Figures

1.1 Human Resource Development: Definitions, Components, Applications, and Contexts

1.2 Human Resource Development Definitions over Time

2.1 Basic Systems Model

2.2 Five Phase Human Resource Development in Context of the Organization and Environment

2.3 Andragogy in Practice

2.4 Nine Performance Variables

4.1 The Psychological Life Span

4.2 Theory-Research-Development-Practice Cycle

5.1 Institutional Boundaries of the HRD Host Institutional System

5.2 Theory Framework for Applied Disciplines: Boundaries, Contributing, Core, Useful, Novel, and Irrelevant Components

5.3 Human Resource Development: Definitions, Components, Applications, and Contexts

5.4 Model of Human Resource Development within the Organization and Environment

5.5 The Theoretical Foundations of Human Resource Development

6.1 Foundational Psychological Theories and Their Contribution to HRD

6.2 A Model of Human Capital Theory

6.3 A Cross-Section of the Systems Leg: Contributions of Systems Theory

6.4 Challenges Posed by Systems Theory as a Foundation for HRD

7.1 Comparison of the Learning and Performance Paradigms

7.2 Serving Individuals versus Serving Organizations: Potential Contrasting Systems of Belief for Human Resource Development

8.1 Well-Known Models of Organizational Effectiveness

8.2 The Competing Values Framework of Organizational Effectiveness: An Integration of the Five Well-Known Models, with Key Areas of Interest

8.3 Perspectives on the Domain of Performance

8.4 Human Capital Performance Matrix and Examples

8.5 The Enterprise Model

8.6 White Space Performance Model Questions—Rummler and Brache

8.7 Diagnosing Performance Process

8.8 Performance Diagnosis Matrix Questions—Swanson

8.9 Organization Development Performance Model—Cummings and Worley

8.10 Job Performance Components—Campbell

8.11 Behavior Engineering Model—Gilbert

9.1 Orientations to Learning

9.2 The Information-Processing Model

9.3 Holistic Theory of Knowledge and Learning: Indications of Three Knowledge Facts and Three Knowledge Layers

9.4 Holistic Theory of Knowledge and Learning: Dynamic Relationships between Individual, Organization, and Social/Cultural Contexts

9.5 Process Design Steps of Andragogy

9.6 Andragogy in Practice Model

9.7 Experiential Learning Model—Kolb

9.8 Functions of Schooling and Learning Settings

9.9 Learning Organization Action Imperatives—Watkins and Marsick

9.10 Learning Organization Performance Model

10.1 Framework for Information and Communication Technology Use in Human Resource Development

10.2 Traditional versus Competence-Based Training

11.1 Taxonomy of Performance

11.2 Informal and Incidental Learning Model

11.3 The Model of Interservice Procedures for Instructional Systems Development (ISD)

11.4 Training for Performance System

11.5 Steps within the Process Phases of the Training for Performance System

11.6 Diagnosing Performance

11.7 Documenting Expertise

11.8 Training Strategy Model

11.9 The Structured On-the-Job Training System

11.10 Work-Based Learning Pyramid

12.1 Comprehensive Process of Documenting Workplace Expertise

12.2 The Basic Components of Expertise

12.3 Competence as a Subset of Expertise

12.4 Selling Homes Expertise Illustration

13.1 Analyzing Systems Tasks

13.2 Scrap and Rework Chart for a Fortune 100 Food-Processing Company Before and After Implementing the Training for Performance System

13.3 Process-Referenced Expertise

13.4 Performance Roundtable

14.1 Selected Organization Development Definitions

14.2 Ten Key Outcome (Dependent) Variables from Definitions of Organization Development

14.3 Strategic Organizational Planning (SOP)

14.4 Definitions of Selected Organization Development Terms

14.5 Action Research Model

14.6 Organization Development Process Model

14.7 Organization Development for Performance System

15.1 Types of Organizational Change

15.2 Model of Change Outcomes

15.3 Process Theories of Organizational Development and Change

15.4 Process Improvement and Management Methodology

15.5 Relationship Map for Computec, Inc.

15.6 Model of Organizational Performance and Change

15.7 Adopter Categories

15.8 The Three Universal Processes of Managing for Quality

15.9 Stages of Change Phases

16.1 Shewart’s Plan-Do-Check-Act Cycle

16.2 Process Improvement and Process Innovation

16.3 The Five Phases of the Benchmarking Process

16.4 Cultural Values and Organization Customs

16.5 Common Types of Sensitivities and Associated Distortions in Performance

17.1 Ten Schools of Strategic Thinking

17.2 Using Scenario Options to Examine Organizational Elements

17.3 Theory of Scenario Development

17.4 Strategic Organizational Planning (SOP)

17.5 Human Resource Development’s Contribution in Supporting and Shaping SOP

18.1 Return on Investment Methodology Process Model

18.2 Using the Balanced Scorecard to Find Background Information

18.3 Lag and Lead Performance Measures

18.4 Skandia Corporation Metrics

18.5 Results Assessment Process

18.6 Framework and Key Questions for Assessing HRD Financial Benefits

19.1 Comparative Study Framework for Human Resource Development

19.2 Stanford d.School Design Thinking Model

19.3 Project Management, HRD, and Business (PMHRDB) Partnership Model

20.1 The Employee Career Development Integration Model

21.1 Samples from Virtual Reality–Based Simulations

21.2 Samples from AR-Based Simulations

22.1 Summary of Hofstede’s Cultural Dimensions

22.2 Cross-Cultural Training Delivery Strategies

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