Efnisyfirlit

• Contents
• List of Figures
• List of Tables
• Guide to Insights into Practice Boxes
• How to Use this Book
• How to Use the Online Resource Centre
• PART 1 The Fundamentals of Human Resource Development
  • 1 The Context of Human Resource Development
    • 1.1 Introduction
    • 1.2 Globalization
    • 1.3 The implications of globalization for HRD
    • 1.4 National HRD and vocational education and training (VET)
    • 1.5 The implications of national HRD for HRD practitioners
  • 2 Global Perspectives on Human Resource Development
    • 2.1 Introduction
    • 2.2 Defining learning, training, and development
    • 2.3 The foundations of HRD
    • 2.4 The evolution of the theory and practice of HRD
    • 2.5 The shift from training to learning
    • 2.6 The shift from formal interventions to informal workplace learning
    • 2.7 The shift from psychological to sociological perspectives on learning
    • 2.8 The shift from the trainer as an instructional expert to a business partner
    • 2.9 The shift from the development of human capital to the development of intellectual capital
    • 2.10 The shift from centralized training departments and large teams of internal trainers to more va
    • 2.11 The current debate
    • 2.12 Emerging perspectives on HRD
  • 3 Developing an HRD Strategy
    • 3.1 Introduction
    • 3.2 Factors influencing strategic human resource development
    • 3.3 Developing an HRD strategy
    • 3.4 Implications for practice of a strategic approach to human resource development
• PART 2 The Operational Role of Human Resource Development
  • 4 The Role and Theory of Learning
    • 4.1 Introduction
    • 4.2 Psychological learning theories
    • 4.3 Sociological learning theories
    • 4.4 Learning approaches to problem-solving
    • 4.5 Learning approaches to reflective practice
    • 4.6 Learning approaches to self-directed learning and e-learning
    • 4.7 The role of motivation in adult learning
    • 4.8 Potential barriers to learning
  • 5 A Systematic Approach to HRD
    • 5.1 Introduction
    • 5.2 Formal training and development interventions
    • 5.3 The HRD cycle
    • 5.4 A robust approach?
  • 6 Identifying HRD Needs
    • 6.1 Introduction
    • 6.2 The purpose of TNAs
    • 6.3 Organization-level TNA
    • 6.4 Department-level or operational-level TNA
    • 6.5 Individual-level TNA
    • 6.6 The requirements for an effective TNA
  • 7 Designing Learning and Development Interventions
    • 7.1 Introduction
    • 7.2 Constraints
    • 7.3 Key stages in the design process
    • 7.4 Aim and objectives
    • 7.5 Selecting a ‘learning or training strategy’
    • 7.6 Evaluation methods
    • 7.7 Content, methods, sequence, structure, and media
    • 7.8 Venue selection
    • 7.9 Incorporating relevant learning theory
  • 8 Delivery of Learning and Development Interventions
    • 8.1 Introduction
    • 8.2 The effective organization development (OD) project manager
    • 8.3 The effective trainer
    • 8.4 The effective career developer
    • 8.5 The effective online tutor
    • 8.6 The effective facilitator
    • 8.7 The effective coach
    • 8.8 The effective mentor
    • 8.9 Reasons for ineffective interventions
    • 8.10 International trends
  • 9 The Evaluation of Learning and Development Interventions
    • 9.1 Introduction
    • 9.2 The purpose of evaluation
    • 9.3 Different models of evaluation
    • 9.4 Criticisms of evaluation models
    • 9.5 A business approach to evaluation
    • 9.6 The return on investment (ROI) model of evaluation
    • 9.7 The future of evaluation
    • 9.8 Measuring performance
• PART 3 The Key Themes in Human Resource Development
  • 10 Managing or Nurturing Knowledge
    • 10.1 Introduction
    • 10.2 Knowledge
    • 10.3 Knowledge management
    • 10.4 Knowledge work and knowledge workers
    • 10.5 Human resource development and knowledge management
    • 10.6 Developing human and social capital
  • 11 Integrating Learning with Work
    • 11.1 Introduction
    • 11.2 The relationship between knowledge, knowledge management, and learning
    • 11.3 Informal learning in the workplace
    • 11.4 Why the growth of interest in informal learning?
    • 11.5 Facilitators of and obstacles to integrating learning with work
    • 11.6 The role of the HRD practitioner and line manager in integrating learning in the workplace
    • 11.7 The enhanced HRD cycle
  • 12 HRD in Small and Medium Sized Enterprises (SMEs)
    • 12.1 Introduction
    • 12.2 Small and medium sized enterprises (SMEs)
    • 12.3 Human resource development in SMEs
    • 12.4 Formal HRD provision
    • 12.5 Informal learning in SMEs
  • 13 Managing the HRD Function
    • 13.1 Introduction
    • 13.2 The HRD wheel: factors influencing the role, responsibilities, and structure of the HRD functio
    • 13.3 The HRD wheel: managing processes, products, and services
    • 13.4 The HRD wheel: managing people
    • 13.5 Design options for the HRD function
  • 14 The Ethical Practitioner
    • 14.1 Introduction
    • 14.2 Global trends
    • 14.3 Business ethics
    • 14.4 HRD and business ethics
    • 14.5 Corporate social responsibility (CSR)
    • 14.6 Human resource development (HRD) and corporate social responsibility (CSR)
  • 15 Continuing Professional Development and Reflective Practice
    • 15.1 Introduction
    • 15.2 Key competencies for the practice of HRD
    • 15.3 Continuing professional development
    • 15.4 Looking to the future
    • 15.5 The principal challenges
    • 15.6 International trends
• Glossary
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • J
  • K
  • L
  • M
  • N
  • O
  • P
  • R
  • S
  • T
  • V
• Bibliography
• Index
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • J
  • K
  • L
  • M
  • N
  • O
  • P
  • R
  • S
  • T
  • U
  • V
  • W
  • Z

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