Includes indexes.

"In the Handbook of Human Resource Development, Neal Chalofsky, Tonette Rocco, and Michael Lane Morris have compiled a collection of chapters sponsored by the Academy of Human Resource Development to address the fundamental concepts and issues that HR professionals face daily. The chapters are written and supported by professionals who offer a wide range of experience and who represent the industry from varying international and demographic perspectives. Topics addressed form a comprehensive view of the HRD field and answer a number of key questions. Nationally and internationally, how does HRD stand with regard to academic study and research? What is its place in the professional world? What are the philosophies, values, and critical perspectives driving HRD forward? What theories, research initiatives, and other ideas are required to understand HRD and function successfully within this field? As the industry grows, what are the challenges and important issues that professionals expect to face? What hot topics are occupying these professionals now?"-- Provided by publisher

Print version record and CIP data provided by publisher.

Includes bibliographical references and index.

Part I. Foundations of the Discipline of HRD -- Part II. Issues and Perspectives on HRD -- Part III. Developing the Workforce -- Part IV. Managing the Workforce -- Part V. HRD in the Organization -- Part VI. Managing HRD -- Part VII. Innovative Applications -- Part VIII. Future Directions.

Introduction: The Profession and the Discipline -- HRD: From Practice to Profession to Discipline -- Evolution of the Profession -- HRD as a Discipline -- What Is a Discipline? -- Perspectives from Other Disciplines -- The Foundational Disciplines for the Study of HRD -- So What Is HRD, Really? -- and Resources -- Part I. Foundations of the Discipline of HRD -- Chapter One: Psychological Foundations of HRD -- Foundational Psychological Theories and HRD -- Behavioral Psychology and HRD -- Humanistic Psychology and HRD -- Positive Psychology and HRD -- Gestalt Psychology and HRD -- Developmental Psychology and HRD -- Social and Emotional Development -- Implications for HRD -- Chapter Two: System Theory and HRD -- System Theory -- Implications of System Theory -- HRD Process -- HRD Programs -- Management of HRD -- Applying System Theory to HRD -- Understanding HRD -- Understanding Organizational Change and HRD -- Chapter Three: Adult Learning Theory and Application in HRD -- Individual Learning at Work -- Andragogy -- Dewey-Based Theories -- Relatedness: Collective and Collaborative Learning -- Complexity Theory -- Learning at the Organizational Level -- Applications to Human Resource Development -- Informal and Incidental Learning -- Collaborative Developmental Action Inquiry -- Creating a Learning Culture -- Chapter Four: Management and Leadership in HRD -- Introduction -- Does Leadership Make a Difference? -- Management and Leadership -- Focus on Management -- Aims of the Present Review -- A Brief History of Leadership Research and Development (ca. 1940-ca. 1980) -- Recent Trends in Leadership Development Theory and Practice (ca. 1980-ca. 2010) -- Current Leadership Development Theory and Practice: Learning from Experience -- Future Trends -- New Concepts of Leadership and HRD -- Shared Leadership -- Leadership and Character -- Chapter Five: Organizational Culture and HRD: The Roots, the Landscape, and the Future -- The Roots -- The Landscape -- Different Disciplines, Different Perspectives -- HRD and Organizational Culture -- The Future -- Part II. Issues and Perspectives on HRD.

Chapter Six: Dilemmas in Defining HRD -- Dilemmas in Defining HRD -- The Drive to Define -- Reasons to Not Define HRD -- The Philosophical Case for Refusing to Define HRD -- The Theoretical Case for Refusing to Define HRD -- The Professional Case for Refusing to Define HRD -- The Practical Reason for Refusing to Define HRD -- Implications for Working Without a Definition of HRD -- Developing Non-Defining Parameters -- Chapter Seven: Perspectives on the Concept of Development for HRD -- Types of Development -- Life cycle Development -- Dialectic Development -- Evolutionary Development -- Teleological Development -- Interaction of the Four Models -- Human Resource Development and Human Development -- Chapter Eight: A Critical, Feminist Turn in HRD: A Humanistic Ethos -- Founding Humanist Principles of HRD -- HRD Dominated by Masculine Rationality -- Critical Perspectives -- Critical Theory -- Critical Management Studies (CMS) -- Critical Human Resource Development (CHRD) -- Feminist Theory -- A Critical, Feminist Critique of Organizations and Change -- Critical Theory's Contribution to Organization Critique -- The Woman "Problem" and Why Some Feminist Change Strategies Fail -- A Critical, Feminist HRD Agenda -- Chapter Nine: Critical HRD -- What -- Why -- When -- Where -- Who -- How -- Contributions, and Implications -- Chapter Ten: Corporate Social Responsibility and HRD: Uneasy Tensions and Future Directions -- The Discourses of Corporate Social Responsibility -- Challenges and Tensions of Practicing CSR -- HRD Within CSR -- Part III. Developing the Workforce -- Chapter Eleven: Expertise Through the HRD Lens: Research Trends and Implications -- Expertise Defined -- Objective Characteristics -- Subjective Characteristics -- Emerging Developments in Expertise Scholarship -- Expertise Measurement -- Expertise Redevelopment -- Elicitation and Transfer of Expertise -- Leadership and Expertise -- Implications -- Chapter Twelve: Competence: Bases for Employee Effectiveness -- Base Competencies -- Global Competencies -- The Techno-Socio-Culturally Competent Employee -- Global Complexity -- Organizational Complexity -- Implications for HR Managers -- The Competent Employee.

Chapter Thirteen: Workplace Learning -- Purpose of the Chapter -- Definition of Workplace Learning -- Origin of the Term "Workplace Learning" -- The History of Workplace Learning -- Applications of Workplace Learning -- The Link with Workplace Training -- Claims Associated with the Concept -- Criticizing Workplace Learning -- Alternatives Suggested for the Concept -- Chapter Fourteen: Guiding HRD Research in the Work/Life Interface: The Importance of Work/Life Harmony in the Development of Interventions -- Introducing Work/Life Harmony -- The DNA of Work/Life Harmony and Its Properties -- Why Work/Life Harmony Is a Better Metaphor for Explaining Work/Life Dynamics -- Recommendations to HRD Researchers and Practitioners -- Recommendations for Research -- Recommendations for Practice -- Chapter Fifteen: The Inner Work of Self-Formation in Work-Related Learning -- The Meanings of Work-Related Learning -- Different Ways to Understand the Meaning of Work -- Vocation, Work-Related Learning, and the Process of Self-Formation -- Work-Related Learning and Self-Formation -- Fostering Self-Formation in Work-Related Learning1 -- Curricular and Pedagogical Implications for HRD -- Part IV. Managing the Workforce -- Chapter Sixteen: Aging as a Career Development Challenge for Organizations -- Career Challenges of Older Workers: Three Selected Cases -- Study 1: Aging and Changing Employment Patterns at a University -- Study 2: Recurrent Education of Older Forestry Workers in Sweden -- Study 3: Employability of Aging Police Officers in The Netherlands -- Important Issues in the Selected Cases -- Career Development and Individual Characteristics -- Age-Related Differences in Cognition -- Career Development and Experience -- Career Development and Organizational Characteristics -- Employability Strategies: Policies and Practices -- Line Manager Supports and Practical Implications -- Chapter Seventeen: A Social Justice Paradigm for HRD: Philosophical and Theoretical Foundations -- The Absence of Social Justice in Defining the Field of HRD -- Philosophical Foundations of Social Justice -- Ontology -- Epistemology -- Axiology -- Theoretical Foundations of Social Justice -- Foundation in Legal Studies -- Foundations in Intersectionality -- Foundations in Feminist Theory -- Foundation in Disability Studies -- Foundation in Lesbian, Gay, or Bisexual Sexual Orientation and Transgender Identity Studies -- Foundation in Education -- Toward a Social Justice Paradigm: Implications for HRD.

Chapter Eighteen: Disability, Health and Wellness Programs, and the Role of HRD -- Disability as a Complex Phenomenon -- Disability Law in Brief -- Health and Wellness Programs in the Workplace -- Corporations as Contributors to Health Promotion -- Specific Health and Wellness Programs -- Implications for HRD -- Chapter Nineteen: Sexual Orientation and HRD -- Sexual Orientation and Human Resource Development -- Definitions -- Cultural Competence -- Equitable Efforts in HRD and Implications -- Chapter Twenty: International and Cross-Cultural Perspectives of HRD -- Globalization, Work Performance, and HRD -- Frameworks Relevant to Cross-Cultural Management and IHRD -- International and Cross-Cultural HRD Issues -- Cross-Cultural Training and Development -- Expatriation and Repatriation, Inpatriation, Transpatriation -- Contemporary Issues Relevant to Cross-Cultural HRD -- Cultural Intelligence -- Cultural Convergence, Divergence, and Crossvergence -- Implications for Professional Practice -- Implications for Future Research -- Part V. HRD in the Organization -- Chapter Twenty-One: Contemporary Career Literature and HRD -- CD Literature in HRD -- Implications for Future Research -- Implications for Practice -- Chapter Twenty-Two: Trends and Issues in Integrating Knowledge Management and Organizational Learning for Workplace Performance Improvement -- Theoretical Foundation of Knowledge Management -- Definitions of KM and KM Systems -- Evolution of KM Concepts and Theories -- Critical Themes of KM -- Knowledge Management Tools and Technological Systems -- Technological Systems for KM -- KM Tools -- Learning Organization and Organizational Learning -- Learning Organization -- Organizational Learning -- Empirical Research Including or Aligning LO/OL and KM -- Considerations for an Integrated Approach of Knowledge Management and Organizational Learning -- Implications for Research and Practice -- Chapter Twenty-Three: Linking Motivation to Workplace Learning Transfer: The Role of Implementation Intentions and Personal Initiative -- Linking Motivation to Transfer and Transfer Performance -- The Model -- Motivation to Transfer -- Implementation Intentions -- Personal Initiative -- The Role of Personal Initiative in the Transfer Process -- Discussion -- Practical Implications -- Chapter Twenty-Four: Coaching -- A Conceptual Framework for Organizational Coaching -- Two Forms of Organizational Coaching -- Coaching Models and Processes -- Theoretical Perspectives in Organizational Coaching -- Adult Development -- Cognitive/Behavioral Psychology -- Ontology -- Positive Psychology -- Challenges and Trends in Organizational Coaching.

Chapter Twenty-Five: Mentoring: Perpetuated on a Myth? -- Historical Underpinnings -- Current Concepts -- Criticisms of Mentoring -- Implications for Implementation -- Chapter Twenty-Six: Talent Management as a Strategically Aligned Practice -- The Current State of Talent Management -- Talent Management: A Strategically Aligned HR Practice -- Strategic Alignment -- Talent Segmentation -- TM Approach 1: Focus on High Performers -- TM Approach 2: Focus on the Leadership Pipeline -- TM Approach 3: Focus on Pivotal Talent Pools -- TM Approach 4: Focus on Specific Talent Segments -- Discussion and Implications -- Part VI. Managing HRD -- Chapter Twenty-Seven: HRD Policy: An Overview -- Defining HRD Policy -- Concepts of Public Policy -- Tracing the Different Views of HRD: What This Means for Policy -- Defining the Intersections Between HRD and Policy -- What Is Government's Role in Promoting HRD Outcomes? -- Investments in Compulsory Education Are Only Part of the Problem -- All Workers Need Higher Education -- Shortfalls in Science and Math Educated Workers -- Government Has a Limited Role in Assisting Firms in Improving Performance -- Key Trends in HRD Policy -- Preparing the New Workforce -- Retraining Workers Displaced by Economic Change -- Supporting Firm-Based Training -- Chapter Twenty-Eight: Legal Aspects of HRD -- Administration of the HRD Function -- Training Mandated Directly by Statute or Regulation -- Training as a Defense to Claims of Unfair Treatment -- Negligence and the Common Law Duty to Train -- Negligence and Employee Training -- Recovering Training Costs -- The HRD Production Function -- Apprenticeship Training -- Copyright and Intellectual Property -- Treatment of Participants -- Compensating Participants -- Fair Employment and Human Resource Development -- Implications: Law and the HRD Professional -- Chapter Twenty-Nine: Strategic HRD: Adopting a Philosophy, Strategies, Partnerships, and Transformational Roles -- Activity-Based HRD and Results-Driven HRD Programs -- Activity-Based HRD -- Results-Driven HRD -- Phases of HRD Programs -- Creating a Strategic HRD Philosophy -- Creating Credibility in the Organization -- Strategies for Improving Credibility -- Earning Credibility -- Transferring Credibility -- Developing Credibility Through Reputation -- Additional Techniques for Establishing Credibility -- Organizational Effectiveness -- Identifying Strategies That Improve Organizational Effectiveness -- Creating Strategic Partnerships in Organizations -- Identifying Transactional and Transformational Roles in HRD -- Transactional Roles -- Transformational Roles -- Chapter Thirty: Morality and Ethics in HRD -- Introduction and Overview -- Key Principles and Theories -- Issues Related to Globalism and Diversity of Religious-Moral Perspectives -- Role of and Issues with Professional Codes of Ethics -- Issues and Trends in Best Practice -- Implications for HRD Researchers and Scholar-Practitioners -- Chapter Thirty-One: HRD in Smaller Firms: Current Issues, Insights, and Future Directions for Research and Practice -- Mapping the Terrain of Smaller Firms -- Characteristics of HRD in Small Firms: Examining the Evidence -- Drivers of HRD -- Barriers to HRD -- The Rationality of Informality in Smaller Firm HRD -- Researching HRD in Small Firms: New Directions -- Implications for HRD Policy and Practice -- Part VII. Innovative Applications.

Chapter Thirty-Two: Action Learning: An HRD Tool for Solving Problems, Developing Leaders, Building Teams, and Transforming Organizations -- Blending the Learning and the Action in Action Learning -- Learning Components -- Action Components -- Multiple-Problem and Single-Problem Action Learning Groups -- Theoretical Underpinnings of Action Learning -- Overview of the Stages of Action Learning -- Importance of Diversity in Action Learning -- Evidence for the Effectiveness of Action Learning -- Applications of Action Learning -- Problem Solving -- Leadership Development -- Building Teams -- Creating Learning Organizations -- Individual Professional Growth and Development -- Challenges in the Application of Action Learning -- Areas for Future Research -- Continued Growth of Action Learning Around the World -- Chapter Thirty-Three: Virtual HRD -- Defining Virtual HRD -- Learning Is Fundamental to Virtual HRD -- Individual and Collective Activities in Virtual HRD -- Virtual HRD Within Virtual HR -- Emerging Perspectives of Virtual HRD and Enabling Technologies -- Enabling Technologies -- Eportfolios and Virtual HRD -- Technology Development and New HRD Skills -- A Definition of Technology Development -- New Skills for HRD Professionals -- Chapter Thirty-Four: Developing Strategic Mindsets in HRD: Toward an Integral Epistemology of Practice -- Implications of Complexity for the Literature on Strategy and Strategic Thinking -- Opportunities for Strategic HRD -- Toward an Integral Epistemology of HRD Practice: Four Streams of Relevant Literature -- Strategically Learning Through the Context of Complexity -- The Implications for How Experience Is Utilized Under Conditions of Complexity -- Use of Strategic Learning Practices -- Constructive Developmental Theory and Action Logics -- Action Inquiry and Strategic Learning Practices -- Summarizing the Connectivity Among the Theoretical Streams -- From Theory to Practice: Elements of a Framework for Developing Strategic Mindsets -- Integrating the Elements in a Strategy Development Process -- Applications in Graduate Classes -- Lessons Learned and Implications for HRD Practice and Research.

Chapter Thirty-Five: Employee Engagement and HRD: Exploring the Philosophical Underpinnings, Measurement, and Interventions -- Philosophical Underpinnings of Employee Engagement -- The Need-Satisfaction Framework -- The Burnout-Antithesis Framework -- The Multidimensional Framework -- Instrumentation: Measuring Engagement in HRD -- Utrecht Work Engagement Scales -- Maslach-Burnout Inventory General Survey -- Psychological Engagement -- Job Engagement -- The Passion Scale -- Reports of Plausible Engagement Interventions in HRD -- Reports of Initial Success -- Field Studies -- Programmatic Evaluation -- Considerations for HRD Research -- Considerations for HRD Practice -- Viable Models -- Valid and Reliable Instruments -- The Motivations of Stakeholders -- Chapter Thirty-Six: Emotional Intelligence and Its Critical Role in Developing Human Resources -- Why the Interest in Emotional Intelligence? -- What Is Emotional Intelligence? -- HRD Graduate Programs -- How the Discipline of HRD Can Use Emotional Intelligence to Develop Human Resources -- Part VIII. Future Directions -- Chapter Thirty-Seven: National HRD -- Definition of NHRD -- Emerging Models Related to NHRD -- History and Examples of Country-Wide Applications of NHRD -- India -- Republic of Korea (South Korea) -- Brazil -- Afghanistan -- Subsets of NHRD -- Characteristics of NHRD -- Measuring the Outcomes of NHRD -- Challenges/Barriers with NHRD -- The Future of NHRD -- Practice -- Research -- Theory -- Chapter Thirty-Eight: Certification of HRD Professionals -- Credentialing Terminology and Certification Model -- Competency-Based Certification Model -- Benefits and Limitations of Personnel Certification -- Challenges Facing the Creation of HRD Certification -- Philosophical Issues: Does HRD Need Certification? -- Technical Issues: What Should AHRD Do to Create Quality Certification? -- Business/Financial Issues: How Should AHRD Develop a Market-Valued Certification? -- Presenting a Case for Creating HRD Certification -- Chapter Thirty-Nine: Standards and Accreditation of HRD Academic Programs -- Types of Accrediting Organizations -- Accreditation -- Accreditation and AHRD -- Final Thoughts -- Chapter Forty: Future Directions for HRD -- Our Approach -- Where Is HRD Now? -- Where Do We Want/Need to Be? -- What Are the Internal and External Challenges? -- Four Key Issues -- What Should We Do to Achieve the Ideal Future?

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