Research on the Consulting Process.

Lippitt, Gordon L.

doi:10.5465/ambpp.1977.4977219

Cited by 8 publications

(5 citation statements)

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“…Interpersonal and consulting skills seem to be indispensable for an e ective relational approach. Management's acceptance of the developer, and the extent to which management legitimates the developer's role, are essential for problem-solving (Lippitt and Lippitt 1986). However, the image of the training function and its position in an organization's structure are the foremost conditions that determine the opportunities for a relational approach within a single project (Buckley and Caple 1990).…”

Section: Relational Approachmentioning

confidence: 99%

“…The ASTD research projects (McLagan 1983(McLagan , 1989, as well the IBSTPI standards (Foshay et al 1986), de® ne several competencies for developers that we consider part of the relational approach. Furthermore, the literature on consulting and coaching o ers a variety of requirements and competencies for developers to adopt in their relational approach (Block 1981, Lippitt and Lippitt 1986, Gilley and Eggland 1989, Phillips and Shaw 1989, Rothwell and Kazanas 1992, Sink 1992, Tosti and Jackson 1992. The most salient competencies, which should be considered in a training programme for curriculum developers, are:…”

Section: Relational Approachmentioning

confidence: 99%

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A systematic and relational approach to obtaining curriculum consistency in corporate education

Kessels¹,

Plomp²

1999

Journal of Curriculum Studies

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We report the results of an empirical study on the use of standards in designing educational programmes in corporate education that relates the programmes' constituent factors to their e ects. Such standards may improve training products, a ect goal-setting, remove constraints, and reinforce supportive activities. A conceptual framework on curriculum consistency provides the analytical basis for an exploratory ® rst research phase. After the design strategies of 17 training programmes were analysed, a draft of design standards was prepared. In a second con® rmatory phase, 28 instructional developers received training in applying the standards. Their products were evaluated as well as the e ects of the resulting programmes in the various workplaces. This phase led to a revised version of the design standards. The implications of the research hypotheses are discussed as well as the extension of the ® ndings to other educational contexts.

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Section: Relational Approachmentioning

confidence: 99%

Section: Relational Approachmentioning

confidence: 99%

A systematic and relational approach to obtaining curriculum consistency in corporate education

Kessels¹,

Plomp²

1999

Journal of Curriculum Studies

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“…Au plan théorique, malgré une longue tradition empirique intéressée par la consultation en gestion (Gilbert, 2002;Lippitt, 1977;Oonk, 2016), peu d'études se sont consacrées à sa mesure. Par ailleurs, la question même de l'évaluation de l'efficacité est source de dissension dans la communauté scientifique.…”

Section: Introductionunclassified

Questionnaire d’efficacité de la consultation : élaboration et validation préliminaire d’une échelle de mesure de l’efficacité de la consultation en gestion

Beaudoin

Roy

Brassard

et al. 2018

Psychologie du Travail et des Organisations

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“…Human Resource Development not only provides for skills development, but also realizes that various organizational systems also must be aligned to promote success. Thus, HRD engages in consultation with management to identify and remove obstacles, develop motivational incentives, and promote a culture that fosters continuous learning and growth (Knowles, 1990); HRD is concerned with enabling both individual and organizational development (Lippitt and Lippitt, 1986).…”

Section: Human Resource Developmentmentioning

confidence: 99%

Promoting Training and Professional Development in Government: The Origins and Early Contributions of Spod

Rusaw,

Fisher

2017

Public Administration Quarterly

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This article describes the foundations of training and professional development in government and the beginnings of the American Society for Public Administration's (ASPA) Section on Professional and Organizational Development (SPOD). It summarizes the philosophical contributions of public sector political and economic reforms, human relations approaches to management, and socio-technical applications to organizational development and training. The article also highlights key changes in the decade between 1965 and 1975 that fostered the emergence of SPOD, such as the rapid growth of federal government and the demands for social and economic changes. It concludes with reflections on the founding of SPOD from an early member.

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Research on the Consulting Process.

Cited by 8 publications

References 0 publications

A systematic and relational approach to obtaining curriculum consistency in corporate education

A systematic and relational approach to obtaining curriculum consistency in corporate education

Questionnaire d’efficacité de la consultation : élaboration et validation préliminaire d’une échelle de mesure de l’efficacité de la consultation en gestion

Promoting Training and Professional Development in Government: The Origins and Early Contributions of Spod

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