ABSTRACT
This chapter discusses the issues concerning the construct validity and measurement of employee development. It focuses on conceptual model that serves as an organizing framework. To understand the construct of employee development, it is necessary to differentiate employee development from training, identify dimensions on which development activities might differ, and identify the types of development activities. To understand the construct of employee development, it is necessary to differentiate employee development from training, identify dimensions on which development activities might differ, and identify the types of development activities. The practitioner and academic literature suggests that there are four types of development activities: employee assessment, job experiences, formal courses and seminars, and relationships. The chapter highlights the relationship among development activities, learning outcomes, and learning environments. Social learning theory, expectancy theory, goal setting theory, theory of reasoned action, and contract theory are frameworks used to better understand individual's decision to participate in development activities.
