This nonexperimental, correlational study (N = 283) examined the relation among job fit, affective commitment, psychological climate, discretionary effort, intention to turnover, and employee engagement. An internet-based self-report survey battery of six scales were administered to a heterogeneous sampling of organizations from the fields of service, technology, healthcare, retail, banking, nonprofit, and hospitality. Hypotheses were tested through correlational and hierarchical regression analytic procedures. Job fit, affective commitment, and psychological climate were all significantly related to employee engagement and employee engagement was significantly related to both discretionary effort and intention to turnover. For the discretionary effort model, the hierarchical regression analysis results suggested that the employees who reported experiencing a positive psychological climate were more likely to report higher levels of discretionary effort. As for the intention to turnover model, the hierarchical regression analysis results indicated that affective commitment and employee engagement predicted lower levels of an employee’s intention to turnover. The regression beta weights ranged from to .43 to .78, supporting the theoretical, empirical, and practical relevance of understanding the impact of employee engagement on organizational outcomes. Implications for HRD theory, research, and practice are highlighted as possible strategic leverage points for creating conditions that facilitate the development of employee engagement as a means for improving organizational performance.

The strategic environment of companies is divided in four domains. These domains are the known, knowable, complex and chaos domains. The known and knowable domains are characterised by order while the chaos and complex domains are characterised by unorder. The factors present in the chaos and complex domains are emergent in nature and are regarded as un-ordered. Executives and managers need to be prepared to manage in all four these domains in order to ensure the long-term competitiveness of companies. This implies that the training needs of executives and managers need to be identified and addressed in order to prepare them to manage in the four domains in the strategic environment of companies. Executives and managers are trained by means of traditional and/or strategic training. Traditional training prepares executives and managers to manage in the ordered domains while strategic training prepare executives and managers to manage in the domains characterised by un-order which are emergent in nature. Strategic training is “based on predictions of future job requirements” (Rothwell&Kazanas, 1994:425). Traditional training addresses the training needs of executives and managers as it flows from the current strategic orientation of the company while strategic training addresses the training needs of executives and managers as it flows from the emergent strategic orientation of the company. Knowledge management entails the establishment of an environment within which knowledge processes (creation, codification, sharing, organisation and use of knowledge) are performed through a variety of tools and techniques to the benefit of the company. Knowledge processes regarding the emergent strategic orientation of companies are performed during a strategic training process and therefore strategic training is regarded as a knowledge management technique. Strategic training enables executives and managers to learn as regards the emergent strategic orientation of the company. Ahmed, Kok and Loh (2002:23) state: “The objective of organizational learning and knowledge management is to create a motivated and energized work environment that supports the continuous creation, collection, use and reuse of both personal and organization knowledge in the pursuit of business success.” Furthermore, Ahmed, Kok and Loh (2002:23) explain that the ability of companies to capitalise on their knowledge assets defines their competitiveness. Knowledge management techniques such as strategic training should be used to ensure that the knowledge assets of companies contribute to the long-term competitiveness of companies. The literature on strategic training was studied and empirical research was conducted in a selection of 24 large South African companies in order to ascertain the nature and scope of training offered to executives and managers. The nature and scope of training in large South African companies were studied to ascertain whether these companies use a strategic training process to identify and address the strategic training needs of executives and managers and thus if companies perform knowledge processes regarding their emergent strategic orientation. It was ascertained that only a few of the 24 large South African companies which participated in the study use a strategic training process to identify and address the strategic training needs of executives and managers. A framework for the implementation of a cyclical strategic training process is therefore proposed as a guideline for companies that want to use a strategic training process. / Thesis (DPhil)--University of Pretoria, 2008. / Information Science / unrestricted

Globalisation is affecting all social sectors, including education in ways that was never thought of before. In South Africa the most changing environment is probably the education sector. Higher education institutions in particular are constantly forging ways to develop the human resource capital for the country despite the shrinking financial resources. The increased demand for quality education, greater efficiency, accountability and national viability constantly challenge academics such that they can no longer wait for management to provide them with the necessary skills and competences. The times are calling for academics to take initiatives to develop themselves for improved performance in their primary roles and in the education of the learners. This study was undertaken to determine the changing nature of radiography as a profession and field of specialization, the development needs of radiography educators and the preferred strategies that could be used to develop the necessary skills and competences. A qualitative research design was employed and data collected through the literature review and interviews. Unstructured questions were used in the interviews to obtain an in-depth understanding of the situation. Challenges faced by academic radiographers in South Africa were explored and new competences required by academe during the time of change explained. Focus was put on the primary functions of academe and that includes teaching, research, community service/service learning and learner supervision strategies that can be used to improve the role of academe were described. Conclusions and recommendations regarding human resource development of academe were drawn from the literature review and the empirical investigation. / Dissertation (MEd (Maximising Potential in Education and Training))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

This master´s thesis deals with the analysis of recruitment and development process in company Desko, a.s. It contains the proposals for more effective implementation of current system of human ressource management, which helps company to achieve better economic results.

This diploma thesis provides a detailed analysis of human resources in the Karlova pekárna Ltd. company with the aim of decreasing the employee fluctuation. The analytical part contains information concerning the external and internal company environment and results of a sociological survey conducted among the company employees. The data obtained from the survey serve as a basis for change proposals related to the working environment, appraisal, motivation and career growth area.

The purpose of the study was to determine the developmental needs of HRD practitioners in selected departments of the South African Public Service. Developmental needs as an independent variable and the role of HRD practitioners – marketing HRD interventions, conducting training needs analyses, designing and developing HRD interventions, implementing HRD interventions, and monitoring, evaluating and giving feedback on HRD interventions - were investigated. A sample of seventy (70) HRD practitioners working in seven public service departments was drawn. The developmental needs to market HRD interventions, conduct training needs analyses, design and develop HRD interventions, implement HRD interventions, and monitor, evaluate and give feedback on HRD interventions were determined within and between HRD practitioners and public service departments to establish differences and similarities. Results averred that HRD practitioners have developmental needs to perform the abovementioned functions. However, compared to Blacks and Whites, Coloureds and Indians seem to have more developmental needs in marketing, conducting training needs analysis, implementing HRD interventions and generic HRD skills. HRD practitioners from the departments of Health and Transport seemed to have more developmental needs in conducting training needs analyses and designing and developing HRD interventions when compared to other public service departments. Females need more development in marketing and implementing HRD interventions than males. HRD practitioner developmental needs in implementing, monitoring, evaluating, and giving feedback on HRD interventions were the same for all age groups. HRD practitioners in the department of Health and Transport need more development in generic skills compared to other departments. However developmental needs on generic skills are the same for all age groups. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management / unrestricted

The purpose of this study was to investigate the role ambiguity, role conflict, and job satisfaction perceptions among selected Human Resource Development (HRD) practitioners. The study's target population was the American Society for Training and Development (ASTD)—Dallas Chapter. The independent variables used in this study consisted of HRD practitioners' gender, age, length of HRD experience, educational level, and HRD role category.

Personalentwicklung ist mit erheblichem Aufwand für Humankapitalinvestitionen für Unternehmen verbunden, wobei die Aneignung des Investitionsobjektes selbst und auch der Erträge aus der Investition unsicher sind. Zunächst werden aus realgeschichtlichen Befunden betriebswirtschaftliche Begründungen für die Personalentwicklung abgeleitet, und ökonomisch interpretiert. Im Hauptteil wird die Personalentwicklung innerhalb des Rahmens eines dreigeteilten Arbeitsmarktes ökonomisch analysiert. Schlussendlich werden einige Prognosen zur künftigen Rolle der Personalentwicklung auf Basis der aktuellen Entwicklungen am Arbeitsmarkt erstellt.:INHALTSVERZEICHNIS 1. EINFÜHRUNG 8 1.1. PROBLEMSTELLUNG UND ZIEL DER ARBEIT 9 1.2. AUFBAU DER UNTERSUCHUNG 12 2. STATUS DER THEORETISCHEN BETRACHTUNGEN DER PERSONALENTWICKLUNG 14 2.1. BEGRIFFSKLÄRUNG UND PRÄZISIERUNG DES UNTERSUCHUNGSOBJEKTS 14 2.2. GRUNDLAGEN DER ÖKONOMISCHEN BZW. PERSONALÖKONOMISCHEN ANALYSE 18 2.3. THEORIEBILDUNG VON PERSONALWIRTSCHAFT UND PERSONALENTWICKLUNG 23 2.4. INTERDISZIPLINARITÄT DER WISSENSCHAFTLICHEN BETRACHTUNG DER PERSONALENTWICKLUNG 26 2.5. WÜRDIGUNG UND FOLGERUNGEN FÜR DEN WEITEREN VERLAUF DER ARBEIT 31 3. REALBETRACHTUNG DER PERSONALENTWICKLUNG FÜR DEUTSCHLAND 35 3.1. REALGESCHICHTE DER PERSONALENTWICKLUNG IN DEUTSCHLAND 36 3.1.1. Die Phase vor der Industriellen Revolution: Handwerk und Manufakturen 37 3.1.2. Die Phase der industriellen Revolution bis zur Wirtschaftskrise 1873 41 3.1.3. Die Zeit von 1873 bis zum Ende des Zweiten Weltkriegs 47 3.1.4. Die Entwicklung nach dem Zweiten Weltkrieg und das Aufkommen des Begriffs ´Personalentwicklung´ 56 3.1.5. Die Entwicklung im Dienstleistungssektor (Beispiel Deutsche Bank) 60 3.1.6. Zusammenfassung und betriebswirtschaftliche Begründung der Personalentwicklung aus realgeschichtlicher Perspektive 61 3.2. DER SEGMENTIERTE ARBEITSMARKT ALS RAHMEN DER ÖKONOMISCHEN ANALYSE DER PERSONALENTWICKLUNG 66 3.2.1. Ausgewählte deskriptive Ansätze der Arbeitsmarktsegmentierung 67 3.2.1.1. Der institutionalistische Ansatz von Piore (1972) und Doeringer/Piore (1985) 68 3.2.1.2. Segmentierung als rationale Entscheidung des Arbeitgebers 70 3.2.1.3. Betriebszentrierte Arbeitsmarktsegmentation im theoretisch historischen Ansatz von LUTZ 72 3.2.1.4. Der dreigeteilte Arbeitsmarkt im betriebszentrierten Ansatz von SENGENBERGER 74 3.2.2. Kosten bzw. Nachteile des internen Arbeitsmarktes 77 3.2.3. Kritische Würdigung der Ansätze 79 3.2.4. Implikationen für die Begründung und Gestaltung der Personalentwicklung 82 4. ÖKONOMISCH-THEORETISCHE ANALYSE DER PERSONALENTWICKLUNG 87 4.1. BESCHREIBUNG DER VERWENDETEN THEORIEN 88 4.1.1. Grundlagen der Humankapitaltheorie 88 4.1.1.1 Grundlegende Aussagen der Humankapitaltheorie 89 4.1.1.2 Kritik und relevante Ansätze zur Weiterentwicklung der Humankapitaltheorie 97 4.1.1.3 Transferkosten des Humankapitals und Arbeitsmarktsituation als alternative Analysekriterien 104 4.1.2. Die Transaktionskostentheorie als Instrument zur Analyse von Make-Or-Buy-Entscheidungen 108 4.1.2.1 Transaktionseigenschaften und Verhaltensannahmen 113 4.1.2.2 Vertragsschemata und Formen der Arbeitsorganisation 119 4.1.3. Implizite Kontrakte als Voraussetzung und Konsequenz der Personalentwicklung 126 4.1.3.1 Notwendigkeit und Wirkungsweise von impliziten Verträgen 128 4.1.3.2 Mechanismen zur Durchsetzung impliziter Vereinbarungen 133 4.2. ÖKONOMISCH-THEORETISCHE BETRACHTUNG DER PERSONALENTWICKLUNG 138 4.2.1. Humankapital als Objekt der Personalentwicklung 138 4.2.1.1 Die Vermittlung von allgemeinem und transferierbarem Humankapital im Rahmen der Personalentwicklung 139 4.2.1.2 Berufsfachliches Humankapital als ergänzende Humankapitalkategorie für den Deutschen Arbeitsmarkt 145 4.2.1.3 Die Rolle der Personalentwicklung für die Bildung und Bindung von spezifischem Humankapital 156 4.2.2. Betrachtung der Make-or-Buy-Entscheidung bezüglich des Humankapitals aus Sicht der Transaktionskostentheorie 159 4.2.3. Schaffung von Anreizen durch Implizite Verträge 168 4.3. PERSONALENTWICKLUNG IM SEGMENTIERTEN ARBEITSMARKT AUS ÖKONOMISCH-THEORETISCHER PERSPEKTIVE 169 4.3.1. Grundlegende Aussagen und Fragestellungen 169 4.3.2. Rudimentäre Personalentwicklung im allgemeinen Segment 172 4.3.3. Qualifizierungsmaßnahmen und Karrierepfade im berufsfachlichen Segment 178 4.3.4. Ausgeprägte Personalentwicklung im betriebsspezifischen Segment 190 4.4. ZUR ÖKONOMISCHEN RATIONALITÄT DER PERSONALENTWICKLUNG 208 4.4.1. Beschaffungs- und Allokationsfunktion der Personalentwicklung 208 4.4.1.1 Informationsasymmetrien am externen Arbeitsmarkt als Begründung für Personalentwicklung 209 4.4.1.2 Humankapitalknappheiten am externen Arbeitsmarkt als Begründung für die Notwendigkeit der Personalentwicklung 211 4.4.1.3 Personalentwicklung als Mittel zur Erreichung eines optimalen Matches und einer optimalen Allokation des Humankapitals 213 4.4.2. Personalentwicklung als Anreizinstrument 215 4.4.2.1 Leistungsanreize durch Personalentwicklung 216 4.4.2.2 Anreize zum Erwerb von spezifischem Humankapital 219 4.4.2.3 Mitarbeiterbindung durch Personalentwicklung 221 4.4.3. Personalentwicklung als Ergänzung für finanzielle Anreize oder rechtliche Regelungen 225 4.5. ZUSAMMENFASSUNG DER ÖKONOMISCH-THEORETISCHEN ANALYSE DER PERSONALENTWICKLUNG 226 5. AKTUELLE ENTWICKLUNGEN AM ARBEITSMARKT UND DEREN IMPLIKATIONEN FÜR DIE PERSONALENTWICKLUNG 240 5.1. SCHILDERUNG DER VERÄNDERUNGEN AM ARBEITSMARKT 240 5.1.1. Die Beeinflussung des Arbeitskräfteangebots durch die demografische Entwicklung 241 5.1.2. Technologische und organisatorische Veränderungen und deren Auswirkung auf die nachgefragte Qualifikationsstruktur 242 5.1.3. Auswirkungen der Globalisierung auf Angebot und Nachfrage am Arbeitsmarkt 246 5.1.4. Abkehr vom Normalarbeitsverhältnis durch den Einsatz von marktnahen Beschäftigungsformen 248 5.2. AUSWIRKUNGEN DER VERÄNDERUNGEN AUF DEN SEGMENTIERTEN ARBEITSMARKT UND DEREN THEORETISCHE INTERPRETATION 251 5.2.1. Auswirkungen der Veränderungen auf den segmentierten Arbeitsmarkt 251 5.2.2. Veränderungen des humankapitaltheoretischen Kalküls aufgrund künftiger Entwicklungen 259 5.2.3. Änderungen in der Make-or-Buy-Kalkulation 267 5.2.4. Neue Bedeutung impliziter Verträge 273 5.3. RESULTIERENDE VERÄNDERUNGEN FÜR DIE PERSONALENTWICKLUNG 277 5.3.1. Beeinflussung der Personalentwicklung durch marktnahe Beschäftigungsverhältnisse 277 5.3.2. Veränderungen im Ziel- und Aufgabensystem der Personalentwicklung 278 5.3.3. Veränderungen bei Teilsystemen und Maßnahmen der Personalentwicklung 281 5.3.3.1 Veränderungen bei den Qualifizierungsmaßnahmen 281 5.3.3.2 Veränderungen bei der Karriere- und Laufbahnplanung 285 6. ZUSAMMENFASSUNG UND SCHLUSSFOLGERUNGEN 291 6.1. ZUSAMMENFASSUNG DER REALEN UND THEORETISCHEN ERGEBNISSE 291 6.2. VERHALTENSÖKONOMIK ALS INTEGRIERENDER THEORIERAHMEN ZUR BETRACHTUNG DER PERSONALENTWICKLUNG 294 LITERATURVERZEICHNIS 299

Support from managers, training specialists, and human resource development specialists is needed if social service employees are to transfer learning to their organizations. There is a gap in the literature about managers, training specialists, and HRD specialists familiarizing employees with learning transfer expectations. This study addressed the way social service employees transferred what was learned after attending normal training classes. The research questions focused on learning transfer expectations for the employees, conditions that addressed during the learning transfer, processes that are in place where there was not a learning transfer initiative, and the way learning was used by employee. The study utilized a case study approach and thematic analysis based on theoretical frameworks of McGregor's theory X and theory Y, Drucker's management by objectives theory, Kirkpatrick and Kirkpatrick's 4 levels of training evaluation. Data were collected from open-ended interviews with 15 human resources officials in 1 agency. Data were inductively coded and analyzed for themes and patterns. Findings yielded themes of inconsistencies such as familiarizing employees with learning transfer expectations, differences of factors or conditions that addressed the learning transfer function or activity, not having a learning transfer initiative or instructions, and having an informal way of using what employees acquire from training limited policies and procedures, and a lack of direction. These changes could promote awareness of the social service community to encourage regular updates on training, practice new learning, partner and collaborate with stakeholders, review training offerings, and use technology.

The objective of the current study is to explore and identify the Critical Success Factors (CSFs), which impact upon the effective implementation of Human Resource Development (HRD) initiatives in support of nationalisation, and to recommend a model for practical application and future research. Accordingly the study focused on identifying and analysing the various factors in the localisation of a workforce with regard to five broad categories, namely: national level factors, organisational (policies and practices related) factors, organisational (HR related) factors, individual level (expatriate and experienced staff related) factors and individual level (UAE national related) factors. The data for the study was collected using both qualitative and quantitative methods. Qualitative methods were used to develop an in-depth case study of the Emiratisation process in an oil and gas organisation, as well as for identifying the critical success factors to be included in the survey questionnaire for collecting the quantitative data. The results of the study indicated that the critical success factors identified in the study are part of a complicated reality and need to be managed to ensure success of the localisation of a workforce. The mean scores obtained on the various factors differed significantly across the organisations or sub groups of respondents used in the study. This indicates that the impact of various factors that facilitate or constrain the localisation efforts are highly contextual and organisation specific. The findings of the study revealed valuable insights that could enrich not only future research in the area, but also the practical application of HR tools and methods to support the localisation process. The current study also developed a model for practical application and future research in the area. The model identified the role of HR strategies and tools as critical for managing the CSFs and ensuring the success of the process of localisation. The model developed in the current study also emphasises the need to define the 'success' of localisation in much broader terms, by addressing complex issues such as, employee morale and motivation, expectations of all employees, including expatriates and so forth, rather than just focusing on the number of UAE nationals employed and their competencies. The current study also identified some of the limitations of the study and highlighted suggestions for future research.