Human Resource Development: Learning & Training for Individuals & Organizations

Contents......Page 8
List of Figures......Page 14
List of Tables......Page 16
List of Case Studies......Page 17
List of Contributors......Page 20
Foreword......Page 24
Preface......Page 25
Acknowledgements......Page 28
Section One: The Role of Learning, Training and Development in Organizations......Page 30
Introduction and learning objectives......Page 32
Defining the terms: training, education, development, learning and HRD......Page 33
Strategic HRD......Page 40
The operating environment of the Human Resource department......Page 42
The Human Resources compass......Page 44
HRD roles......Page 48
Conclusion......Page 50
Introduction and learning objectives......Page 56
The case for strategic HRD......Page 57
Strategy and strategic HRD......Page 59
The problem with strategy......Page 62
Value chain analysis......Page 64
Conclusion......Page 69
Introduction and learning objectives......Page 72
Origins and development of HRM......Page 73
Where is HRM ‘coming from’?......Page 76
Hard and soft HRM......Page 78
Implications for action......Page 82
Conclusion......Page 86
Introduction and learning objectives......Page 90
The paradox of change......Page 91
The nature of change......Page 92
Methods to make the transition......Page 93
What can go wrong?......Page 99
The role of HRD in organizational change......Page 103
Conclusion......Page 104
Introduction and learning objectives......Page 106
Definition and characteristics of the learning organization......Page 107
Criticism of the concept of the learning organization......Page 113
An alternative view of the learning organization......Page 114
Conclusion......Page 115
Introduction and learning objectives......Page 118
Developing the human resources of a nation......Page 119
Human development......Page 134
Conclusion......Page 140
Section Two: The Identification of Learning, Training and Development Needs......Page 144
Introduction and learning objectives......Page 146
Defining training and development......Page 147
Undertaking a TNA......Page 148
Needs at the organizational level......Page 150
Needs at the departmental level......Page 154
Needs at occupational levels......Page 157
Needs at the individual level......Page 159
Defining the training priorities......Page 162
Conclusion......Page 164
Introduction and learning objectives......Page 166
What is performance management?......Page 167
The effectiveness of performance management......Page 172
Performance appraisal......Page 182
Conclusion......Page 192
Introduction and learning objectives......Page 198
Purpose and meaning......Page 199
Perceptions and needs......Page 201
Process and power......Page 203
Partnership......Page 207
Section Three: The Planning and Designing of Learning, Training and Development......Page 212
Introduction and learning objectives......Page 214
The learning process......Page 215
Levels of competence......Page 219
Adults and adulthood......Page 221
Styles of adult learning......Page 224
Why, what, how and practice......Page 229
Conclusion......Page 231
Introduction and learning objectives......Page 234
Adult learning......Page 235
Motivation and learning......Page 236
Andragogy......Page 237
Humanist theories......Page 238
Barriers to learning......Page 244
Conclusion......Page 248
Introduction and learning objectives......Page 250
The reflective practitioner: Donald Schön......Page 252
Models and loops......Page 253
Reflection-in-action......Page 256
Social context......Page 259
Putting reflection into practice......Page 263
Personal experience......Page 264
Introduction and learning objectives......Page 270
Equal opportunities and managing diversity – what is the difference?......Page 271
The business case......Page 273
Training for diversity......Page 277
Is the educational approach enough?......Page 280
The law......Page 282
Conclusion......Page 283
Section Four: Delivering Learning, Training and Development......Page 290
Introduction and learning objectives......Page 292
From teaching to learning......Page 293
Distance learning......Page 295
Open learning......Page 299
Flexible learning......Page 302
Issues for the learner in ODFL......Page 303
Issues for ODFL providers......Page 305
The corporate open learning centre......Page 307
Conclusion......Page 311
Introduction and learning objectives......Page 314
Group training methods......Page 316
Selecting methods......Page 317
Emotion and learning......Page 325
Play and fun......Page 330
Conclusion: the future of training methods......Page 333
Introduction and learning objectives......Page 336
Multimedia for education......Page 337
Multimedia for training......Page 340
Multimedia conferencing......Page 343
Virtual reality training......Page 345
The A–Z of training methods......Page 346
Introduction and learning objectives......Page 356
Multilingual training and development......Page 357
Language in the communication age......Page 359
Language training in HRD......Page 361
English as the lingua franca......Page 363
Theories of language learning......Page 364
Teaching and training methods......Page 366
The management of language training......Page 369
The good language learner......Page 372
The new technologies......Page 373
Multicultural/cross-cultural learning......Page 375
Conclusion......Page 377
Introduction and learning objectives......Page 380
What do we mean by management?......Page 381
What do we mean by development?......Page 388
Perceptions of management training and development......Page 392
Techniques of management training and development......Page 395
Evaluating the effectiveness of management training and development......Page 397
Key issues to consider......Page 398
Conclusion......Page 400
Section Five: Assessment and Evaluation of Learning, Training and Development......Page 404
Introduction and learning objectives......Page 406
Key terms......Page 408
Contemporary approaches to evaluation......Page 410
Contemporary approaches to assessment......Page 416
Conclusion......Page 420
Introduction and learning objectives......Page 422
Quality......Page 423
Best practice benchmarking......Page 428
Quality control and quality assurance......Page 433
Quality awards......Page 434
Total quality training and development......Page 438
Conclusion......Page 440
Introduction and learning objectives......Page 446
The need for formal accounting......Page 447
Costing......Page 451
Auditing......Page 457
Conclusion......Page 461
Section Six: Managing the Human Resource Development Function......Page 462
Introduction and learning objectives......Page 464
Management and leadership of the HRD function......Page 466
Control and facilitation – coaching and supportiveness......Page 470
Principles and values......Page 472
Strategic vs operational decision-making......Page 474
Further points for managers of a team of HRD professionals......Page 480
Conclusion......Page 481
Introduction and learning objectives......Page 484
Why market?......Page 485
Who and where are the customers and how do we know what they need?......Page 487
How do we reach the customers?......Page 491
How do we keep the customers?......Page 497
Evaluating the whole marketing process......Page 498
The way forward, or what you can do......Page 501
Introduction and learning objectives......Page 504
The nature of trends and predictions......Page 506
Life and work in the third millennium......Page 507
Society and work in the third millennium......Page 511
Learning needs in the third millennium......Page 513
The HRD manager in the third millennium......Page 519
Summary – the importance of sustainability......Page 522
Bibliography......Page 524
Index......Page 548