The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement -- Copyright -- Contents -- About the Editors -- About the Contributors -- Foreword -- Series Preface -- Railway Children -- Chapter 1 The Psychology of Training, Development, and Performance Improvement -- Introduction -- Why the Psychology of Training, Development, and Performance Improvement? -- The Scope of the Handbook -- Training -- E-Learning and virtual learning -- Development -- Performance management -- Conclusion -- References -- Section I Training -- Chapter 2 The History of Training -- Introduction -- The Ontological Roots and Evolution of Training's Requirements -- The Origin of Training -- The Emergence of Medieval Guilds -- The Institutionalization of Training -- Training at the Dawn of the Twenty-First Century -- References -- Chapter 3 Training Needs Analysis at Work -- Introduction -- TNA: Methodological and Conceptual Issues -- Methodological issues -- Conceptual issues -- Future Research -- TNA: Methodological agenda -- TNA: Conceptual agenda -- Conclusion -- Notes -- References -- Chapter 4 Training and Workplace Learning -- Introduction -- Learning in, for, and through the Workplace -- Learning Spaces at Work: From Work and Training to Learning? -- Competence Development and the Workplace -- Supporting Competence Development through "Basic Skills" Programs in the Workplace -- Rethinking the "Transferability" of Competences: Tacit vs. Explicit -- The Significance of New Technologies and Skills Development -- Future Research -- Conclusion -- References -- Chapter 5 Transfer of Socialization -- Introduction -- Training and Organizational Socialization -- New Employee Orientation and Training Programs -- New employee orientation programs -- New employee training programs -- Summary -- Transfer of Training.

Transfer of Socialization -- Learning and retention -- Newcomer characteristics -- Socialization design -- Work environment -- Future Research -- Conclusion -- References -- Chapter 6 Encouraging Active Learning -- Introduction -- Conceptual Background: What is Active Learning? -- Designing Active Training: An Overview of Active-Training Interventions -- Basic dimensions of active training interventions -- Supplemental components of active training interventions -- Effectiveness of Active Training: The Evidence -- Immediate training performance vs. post-training transfer performance -- Analogical vs. adaptive transfer -- Mechanisms of Active Training: What Do We Know about Why it Works? -- Cognitive processes in active training -- Motivational processes in active training -- Emotional processes in active training -- Self-regulation of cognitions and emotions in active training -- Evidence on Aptitude-Treatment Interactions (ATI): Who Benefits Most from Active Training? -- Cognitive ability -- Motivation -- Personality -- Challenges to the Concept of Active Learning -- Future Research -- Conclusion -- References -- Chapter 7 The Competencies of Effective Trainers and Teachers -- Introduction -- Trainer Competencies -- Trainer Processes -- Trainer Personal Characteristics -- Future Research -- Conclusion -- References -- Chapter 8 Training Evaluation -- Introduction -- The Developing Context of Human Resources -- A Review of Individual Training Evaluation Models -- Kirkpatrick's Model -- Kaufman and Keller's Model -- CIRO Model -- CIPP Model -- Phillips Five-Level ROI -- Brinkerhoff Six-Stage Model -- IPO Model -- HRD Evaluation and Research Model -- Success Case Method -- Dessinger-Moseley Full-Scope Evaluation Model -- SOAP-M Model for training and coaching evaluation -- Future Research -- Conclusion -- References.

Chapter 9 Knowledge Transfer and Organizational Learning -- Introduction -- Organizational Learning: An Overview -- Learning from Direct Experience -- Latent context -- Active context: Member, tasks, tools, and their networks -- Retaining Knowledge -- Latent context -- Active context: Member, tasks, and tools and their networks -- Transferring Knowledge -- Latent Context -- Active context: Members, tasks, tools, and their networks -- Future Research -- Conclusion -- References -- Section II E-Learning -- Chapter 10 Facilitation in E-Learning -- Introduction -- The Role of the Trainer -- The relationship between the trainer and trainee -- Effective Trainer Behaviors -- Principles of Multimedia Learning -- Future Research -- The effectiveness of pedagogical agents -- Individual differences and context -- Facilitating e-learning in crosscultural settings -- Training older workers -- Conclusion -- References -- Chapter 11 Effective Virtual Learning Environments -- Introduction -- Virtual Environments, Blended Learning, or Hybrid Systems? -- What is Meant by Effectiveness with Respect to VLEs? -- Features and Functionalities of Effective VLEs -- Content delivery -- Information and communication -- Group/collaborative workspace -- Support and assistance -- Assessments -- Psychological and Social Issues -- Future Research -- Conclusion -- References -- Chapter 12 Game- and Simulation-Based Approaches to Training -- Introduction -- What is a Simulation? -- What is Simulation-Based Training? -- What is Game-Based Training? -- Is Simulation-Based Training Effective? -- Is Game-Based Training Effective? -- Features of Simulation-Based Training -- Core pedagogical features -- Features specific to game-based training -- Delivery Methods -- Role-playing exercises -- Part-task trainers -- Full-motion simulators -- Serious games -- Future Research -- Conclusion.

References -- Section III Section III Personal and Professional Development in Organizations -- Chapter 13 Training and Personal Development -- Introduction -- Training as an Investment -- The Instructional Systems Design Model and Alternatives -- Training needs assessment -- Outcomes of needs assessment -- Effective Training Design - Emerging Training Methods -- Active learning -- Error management training -- Self-regulation -- Technology-delivered instruction -- Measuring Training Outcomes: Baseline and Alternatives -- Planning For and Managing Transfer of Training -- Future Research -- Conclusion -- References -- Chapter 14 The Contribution of Talent Management to Organization Success -- Introduction -- Controversies or Consensus -- Assumptions around Talent and Performance -- Further Research -- Conclusion -- Note -- References -- Chapter 15 Action Learning: Approaches, Applications, and Outcomes -- Introduction -- The Origins of Action Learning - Reg Revans -- The Development of Action Learning -- Action Learning Review Papers -- Marquardt's Model of Action Learning -- The Action Learning Coach/Adviser -- Self-Managed Action Learning (SMAL) -- Other Approaches -- Business-Driven Action Learning (BDAL) -- Virtual Action Learning -- Action Learning and Critical Reflection -- Reflection and action -- Reflection and practice -- Reflection and "transformative" learning -- What does critical reflection entail? -- Critical Action Learning -- Evaluating Action Learning -- Future Research -- Conclusion -- References -- Chapter 16 Knowledge-Sharing, Cooperation, and Personal Development -- Introduction -- Knowledge-Sharing as a Core Concept in Knowledge Management -- Knowledge-Sharing as a Cooperative Process -- Future Research -- Knowledge-sharing as a cooperative process: new developments.

Knowledge-sharing and personal development: avenues for future research -- Conclusion -- References -- Chapter 17 Using Competences in Employee Development -- Introduction -- Requirements for a System of Employee Development -- Key Notions -- Career self-management -- Self-development -- Self-directed learning -- Competence acquisition -- Competence-Based Employee Development -- Designing a system -- Participant roles -- Process flow -- Developmental trajectories -- Tools for competence-based employee development -- What to expect? -- Future Research -- Conclusion -- References -- Chapter 18 Personal Development Plan, Career Development, and Training -- Introduction -- What is a Personal Development Plan? -- Why are PDPs Used? -- What are the Necessary Conditions to Make the PDP Work? -- Contextual supporting conditions -- Individual supporting conditions -- The PDP Paradox: Formalizing the Informal Learning -- Future Research -- Conclusion -- References -- Chapter 19 Leadership Development and Organizational Success -- Introduction -- Defining the Scope, Purposes, and Activities of Leadership Development -- Theoretical and Methodological Observations on the Leadership Development Outcomes Literature -- Theoretical models explaining the relationship between leadership development and organizational outcomes -- Demonstrating the causal link between leadership development and organizational performance -- Methodological limitations of existing studies -- Leadership Development Practices and Organizational Outcomes -- Formal leadership development practices and organizational outcomes -- Experience-based leadership development practices and organizational outcomes -- Relationship-based leadership development practices and organizational outcomes -- Future Research.

Broadening the theoretical foundations of the leadership development-organizational outcomes relationship.