Desarrollo Organizacional, Cambio Organizacional, Eficiencia e Inteligencia Organizacional

Bibliografía:
"Capacitación, Entrenamiento y
procesos de
Aprendizaje
del Personal en las
Empresas y
Organizaciones" – Editado por The
Organization Development Institute International, Latinamerica
– 2005. Autor: Eric Gaynor Butterfield
– RODP

No existe una sola organización en el planeta donde los
Clientes son los
mismos, los productos y
servicios
siguen siendo los mismos que se comercializaban tiempo
atrás, y la tecnología de
procesamiento de los mismos se ha mantenido inalterable en el
tiempo. Esto obliga a las empresas a tomar dos decisiones
importantes en materia de
personal; la primera de ellas se vincula con la rotación
del personal que obliga a iniciar un nuevo proceso de
reclutamiento
y selección de
personal. La segunda de ellas hace necesario que la
organización capacite a sus participantes
organizacionales.

Es decir, los miembros organizacionales deben
necesariamente aprender. Deben aprender los nuevos individuos que
se incorporan a la empresa y los
que allí permanecen deben aprender nuevas concepciones y
prácticas. Para reducir la vulnerabilidad de la
organización respecto de sus participantes, los grupos y
distintas unidades de la empresa deben
aprender y, finalmente también debe aprender la
organización (Eric Gaynor Butterfield; Congreso de
Desarrollo
Organizacional, Buenos Aires
– 2001). Knowledge Management resulta ser en alguna medida
una efectiva práctica para que el
conocimiento a nivel individual y grupal se transforme en un
conocimiento
organizacional. Sachiko Nonaka & Nobuko Takeuchi ("The
knowledge-creating company"; New York: Oxford University Press
– 1995) nos ilustran como las empresas japonesas crean lo
que ellos han denominado "las dinámicas de la innovación". Por otro lado los desarrollos
en cuanto a los procesos de aprendizaje virtuales (como es el
caso de "Virtual learning: A revolutionary approach to building a
highly skilled workforce"; Roger Schank; New York: McGraw-Hill
– 1997) destacan que hoy en día el entrenamiento a
través del método "de
enseñar a través del habla" son parte de la
historia y del
pasado. Las personas han de aprender como consecuencia de "hacer"
y, según Roger Schank, el aprendizaje
virtual muestra como se
puede repensar de manera radical respecto de cómo
desarrollar un nuevo programa de
entrenamiento para el personal en la
organización.

Distintos trabajos de campo muestran que en gran medida
las organizaciones, empresas y corporaciones dentro de las
distintas culturas latinoamericanas aún privilegian el
método tradicional, lo que produce resultados, pero de
tipo limitado.

Es por ello que ponemos a disposición de los
lectores interesados, distintos materiales
relacionados con la capacitación, el entrenamiento, y los
procesos de aprendizaje dentro de las empresas. Las empresas que
no se embarquen en estos nuevos desarrollos pueden estar
desaprovechando oportunidades que se presentan en el mercado y la
posibilidad de obtener ventajas competitivas … que
algún otro empresario
visionario puede estar queriendo adoptar e implantar.

Roger Schank hace las siguientes observaciones en la
sección titulada: "Companies that get new people
productive faster will become more profitable. The ability to
train people at their home office locations
via a three-hour computer simulation is enormously appealing for
many reasons, not the least of which is turnover. Nothing
frustrates organization leaders more than spending a lot of money
flying people all over the place, getting them trained only to
see them leave a short time later, and then repeating the
process". Schank sugiere que en muy poco tiempo las empresas
PYMES han de
estar en condiciones de contar con software de entrenamiento
"virtual" a un costo muy bajo
relativamente (entre 500 y 1.000 dólares). Debido a su
particular enfoque pragmático el autor concluye que el
aprendizaje en el trabajo (on
the job learning) no va a desaparecer en el siglo venidero; pero
de todas maneras ha de tener que co-existir con el aprendizaje
virtual.

En relación con la capacidad de innovar de las
organizaciones Sachiko Nonaka & Nobuko Takeuchi ("The
knowledge-creating company"; New York: Oxford University Press
– 1995) hacen algunas sugerencias que tanto los altos
directivos como también los empresarios y líderes
organizacionales, no deben descuidar: "To become
knowledge-creating companies, managers in the East and West need
to build and manage multiple conversions, spirals, and syntheses,
and not be content simple to carry out a unidimensional boeing
match. The key lies in multiple transformations across multiple
dimensions, or what we will call hypertransformations". In order
to cope with the uncertainty Japanese companies "are turning
themselves into knowledge-creating companies on a global scale.
They will emerge stronger from the current recession, since the
seeds for continuous innovation have already been sewn. Japanese
companies have taught us that innovation can be achieved by
continuously creating new knowledge, disseminating it widely
through the organization, and embodying it quickly in new
technologies, products, and systems. This knowledge-creating
process is no longer an enigma. This process is also no longer
endemic to Japanese companies. It is universal".

Aquellos que piensan que la capacitación y el
entrenamiento del personal resulta algo muy caro, pueden intentar
no tenerlo en cuenta. Van a tener suficiente tiempo para
descansar cuando se encuentren sin trabajo o sin
empresa (Eric Gaynor Butterfield; Jornada de Capacitación,
Buenos Aires 1995).

Aaker, D. A. (1989). Managing assets and skills: the key
to sustainable competitive advantage. California Management
Review, Number 31.

Abramson, L. Y., Seligman, M. E. P., & Teasdale,J.
D. (1978). Learned helplessness in humans: Critique and
reformation. Journal of Abnormal Psychology 87, 4
—74.

Ackerman, P. L. (1987) Individual differences in skill
learning. An integration of psychometric and information
processing perspectives. Psychological Bulletin, 102,
3—27.

Adams, A. Historical review and appraisal of research on
the learning, retention, and transfer of human motor skills.
Psychological Bulletin, 161. 41- 7-1.

Allen, L. Management and Organization. McGraw-Hill,
1960.

Alliger, G. M., & Janak, E. A. (1989).
Kirkpatrick’s levels of training criteria: Thirty years
later. Personnel Psychology 42, 331—341.

Alromaithy, A., & Reynolds, A. (1981). A new model
for international training. Training and Development Journal,
35(10), 63—69.

Alvares, K. M., & Hulm, C. L. (1972). Two
explanations of temporal changes in ability skill relationships:
A literature review and theoretical analysis. Human Factors, 14,
295—308.

Alvares, K. M., & Hulin, C. L. (1973). An
experimental evaluation of a temporal decay in the prediction of
performance. Organizational Behavior and Human Performance, 9,
169—185. Anderson, J. R. (1981). Cognitive skills and their
acquisition. Hillsdale, NJ: Erlbaum.

Ammerman, H.L., & Pratzner, C. (1974). Occupational
survey report on business data programmers: Task data from
workers and supervisors indicating job relevance and training
criticalness (R & D Serial No. 108). Columbus, OH: Center for
Vocational Education.

Ammerman, H. L., & Pratzner, F. C. (1975).
Occupational survey report on automotive mechanics: Task data
from workers and supervisors indicating job relevance and
training criticalness (R & D Serial No. 110). Columbus, OH:
Center for Vocational Education.

Ammerman, H. L., & Pratzner, F. C. (1977).
Performance content for job training (R & D Serial No.
121—125, vols. 1—5). Columbus, OH: Center for
Vocational Education.

Anderson, J. R. (1982). Acquisition of cognitive skill.
Psychological Review, 89, 369—406.

Anderson,J. R. (1987). Skill acquisition: Compilation of
weak-method problem solutions. Psychological Review, 94,
192—210.

Anshen, M. Executive development: In-company Vs.
university programs. Harvard Business Review, 1954,32,
83-91.

Ardua R.: Psicología del
aprendizaje. Siglo XXI, México
1982 Beal M. G. et al.: Conducción y acción
dinámica del grupo.
Kapelusz, Buenos Aires, 1972.

Argyis, C. Knowledge for Action: A Guide to Overcoming
Barriers co Organizational Change. San Francisco: Jossey-Bass,
1993.

Argyris, C. Puzzle and perplexity in executive
development. Personnel Journal, 1961, 39. 463-465,
483.

Argyris, C. A brief description of laboratory education.
Training Directors Journal, 1963, 17 (10), 4-8.

Argyris, C. T-groups for organizational effectiveness.
Harvard Business Review, 1964,42 (2), 60-74.

Argyris, C. (1968a). Issues in evaluating laboratory
education. Industrial Relations, 8, 28—40, 45.

Argyris, C. (1968b). Some unintended consequences of
rigorous research. Psychological Bulletin, 70,
185—197.

Argyris, Chris (1964). Integrating the individual and
the organization. New York: John Wiley & Sons.

Armstrong, T. 1993. Seven kinds of smart: Identifying
and developing your many intelligences. New York: Plume. 1994.
Multiple intelligences in the classroom. Alexandria, Va.:
Association for Supervision and Curriculum
Development.

Arvey, R. D., & Cole, D. A. (1989). Evaluation
change due to training. In 1. Goldstein (Ed.), Training and
development in work organizations: Frontiers of industrial and
organizational psychology. San Francisco: Jossey-Bass.

Arvey, R. D., & Foley, R. H. (1988). Fairness in
selecting employees (2nd ed.). Reading, MA: Addison-
Wesley.

ASTD Train’s Toolkit: More Needs Assessment
Instruments. Alexandria, VA: American Society for Training &
Development, 1993.

ASTD Trainer’s Toolkit: Evaluating Results of
Training. Alexandria, VA: American Society for Training &
Development, 1992.

Asunson, G. L., and others. Learning and instruction
(1950). Pertinent chapters in this yearbook of the National
Society for the Study of Education include "Motivation iii School
Learning" (E. R. Hilgard and D. II. Rus Sell), "How Children
Learn the Motor Types of Activities" (C. E. Ragsdale), "How
Children Learn Information, Concepts, and Generalizations" (W. A.
Brownell and G. Hendrickson).

Atkinson, J. W., & Feather, N. T. (1966). A theory
of achievement motivation. New York: Wiley.

Austin, Robert D. Measuring and Managing Performance in
Organizations. New York: Dorset House, 1996.

Austin, Mary. Needs Assessment by Focus Group.
(Info-line No. 94Q1). Alexandria, VA: American Society for
Training & Development, 1998.

Badaracco; J. L. Jr. (1991). The knowledge link: how
firms compete through strategic alliances. Boston: Harvard
Business School Press.

Bader, Gloria E. Measuring Team Performance: A Practical
Guide to Tracking Team Success. Irvine, CA: Chang Associates,
1994.

Baird, George, et al. (editors). Building Evaluation
Techniques. New York: McGraw-Hill, 1995.

Baldwin, T. T., & Ford, J. K. (1988). Transfer of
training: A review and directions for future research. Personnel
Psychology, 41, 63—105.

Ball, M., M. J. Cleary, S. Leddick, C. Schwinn, D.
Schwinn, and E. Torres. 1991. Total quality Transformation for
K—12 education. Dayton, Ohio: PQ Systems.

Bandura, A. (1969). Principles of behavior modification.
New York: Holt, Rinehart & Winston.

Bandura, A. (1977). Social learning theory. Englewood
Cliffs, NJ: Prentice-Hall

Bandura, A. (1969a). Principles of behavior
modification. New York: Holt, Rinehart & Winston.

Bandura, A. (1969b). Social learning theory of
identificatory processes. In D. A. Goslin (Ed.), Handbook of
socialization theory and research (pp. 213—262). Chicago:
Rand McNally.

Bandura, A. (1977). Social learning theory. Englewood
Cliffs, NJ: Prentice-Hall.

Bandura, A. (1986). Social foundations of thought and
action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice-Hall.

Bandura, A., & Walters, R. H. (1963). Social
learning and personality development. New York: Holt, Rinehart
& Winston.

Barbee, J. R., & KeiI, E. C. (1373). Experimental
techniques of job interview training for the disadvantaged:
Videotape feedback, behavior modification, and microcounseling.
Journal of Applied Psychology, 58, 209—213.

Bargh, J. A. (1984). Automatic and conscious processing
of social information. In R. S. Wyer & T. K. Srull (Eds.),
Handbook of social cognition (Vol. 3, Pp. 1—44). Hillsdale,
NJ: Erlbaum

Barney, Jay B., and Patrick M. Wright. (1998, Spring).
"On Becoming a Strategic Partner: The Role of Human Resources in
Gaining Competitive Advantage. Human Resource Management, 37(1),
31—46.

Bartlett C. J. (1978). Equal employment opportunity sues
in training. Human Factors, 20,179—188.

Bass, B. M., & Vaughan, J. A. (1966). Training in
industry: The management of learning. Belmont, CA:
Wadsworth.

Bateson, G. (1973). Mind and Nature: a necessary unity.
New York: Bantam Books.

Baumgartel, H., & Jeanpierre, F. (1972). Applying
new knowledge in the back-home setting: A study of Indian
managers adoptive efforts Journal of Applied Behavioral Science 8
(6) 674—694

Baumgartel H., Sullivan G J & Dunn L E (1978) How
organizational climate and personality affect the pay-off from
advanced management training sessions Kansas Business Review 5,
1—10.

Beliman, G.M. The Consultant’s Calling: Bringing
Who You Are What You Do. San Francisco: Jossey-Bass,
1990.

Bellows M. R.: Psicología de/ personal en la
industria y
los negocios.
—Diana, México 1972.

Bennett, W.E. The lecture as a management training
technique. Personnel, 1956,32, 497-507.

Berlin G B (1983) Not working. Unskilled youth and
displaced adults New York Ford Foundation

Bernardin. H. J., & Beatty, R. W. (1984).
Performance appraisal: Assessing human behavior at work. Boston:
Kent.

Bernardin, H. J., & Villanova, P. (1986).
Performance appraisal In E. A. Locke (Ed) Generalizing from
laboratory to field settings Lexington MA Lexington
Books.

Beyer, Barry K. How to Conduct a Formative Evaluation.
Alexandria, VA: Association for Supervision & Curriculum
Development, 1995.

Blake, R.R., & Mouton, J.S., & Blansfield, M.G.
How executive team training can help you. Journal of the American
Society of Training Directors, 1962, 16 (1), 3-11.

Blake, R.R., & Mouton, J.S. The instrumental
training laboratory. In I.R. Weschler & E.H. Schein (Eds.),
Issues in Human Relations training. NTL Selected Readings Series,
1962, No. 5.

Blake, R.R., & Mouton, J.S. The managerial grid.
Houston: Gúlf, 1964.

Block, P. Flawless Consulting: A Guide to Getting Your
Expertise Lised. San Diego: Pfeiffer, 1981.

Bloom B. et al.: Taxonomía
de los objetivos de
la
educación. El Ateneo, II. Aires 1973.

Bloom, B., M. Englehart, E. Furst, W. Hill, and D.
Krathwohl. 1956. Taxonomy of educational objectives: The
classification of educational goals. New York: Longmans
Green.

Blum, L., & Naylor, J. C. (1968). Industrial
psychology. New York: Harper & Row.

Bobele, H.K., Maher, C.R., & Feri, R.A. Motion
pictures in management development. Training Directors Journal,
1964, 18 (9), 34-38.

Boguslaw, R., & Porter, E.H. Team functions and
training. In R.M. Gagne (cd.),
Psychological principles and systems development. New York: Holt,
1962.

Borman, W. C. (1979). Format and training effects on
rating accuracy and rater errors. Journal of Applied Psychology,
64,410—421.

Boudreaux, E., & Megginson, L.C. A new concept m
university sponsored executive development programs. Training
Directors Journal, 1964, 18 (11), 31-41.

Bourne, L. E., Jr. (1966). Human conceptual behavior.
Boston: Allyn & Bacon.

Bower, G. H., & Hilgard, E. R. (1981). Theories of
learning (5th ed.). Englewood Cliffs, Ni: Prentice-
Hall.

Bower, G. H., & Trabasso, T. R. (1964). Concept
identification. In R. C. Atkinson (Ed.), Studies in mathematical
psychology. Stanford, CA: Stanford University Press.

Bownas, D. A., Bosshardt, M. J., & Donnelly, L. F.
(1985) A quantitative approach to evaluating training curriculum
content sampling adequacy. Personnel Psychology, 38,
117—131.

Boyatzis, R.E. (1982). The Competent Manager. New York:
John Wiley. Broad, M., and Newstrom, J. (1992). Transfer of
Training. Reading, MA: Addison-Wesley.

Boyd, H.A. The buzz technique in training. Personnel,
1952,31, 49-50.

Bradford, L.P., Gibb, J.R., & Benne, K.D. T-group
theory and laboratory method. New York: Wiley, 1964.

Bramley, Peter. Evaluating Training Effectiveness:
Translating Theory into Practice. New York: McGraw-Hill,
1991.

———Evaluating Training Effectiveness: Benchmarking Your
Training Activity Against Best Practice. New York: McGraw-Hill,
1996.

Brethower, Dale M., et al. Performance-Based
Instruction: Linking Training to Business Results. San Francisco:
Pfeiffer, 1998.

Brethower, Dale M. (1997, November-December). "Rapid
Analysis: Matching Solutions to Changing Situations". Performance
Improvement, 36(10),: 16—21.

Bricker, Beverly. Basics of Performance Technology.
(Info-Line No. 9211). Alexandria, VA: American Society for
Training & Development, 1992.

Brief, A. F., & Flollenbeck, J. E. (1985). An
exploratory study of self-regulatory activities and their effects
on job performance. Journal of Occupational Behavior, 6,
197—208.

Briggs, L.J. A procedure for the design of multimedia
instruction. Palo Alto, Calif.: American Institutes for Research,
1966.

Brinkerhoff, Robert, and Stephen Gill. The Learning
Alliance. San Francisco: Jossey 1994.

Brinkerhoff, Robert, and Dennis Dressler. Productivity
Measurement: A Guide for Managers and Evaluators. Thousand Oaks,
CA: Sage Publications, 1991.

Brooks, L. (1978). Nonanalytic concept formation and
memory for instance In E. Rosch & B. B. Lloyd (Eds.),
Cognition and categorization. Hillsdale, NJ: Erlbaum.

Brown, Stephen M., and Constance J. Seidner (editors).
Evaluating Corporate Training: Models and Issues. Dordrecht,
Netherlands: Kluwer Academic Publishers, 1997.

Brown D. W. F.: Activemos las mentes. Limusa,
México 1975.

Brown, D.S. The lecture. Journal of the American Society
of Training Directors, 1960, 14 (12), 17-22.

Bruner, Jerome, J. Goodnow, and G. A. Austin. 1967.
Learning modalities. Toward a theory of instruction. New York:
John Wiley & Sons.

Brown, J. S. & Duguid, P. (1991). Organizational
learning and communities-of-practice: Toward a unified view of
working, learning, and innovation. Organization Science. Volume
2.

Bruner, J. S., Goodnow, J. J., & Austin, G. A.
(1956). A study of thinking. New York: Wiley.

Bruner,J.S. (1963). A theory of instruction. Educational
Leadership, 20,523—532.

Bryan, W. L., & Harter, N. (1897). Studies in the
physiology and psychology of the telegraphic language.
Psychological Review, 4,27—53.

Bryan, W. L., & Harter, N. (1899). Studies on the
telegraphic language: The acquisition of a hierarchy of habits.
Psychological Review, 6,345—375.

Bunker, K. A., & Cohen, S. L. (1978). Evaluating
organizational training efforts: Is ignorance really bliss?
Training Developmental Journal, 32, 4-11.

Bureau of National Affairs. (1998, June). "Evaluation
Evolves." Workforce Strategies, 16, WS-31—WS-32.

Burke, M. J., & Day, R. R. (1986). A cumulative
study of the effectiveness of managerial training. Journal of
Applied Psychology, 71, 232—245.

Burnaska, R. F. (1976). The effects of behavior model mg
training upon managers’ behaviors and employees’
perceptions. Personnel Psychology, 29, 235—328.

Burns, T. & Stalker, G. M. (1961). The management of
innovation. London: Tavistock

Buzan, Tony, and Barry Buzan. 1994. The mind map book:
How to use radiant thinking to maximize your brain’s
untapped potential. New York: Dutton.

Buchanan, P.C., & Ferguson, C.K. Changing
supervisory practices through training: A case study. Personnel,
1953, 30, 218-230.

Bugelski, B. R. The psychology of learning (1956).
DEESE, J. The psychology of Zeaming (1952). Two general textbooks
on learning, emphasizing the contributions of the learning
laboratory.

Caifarella, R. (1988). Program Development and
Evaluation Resource Book for Trainers, Greeley, CO.

Caine, R. N., and G. Came. 1990. Understanding a
brain-based approach to learning and teaching. Educational
Leadership 48, no. 2:66—70.

——– 1991. Making connections: Teaching and the
human brain. Alexandria, Va.: Association for Supervision and
Curriculum Development.

Camp, Robert C. Business Process Benchmarking.
Milwaukee: American Society for Quality Press, 1995.

Campbell, D. T.. & Stanley, J.C. (1963).
Experimental and quasi-experimental designs for research.
Chicago: Rand McNal1y

Campbell, J. P. (1978). What we are about: An inquiry
into the self-concept of industrial and organizational
psychology. Presidential address to the Division of Industrial
and Organizational Psychology, 86th annual meeting of the
American Psychological Association, Toronto.

Campbell, J. P. (1988). Training design for performance
improvement. In J. P. Campbell & R. J. Campbell (Eds.),
Productivity in organizations: Frontiers of industrial and
organizational psychology. San Francisco: Jossey-Bass.

Campion, M. A., & Lord, R. G. (1982). A control systems
conceptualization of the goal setting and changing process.
Organizational Behavior and Human Performance,
30,265—287.

Campion, M. A., & Campion, J. E. (1987). Evaluation
of an interview skills training program in a natural field
experiment. Personnel Psychology, 40, 675-691.

Caro, P. W. (1984). lSD-CAl technology applications to
pilot training. Training Technical Group News letter of the Human
Factors Society, 10, 3—4.

Cascio, W. F. (1982). Costing human resources: The
financial impact of behavior impact of behavior in organizations.
Boston: Kent.

Cascio, W. F. (1989). Using utility analysis to assess
training outcomes. In I. Goldstem (Ed.), Training and development
iii work organizations: Frontiers of industrial and
organizational psychology. San Francisco: Jossey-Bass.

Cascio, W. F., & Zammuto, R. F. (1987). Societal
trends and staffing policies. Denver: University of Colorado
Press.

Cattell, R. B. "New Concepts for Measuring Leadership in
Terms of Group Syntality." Human Relations, Vol. 4,
1951

Caudron, Shari. (1998, May). "Integrate HR and
Training." Workforce, 77(5), 88—93.

Chail, J. S., and A. E Mirsky, eds. 1978. Education and
the brain: The 77th yearbook of the National Society for the
Study of Education. Chicago: National Society for the Study of
Education.

Chalosfsky, Neal E., and Carlene Remhart. Effective
Human Resource Development. San Francisco: Jossey-Bass
Publishers, 1988.

Champion R – A.: Psicología de/aprendizaje y de
la actividad de aprender. Limusa, México 1985.

Chang, Richard Y, and Paul De Young. Measuring
Organizational Improvement Impact: A Practical Guide to
Successfuily Linking Organizational Improvement Measures. Irvine,
CA: Richard Chang Associates, 1996.

Charles, C. Leslie, and Chris Clarke-Epstein. The
Instant Trainer: Quick Tips on How to Teach Others What You Know.
New York: The McGraw-Hill Companies, 1997.

Chinien, Chris, and France Boutin. (1994, March). "A
Framework for Evaluating the Effectiveness of Instructional
Materials." Performance and Instruction, 33(3),
15—18.

Christal, R. E. (1974). The United States Air Force
occupational research project (AFHRLTech. Rep. No. 77-34). TX:
Brooks. Air Force Base.

Christensen, J. M. (1987). The human factors profession.
In G. Saivendy (Ed.), Handbook of human factors. New York:
Wiley.

Cirigliano O. y Villaverde A.: Dinámica de grupos
y educación.
Humanistas, 13. Aires 1960.

Clark, Ruth Ann. Developing Technical Training. New
York: Addison-Wesley Publishing Company, 1989.

Clement, R. W., Walker, J. W., & Pinto, P. R. (1979,
March). Changing demands on the training professional. Training
and Development Journal, 29, 3—7.

Coch, L., & French, J. R. P.,Jr. (1948). Overcoming
resistance to change. Human Relations,
1,512—532.

Cochran, N. (1978). Grandma Moses and the corruption of
data. Evaluation Quarterly, 2, 363—375.Cohen, M. D. J. G.
March & J. P. Olsen. (1972). A garbage can model of
organizational choice. Administrative Science Quarterly. Number
17.

Cohen, K.J., et al. The Carnegie Tech management game.
Journal of Business, 1960, 33, 303-321.

Cohen J.: Aprendizaje complejo: cómo aprenden los
humanos. Trillas, México.

Cohen, Stephen L. (1998. August). "The Case for Custom
Training" Training or Development, 52(8), 36—41.

Collins, A. M. (1977). Processes in acquiring knowledge.
In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.),
Schooling and the acquisition of knowledge. Hillsdale, N
Erlbaum.

Collins, A., Adams, M. J., & Pew, R. W. (1978).
Effectiveness of an interactive map display in tutoring
geography. Journal of Educational Psychology, 70,
1—7.

Conner, D.R. Managing at the Speed of Change. San
Francisco: Berrett-Koehler, 1993.

Coombs, Steven J., and Ian D. Smith. (1998, May-June).
"Designing a Self Organized Conversational Learning Environment."
Educational Technology, 38(3), 17—28.

Cook,T. D., &Campbell, D. T. (1976).The design and
conduct of quasi-experiments and true experiments and field
settings. In M. D. Dunnette (Ed.), Handbook of industrial and
organizational psychology. Chicago: Rand McNally.

Cook, T. D., & Campbell, D. T. (1979). Quasi
experimentation. Design and analysis issues for field settings.
Chicago: Rand McNally.

Cook, T. D., Campbell, D., & Peracchio, L. (1990).
Quasi experiments. In M. D. Dunnette & L. Hough (Eds.),
Handbook of industrial and organizational psychology (2nd ed.,
vol. 1). Palo Alto, CA: Consulting Psychologists
Press.

Cooke, N. M., & Schvaneveldt, R. W. (1986). The
evolution of cognitive networks with computer programming
experience. Paper presented at the workshop on empirical studies
of programmers, Washington, DC.

Cormary H. et al.: La Pedagogía. Diccionarios
del saber moderno. Mensajero, Bilbao 1980.

Corrigan, Marilyn. How to Find Your Consulting Niche.
(Info-line No. 9 16). Alexandria, VA: American Society for
Training & Development, 1995.

Corrigan, Marilyn, and Sally Sparhawk. Becoming an
Outside Consultant. (Info-line No. 9403). Alexandria, VA:
American Society for Training & Development, 1994.

Costa, Arthur L, et al. (editors). Assessment in the
Learning Organization: Shifting the Paradigm. Alexandria, VA:
Association for Supervision and Curriculum Development,
1995.

Craig, R.L (editor). Training and Development Handbook.
3d edition. Alexandria, VA: American Society for Training &
Development, 1987.

Craig, Robert, editor. The ASTD Training &
Development Handbook: A Guide to Human Resource Development. (4th
edition) New York: The McGraw-Hill Companies, 1996.

Craig, Robert. Training and Development Handbook. New
York: The McGraw-Hill Companies, 1987.

Craig L. R. y Bittel R. L.: Manual de
entrenamiento y desarrollo de
Personal. Diana, México 1973.

Cranny, C. J., & Doherty, M. E. (1988). Importance
ratings in job analysis: Notes on the misinterpretation of factor
analysis. Journal of Applied Psychology,
73,320—322.

Croft, C.J., Kibbee, J., & Nanus, B. Management
games. New York: Reinhold, 1961.

Cronbach, L J., & Snow, R. E. (1977). Aptitudes and
instructional methods. New York: Irvington.

Crow, R. Group training in higher management
development. Personnel, 1953,29, 458-460.

Crowder, N.A. Automatic tutoring by intrinsic
programming. In A.A. Lumdsdaine & P. Glaser (Eds.), Teaching
machines and programmed learning: A source book. Washington:
National Education Association, 1960.

Csikszentmihalyi, M. 1990. Flow: The psychology of
optimal experience. New York: Harper & Row.

Cullen, J. G., Saw S. A., Sisson, G. R., & Swanson,
R. A. (1978). Cost effectiveness: A model for assessing training
investment. Training and Development Journal, 32,
24—29.

Daft, R. L. & Karl E. Weick (1984). Toward a model
of organizations as interpretation systems. Academy of Management
Review, Volume 9.

Dale E.: Métodos de
enseñanza audiovisual. Reverté
Mexicana, México 1975.

Davis, James R., and Adelaide B. Davis. Effective
Training Strategies: A Comprehensive Guide to Maximizing Learning
in Organizations. San Francisco: Berrett-Koehler Publishers,
1998.

Davis, R. (1986). Knowledge-based systems.
Science.

Dean, Peter J., and David E. Ripley. Performance
Improvement Pathfinders: Models for Organizational Learning
Systems. Washington, D.C.: International Society for Performance
Improvement, 1997.

Decker, P. J. (1980). Effects of symbolíc coding
and rehearsal in behavior modeling training. Journal of Applied
Psychology, 65,627—634.

Decker, P. J. (1982). The enhancement of behavior
modeling training of supervisory skills by the inclusion of
retention processes. Personnel Psychology, 35,
323—335.

Decker, P. J. (1983). The effects of rehearsal group
size and video feedback in
behavior modeling training. Personnel Psychology, 36,
763—773.

Decker, P. J. (1984). Effects of different symbolic
coding stimuli iii behavior modeling training. Personnel
Psychology, 37, 711—720.

Dell, Jay, John Fox, and Ralph Malcolm. (1998, March).
"Training Situation Analysis: Conducting a Needs Analysis for
Teams and New Systems. Performance Improvement, 7(3),
18—21.

Deming, W. Edwards. 1986. Out of the crisis.
Cambridge, Mass.: MIT Center for Advanced Engineering
Study.

Deterline, W.A., M.J. Rosenberg (editors). Workplace
Productivity: Performance Technology Success Stories. Alexandria,
VA and Washington, D.C.: American Society for Training &
Development and National Society for Performance and 1nstruction,
1992.

Dewey, J. (1929). The quest for certainty. New York:
Putnam.

Dick, Walter, and Debby King. (1994, October).
"Formative Evaluation in the Performance Context." Performance
and Instruction, 33(9), 3—8.

Dickinson, A. (1980). Contemporary animal learning
theory. Cambridge: Cambridge University Press.

Dienstfrey, H. 1991. Where the mind meets the body. New
York: Harper Collins.

Dodgson, M. (1993). Organizational learning: a review of
some literatures. Organizational studies. Number 14.

Dominowski, R. L. (1974). How do people discover
concepts? In R. L. Solso (Ed.), Theories in cognitive psychology.
Hillsdale, NJ: Erlbaum.

Donnellon, A., B. Gray, & M. G. Bougon (1986).
Communicating, meaning, and organized action. Administrative
Science Quarterly. Number 31.

Dossett, D. L., & Hulvershorn, P. (1983). Increasing
technical training efficiency: Peer training via
computer-assisted instruction. Journal of Applied Psychology, 68,
552—558.

Dretske, F. (1981). Knowledge and the flow of
information. Cambridge, MA: MIT Press.

Dubin, R. (1956). Industrial workers’ worlds: A
study in the central life interests of industrial workers. Social
Problems, 4, 3—13.

Dubois, D.D. Competency-Based Performance Improvement: A
Strategy for Organizational Change. Amherst, MA: HRD Press,
1993.

Duncan, Jack. (1998, July-August). "WBT Simulations for
Safety Technical Training, 9(4), 32—34.

Duncan, R. & A. Weiss (1979). Organizational
learning: implications for organizational design. In Research in
Organizational Behavior, ed. B. M. Staw, vol. 1 Greenwich, CT:
JAI Press.

Easterby-Smith, Mark. Evaluating Management Development,
Training and Education. Brookfield, VT Ashgate, 1993.

Eden, D. (1989). Training. In B. Bass, P. Drenth, &
P. Weissenberg (Eds.), Advances in organizational psychology: An
international review. Beverly Hills, CA: Sage.

Eden, D., & Ravid, G. (1982). Pygmalion versus
self-expectancy: Effects of instructor and self-expectancy on
trainee performance. Organizational Behavior a Human Performance,
30, 351—364.

Eden D. & Sham, A. B. (1982) Pygmalion goes to boot
camp: Expectancy, leadership and trainee performance. Journal of
Applied Psychology, 67, 194—199.

Edwards, Mark R., and Ann J. Ewen. 360 Degrees Feedback:
The Powerful New Model for Employee Assessment & Performance
Improvement. New York: AMACOM, 1996.

Eisman, B. "Some Observational Measures of Cohesiveness
and Their Inter relationship." Human Relations, Vol. 12,
1959.

Emmons, Shirlee, and Alma Thomas.
Transcending Performance Barriers. Oxford, UK: Oxford University
Press, 1998.

Epstein, Hernán. 1978. Growth spurts during brain
development: Implications for educational policy and practice. In
Education and the brain: The 77th yearbook of the National
Society for the .Study of Education, edited by J. S. hall, and A.
E Mirsky. Chicago: National Society for the Study of
Education.

Ertington, Julius E. The Winning Trainer: Winning Ways
to Involve People in Learning. Houston: Gulf Publishing Company
1996.

Eurich, N. P. (1985). Corporate classrooms. Princeton,
NJ Carnegie Foundation

Faley, R. H., & Sundstrom, E. (1985). Content
representativeness: An empirical method of evaluation. Journal of
Applied Psychology, 70, 567—571.

Falletta, Salvatore V., and Wendy L. Combs. (1997,
September). "Evaluating Technical Training: A Functional
Approach." Info-Line issue no. 9709. Alexandria, VA: American
Society for Training & Development.

Falwan, J. E. "Anxiety as a drive state," III The
Nebraska symposium on motivation (1954). Considers the
theoretical problems raised by a number of studies relating
anxiety to laboratory learning.

Faure E: Aprender a ser Alianza Editorial. Madrid
1973.

Feidman, D. C. (1976). A contingency theory of
socialization. Administrative Science Quarterly, 21,
433—452.

Feidman, D.C. (1989). Socialization, resocialization,
and training: Reframing the research agenda. In I. Goldstein
(Ed.), Training and development in work organizations: Frontiers
of industrial and organizational psychology (pp. 121—182).
San Francisco: Jossey-Bass.

Ferrini R.: Hacia una educación personalizada.
Edicol, México 1979.

Fiedler, F. E. (1964). A contingency model of leader
ship effectiveness. In L. Berkowitz (Ed.),Advances in
experimental social psychology. New York: Academic
Press.

Fiedler, F. E. (1967). A theory of leadership
effectiveness. New York: McGraw-Hill.

Fiedler, F. E., & Chemers, M. M. (1984). Improving
leadership effectiveness: The Leader Match concept (rev. ed.).
New York: Wiley.

Fiedier, F. E., Chemers, M. M., & Mahar, L. (1976).
Improving leadership effectiveness: The Leader Match concept. New
York: Wiley.

Fiedler, F. E., & Mahar, L. (1979). The
effectiveness of contingency model training: A review of the
validation of LEADER MATCH. Personnel Psychology,
32,45—62.

Finfer, L. A., Weiss, H. M., Salas, E., Driskeil, J.,
& Ilgen, D. R. (1987). Stress,
automaticity and human performance. Paper presented at the
meeting of the Society for Industrial and Organizational
Psychology, Dallas, TX.

Fiol, C. M. (1994). Consensus, diversity, and learning
in organizations. Organization Science. Number 5.

Fisk, A. D., & Schneider, W. (1981). Controlled and
automatic processing during tasks requiring sustained attention:
A new approach to vigilance. Human Factors,
23,737—750.

Fitts, P. M., & Posner, M. (1967). Human
performance. Belmont, CA: Brooks/Cole.

Flaherty, C. F. (1982). Incentive contrast: A review of
behavioral change following shifts in reward. Animal Learning and
Behavior, 10, 409—440.

Fkis E. A. (1972). On the relation between abilities,
learning and humai performance. American Psychologist, 27,
1017—1032.

Fleishman, E A., & Hempel,W. E.,Jr. (1954). Changes
in factor structure of a complex psychomotor test as a
function of practice. Psychometrika, 19,
239—252.

Fleishman, E. A., & Mumford, M. D. (1989) Individual
attributes and training performance. In 1. Goldstein (Ed.),
Training and development in work organizations: Frontiers of
industrial and organizational psychology (pp. 121—182). San
Francisco: Jossey-Bass.

Fleishman, E. A. "Leadership Climate, Human-Relations
Training, and Supervisory Behavior." Personnel Psychology, Vot. 6
(1953), 205-222.

Fletcher, Jerry L. Patterns of High Performance:
Discovering the Ways People Work Best. San Francisco:
Berrett-Koehler, 1993.

Ford, J. K., & Wroten, 5. P. (1984). Introducing new
methods for conducting training evaluation and for linking
training evaluation to program redesign. Personnel Psychology,
37, 651—655.

Form, W. H., and A. L. Form. "Unanticipated Consequences
of a Foreman Training Program." Personnel Journal, Vol. 32, No.
6, 1953.

Fossum, J. A., Arvey, R. D., Paradise, C. A., &
Robbins, N. W. (1986). Modeling the skills obsolescence process:
A psychological/economic integration. Academy of Management
Review, 11, 362—374.

Fournies, F.F. Why Employees Don’t Do What
They’re Supposed to Do… and What To Do About it. New
York: McGraw-Hill, 1988.

Frank, Darlene. Terrific Training Materials: High Impact
Graphic Designs for Workbooks, Handouts, Instructor Guides, and
Job aids. Amherst, Massachusetts: Human Resources Development
Press, 1996.

Fransman, M. (1993). Information, knowledge, vision and
theories of the firm. JETS paper, Institute for Japanese-European
Technology studies, University of Edinburgh.

Frayne, C. A., & Latham, G. P. (1987). The
application of social learning theory to employee self management
of attendance. Journal of Applied Psychology, 72,
387—392.

Fredericksen, L. W. (1982). Handbook of organizational
behavior management. New York: Wiley.

Frederiksen, N., Saunders, D. R., & Wand, B. The
in-basket test. Psychological Monographs, 1957, 71 (9, Whole No.
438).

Freeberg, N. E. (1976). Criterion measures for
youth-work training programs: The development of relevant
performance dimensions. Journal of Applied Psychology, 61(5),
537—545.

Freire P: Psicología del deprimido. Siglo XXI,
México, 1985

Freire P.: La educación como práctica de
la libertad.
Siglo XXI, México 1989

Friedlander, F., & Greenberg, S. (1971). Effect of
job attitudes, training, and organizational climate on
performance of the hard-core unemployed. Journal of Applied
Psychology, 55, 287—295.

Friedman, S., K. A. Klivingron, and R. W. Peteson, eds.
1986. The brain, cognition, and education. New York: Academic
Press and Harcourt Brace Jovanovich.

Fujikawa, Y. & H. Takeuchi (1994). Competitive
advantage through unexpected success in new product development.
Japan marketing
Journal, 14, number 2.

Fuller, Jim. Managing Performance Improvement Projects:
Preparing, Planning, and Implementing. San Francisco: Pfeiffer,
1997

Fullerton, H. N., Jr. (1985). The 1995 labor force:
BLS’ latest projections. Monthly Labor Review, 117,
17—25.

Gagné, R. M. (1974). Essentials of learning for
instruction. Hillsdale, IL: Dryden Press.

Gagné R. M. (1984). Learning outcomes and their
effects: Useful categories of human performance. American
Psychologist, 39, 377—385.

Gagné, R. M., & Briggs, L. J. (1979).
Principles of instructional design. New York: Holt, Rinehart
& Winston.

Gagné, R. M., & Dick, W. (1983).
Instructional psychology. In Annual review of psychology (pp.
261— 295). Palo Alto, CA: Annual Reviews.

Gagne, Robert, Leslie Briggs, and Walter Wager.
Principles of Instructional Design. San Francisco: Holt,
Rinehart, and Winston, 1988.

Galbraith, J. (1973). Designing complex organizations.
Reading, MA: Addison-Wesley.

Galef, B. G., Jr. (1988). Imitation in animals: History,
definition, and interpretation of data from the psychological
laboratory. In T. it Zentail & B. G. Galef, Jr. (Eds.),
Social learning: Psychological and biological
perspectives.

Gardner, Howard. 1983. Frames of mind: The theory of
multiple intelligences. New York: Basic Books.

——– 1991, The unschooled mind: How children think
and how schools should teach. New York: Basic Books.

——– 1993, Creating minds. New York: Basic
Books.

Gayeski, Diane M. (1998, April). "Out-of-the-Box
Instructional Design." Training or Development, 52(4)
36-40.

Gelinas, Mary, and Roger James. Developing the
Foundation for Change. Washington, D.C.: International Society
for Performance Improvement, 1997.

Gelwick, R. (1977). The way of discovery: An
introduction to the thought of Michael Polanyi. Oxford: Oxford
University Press.

General Electric Company. Manager Development Guide Book
1: Managerial Climate of ¡he Organizational Component,
1956.

Gersick, C.J.G.,& Hackman,J. it (in press). Habitual
routines in task-performing groups. Organizational Behavior &
Human Decision Processes.

Gibson G W A new dimension for in basket training
Personnel 1961, 38, 76-79

Gilbert, T. F. (1960). On the relevance of laboratory
investigation of learning lo self-instructional programming. In
A. A. Lumsdaine & R. Glaser (Eds.), Teaching machines and
programmed instruction. Washington, DC: National Education
Association.

Gilbert, T.F. Human Competence: Engineering Worthy
Performance. New York: McGraw-Hill. 1978.

Gill, J. H. (1974). Saying and showing: Radical themes
in Wittgenstein´s On Certainty. Religious Studies. Number
10.

Gilley, J .W., and A.J. Goffem. The Role of the Internal
Consultant. Burr Ridge, IL: Irwin Professional Publishing,
1993.

Gilliam, P. (1988). The effects of a job acquisition
training program on the attitudes behaviors and knowledge of
black educated adults. Unpublished doctoral dissertation,
University of Maryland, College Park

Glaser, R. (1984). Education and thinking: The role of
knowledge. American Psychologist, 39, 93—104.

Gleick, J. (1987). Chaos. New York: Viking
Press.

Goldstein, Irwin L. Training in Organizations: Needs
Assessment, Development, and Evaluation. Pacific Grove, CA:
Brooks/Cole Publishing, 1992.

Goldstein, A. P., & Sorcher, M. (1974). Changing
supervisor he/ia New York: Pergamon.

Goldstein, I. L. (1980). Training in work organizations.
In Annual review of on Palo Alto, CA: Annual Reviews.

Goldstein, I. L. (1986). Training in organizations:
Needs assessment, development and evaluation (2nd ed.). Monterey,
CA: Brooks/Cole.

Goldstein, I. L., & Bartlett, C.J. (1977).
(Validation of a training program for police officers).
Unpublished raw data.

Goldstein, I. L., &Gilliam, P. (1990). Training
system issues in the year 2000. American Psychologist, 45,
134—143.

Goldstein, I. L., Macey, W. H., & Prien, E. P.
(1981). Needs assessment approaches for training development. In
H. Meltzer & W. R. Hord (Eds.), Making organizations humane
and productive. New York: Wiley.

Goldstein, I. L., & Musicante, G. R. (1986). The
applicability of a training transfer model to issues concerning
rater training. Jo E. A. Locke (Ed.), Generalizing from
laboratory to field settings. Lexington, MA: Lexington
Books.

Goldstein, I. L., Schneider, B., Katzman, L., &
Braverman, E. P. (1989). A content validity approach lo analyzing
training systems. Unpublished manuscript.

Goldstein, I. L., & Thayer, P. W. (1987). Inhibitors
and facilitators for effective transfer of training into the work
organization. Discussion conducted at the conference for the
Society for Industrial and. Organizational Psychology,
Atlanta.

Goldstein, I. L., & Wexley, K. N. (1983). Needs
assessment approaches in the design of training systems. Workshop
presented at the annual meeting of the American Psychological
Association, Los Angeles.

González A. M..: Programa de orientación y
Desarrollo
Humano. Trillas, México 1988.

Goodman, P. S., Salipante, P, & Paransky, H. (1973).
Hiring, training, and retraining the hard-core unemployed: A
selected review. Journal of Applied Psychology, 58,
23-33.

Gordon, J.. et al. (editors). Designing and Delivering
Cost-Effective Training and Measuring the Results. 3rd edition.
Minneapolis: Lakewood Publications, 1993.

Gordon, Jack, and Marc Hequet. (1997, March). "Live
& in Person". Training, 34(3), 24—31.

Gordon, M. E., & Cohen, S.L. (1973). Training
behavior as a predictor of trainability. Personnel Psychology,
26, 261—272.

Gordon, M. W., & Isenberg, J. F. (1975). Validation
of an experimental training criterion for machinists. Journal of
Industrial Teacher Education, 12, 72—78.

Gorn, G. J. (1982). Theeffects of music in advertising
on choice behavior: A classical conditioning approach. Journal of
Marketing, 46, 94—101.

Grabowsky S.: El entrenamiento de Educadores de Adultos.
Trillas, México 1987.

Gruber, T. R. (1989). The acquisition of strategic
knowledge. San Diego, CA: Academic Press.

Gui, Stephen J. Linking Training to Performance Goals.
(Info-line No. 9606). Alexandria, VA: American Society for
Training & Development, 1996

Guion, R. M. (1977). Content validity—the source
of my discontent. Applied Psychological Measurement, 1,
1—10.

Gupta, Kavita. A Practical Guide to Needs Assessment.
San Francisco: Jossey-Bass Publishers, 1998.

Gupta, Kavita. Conducting a Mini Needs Assessment.
(Info-line No. 9611). Alexandria, VA: American Society for
Training & Development, 1996.

Guttman, N., & Kalish, H. 1. (1956).
Discriminability and stimulus generalization. Journal of
Experimental Psychology, 51,79—88.

Haire M. The incentive character of pay In R Andrews
(Ed) Managerial compensation Ann Arbor Mich Foundation for
Research in Human Behavior 1965 Pg 13-17

Halal, W. E., A. Geranmayeh, & J. Pourdehnad (1993).
Internal markets: bringing the power of free enterprise INSIDE
your organization. New York: Wiley.

Hale, Judith. (1998, February). «Evaluation:
It’s Time to Go Beyond Levels, 1, 2, 3, and 4." Performance
Improvement, 37(2).

Hale, Judith A. The Performance Consultant Field book:
Tools and Techniques for Improving Organizations and People. San
Francisco: Pfeiffer, 1998.

Halford G. S. 1993. Children’s understand: The
development of mental models. Hillsdale, N.J.: Lawrence Erlbaum
Associates.

Hall, D. T. (1986). Dilemmas in linking succession
planning lo individual executive learning. Human Resources
Management, 25, 235—265.