- The Oxford Handbook of Human Resource Management
- List of Figures
- List of Tables
- List of Contributors
- Human Resource Management: Scope, Analysis, and Significance
- The Development of HRM in Historical and International Perspective
- The Goals of HRM
- Economics and HRM
- Strategic Management and HRM
- Organization Theory and HRM
- HRM and the Worker: Towards a New Psychological Contract?
- HRM and the Worker: Labor Process Perspectives
- HRM and Societal Embeddedness
- Work Organization
- Employment Subsystems and the ‘HR Architecture’
- Employee Voice Systems
- EEO and the Management of Diversity
- Recruitment Strategy
- Selection Decision-Making
- Training, Development, and Competence
- Remuneration: Pay Effects at Work
- Performance Management
- HRM Systems and the Problem of Internal Fit
- HRM and Contemporary Manufacturing
- Service Strategies: Marketing, Operations, and Human Resource Practices
- HRM and Knowledge Workers
- HRM and the New Public Management
- Multinational Companies and Global Human Resource Strategy
- Transnational Firms and Cultural Diversity
- HRM and Business Performance
- Modeling HRM and Performance Linkages
- Family-Friendly, Equal-Opportunity, and High-Involvement Management in Britain
- Social Legitimacy of the HRM Profession: A US Perspective
Abstract and Keywords
This article provides the context for training, development, and competence. In the training section, theory, policy, and practice are considered, including the diversity of national systems for vocational education and training (VET) and the relationship between work organization and workplace learning. The development section is distinguished from training in terms of objectives and scope, while the emergence of Human Resource Development (HRD) is explained not only in terms of a more strategic focus but also in relation to initiatives like corporate universities. The competence section addresses the confusion surrounding the term, contrasting four predominant approaches derived from the USA, the UK, France, and Germany, each of which has influenced other countries to varying degrees. Drawing on these four traditions, a more holistic approach to competence is presented as the model currently being used to structure learning outcomes within the European Qualifications Framework.
Jonathan Winterton is Professor of Human Resource Development and Director of Research and International at Toulouse Business School. His research interests span management development, vocational education and training, social dialog, industrial relations, and employee turnover. His publications include Developing Managerial Competence (Routledge) with Ruth Winterton.
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