Manajemen | Fakultas Ekonomi Universitas Maritim Raja Ali Haji joeb.83.5.309-312
Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Book Review
Susan R. Feather-Gannon PhD & Peter J. McAliney CMC PMP
To cite this article: Susan R. Feather-Gannon PhD & Peter J. McAliney CMC PMP (2008) Book
Review, Journal of Education for Business, 83:5, 309-312, DOI: 10.3200/JOEB.83.5.309-312
To link to this article: http://dx.doi.org/10.3200/JOEB.83.5.309-312
Published online: 07 Aug 2010.
Submit your article to this journal
Article views: 11
View related articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji]
Date: 11 January 2016, At: 23:13
BOOKREVIEW
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
O’Connor,Bridget,Bronner,Michael,
&Delaney,Chester.Learningat
Work:HowtoSupportIndividualand
OrganizationalLearning.
Amherst,MA:HRDPress.2007.418pp.
ISBN978-1-5996-056-2.$44.95.
H
ow best to lead learning—not
training—is the overall message
of Learning at Work: How to Support
Individual and Organizational Learning.Whetheryouareacorporateeducator or an academic, you will find this
text’s approach to instructional design
andthemanagementofthelearningand
performance function in organizations
both novel and useful. In Learning at
Work,O’Connor,Bronner,andDelaney
identify and analyze the processes of
learning that regularly transpire in the
workplace and how to organize those
processes for maximum efficiency and
effectiveness. O’Connor and Bronner,
professorsofbusinesseducationatNew
York University, and Delaney, a seasonedNewYorkCity–basedworkplace
learning professional, wrote this book
by drawing on their extensive observationsofworkpracticesandtheirknowledgeoflearningtheoryandinstructionaldesign.Theiroverridingintentwasto
shed light on the vital role of learning
leadershipwithinaworkplace.
The authors provide an introduction
that sets the stage and emphasizes the
evolvingvocabularyassociatedwiththe
roleofaworkplacelearningprofessional. Additionally, the authors describe
theformatofthebook,whichisneatly
divided into 5 parts and 12 chapters,
withchapters1and12servingasbookends.Inchapter1,theauthorsestablish
theneedfororganizationallearning.In
chapter 12, they provide strategies for
maintaining a professional edge as a
workplace learning professional. Parts
and chapters in between are organized
around the authors’ action-researchbased instructional development cycle
and management practices and issues.
Each chapter ends with a summary of
the key points discussed, questions for
groupdiscussion,ideasforprojectsthat
wouldputconceptsintoaction,andalist
of additional resources. Each part ends
with perspectives from well-regarded
practitioners in the field of workplace
learning,includingCaptainMikeBarger
(chieflearningofficer,JetBlueAirways)
andDr.RebeccaRay(seniorvicepresident, MasterCard International). These
VoicesFromtheFieldsharetheirviews
on the content in that section, further
tyingtheorytopractice.
Theauthorsbegintheprologuetopart
2,“NeedsAssessmentandEvaluation,”
with the statement, “The very raison
d’etre of a learning and performance
department is to ensure that the right
peoplelearntherightthingsattheright
time, and in the right priority order”
(p.39),athemethatisrepeatedthroughoutthebook.Thetwochaptersinpart2
include both rationales for conducting
needsassessmentsandevaluationstrategies and the tools to help you do so.
“Assessment”(chapter2)and“Evaluation”(chapter3)aresidebysideinthe
instructional development cycle: The
outcome of an evaluation spirals into
needs assessment data for revised or
new offerings. Chapter 4, “Collecting
and Analyzing Needs Assessment and
EvaluationData,”providesanoverview
ofhowtocreateandusedatacollection
instruments and how to make sense of
thedataanduseittomeetyourgoals.
Looking at workplace learning both
from the classroom and as a natural
learning environment in part 2, the
authors raise several key issues. First,
they refute the belief that theory and
practiceare“antagonistictoeachother”
(p.131).Infact,chapter5,“Appreciating
Theoretical Perspectives on Workplace
Learning,” provides a concise, easyto-understand overview of (a) learning
theory to support instructional design
and(b)howpeoplelearnthroughwork
practices. Also included is a discussion of the role of experience in adult
learning,learningstyles,andmotivation
theory—equally important topics for
theworkplacelearningprofessionaland
thoseinacademia.Thatdiscussionsets
thestageforinstructionaldesigntenets
(chapter 6) and for instructional strategies in the classroom (chapter 7) and
through work (chapter 8). Throughout
the book, there are forms, worksheets,
and case studies (including a terrific
caserelatedtocoaching)usefulforboth
practitioners and educators. The link
fromtheorytopracticeisalwaysapparent.Thisapproachisnotfoundinother
trainingtextbooksthatwehaveconsideredforuseintheclassroom.
Part4(chapters9–11)isallbusiness:
the business of running a learning and
performance department. Those in academicsettingscanusechapter9,“Writing the Training Proposal,” as the basis
forastudentprojectassignment,whereas
consultantscanusethatchapterasablueprintforwhatgoesintotheproposalsthat
theypreparefortheirclients.Througha
well-developed training proposal, workplace-learning professionals can ensure
that their learning initiatives are well
thought through and clear to decision
makerswhomightbeapprovingthem.
Whatistheroleofworkplacelearning professionals in organizational
change efforts? In chapter 10, “Supporting Change in the Workplace,” the
authorsprovideaquickstudyoforganizational development theory and practice,callingforthepartnershipbetween
learning professionals and their clients
and emphasizing strategies for organizational change through the use of
facilitation skills. Chapter 11, “AdministeringWorkplaceLearningPrograms,”
may not be the most glamorous of the
chapters, but if you are managing a
learningandperformancefunction,you
will find sample program descriptions,
adviceonselectingregistrationsystems,
as well as numerous checklists and
worksheetsthatcanhelptoensurethat
yourdepartmentandlearninginitiatives
runsmoothly.
May/June2008
309
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
Thelastchapterisworththepriceof
this book. Often considered “shoemaker’s children,” those in the business of
supportinglearningoftenoverlooktheir
own professional development. There,
youwillfindalistofto-dostoensurethat
you take charge of your career, includingasystematicreadingplan.Theseare
thingsthateveryoneneedstodo.
Theauthors’contributionstothefield
of workplace learning in this book are
impressive.Wehavenotseenabookthat
addresses both the management issues
andthedesigntenetsrelatedtosupportingindividualandorganizationallearning. O’Connor, Bronner, and Delaney
incorporatealltheseissues,resultingin
anewappreciationandnewvocabulary
to take the emphasis from training to
learning.Puttingtheorganization’sand
learners’ needs first and including the
workplacelearningprofessionalin—but
not confining that professional to—the
classroom results in learning strategies
that work.As you read this book, you
canassessyourlearningexperiencesin
theworkplaceandconsiderbothclassroom initiatives and initiatives such as
on-the-job learning, mentoring, networking, and coaching as parts of the
310
JournalofEducationforBusiness
continuum of learning initiatives that
can help organizations and individuals
toreachtheirgoals.
This book is the third edition of
Training for Organizations (SouthWestern Educational Publishing, 1996,
2002).Butitistrulyacompleterewrite,
showing how the field of training and
development has been transformed to
thatoflearningandperformanceinthe
21st century. The book is thick (418
pages),andthetypeseemslarge(especially when compared to that of the
2nd edition), making it seem slightly
less scholarly than the previous versions of the book. Moreover, there is
no index—making use of the publication as a reference book somewhat
tricky. Additionally, educators would
benefit from accompanying instructor
resources: PowerPoint presentations, a
testbank,andsuggestionsforteaching
thecontent.Still,HRDPressisknown
foritstradepublications,notforitstextbooks, and the authors do incorporate
objectives for each chapter, cases, and
forms,whichacademicianscouldusein
theirclasses.
Overall, Learning atWork is a comprehensive resource. Its content and
complementary support materials providealltheinformationandtoolsthatare
necessary from program conception to
completion, measurement, and debriefing.A complete training proposal is in
the appendix, with templates, checklists, and even logistical considerations
forinstructionaldelivery.Foranyareas
thatyouwishtoexploreinmoredepth,
the list of learning resources—organizations, Web sites, publications—introducedthroughoutthebookcouldprove
tobeaninvaluabletimesaver.Ifyouare
a beginning or experienced workplace
learningprofessionaloragraduatelevel
studentofhighereducationorworkplace
learning, Learning atWork is a worthy
reference book. This one learning or
train-the-trainer resource provides the
breadth and depth necessary to support
yourneedsforindividualandorganizationalworkplacelearning.
SusanR.Feather-Gannon,PhD
PaceUniversity
NewYork
PeterJ.McAliney,CMCPMP
Chenery&Company,Principal
Westfield,NJ
Copyright©2008HeldrefPublications
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
����������������
�����������
���������������
�����������������������������������������������������������������������������
�������������������������������������������������������������������������������
��������������������������������������������������������������������������
���������������������������������������������������������������������������
�������������������������������������������������������������������������
��������������������������������������������������������������������������
�������������������������������������������������������������������������
�����������������������������������������������������������������
�����������������������
�������������������������������
������������������������������������������
�������������������������������������������������������������
������������������������������
�������������������������������������
�������������������������������������������
������ � �� � �� � ��� ����
� � � �� � � ����
� � � � � � �� � � � �� ����������
�� � � � �� � � ����� � �� ������������
� �� ����������� � �� � �� ���� ������
� � ��� �� ��������
Journal
of
E ducation
B usiness
for
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
ScopeofJEB
TheJOURNALOFEDUCATIONFOR
BUSINESSfeaturesoriginalbasicandappliedresearch
articlesinaccounting,communications,economics,finance,
informationsystems,informationtechnology,management,
managementinformationsystems(MIS),marketing,and
emergingdisciplines.Articlesareselectedthroughablind
peer-reviewprocess.
Thejournalentertainsarticlesthatdealwithsignificant
trendsandissuesaffectingeducationforbusiness;curriculumdevelopmentandevaluationofeducationalprogramsin
traditionalandnontraditionalsettings;theprocessofinstructioninaccountingandfinance,businessfundamentals(math,
law,economics,communications,organization),consumer
economics,management,marketing,microcomputers,and
officesystems(officesupportstafftraining,information
processing).Articlesreviewandreportonsuccessfulinnovationsandpractice,proposetheoreticalformulations,oradvocatepositionsonimportantandcontroversialissues.
InstructionstoContributors
Contributorsshouldsubmitablindedcopyoftheirmanuscripttohttp://mc.manuscriptcentral.com/
heldref/jebs
Includethenamesandcontactinformationforall
authorsinaseparatecoverletter;thisfileshouldbesubmittedinthespaceprovidedforcoverlettersorattached
asaseparatefiledesignated“notforreview.”
Authorsshouldprovideuptofivekeywordsforindexing(exceptforbookreviews)andadheretothePublication
Manual,5thed.,AmericanPsychologicalAssociation,Washington,DC,2001,forstyleguidelinesinthepreparationof
manuscripts.
Oncereceived,manuscriptsarereviewedbyaconsulting
editorandoneoftheexecutiveeditors.Thereviewprocess
takesapproximately3months.Authorsofacceptedmanuscriptsreceivecomplimentaryonlineaccesstotheissuein
whichtheirarticleorreviewappears.
RegularManuscripts
Regularmanuscriptsshouldnormallynotexceed4,000
words,shouldnotbesimultaneouslysubmittedelsewhere,
andshouldnothavebeenpreviouslypublished.Ifdata
havebeenusedinapriorstudy,authorsmustindicate
thatthenewstudyisafollow-uptothepreviousone.
•Submitblindedcopiesofanytablesandfiguresasseparate
files.
•Reproductionsoffigures(graphsandcharts)maybesubmittedforreviewpurposes,buttheoriginalsmustbesuppliedifthemanuscriptisacceptedforpublication.Tables
andfiguresshouldbepreparedinaccordancewiththe
instructionsgivenintheAPA’sPublicationManual(seepp.
120–162).
•Avoidexplanatorynoteswheneverpossiblebyincorporatingtheircontentintothetext.Foressentialnotes,identify
themwithconsecutivesuperscriptsandlisttheminasectionentitledNOTESattheendofthetext.
•Anabstractof75–100wordsshouldbeprovidedonthe
firstpage.
RevisionsnotpreviouslysubmittedonManuscriptCentral
mustbesubmittedasnewmanuscriptsandwillbegivennew
manuscriptnumbers.Forreferencepurposes,pleaseindicatethepreviousmanuscriptnumberwhereprompted
todoso.Thereviseddocumentshouldshowallchanges
(e.g.,inTrackChangesoradifferentfontcolor).Please
alsoincludeablindedcopyoftheresponsetothereviewers’
comments,whichshouldbesubmittedasa“supplementary
fileforreview.”Aswithallsubmissions,thenamesandcontactinformationforauthorsshouldappearonlyinthecover
letter.
BookReviews
•Bookreviewsmustbebetween1,250and1,500words.
Thefocusofbookreviewedmustdirectlyrelatetoissues
coveredinthejournal.
•Includethebookauthor,title,ISBNnumber,cost,publisher,edition,anddatepublished.
•Reviewsshouldincludethefollowingelements:scopeof
textandtargetmarket;levelofexperiencerequiredforthe
reader;typeofinformationprovidedinthetext;maintopicsincludedinthetext;alistingofthebook’sstrengthsand
weaknesses;recommendationforitsuse.
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Book Review
Susan R. Feather-Gannon PhD & Peter J. McAliney CMC PMP
To cite this article: Susan R. Feather-Gannon PhD & Peter J. McAliney CMC PMP (2008) Book
Review, Journal of Education for Business, 83:5, 309-312, DOI: 10.3200/JOEB.83.5.309-312
To link to this article: http://dx.doi.org/10.3200/JOEB.83.5.309-312
Published online: 07 Aug 2010.
Submit your article to this journal
Article views: 11
View related articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji]
Date: 11 January 2016, At: 23:13
BOOKREVIEW
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
O’Connor,Bridget,Bronner,Michael,
&Delaney,Chester.Learningat
Work:HowtoSupportIndividualand
OrganizationalLearning.
Amherst,MA:HRDPress.2007.418pp.
ISBN978-1-5996-056-2.$44.95.
H
ow best to lead learning—not
training—is the overall message
of Learning at Work: How to Support
Individual and Organizational Learning.Whetheryouareacorporateeducator or an academic, you will find this
text’s approach to instructional design
andthemanagementofthelearningand
performance function in organizations
both novel and useful. In Learning at
Work,O’Connor,Bronner,andDelaney
identify and analyze the processes of
learning that regularly transpire in the
workplace and how to organize those
processes for maximum efficiency and
effectiveness. O’Connor and Bronner,
professorsofbusinesseducationatNew
York University, and Delaney, a seasonedNewYorkCity–basedworkplace
learning professional, wrote this book
by drawing on their extensive observationsofworkpracticesandtheirknowledgeoflearningtheoryandinstructionaldesign.Theiroverridingintentwasto
shed light on the vital role of learning
leadershipwithinaworkplace.
The authors provide an introduction
that sets the stage and emphasizes the
evolvingvocabularyassociatedwiththe
roleofaworkplacelearningprofessional. Additionally, the authors describe
theformatofthebook,whichisneatly
divided into 5 parts and 12 chapters,
withchapters1and12servingasbookends.Inchapter1,theauthorsestablish
theneedfororganizationallearning.In
chapter 12, they provide strategies for
maintaining a professional edge as a
workplace learning professional. Parts
and chapters in between are organized
around the authors’ action-researchbased instructional development cycle
and management practices and issues.
Each chapter ends with a summary of
the key points discussed, questions for
groupdiscussion,ideasforprojectsthat
wouldputconceptsintoaction,andalist
of additional resources. Each part ends
with perspectives from well-regarded
practitioners in the field of workplace
learning,includingCaptainMikeBarger
(chieflearningofficer,JetBlueAirways)
andDr.RebeccaRay(seniorvicepresident, MasterCard International). These
VoicesFromtheFieldsharetheirviews
on the content in that section, further
tyingtheorytopractice.
Theauthorsbegintheprologuetopart
2,“NeedsAssessmentandEvaluation,”
with the statement, “The very raison
d’etre of a learning and performance
department is to ensure that the right
peoplelearntherightthingsattheright
time, and in the right priority order”
(p.39),athemethatisrepeatedthroughoutthebook.Thetwochaptersinpart2
include both rationales for conducting
needsassessmentsandevaluationstrategies and the tools to help you do so.
“Assessment”(chapter2)and“Evaluation”(chapter3)aresidebysideinthe
instructional development cycle: The
outcome of an evaluation spirals into
needs assessment data for revised or
new offerings. Chapter 4, “Collecting
and Analyzing Needs Assessment and
EvaluationData,”providesanoverview
ofhowtocreateandusedatacollection
instruments and how to make sense of
thedataanduseittomeetyourgoals.
Looking at workplace learning both
from the classroom and as a natural
learning environment in part 2, the
authors raise several key issues. First,
they refute the belief that theory and
practiceare“antagonistictoeachother”
(p.131).Infact,chapter5,“Appreciating
Theoretical Perspectives on Workplace
Learning,” provides a concise, easyto-understand overview of (a) learning
theory to support instructional design
and(b)howpeoplelearnthroughwork
practices. Also included is a discussion of the role of experience in adult
learning,learningstyles,andmotivation
theory—equally important topics for
theworkplacelearningprofessionaland
thoseinacademia.Thatdiscussionsets
thestageforinstructionaldesigntenets
(chapter 6) and for instructional strategies in the classroom (chapter 7) and
through work (chapter 8). Throughout
the book, there are forms, worksheets,
and case studies (including a terrific
caserelatedtocoaching)usefulforboth
practitioners and educators. The link
fromtheorytopracticeisalwaysapparent.Thisapproachisnotfoundinother
trainingtextbooksthatwehaveconsideredforuseintheclassroom.
Part4(chapters9–11)isallbusiness:
the business of running a learning and
performance department. Those in academicsettingscanusechapter9,“Writing the Training Proposal,” as the basis
forastudentprojectassignment,whereas
consultantscanusethatchapterasablueprintforwhatgoesintotheproposalsthat
theypreparefortheirclients.Througha
well-developed training proposal, workplace-learning professionals can ensure
that their learning initiatives are well
thought through and clear to decision
makerswhomightbeapprovingthem.
Whatistheroleofworkplacelearning professionals in organizational
change efforts? In chapter 10, “Supporting Change in the Workplace,” the
authorsprovideaquickstudyoforganizational development theory and practice,callingforthepartnershipbetween
learning professionals and their clients
and emphasizing strategies for organizational change through the use of
facilitation skills. Chapter 11, “AdministeringWorkplaceLearningPrograms,”
may not be the most glamorous of the
chapters, but if you are managing a
learningandperformancefunction,you
will find sample program descriptions,
adviceonselectingregistrationsystems,
as well as numerous checklists and
worksheetsthatcanhelptoensurethat
yourdepartmentandlearninginitiatives
runsmoothly.
May/June2008
309
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
Thelastchapterisworththepriceof
this book. Often considered “shoemaker’s children,” those in the business of
supportinglearningoftenoverlooktheir
own professional development. There,
youwillfindalistofto-dostoensurethat
you take charge of your career, includingasystematicreadingplan.Theseare
thingsthateveryoneneedstodo.
Theauthors’contributionstothefield
of workplace learning in this book are
impressive.Wehavenotseenabookthat
addresses both the management issues
andthedesigntenetsrelatedtosupportingindividualandorganizationallearning. O’Connor, Bronner, and Delaney
incorporatealltheseissues,resultingin
anewappreciationandnewvocabulary
to take the emphasis from training to
learning.Puttingtheorganization’sand
learners’ needs first and including the
workplacelearningprofessionalin—but
not confining that professional to—the
classroom results in learning strategies
that work.As you read this book, you
canassessyourlearningexperiencesin
theworkplaceandconsiderbothclassroom initiatives and initiatives such as
on-the-job learning, mentoring, networking, and coaching as parts of the
310
JournalofEducationforBusiness
continuum of learning initiatives that
can help organizations and individuals
toreachtheirgoals.
This book is the third edition of
Training for Organizations (SouthWestern Educational Publishing, 1996,
2002).Butitistrulyacompleterewrite,
showing how the field of training and
development has been transformed to
thatoflearningandperformanceinthe
21st century. The book is thick (418
pages),andthetypeseemslarge(especially when compared to that of the
2nd edition), making it seem slightly
less scholarly than the previous versions of the book. Moreover, there is
no index—making use of the publication as a reference book somewhat
tricky. Additionally, educators would
benefit from accompanying instructor
resources: PowerPoint presentations, a
testbank,andsuggestionsforteaching
thecontent.Still,HRDPressisknown
foritstradepublications,notforitstextbooks, and the authors do incorporate
objectives for each chapter, cases, and
forms,whichacademicianscouldusein
theirclasses.
Overall, Learning atWork is a comprehensive resource. Its content and
complementary support materials providealltheinformationandtoolsthatare
necessary from program conception to
completion, measurement, and debriefing.A complete training proposal is in
the appendix, with templates, checklists, and even logistical considerations
forinstructionaldelivery.Foranyareas
thatyouwishtoexploreinmoredepth,
the list of learning resources—organizations, Web sites, publications—introducedthroughoutthebookcouldprove
tobeaninvaluabletimesaver.Ifyouare
a beginning or experienced workplace
learningprofessionaloragraduatelevel
studentofhighereducationorworkplace
learning, Learning atWork is a worthy
reference book. This one learning or
train-the-trainer resource provides the
breadth and depth necessary to support
yourneedsforindividualandorganizationalworkplacelearning.
SusanR.Feather-Gannon,PhD
PaceUniversity
NewYork
PeterJ.McAliney,CMCPMP
Chenery&Company,Principal
Westfield,NJ
Copyright©2008HeldrefPublications
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
����������������
�����������
���������������
�����������������������������������������������������������������������������
�������������������������������������������������������������������������������
��������������������������������������������������������������������������
���������������������������������������������������������������������������
�������������������������������������������������������������������������
��������������������������������������������������������������������������
�������������������������������������������������������������������������
�����������������������������������������������������������������
�����������������������
�������������������������������
������������������������������������������
�������������������������������������������������������������
������������������������������
�������������������������������������
�������������������������������������������
������ � �� � �� � ��� ����
� � � �� � � ����
� � � � � � �� � � � �� ����������
�� � � � �� � � ����� � �� ������������
� �� ����������� � �� � �� ���� ������
� � ��� �� ��������
Journal
of
E ducation
B usiness
for
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:13 11 January 2016
ScopeofJEB
TheJOURNALOFEDUCATIONFOR
BUSINESSfeaturesoriginalbasicandappliedresearch
articlesinaccounting,communications,economics,finance,
informationsystems,informationtechnology,management,
managementinformationsystems(MIS),marketing,and
emergingdisciplines.Articlesareselectedthroughablind
peer-reviewprocess.
Thejournalentertainsarticlesthatdealwithsignificant
trendsandissuesaffectingeducationforbusiness;curriculumdevelopmentandevaluationofeducationalprogramsin
traditionalandnontraditionalsettings;theprocessofinstructioninaccountingandfinance,businessfundamentals(math,
law,economics,communications,organization),consumer
economics,management,marketing,microcomputers,and
officesystems(officesupportstafftraining,information
processing).Articlesreviewandreportonsuccessfulinnovationsandpractice,proposetheoreticalformulations,oradvocatepositionsonimportantandcontroversialissues.
InstructionstoContributors
Contributorsshouldsubmitablindedcopyoftheirmanuscripttohttp://mc.manuscriptcentral.com/
heldref/jebs
Includethenamesandcontactinformationforall
authorsinaseparatecoverletter;thisfileshouldbesubmittedinthespaceprovidedforcoverlettersorattached
asaseparatefiledesignated“notforreview.”
Authorsshouldprovideuptofivekeywordsforindexing(exceptforbookreviews)andadheretothePublication
Manual,5thed.,AmericanPsychologicalAssociation,Washington,DC,2001,forstyleguidelinesinthepreparationof
manuscripts.
Oncereceived,manuscriptsarereviewedbyaconsulting
editorandoneoftheexecutiveeditors.Thereviewprocess
takesapproximately3months.Authorsofacceptedmanuscriptsreceivecomplimentaryonlineaccesstotheissuein
whichtheirarticleorreviewappears.
RegularManuscripts
Regularmanuscriptsshouldnormallynotexceed4,000
words,shouldnotbesimultaneouslysubmittedelsewhere,
andshouldnothavebeenpreviouslypublished.Ifdata
havebeenusedinapriorstudy,authorsmustindicate
thatthenewstudyisafollow-uptothepreviousone.
•Submitblindedcopiesofanytablesandfiguresasseparate
files.
•Reproductionsoffigures(graphsandcharts)maybesubmittedforreviewpurposes,buttheoriginalsmustbesuppliedifthemanuscriptisacceptedforpublication.Tables
andfiguresshouldbepreparedinaccordancewiththe
instructionsgivenintheAPA’sPublicationManual(seepp.
120–162).
•Avoidexplanatorynoteswheneverpossiblebyincorporatingtheircontentintothetext.Foressentialnotes,identify
themwithconsecutivesuperscriptsandlisttheminasectionentitledNOTESattheendofthetext.
•Anabstractof75–100wordsshouldbeprovidedonthe
firstpage.
RevisionsnotpreviouslysubmittedonManuscriptCentral
mustbesubmittedasnewmanuscriptsandwillbegivennew
manuscriptnumbers.Forreferencepurposes,pleaseindicatethepreviousmanuscriptnumberwhereprompted
todoso.Thereviseddocumentshouldshowallchanges
(e.g.,inTrackChangesoradifferentfontcolor).Please
alsoincludeablindedcopyoftheresponsetothereviewers’
comments,whichshouldbesubmittedasa“supplementary
fileforreview.”Aswithallsubmissions,thenamesandcontactinformationforauthorsshouldappearonlyinthecover
letter.
BookReviews
•Bookreviewsmustbebetween1,250and1,500words.
Thefocusofbookreviewedmustdirectlyrelatetoissues
coveredinthejournal.
•Includethebookauthor,title,ISBNnumber,cost,publisher,edition,anddatepublished.
•Reviewsshouldincludethefollowingelements:scopeof
textandtargetmarket;levelofexperiencerequiredforthe
reader;typeofinformationprovidedinthetext;maintopicsincludedinthetext;alistingofthebook’sstrengthsand
weaknesses;recommendationforitsuse.