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The Differences between Hard and Soft Skills and Their Relative Impact on Training Transfer
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Laker, Dennis R.; Powell, Jimmy L. – Human Resource Development Quarterly, 2011
Most research and conceptualizing of training transfer assumes that the content of the training is irrelevant in whether or not or to what extent transfer is successful. The singular perspective that all training is the same when it comes to issues of training transfer is misguided. This is especially true for the types of training that have been…
Descriptors: Transfer of Training, Skill Analysis, Differences, Correlation
Certification and the Branding of HRD
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Carliner, Saul – Human Resource Development Quarterly, 2012
Although calls continue to establish certification, several certifications for human resource development (HRD) practitioners already exist, although none use the name HRD. This Forum explores what those certification programs are and what their availability means to the development of the HRD "brand" (the impressions of the service derived from…
Descriptors: Certification, Human Resources, Labor Force Development, Educational Opportunities
Experimental Study Comparing a Traditional Approach to Performance Appraisal Training to a Whole-Brain Training Method at C.B. Fleet Laboratories
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Selden, Sally; Sherrier, Tom; Wooters, Robert – Human Resource Development Quarterly, 2012
The purpose of this study is to examine the effects of a new approach to performance appraisal training. Motivated by split-brain theory and existing studies of cognitive information processing and performance appraisals, this exploratory study examined the effects of a whole-brain approach to training managers for implementing performance…
Descriptors: Feedback (Response), Experimental Groups, Control Groups, Employees
Selected Alternative Training Techniques in HRD. [and] Invited Reaction. [and] Final Word: A Rejoinder.
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Von Bergen, C. W.; Soper, Barlow; Rosenthal, Gary T.; Wilkinson, Lamar V.; Watkins, Karen E. – Human Resource Development Quarterly, 1997
Von Bergen, Soper, Rosenthal, and Wilkinson examine four alternative training methods (subliminal self-help, meditation, mental imagery/practice, and neurolinguistic programming), concluding that only mental practice is supported by scientific evidence. Watkins takes issue with their dismissal of qualitative evidence. Their rejoinder asserts the…
Descriptors: Meditation, Nontraditional Education, Qualitative Research, Research Methodology