversity practitioners: economic consider-
and, 64-65, 72-73; definition of, 60; ations and, 327; educators for supplier
employee learning and, 60, 76-77; diversity, 338-339; educator role
expanded model of, 61; factors aflect- and, 338-339; HRD practitioners and,
ing effectiveness of, 62-66; factors 327-328, 332-333, 337-339; researche.
affecting, 62; job-/task-specific issues role and, 339; role of, 326-327, 332-
and, 66, 74, 76; mentoring and, 60-62; 337; as strategists for supplier diversity,
multiple forms of, 61; organizational role 337-338; strategist role and, 327-328
and, 76; personal factors (age, gender, Dogmatism, 483
race) and, 62-63, 69-70, relationship Doornbos, A. J., “Learning in Interactive
factors (initiation, frequency, length, Work Situations: It Takes Two to Tango:
duration, source) and, 64-65, 69, 71, Why Not Invite Both Partners to
74-75, research on, 61-62; typology Dance?” 135-158
of, 61; work-life issues and, 61, 65;
work-life support and, 61, 65. See also
Developmental interactions, character- E
istics of (study)
Developmental interactions, —c haracter- Eddy, E. R., “Key Characteristics of Effective
istics of (study): advisee role and, 76; and Ineffective Developmental Interac-
adviser factors (expertise, needs focus, tions,” 59-84
self-discovery focus) and, 64, 72, “Editors Challenge to Human Resource
74-75; appendix, 78-81; career Development, An,” 1-4
development advice and, 61, 65; Editorial: “Academic Journals Are Products
communication factors (lace-to-lace vs. of Professional Organizations,” 131-133;
design/procedure, 66; — discussion, “An Editors Challenge to Human
74-77. discussion topics and, 65-66, Resource Development,” 1-4; “Frederick
72, 74; factors interview, 78-81; job/ Lewis Otte (1934-2004): The Consum-
task-specific advice and, 66, 74, 76; mate Human Resource Developer,” 5-8;
measures, 67-68; method, 66-69; “Research: The Bridge Between Human
organizational role and, 76; Resource Development Practitioners
participants, 67, 69; personal factors and Scholars,” 235-243
(age, gender, race) and, 62-63, 69-70, Education: competitiveness and, 477. See
practice implications, 75-76; purpose, also Adult education; Adult education,
60-61; relationship factors (initiation, in Africa; Learning
frequency, length, duration, source) Effect size (ES): APA style manual and, 163,
and, 64-65, 69, 71, 74-75; results, 170; benchmark values and, 166;
69-74, study limitations, 77; tests of definitions of, 164; determining practical
hypotheses and, 69-72; tests of topic significance and, 165-166; difference
__Index
indices and, 165; encouraging dialogue industry and, 9; training uses of, 9-10,
about, 171; group overlap indices and, 32-33; types of, 11; validity measures
105; history of use of, 164-165; HRD and, 13-14, 29-30
and, 169; implications for application of, Emotional intelligence (EI) tests, and
168-170; interpretation of, 166; practical HRD professionals (study): conclusion,
meaning and, 168; quantitative studies 37-38; definition of El and, 11; discus-
and, 159-160; recommendations for sion, 28-37; Emotional Competency
changes in use of, 170-171, relationship Index (ECI-2) and, 12, 14-15, 19-22,
indices and, 165; review of HRDQ and, 27-31, 32, 37; Emotional Quotient
160; significance and, 164, 170; Inventory (EQ-i), 12, 14-15, 19,
statistical packages and, 171, statistical 22-25, 27-29, 37; focus of study and,
significance and, 168-169, subjectivity of 12-13; future directions, 37-38; HRD
research and, 159, 170, as supplement to research and, 34-37; leadership
NHST, 159-160, 163; teaching methods development and, 33-34; literature
for, 170-171, types of, 165 review method and, 22-12; Mayer-
Emotion: rationality and, 224, 226-227; Solovey-Caruso Emotional Intelligence
social interactions and, 225-226; strate- Test (MSCEIT), 12, 14-19, 28-31, 33,
gic HRD and, 224. See also Emotional 37; need for, 9-10; organization
intelligence (ED) development and, 31-32; purpose,
Emotional Competency Index (ECI-2), 10; research questions, 10; training/
12, 14-15, 19-22, 27-31, 32, 37. See development and, 32-33, valid El mea-
also Emotional intelligence (EI) tests, surement and, 28-30; validity measures
and HRD professionals (study) and, 13-14, 29
Emotional intelligence (El): conflict man- Emotional Quotient Inventory (EQ-i), 12,
agement and, 32; customer service 14-15, 19, 22-25, 27-29, 37. See also
training and, 33; definition of, 11, Emotional intelligence (EI) tests, and
history of, 11; of MBA students, 35; HRD professionals (study)
organizational change and, 32; physician Employee attitudes: behavioral change
training and, 32; research on applica- and, 248-250; HRD practices and, 281,
tion of, 36; research on development 299: organizational socialization and,
of, 34-36; research on impact of, 36-37; 281. See also New employee develop-
role of culture in, 35-36; stress manage- ment (NED) practices, and temporary
ment and, 33; transformational leader- employee attitudes (study)
ship and, 34 Employee development: mentoring and,
Emotional Intelligence Questionnaire 60; perceived organizational support
(EIQ), 12, 14-15, 25-29. See also and, 425-427, 439; turnover inten-
Emotional intelligence (El) tests, and tion and, 413-414, 426. See also Devel-
HRD professionals (study) opmental interactions, characteristics
Emotional intelligence (EI) tests: construct of (study); Employee development;
validity and, 13; content validity and, Training/development, Workers
13; Emotional Competency Index Employee learning: formal training and,
(ECI-2) and, 12, 14-15, 19-22, 27-31, 59-60; organizational success and, 59.
32, 37; Emotional Quotient Inventory See also Adult learning; Developmental
(EQ-i), 12, 14-15, 19, 22-25, 27-29, interactions, characteristics of (study);
37; external validity and, 14, face Training/development
validity and, 13; HRD and, 9-10, 31-34; Employees: everyday problem solving by,
leadership development and, 33-34; 202-203; expertise 203; formal
Mayer-Solovey-Caruso Emotional Intelli- training of, 59-60; f .
gence Test (MSCEIT), 12, 14-19, identity development of, 203, 213-214;
28-31, 33, 37; organizational uses of, problem solving by, 302. See also
10, 31-32; predictive validity and, 14, Employee abilities; Employee devel-
test bandwidth and, 31; test fidelity opment; Employee learning, New
and, 31; test specificity and, 31; training employee development (NED) practices,
499
and temporary employee perceptions and, 47, 53; procedure, 48; research
(study); Workers; Workforce; Workplace questions, 44; results, 50-52; self-
adaptation, and employee competencies efficacy and, 46-47, 53; study limita-
(study) tions, 54-55
“Employer Assessment of Work-Related “Formal Mentoring Programs and Orga-
Competencies and Workplace Adapta- nizational Attraction,” 43-58
tion,” 305-324 Formal training, employee !earning and,
Ericson, M., “Strategic HRD and the 59-60
Relational Self,” 223-229 Forum: “Closing the Gap Between Research
Ethics: lack of, by leaders, 365-366. and Practice in Human Resource Devel-
See also Leadership crisis opment,” 343-350; “Mega-Trends in
Everyday problem solving, 202 the American Workforce,” 475-479;
Experiential learning, informal learning “The New Human Resource Department:
and, 204, 218 A Cross-Functional Unit,” 117-123;
“Strategic HRD and the Relational Self,”
223-229; “Trainer Self-Loathing?”
351-357; “Why We Fail: How Hubris,
Hamartia, and Anagnosis Shape Organi-
Failure: hubris, hamartia, and anagnosis zational Behavior,” 481-489
and, 482-483; learning from, 481; Foundations of Adult Education in Africa,
of world powers, 482-483. See also reviewed, 359-363
Organizational failure “Frederick Lewis Otte (1934-2004): The
Featured Articles: “Invited Reaction to Consummate Human Resource Devel-
Postleedback Development Perceptions: oper,” 5-8
Applying the Theory of Planned
Behavior, 269-278; “Postleedback G
Development Perceptions: Applying the
Theory of Planned Behavior,” 245-267 Garavan, T., “Postfeedback Development
Feedback: attitudes toward behavioral Perceptions: Applying the Theory of
change and, 248-250; contextual model Planned Behavior,” 245-267
of learning and, 246-247; intentions Gender: adult education in Africa and, 360;
and behavioral improvement and, 248; supplier diversity programs and, 327
perceived behavioral control and, 250- General Method of Theory-Building
252; performance improvement and, Research in Applied Disciplines model,
245, rater/ratee factors and, 248-249; 270-277
role theory and, 247; theory of planned Gilley, J. W., “Research: The Bridge Be-
behavior and, 247-250, 261, 263-264; tween Human Resource Development
training models and, 247. See also Practitioners and Scholars,” 235-243
Multisource feedback (MSF); Postfeed- Givens-Skeaton, S., “Key Characteristics of
back development perceptions (study) Effective and Ineffective Developmental
Ford, R., “Why We Fail: How Hubris, Interactions,” 59-84
Hamartia, and Anagnosis Shape Orga- Global competitiveness, 306. See also Com-
nizational Behavior,” 481-489 petitive advantage
Formal mentoring programs, and applicant Globalization: adult education and, 360,
attraction (study): applicant attraction 362; HRD practitioners and, 305-306,
and, 44-45, 53-54; benefits of, 43; 321-32, 416
conclusion, 55; discussion, 52-53; Greed, of leaders, 367
future research, 53; hypotheses, 45-47, Greer, B. M., “Supplier Diversity: A Missing
50-51; implications, 54; individual Link in Human Resource Development,”
differences and, 45-47, 53; learning 325-341
goal orientation and, 46, 53; materials, Groves, K., “Choosing Among Tests of
48-49; measures, 49-50; method, 48; Emotional Intelligence: What Is the
participants, 48; proactive personality Evidence?” 9-42
500 _ Index
Gubrium, J. FE, Handbook of Interview HRD professionals. See Diversity practi-
Research, reviewed; Inside Interviewing: tioners; HRD practitioners; HRD scholar-
New Lenses, New Concerns, reviewed; practitioners
Postmodern Interviewing, reviewed, 125- HRD research: data analysis and, 128;
129 debate about, 235, 242-243; factors
influencing interviewing and, 126-129;
home-buying example and, 236-238;
H HRD activities and, 238-239; HRD
practitioners and, 235, 241-243;
Hamartia, 482-484 linking theory and practice and, 236,
Handbook of Interview Research, reviewed, organizational collaboration and, 276-
125-129 277; organizational decision making
Harris, R., “Roles of Informal Workplace and, 236-238; as process, 235; qualita-
Trainers in Different Organizational live vs. quantitative, 125; recommenda-
Contexts: Empirical Evidence from tion for HRD _ scholar-practitioners
Australian Companies,” 175-198 about, 242; strategic decision making
Hatcher, T., “An Editors Challenge to and, 238; technical advances and, 128;
Human Resource Development,” 1-4 theory building and, 270; theory-
Holstein, J. A., Handbook of Interview building models/research and, 269-271,
Research, reviewed; Inside Interviewing: 276-277; Tower of Babel about, 242;
New Lenses, New Concerns, reviewed; Post- trends in, 125; vulnerability of, to
modern Interviewing, reviewed, 125-129 organizational resources, 269. See also
HRD, new paradigm for: addressing needs HRD research-practice gap; Research
of work-filled retirement, 478; aligning HRD research-practice gap: AHRD articles
education and goals for competitiveness, on, 343; causes of, 344-345; claims of,
477; aligning workforce development 343-344, conclusions, 348; definitions
programs with market needs, 476- oi, 344; forms of, 344; implications,
477, assisting lower-wage workers, +78; 348; need for closing, 345-346; need
assisting workers in volatile labor for research-practice synergy and, 343;
market, 477-478; components of, past eflorts to close, 346; practice/
476-478; need for, 476, 478-479; practitioner role in, 345; research/
workforce trends and, 475-476. See researcher role in, 344-345; sugges-
also Diversity practitioners tions for closing, 346-348; suggestions
HRD activities: analysis and, 238-239; for HRD organizations, 348; sugges-
design and, 238-239; evaluation and tions for practice/practitioners, 347;
238-239; implementation and, 238- suggestions for research/researchers,
239; scholar-practitioners and, 238- 346-347
241; traditional research process and, HRD scholar-practitioners: assumptions
238-239 of, about HRD, 235-236; HRD practi-
HRD practitioners: adult learning and, tioners and, 235-236, 238, 243; HRD
359, assumptions of, about HRD, 235- research and, 235, 241-243; recom-
236, attitudes toward training of mendations for HRD research for, 242;
235-236; diversity programs and, 327 strategic thinking about HRD and,
328, 332-333, 337-339; global com- 236-237
petitiveness and, 305-306, 321-322; Hubris, 482-484, 487
HRD research and, 235, 241-243; HRD Hubris, hamartia, and anagnosis (HH&A):
scholar-practitioners and, 235-236, 238, Aristotle and, 482; chauvinism and,
243; informal workplace trainers and, 483, creating credible open process
178-179, learning organizations and, 485-486; definit ol, =. : ———--
and, 178; linking theory and practice dogmatism and, 483, failure and, 482;
by, 236, 242-243. See also Diversity failure ef world powers and, 482-483,
practitioners; Trainers reflection and dialogue and, 486-488
index
Human resources (HR): current, 118-120; manager as facilitator of, 216-217; as
factors restricting research progress reflective process, 204; related theo-
in, 119-120; global competition and, retical constructs to, 204; research on,
117-118; and HR _ function, 118; 201-202; situated learning and, 204;
international, 121; top priorities of, social context and, 137-138; social
119; transformation of, 117-118; trust nature of, 204, 212; training programs
and, 118; worker needs and, 118-119 and, 216, 218; worker identity for-
Human resources department, as cross- mation and, 203; workplace expertise
functional unit: division of labor and, and, 203; workplace learning and, 136.
121; internal organizational politics See also Informal learning, in problem-
and, 121; model of, 122; organizational solving contexts (study); Informal
effectiveness and, 122; strategic plan- workplace trainers, roles of (study);
ning and, 117-118, 120; talent man- Workplace learning
agement and, 119, 121; technology Informal learning, in problem-solving
as enabler in, 119, 121; trust and, 119, contexts (study): communities of pra-
120; worker autonomy/freedom and, ctice and, 204, 212-213; data collection/
118, 120; worker fringe benefits analysis, 206-207; discussion, 211-218;
and, 119 everyday problem solving and, 202-
Human resources development (HRD): 203; findings, 207-211, future research,
challenge to, 1-3; expanding, theory, 217-218; learning as relational/dialogical
2; globalization and, 4; integrity in, process and, 209-213, 217; learning as
4, long-term vision and, 4; as orga- social process and, 204, 212; learning
nizational value-added activity, 236, in context and, 211-213; learning in
243, 245; positive approach to, 2; job and, 213-214; learning outcomes
professionalization of, 4, redefining, through problem solving and, 210-211;
1-2; research excellence in, 2; respect- literature review, 201-203; methods,
ing heart in, 4; responsibility to 205-207; practical implications for
stakeholders of, 4, 368. See also HRD, HRD and, 215-217; problem solving as
new paradigm for; HRD activities; HRD learning and, 208-209; purpose, 200;
practitioners, HRD research; Human research questions, 203-204, 211-214;
resources (HR); Strategic HRD selection of site/participants, 205-206;
theoretical framework, 203-205;
theoretical implications for HRD and,
214-215; worker expertise/identity
and, 203, 212-214
Identity, development of worker, 203, Informal workplace trainers: coaching/
213-214 mentoring and, 180; formal workplace
“Influence of Trainee Characteristics, trainers and, 176-178; HRD practi-
Instructional Satisfaction, and Organi- tioners and, 178-179; learning system
zational Climate on Perceived Learning of organization and, 176; learning
and Training Transfer,” 85-116 transfer and, 180. See also Informal
“Influences of New Development Practices workplace trainers, roles of (study)
on Temporary Employee Work-Related Informal workplace trainers, roles of
Attitudes,” 279-303 (study): actions undertaken by, 184, 191,
Informal learning: action science model 195-196; benefits to theory of, 176-177;
of, 137; characteristics of, 201; commu- coaching/mentoring and, 180, 191;
nities of practice and, 204, 212-213, conclusions, 191-192; contextual fac-
contextual considerations and, 201, tors and, 187-188, 192; formal
304; definition of, 201; experiential educatorsArainers and, 176-177; further
learning and, 204; of frontline research and, 194; implications for HRD
employees, 202; interactions and, and, 193-194; learning transfer and,
136-137; James Dewey and, 204; 180, 191; literature review, 177-180,
502 Index
measures, 183-184, method, 181; need workers, 118; work-life support and,
for, 177; organizational learning system 65. See also Turnover intentions, in
and, 177-180; participants, 182-183; Taiwanese and U.S. organizations (study)
procedure, 184; purpose of, 176-177; Job competencies, employee perceptions
research background and, 177; research of, in China (study): age and, 381, 390;
questions, 181; results, 184-191; role Chinese collectivist attitude and, 380,
conceptions of, 186-187, 191-192; role 397; Chinese ethics and, 386, 397;
dimensions of, 184- 186, 191-192; cultural/symbolic attributes and, 381;
sampling, 181-182; theoretical back- definition of job skills and, 372;
ground and, 177-180; trainer characte- dependent variables and, 379-381,
ristics and, 188-192. See also Informal 384, dispositional aspects and, 381,
workplace trainers 386-388, 391, 395; dispositional
Inside Interviewing: New Lenses, New qualities and, 379-380, 386; economic
Concerns, reviewed, 125-129 context and, 383; — educational
Intentions, and behavioral change 248 attainment and, 372, 374; employee
Interaction partner, defined, 137 attitudes and, 372; employee ranking of
Interactive workplace learning (study): job competencies and, 388-393; firm
adult learner activities and, 144-146, ownership and, 383, 393-394;
150, 154-155; clusters of learning and, firm ranking of job competencies and,
137, 151; data analysis, 142-144, data 393; firm-level characteristics and, 383;
collection, 141-142; definition of future research and, 397; generic vs
learning and, 137; didactic learning firm-specific skills and, 377, 395;
and, 137; discussion, 150-154; hierarchical linear model and, 383-
hierarchical organizational position and 384, individual characteristics and,
learning activities and, 149-150, 153; 381-383, 388-393; industry and, 383,
interaction partner and, 137-138, 393-394, job basics and, 387, 391; job
151; interaction partners’ activities and, competence measurement and, 372,
146-148, 151, 155-156; method, 374, 384, 386-388; job position/rank
140-144; need for, 136; negative and, 381, 391, 396; job type and, 395,
reactions vs. compliments and, 146- 397; market reform and, 373; measu-
147, 151; occupation-related diflerences/ rement models and, 383-385; methods,
similarities in learning activities and, 378-384, on-the-job training and, 378,
148-149, 152; participants, 140-141, 381-383, 392, 396; problem solving
power issues and, 138-139, 153; and, 387-388, 391-392; productiv-
practical implications and, 153-154; ity and, 372; proficiency and, 382, 392;
purpose, 136; relationship between qualities for job competencies and,
learning activities, work contexts, and 384-388, region and, 383, 393
power and, 138-139; research ques- research questions, 378, resource oppor-
tions, 139, 150-153; results, 144-150; tunity structure and, 381; results,
study framework, 138; theoretical 384-393; sampling method, 378-379;
background on learning and, 136-139 self-knowledge and, 386; sex and, 381:
“Invited Reaction to Postfeedback Devel- socialization and, 381; sociocultural
opment Perceptions: Applying — the model and, 373-375, 396; study
Theory of Planned Behavior,” 269-278 purpose, 373, 384; study questionnaire,
373, 378; teamwork and, 381; technical
ability and, 387; theoretical framework,
373-378, universal vs. culture-specific
skills and, 374-376, 396; workforce
Job/career satisfaction: employee/career changes and, 372, 38 lyWerkplace attri-
development programs and, 413-414, butes and, 381; workplace change and,
426, leadership style and, +13; perceived 382, 392
organizaticnal support and, 425; Job skills: competence measures and, 372,
turnover intentions and, 403-404, of 374, cross-cultural generalizability of,
503
373-376, 396; as_ culture-specific, Leadership crisis: aspects of, 365; capacity
374, 376; definition of, 372; educa- and, 365-366; equity and, 368; HRD
tional attainment and, 372, 374, 390; response to, 368; integrity and, 365-
employee perceptions of, 374, frame- 366; provoking questions about, 365;
works of, 374-375, 387; general vs. stakeholder voice and, 368; timely
firm-specific, 377; productivity and, decision making and, 368
372; resource opportunity structure Leadership development, emotional intel-
and, 381; sociocultural approach to, ligence and, 33-34
374-375; universal vs. culture-specific, Learning: centrality of self in, 215,
374-376; workplace context and, 377. contextual model of, 246-247; defi-
See also Job competencies, employee nition of, 137; formal vs. informal, 60,
perceptions of, in China (study) 76-77; ongoing, 59; situated cognition
theory and, 204; social nature of, 204,
K 212; structured vs. unstructured, 60.
See also Adult learning; Behavioral
Kahnweiler, W. M., “Frederick Lewis Otte change; Employee learning; Experi-
(1934-2004): The Consummate Human ential learning; Informal _ learning;
Resource Developer,” 5-8 Interactive workplace learning (study);
“Key Characteristics of Effective and Organizational learning system; Situated
ineffective Developmental Interactions,” learning; Workplace learning
59-84 Learning goal orientation, mentoring
Kiel, FE, Moral Intelligence: Enhancing and, 46
Business Performance and Leadership “Learning in Interactive Work Situations:
Success, reviewed, 231-233 lt Takes Two to Tango: Why Not Invite
Knowledge: anagnosis and, 483; explicit, Both Partners to Dance?” 135-158
Learning organizations: characteristics
492: organizational success and, 485;
of, 179-180; HRD practitioners and,
tacit, 492: types of, 492. See also
Knowledge retention 178-179; informal workplace trainers
Knowledge retention: aging workforce and, and, 180
491-492; HRD and, 492; information Learning participation, in management
technology and, +493; organizational development in China (study): barriers
challenges and, 493; strategic action to learning and, 459; commitment to
framework for, 492 work and, 457; conclusion, 469;
Koopmans, H., “Learning in Interactive context-based learning and, 463-464,
Work Situations: It Takes Two to cultural orientation and, 457-458;
Tango: Why Not Invite Both Partners data analysis, 452-454; data collection,
452; decisional context and, 454-
to Dance?” 135-158
Kopp, D. M., “Trainer Self-Loathing?’ 458; defining the concept of partici-
pation and, 465-466; demand for
351-357
management resources and, 444-
445; discussion/implications, 462-469,
economic environmental change and,
454-455, economy and, 449; findings,
Leaders: avoidance by, 366; coping 454-462; formal learning and, 467;
mechanisms of, 366-367; demands formulated meanings of learning
on, 366; distrust of, 367; failure of, participation and, 458-460, globaliza-
365, inadequacies of, 365-366; lying/ tion and, 444, 446; guanxi model and,
cheating by, 366-367; overpayment of, 466, 468; impact on individual and,
367, oversimplification by, 366. See also 460-461; organization and, 461-462;
Leadership, Managers implications, 467-468; increase in
Leadership: job/career satisfaction and, team spirit and, 459; interview and,
413-415; new methods for, 366. See 452, 469; lack of Chinese orientation to
also Leaders learning and, 459-460; lack of trainer
504
experience and, 460; learning beyond M
participation and, 460-462; learning
context and, 466-467; learning expe- M.B.A. training/development programs.
rience as rewarding/significant and, See Learning participation, in manage-
458-459; limitations, 468-469; linking ment development in China (study)
of training to practice and, 459, McCarthy, A., “Postleedback Development
management training/development in Perceptions: Applying the Theory of
China and, 449; masculinity model Planned Behavior,” 245-267
and, 466, 468; method, 450-454; need McEnrue, M. P, “Choosing Among Tests
for developing management compe- of Emotional Intelligence: What Is the
tency and, 455-456; _ participant Evidence?” 9-42
selection, 451-452; participation and Machine operators, workplace learning by.
cultural context and, 466-467; partici- See Informal learning, in problem-
pation and environmental pressure and, solving contexts (study)
462-463, participation as challenging “Making Subjective Judgments in Quan-
experience and, 463-465; participation titative Studies: The Importance of
as transformational experience and, Using Effect Sizes and Confidence
463; perceptions of M.B.A. program Intervals,” 159-'73
and, 456-457; phenomenological Malthia, T. E., “Supplier Diversity: A
inquiry approach and, 450, 469; power Missing Link in Human Resource
distance and, 467-468, problems with Development,” 325-341
M.B.A. programs and, 445; propositions, Management development (MD): adapta-
467-468; purpose, 445, 450; re- tion to change and, 444; impact of, 444;
search questions, 445-446, researchers organizational effectiveness and, 444
assumptions, 450-451; study signifi- See also Learning participation, in
cance, 446; theoretical perspectives, management development in China
446-449, training delivery and, 460; (study); Training/development
transferring learning at work and, Managers: cross-cultural approach of,
464-405 376-377, 396. See also Leaders
‘Learning to Become a Machine Operator Marques, J. F, “The New Human Resource
The Dialogical Relationship Between Department: A Cross-Functional Unit,”
Context, Self, and Content,” 199-221 117-123
Learning transfer: coaching/mentoring and, Mayer-Solovey-Caruso Emotional Intelli-
180; informal workplace trainers gence Test (MSCEIT), 12, 14-19, 28-31,
and, 180; supervisor and peer support 33, 37. See also Emotional intelligence
and, 180; workplace factors and, 180 (El) tests, and HRD professionals (study)
Lennick, D., Moral Intelligence: Enhancing “Mega-Trends in the American Workforce,
Business Performance and Leadership 475-479
Success, reviewed, 231-233 Mentoring: applicant attraction — and,
Lim, D. H., “Influence of Trainee Charac- 44-45, 53-54; benefits of, 44; employee
teristics, Instructional Satisfaction, and learning and, 60; factors affecting, 62;
Organizational Climate on Perceived as learning goal process, +6; learning
Learning and Training Transfer,” transfer and, 180; life stage theory and,
85-116 44, organizational concern for employees
Lin, C.-P, “Comparing the Effects of and, 45; person-organization fit and, 46;
Determinants of Turnover Intentions publicity on, 44; research on, 43; self-
Between Taiwanese and U.S. Hospital efficacy and, 46-47; from symbolic
Employees,” 403-321 action perspective, +553 typology ol,
Locus of control, and behavioral change, 61. See also Developmental interactions;
250-252 Formal mentoring programs; Formal
Lost Knowledge: Confronting the Threat of an mentoring programs, and applicant
Aging Workforce, reviewed, 491-494 attraction (study), Mentoring
Lying/cheating, by leaders, 366-367 Miller, K. L., review by, 491-494