Learning and Development Effectiveness in Organisations: An Integrated Systems-Informed Model of Effectiveness
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Cham
Springer International Publishing AG
2020
|
| Schlagwörter: | |
| Links: | https://ebookcentral.proquest.com/lib/hwr/detail.action?docID=6274769 |
| Beschreibung: | Description based on publisher supplied metadata and other sources |
| Umfang: | 1 Online-Ressource (194 pages) |
| ISBN: | 9783030489007 |
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| 100 | 1 | |a Garavan, Thomas N. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Learning and Development Effectiveness in Organisations |b An Integrated Systems-Informed Model of Effectiveness |
| 264 | 1 | |a Cham |b Springer International Publishing AG |c 2020 | |
| 264 | 4 | |c ©2020 | |
| 300 | |a 1 Online-Ressource (194 pages) | ||
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| 505 | 8 | |a Intro -- Contents -- About the Authors -- List of Figures -- List of Tables -- 1 Introduction -- References -- 2 Definitions and the Evolution of Learning and Development Research and Practice -- 2.1 Introduction -- 2.2 Definitions of Key L& -- D Concepts -- 2.2.1 Learning -- 2.2.2 Training -- 2.2.3 Development and Education -- 2.2.4 Human Resource Development (HRD) and Workplace Learning -- 2.3 The Early Industry Origins of Training in Organisations and Initial Research Efforts -- 2.4 The Emergence of the Classroom and Structured on-the-Job Training in Organisations -- 2.5 E-Learning, Digitisation and a Focus on Context in Understanding the Effectiveness of Learning and Development in Organisations -- 2.6 The Emergence of Business Partnering Approaches, Blended and Social Learning -- 2.7 Summary -- References -- 3 Theoretical Perspectives and Context of Learning and Development Effectiveness in Organisations -- 3.1 Introduction -- 3.2 Theoretical Perspectives on Learning and Development -- 3.2.1 The Universalistic Approach to Learning and Development -- 3.2.2 Contingency Approach to L& -- D -- 3.2.3 Configurational Approach to L& -- D -- 3.2.4 Architectural Approach to L& -- D -- 3.3 Theories Used to Explain the Link Between L& -- D, Individual and Organisational Performance -- 3.3.1 Human Capital Theory -- 3.3.2 The Resource-Based View and Learning & -- Development -- 3.3.3 The Behavioural Approach -- 3.3.4 Ability-Motivation-Opportunity Theory -- 3.3.5 Attribution Theory and L& -- D -- 3.3.6 Social Exchange Theory -- 3.4 The Changing Context of Learning and Development Effectiveness -- 3.4.1 Organisational Strategy -- 3.4.2 Organisation Structure -- 3.4.3 Organisation Cultures, Climate and Mind-Set -- 3.4.4 The Changing Nature of Careers -- 3.4.5 Changing Nature of Jobs and Work Design | |
| 505 | 8 | |a 3.4.6 The Changing Nature of Employee Contracting -- 3.4.7 The Emergence of Talent Management -- 3.4.8 Personal Initiative and L& -- D -- 3.5 Summary -- References -- 4 A Model of Learning and Development Effectiveness in Organisations -- 4.1 Introduction -- 4.2 Learning and Development Inputs -- 4.2.1 Environmental Inputs to L& -- D -- 4.2.2 Organisational Inputs to L& -- D -- 4.3 Individual Inputs to Learning and Development -- 4.3.1 Trainee Level of Knowledge and Cognitive Ability, Dispositions and Values -- 4.3.2 Trainee Motivation and Self-efficacy, Instrumentality and Goals -- 4.3.3 Trainee Level Within Organisation -- 4.3.4 Trainee Affective States and Behavioural Characteristics -- 4.4 Training Design Inputs -- 4.4.1 Organisation Training Needs Analysis Process -- 4.4.2 Training Attendance Policy -- 4.4.3 Training Design Characteristics -- 4.4.4 Trainer Instructor Characteristics -- 4.5 Individual and Organisational Related Reactions to Training -- 4.5.1 Learner Reactions to Training -- 4.5.2 Organisation-Level Reactions to the Training -- 4.6 Learning Outcomes from Training -- 4.6.1 Individual-Level Learning Outcomes -- 4.6.2 Organisational-Level Learning Outcomes -- 4.7 Learning Transfer-Organisational and Individual Levels -- 4.7.1 Trainee Transfer -- 4.7.2 Organisation-Level Transfer -- 4.8 Firm-Level Human Resource Outcomes -- 4.9 Emergence Enablers -- 4.10 Operational Firm-Level Outcomes -- 4.11 Financial Performance Outcomes -- 4.12 Summary -- References -- 5 The Current State of Research on Training Effectiveness -- 5.1 Introduction -- 5.2 What Do We Know About the Effectiveness of Each Component of Our Integrated Model? -- 5.3 What Emphasis Has Been Given to Different Components of Our Model? -- 5.4 How Should Organisations Approach the Design, Delivery and Implementation of Training to Maximise Training Effectiveness? | |
| 505 | 8 | |a References -- 6 Suggestions for Research and Practice -- 6.1 Introduction -- 6.2 Recommendations on the Content of Empirical Training Effectiveness Research -- 6.2.1 Linking Individual-Level Learning Outcomes to Organisational Performance -- 6.2.2 The Role of Emergence Enablers -- 6.2.3 Mediating Mechanisms and Boundary Conditions -- 6.3 Recommendations for Research Design -- 6.3.1 Using More Rigorous Research Designs and Capturing Context -- 6.3.2 Gathering Data from Multiple Stakeholders or Organisational Actors -- 6.3.3 Addressing Causality and Reverse Causality -- 6.4 Implications for Practice -- 6.5 Conclusions -- References -- Index | |
| 650 | 4 | |a Organizational learning | |
| 700 | 1 | |a O'Brien, Fergal |e Sonstige |4 oth | |
| 700 | 1 | |a Duggan, James |e Sonstige |4 oth | |
| 700 | 1 | |a Gubbins, Claire |e Sonstige |4 oth | |
| 700 | 1 | |a Lai, Yanqing |e Sonstige |4 oth | |
| 700 | 1 | |a Carbery, Ronan |e Sonstige |4 oth | |
| 700 | 1 | |a Heneghan, Sinead |e Sonstige |4 oth | |
| 700 | 1 | |a Lannon, Ronnie |e Sonstige |4 oth | |
| 700 | 1 | |a Sheehan, Maura |e Sonstige |4 oth | |
| 700 | 1 | |a Grant, Kirsteen |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Garavan, Thomas N. |t Learning and Development Effectiveness in Organisations |d Cham : Springer International Publishing AG,c2020 |z 9783030488994 |
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Datensatz im Suchindex
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| author | Garavan, Thomas N. |
| author_facet | Garavan, Thomas N. |
| author_role | aut |
| author_sort | Garavan, Thomas N. |
| author_variant | t n g tn tng |
| building | Verbundindex |
| bvnumber | BV048223081 |
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| contents | Intro -- Contents -- About the Authors -- List of Figures -- List of Tables -- 1 Introduction -- References -- 2 Definitions and the Evolution of Learning and Development Research and Practice -- 2.1 Introduction -- 2.2 Definitions of Key L& -- D Concepts -- 2.2.1 Learning -- 2.2.2 Training -- 2.2.3 Development and Education -- 2.2.4 Human Resource Development (HRD) and Workplace Learning -- 2.3 The Early Industry Origins of Training in Organisations and Initial Research Efforts -- 2.4 The Emergence of the Classroom and Structured on-the-Job Training in Organisations -- 2.5 E-Learning, Digitisation and a Focus on Context in Understanding the Effectiveness of Learning and Development in Organisations -- 2.6 The Emergence of Business Partnering Approaches, Blended and Social Learning -- 2.7 Summary -- References -- 3 Theoretical Perspectives and Context of Learning and Development Effectiveness in Organisations -- 3.1 Introduction -- 3.2 Theoretical Perspectives on Learning and Development -- 3.2.1 The Universalistic Approach to Learning and Development -- 3.2.2 Contingency Approach to L& -- D -- 3.2.3 Configurational Approach to L& -- D -- 3.2.4 Architectural Approach to L& -- D -- 3.3 Theories Used to Explain the Link Between L& -- D, Individual and Organisational Performance -- 3.3.1 Human Capital Theory -- 3.3.2 The Resource-Based View and Learning & -- Development -- 3.3.3 The Behavioural Approach -- 3.3.4 Ability-Motivation-Opportunity Theory -- 3.3.5 Attribution Theory and L& -- D -- 3.3.6 Social Exchange Theory -- 3.4 The Changing Context of Learning and Development Effectiveness -- 3.4.1 Organisational Strategy -- 3.4.2 Organisation Structure -- 3.4.3 Organisation Cultures, Climate and Mind-Set -- 3.4.4 The Changing Nature of Careers -- 3.4.5 Changing Nature of Jobs and Work Design 3.4.6 The Changing Nature of Employee Contracting -- 3.4.7 The Emergence of Talent Management -- 3.4.8 Personal Initiative and L& -- D -- 3.5 Summary -- References -- 4 A Model of Learning and Development Effectiveness in Organisations -- 4.1 Introduction -- 4.2 Learning and Development Inputs -- 4.2.1 Environmental Inputs to L& -- D -- 4.2.2 Organisational Inputs to L& -- D -- 4.3 Individual Inputs to Learning and Development -- 4.3.1 Trainee Level of Knowledge and Cognitive Ability, Dispositions and Values -- 4.3.2 Trainee Motivation and Self-efficacy, Instrumentality and Goals -- 4.3.3 Trainee Level Within Organisation -- 4.3.4 Trainee Affective States and Behavioural Characteristics -- 4.4 Training Design Inputs -- 4.4.1 Organisation Training Needs Analysis Process -- 4.4.2 Training Attendance Policy -- 4.4.3 Training Design Characteristics -- 4.4.4 Trainer Instructor Characteristics -- 4.5 Individual and Organisational Related Reactions to Training -- 4.5.1 Learner Reactions to Training -- 4.5.2 Organisation-Level Reactions to the Training -- 4.6 Learning Outcomes from Training -- 4.6.1 Individual-Level Learning Outcomes -- 4.6.2 Organisational-Level Learning Outcomes -- 4.7 Learning Transfer-Organisational and Individual Levels -- 4.7.1 Trainee Transfer -- 4.7.2 Organisation-Level Transfer -- 4.8 Firm-Level Human Resource Outcomes -- 4.9 Emergence Enablers -- 4.10 Operational Firm-Level Outcomes -- 4.11 Financial Performance Outcomes -- 4.12 Summary -- References -- 5 The Current State of Research on Training Effectiveness -- 5.1 Introduction -- 5.2 What Do We Know About the Effectiveness of Each Component of Our Integrated Model? -- 5.3 What Emphasis Has Been Given to Different Components of Our Model? -- 5.4 How Should Organisations Approach the Design, Delivery and Implementation of Training to Maximise Training Effectiveness? References -- 6 Suggestions for Research and Practice -- 6.1 Introduction -- 6.2 Recommendations on the Content of Empirical Training Effectiveness Research -- 6.2.1 Linking Individual-Level Learning Outcomes to Organisational Performance -- 6.2.2 The Role of Emergence Enablers -- 6.2.3 Mediating Mechanisms and Boundary Conditions -- 6.3 Recommendations for Research Design -- 6.3.1 Using More Rigorous Research Designs and Capturing Context -- 6.3.2 Gathering Data from Multiple Stakeholders or Organisational Actors -- 6.3.3 Addressing Causality and Reverse Causality -- 6.4 Implications for Practice -- 6.5 Conclusions -- References -- Index |
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| dewey-full | 658.3124 |
| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 658 - General management |
| dewey-raw | 658.3124 |
| dewey-search | 658.3124 |
| dewey-sort | 3658.3124 |
| dewey-tens | 650 - Management and auxiliary services |
| discipline | Wirtschaftswissenschaften |
| format | Electronic eBook |
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| id | DE-604.BV048223081 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T19:38:57Z |
| institution | BVB |
| isbn | 9783030489007 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033603814 |
| oclc_num | 1222778750 |
| open_access_boolean | |
| owner | DE-2070s |
| owner_facet | DE-2070s |
| physical | 1 Online-Ressource (194 pages) |
| psigel | ZDB-30-PQE ZDB-30-PQE HWR_PDA_PQE |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Springer International Publishing AG |
| record_format | marc |
| spelling | Garavan, Thomas N. Verfasser aut Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness Cham Springer International Publishing AG 2020 ©2020 1 Online-Ressource (194 pages) txt rdacontent c rdamedia cr rdacarrier Description based on publisher supplied metadata and other sources Intro -- Contents -- About the Authors -- List of Figures -- List of Tables -- 1 Introduction -- References -- 2 Definitions and the Evolution of Learning and Development Research and Practice -- 2.1 Introduction -- 2.2 Definitions of Key L& -- D Concepts -- 2.2.1 Learning -- 2.2.2 Training -- 2.2.3 Development and Education -- 2.2.4 Human Resource Development (HRD) and Workplace Learning -- 2.3 The Early Industry Origins of Training in Organisations and Initial Research Efforts -- 2.4 The Emergence of the Classroom and Structured on-the-Job Training in Organisations -- 2.5 E-Learning, Digitisation and a Focus on Context in Understanding the Effectiveness of Learning and Development in Organisations -- 2.6 The Emergence of Business Partnering Approaches, Blended and Social Learning -- 2.7 Summary -- References -- 3 Theoretical Perspectives and Context of Learning and Development Effectiveness in Organisations -- 3.1 Introduction -- 3.2 Theoretical Perspectives on Learning and Development -- 3.2.1 The Universalistic Approach to Learning and Development -- 3.2.2 Contingency Approach to L& -- D -- 3.2.3 Configurational Approach to L& -- D -- 3.2.4 Architectural Approach to L& -- D -- 3.3 Theories Used to Explain the Link Between L& -- D, Individual and Organisational Performance -- 3.3.1 Human Capital Theory -- 3.3.2 The Resource-Based View and Learning & -- Development -- 3.3.3 The Behavioural Approach -- 3.3.4 Ability-Motivation-Opportunity Theory -- 3.3.5 Attribution Theory and L& -- D -- 3.3.6 Social Exchange Theory -- 3.4 The Changing Context of Learning and Development Effectiveness -- 3.4.1 Organisational Strategy -- 3.4.2 Organisation Structure -- 3.4.3 Organisation Cultures, Climate and Mind-Set -- 3.4.4 The Changing Nature of Careers -- 3.4.5 Changing Nature of Jobs and Work Design 3.4.6 The Changing Nature of Employee Contracting -- 3.4.7 The Emergence of Talent Management -- 3.4.8 Personal Initiative and L& -- D -- 3.5 Summary -- References -- 4 A Model of Learning and Development Effectiveness in Organisations -- 4.1 Introduction -- 4.2 Learning and Development Inputs -- 4.2.1 Environmental Inputs to L& -- D -- 4.2.2 Organisational Inputs to L& -- D -- 4.3 Individual Inputs to Learning and Development -- 4.3.1 Trainee Level of Knowledge and Cognitive Ability, Dispositions and Values -- 4.3.2 Trainee Motivation and Self-efficacy, Instrumentality and Goals -- 4.3.3 Trainee Level Within Organisation -- 4.3.4 Trainee Affective States and Behavioural Characteristics -- 4.4 Training Design Inputs -- 4.4.1 Organisation Training Needs Analysis Process -- 4.4.2 Training Attendance Policy -- 4.4.3 Training Design Characteristics -- 4.4.4 Trainer Instructor Characteristics -- 4.5 Individual and Organisational Related Reactions to Training -- 4.5.1 Learner Reactions to Training -- 4.5.2 Organisation-Level Reactions to the Training -- 4.6 Learning Outcomes from Training -- 4.6.1 Individual-Level Learning Outcomes -- 4.6.2 Organisational-Level Learning Outcomes -- 4.7 Learning Transfer-Organisational and Individual Levels -- 4.7.1 Trainee Transfer -- 4.7.2 Organisation-Level Transfer -- 4.8 Firm-Level Human Resource Outcomes -- 4.9 Emergence Enablers -- 4.10 Operational Firm-Level Outcomes -- 4.11 Financial Performance Outcomes -- 4.12 Summary -- References -- 5 The Current State of Research on Training Effectiveness -- 5.1 Introduction -- 5.2 What Do We Know About the Effectiveness of Each Component of Our Integrated Model? -- 5.3 What Emphasis Has Been Given to Different Components of Our Model? -- 5.4 How Should Organisations Approach the Design, Delivery and Implementation of Training to Maximise Training Effectiveness? References -- 6 Suggestions for Research and Practice -- 6.1 Introduction -- 6.2 Recommendations on the Content of Empirical Training Effectiveness Research -- 6.2.1 Linking Individual-Level Learning Outcomes to Organisational Performance -- 6.2.2 The Role of Emergence Enablers -- 6.2.3 Mediating Mechanisms and Boundary Conditions -- 6.3 Recommendations for Research Design -- 6.3.1 Using More Rigorous Research Designs and Capturing Context -- 6.3.2 Gathering Data from Multiple Stakeholders or Organisational Actors -- 6.3.3 Addressing Causality and Reverse Causality -- 6.4 Implications for Practice -- 6.5 Conclusions -- References -- Index Organizational learning O'Brien, Fergal Sonstige oth Duggan, James Sonstige oth Gubbins, Claire Sonstige oth Lai, Yanqing Sonstige oth Carbery, Ronan Sonstige oth Heneghan, Sinead Sonstige oth Lannon, Ronnie Sonstige oth Sheehan, Maura Sonstige oth Grant, Kirsteen Sonstige oth Erscheint auch als Druck-Ausgabe Garavan, Thomas N. Learning and Development Effectiveness in Organisations Cham : Springer International Publishing AG,c2020 9783030488994 |
| spellingShingle | Garavan, Thomas N. Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness Intro -- Contents -- About the Authors -- List of Figures -- List of Tables -- 1 Introduction -- References -- 2 Definitions and the Evolution of Learning and Development Research and Practice -- 2.1 Introduction -- 2.2 Definitions of Key L& -- D Concepts -- 2.2.1 Learning -- 2.2.2 Training -- 2.2.3 Development and Education -- 2.2.4 Human Resource Development (HRD) and Workplace Learning -- 2.3 The Early Industry Origins of Training in Organisations and Initial Research Efforts -- 2.4 The Emergence of the Classroom and Structured on-the-Job Training in Organisations -- 2.5 E-Learning, Digitisation and a Focus on Context in Understanding the Effectiveness of Learning and Development in Organisations -- 2.6 The Emergence of Business Partnering Approaches, Blended and Social Learning -- 2.7 Summary -- References -- 3 Theoretical Perspectives and Context of Learning and Development Effectiveness in Organisations -- 3.1 Introduction -- 3.2 Theoretical Perspectives on Learning and Development -- 3.2.1 The Universalistic Approach to Learning and Development -- 3.2.2 Contingency Approach to L& -- D -- 3.2.3 Configurational Approach to L& -- D -- 3.2.4 Architectural Approach to L& -- D -- 3.3 Theories Used to Explain the Link Between L& -- D, Individual and Organisational Performance -- 3.3.1 Human Capital Theory -- 3.3.2 The Resource-Based View and Learning & -- Development -- 3.3.3 The Behavioural Approach -- 3.3.4 Ability-Motivation-Opportunity Theory -- 3.3.5 Attribution Theory and L& -- D -- 3.3.6 Social Exchange Theory -- 3.4 The Changing Context of Learning and Development Effectiveness -- 3.4.1 Organisational Strategy -- 3.4.2 Organisation Structure -- 3.4.3 Organisation Cultures, Climate and Mind-Set -- 3.4.4 The Changing Nature of Careers -- 3.4.5 Changing Nature of Jobs and Work Design 3.4.6 The Changing Nature of Employee Contracting -- 3.4.7 The Emergence of Talent Management -- 3.4.8 Personal Initiative and L& -- D -- 3.5 Summary -- References -- 4 A Model of Learning and Development Effectiveness in Organisations -- 4.1 Introduction -- 4.2 Learning and Development Inputs -- 4.2.1 Environmental Inputs to L& -- D -- 4.2.2 Organisational Inputs to L& -- D -- 4.3 Individual Inputs to Learning and Development -- 4.3.1 Trainee Level of Knowledge and Cognitive Ability, Dispositions and Values -- 4.3.2 Trainee Motivation and Self-efficacy, Instrumentality and Goals -- 4.3.3 Trainee Level Within Organisation -- 4.3.4 Trainee Affective States and Behavioural Characteristics -- 4.4 Training Design Inputs -- 4.4.1 Organisation Training Needs Analysis Process -- 4.4.2 Training Attendance Policy -- 4.4.3 Training Design Characteristics -- 4.4.4 Trainer Instructor Characteristics -- 4.5 Individual and Organisational Related Reactions to Training -- 4.5.1 Learner Reactions to Training -- 4.5.2 Organisation-Level Reactions to the Training -- 4.6 Learning Outcomes from Training -- 4.6.1 Individual-Level Learning Outcomes -- 4.6.2 Organisational-Level Learning Outcomes -- 4.7 Learning Transfer-Organisational and Individual Levels -- 4.7.1 Trainee Transfer -- 4.7.2 Organisation-Level Transfer -- 4.8 Firm-Level Human Resource Outcomes -- 4.9 Emergence Enablers -- 4.10 Operational Firm-Level Outcomes -- 4.11 Financial Performance Outcomes -- 4.12 Summary -- References -- 5 The Current State of Research on Training Effectiveness -- 5.1 Introduction -- 5.2 What Do We Know About the Effectiveness of Each Component of Our Integrated Model? -- 5.3 What Emphasis Has Been Given to Different Components of Our Model? -- 5.4 How Should Organisations Approach the Design, Delivery and Implementation of Training to Maximise Training Effectiveness? References -- 6 Suggestions for Research and Practice -- 6.1 Introduction -- 6.2 Recommendations on the Content of Empirical Training Effectiveness Research -- 6.2.1 Linking Individual-Level Learning Outcomes to Organisational Performance -- 6.2.2 The Role of Emergence Enablers -- 6.2.3 Mediating Mechanisms and Boundary Conditions -- 6.3 Recommendations for Research Design -- 6.3.1 Using More Rigorous Research Designs and Capturing Context -- 6.3.2 Gathering Data from Multiple Stakeholders or Organisational Actors -- 6.3.3 Addressing Causality and Reverse Causality -- 6.4 Implications for Practice -- 6.5 Conclusions -- References -- Index Organizational learning |
| title | Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness |
| title_auth | Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness |
| title_exact_search | Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness |
| title_full | Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness |
| title_fullStr | Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness |
| title_full_unstemmed | Learning and Development Effectiveness in Organisations An Integrated Systems-Informed Model of Effectiveness |
| title_short | Learning and Development Effectiveness in Organisations |
| title_sort | learning and development effectiveness in organisations an integrated systems informed model of effectiveness |
| title_sub | An Integrated Systems-Informed Model of Effectiveness |
| topic | Organizational learning |
| topic_facet | Organizational learning |
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