The latest Wiley Blackwell Handbook of Organizational Psychologyuses a psychological perspective, and a uniquely global focus, to review the latest literature and research in the interconnected fields of training, development, and performance appraisal.-Maintains a truly global focus on the field with top international contributors exploring research and practice from around the world -Offers researchers and professionals essential information for building a talented organization, a critical and challenging task for organizational success in the 21st century -Covers a diverse range of topics, including needs analysis, job design, active learning, self-regulation, simulation approaches, 360-degree feedback, and virtual learning environments.

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 RequirementsThe 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 SocializationLearning 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.