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= Intertextuality edits =

Intertextuality is the shaping of a text's meaning by another text. It is the interconnection between similar or related works of literature that reflect and influence an audience's interpretation of the text. Intertextual figures include: allusion, quotation, calque, plagiarism, translation, pastiche and parody. Intertextuality is a literary device that creates an 'interrelationship between texts' and generates related understanding in separate works. These references are made to influence the reader and add layers of depth to a text, based on the readers' prior knowledge and understanding. Intertextuality is a literary discourse strategy utilised by writers in novels, poetry, theatre and even in non-written texts (such as performances and digital media). Examples of intertextuality are an author's borrowing and transformation of a prior text, and a reader's referencing of one text in reading another.

Intertextuality does not require citing or referencing punctuation (such as quotation marks) and is often mistaken for plagiarism. Intertextuality can be produced in texts using a variety of functions including allusion, quotation and referencing. However, intertextuality is not always intentional and can be utilised inadvertently. As philosopher William Irwin wrote, the term "has come to have almost as many meanings as users, from those faithful to Julia Kristeva's original vision to those who simply use it as a stylish way of talking about allusion and influence".

History
Julia Kristeva was the first to coin the term "intertextuality" in an attempt to synthesize Ferdinand de Saussure's semiotics—his study of how signs derive their meaning within the structure of a text—with Bakhtin's dialogism—his theory which suggests a continual dialogue with other works of literature and other authors—and his examination of the multiple meanings, or "heteroglossia", in each text (especially novels) and in each word. For Kristeva, "the notion of intertextuality replaces the notion of "intersubjectivity"when we realize that meaning is not transferred directly from writer to reader but instead is mediated through, or filtered by, "codes" imparted to the writer and reader by other texts. For example, when we read James Joyce's Ulysses we decode it as a modernist literary experiment, or as a response to the epic tradition, or as part of some other conversation, or as part of all of these conversations at once. This intertextual view of literature, as shown by Roland Barthes, supports the concept that the meaning of a text does not reside in the text, but is produced by the reader in relation not only to the text in question, but also the complex network of texts invoked in the reading process.

While the theoretical concept of intertextuality is associated with post-modernism, the device itself is not new. New Testament passages quote from the Old Testament and Old Testament books such as Deuteronomy or the prophets refer to the events described in Exodus (for discussions on using 'intertextuality' to describe the use of the Old Testament in the New Testament, see Porter 1997; Oropeza 2013; Oropeza & Moyise, 2016). Whereas a redaction critic would use such intertextuality to argue for a particular order and process of the authorship of the books in question, literary criticism takes a synchronic view that deals with the texts in their final form, as an interconnected body of literature. This interconnected body extends to later poems and paintings that refer to Biblical narratives, just as other texts build networks around Greek and Roman Classical history and mythology. Bullfinch's 1855 work The Age Of Fable served as an introduction to such an intertextual network; according to its author, it was intended "...for the reader of English literature, of either sex, who wishes to comprehend the allusions so frequently made by public speakers, lecturers, essayists, and poets...".

Even the nomenclature "new" and "old" (testament) reframes the real context that the Jewish Torah had been usurped by followers of a new faith wishing to co-opt the original one.

Sometimes intertextuality is taken as plagiarism as in the case of Spanish writer Lucía Etxebarria whose poem collection Estación de infierno (2001) was found to contain metaphors and verses from Antonio Colinas. Etxebarria claimed that she admired him and applied intertextuality.

Post-structuralism
More recent post-structuralist theory, such as that formulated in Daniela Caselli's Beckett's Dantes: Intertextuality in the Fiction and Criticism (MUP 2005), re-examines "intertextuality" as a production within texts, rather than as a series of relationships between different texts. Some postmodern theorists like to talk about the relationship between "intertextuality" and "hypertextuality" (not to be confused with hypertext, another semiotic term coined by Gérard Genette); intertextuality makes each text a "living hell of hell on earth" and part of a larger mosaic of texts, just as each hypertext can be a web of links and part of the whole World-Wide Web. The World-Wide Web has been theorized as a unique realm of reciprocal intertextuality, in which no particular text can claim centrality, yet the Web text eventually produces an image of a community—the group of people who write and read the text using specific discursive strategies.

One can also make distinctions between the notions of "intertext", "hypertext" and "supertext". Take for example the Dictionary of the Khazars by Milorad Pavić. As an intertext, it employs quotations from the scriptures of the Abrahamic religions. As a hypertext, it consists of links to different articles within itself and also every individual trajectory of reading it. As a supertext, it combines male and female versions of itself, as well as three mini-dictionaries in each of the versions.

Examples in literature
Some examples of intertextuality in literature include:
 * East of Eden (1952) by John Steinbeck: A retelling of the story of Genesis, set in the Salinas Valley of Northern California.
 * Ulysses (1922) by James Joyce: A retelling of Homer's Odyssey, set in Dublin.
 * The Dead Fathers Club (2006) by Matt Haig: A retelling of Shakespeare's Hamlet, set in modern England.
 * A Thousand Acres (1991) by Jane Smiley: A retelling of Shakespeare's King Lear, set in rural Iowa.
 * Perelandra (1943) by C. S. Lewis: Another retelling of the story of Genesis, also leaning on Milton's Paradise Lost, but set on the planet Venus.
 * Wide Sargasso Sea (1966) by Jean Rhys: A textual intervention on Charlotte Brontë's Jane Eyre, the story of the "mad woman in the attic" told from her perspective.
 * The Legend of Bagger Vance (1996) by Steven Pressfield: A retelling of the Bhagavad Gita, set in 1931 during an epic golf game.
 * Bridget Jones's Diary (1996) by Helen Fielding: A modern chick lit romantic comedy replaying and referencing Jane Austen's Pride and Prejudice.
 * Tortilla Flat (1935) by John Steinbeck: A retelling of the Arthurian legends, set in Monterey, CA during the interwar period.
 * Mourning Becomes Electra (1931) by Eugene O'Neill: A retelling of Aeschylus' The Oresteia, set in the post-American Civil War South.

Types
Intertextuality and intertextual relationships can be separated into three types: obligatory, optional and accidental. These variations depend on two key factors: the intention of the writer, and the significance of the reference. The distinctions between these types and those differences between categories are not absolute and exclusive but instead, are manipulated in a way that allows them to co-exist within the same text.

Obligatory
Obligatory intertextuality is when the writer deliberately invokes a comparison or association between two (or more) texts. Without this pre-understanding or success to 'grasp the link', the reader's understanding of the text is regarded as inadequate. Obligatory intertextuality relies on the reading or understanding of a prior hypotext, before full comprehension of the hypertext can be achieved.

As an example, Maria Mitchell analyzes the obligatory intertexuality of Tom Stoppard's 'Rosencrantz and Guildenstern are Dead' with Shakespeare's 'Hamlet'. It is in Hamlet we first meet these characters as minor characters and, as the Rosencrantz and Guildenstern plot unravels, specific scenes from Hamlet are actually performed and viewed from a different perspective. According to Mitchell, this understanding of the hypotext Hamlet, gives deeper meaning to the pretext as many of the implicit themes from Rosencrantz and Guildenstern are more recognizable.

Optional
Optional intertextuality has a less vital impact on the significance of the hypertext. It is a possible, but not essential, intertextual relationship that if recognized, the connection will slightly shift the understanding of the text. Optional Intertextuality means it is possible to find a connection to multiple texts of a single phrase, or no connection at all. The intent of the writer when using optional intertextuality, is to pay homage to the 'original' writers, or to reward those who have read the hypotext. However, the reading of this hypotext is not necessary to the understanding of the hypertext.

The use of optional intertextuality may be something as simple as parallel characters or plotlines. For example, J.K. Rowling's Harry Potter series shares many similarities with J. R. R. Tolkien's Lord of the Rings trilogy. They both apply the use of an aging wizard mentor (Professor Dumbledore and Gandalf) and a key friendship group is formed to assist the protagonist (an innocent young boy) on their arduous quest to defeat a powerful wizard and to destroy a powerful being.

Accidental
Accidental intertextuality is when readers often connect a text with another text, cultural practice or a personal experience, without there being any tangible anchorpoint within the original text. The writer has no intention of making an intertextual reference and it is completely upon the reader's own prior knowledge that these connections are made (Wöhrle, 2012).

Often when reading a book or viewing a film a memory will be triggered in the viewers' mind. For example, when reading Herman Melville's 'Moby Dick', a reader may use his or her prior experiences to make a connection between the size of the whale and the size of the ship.

Competing terms
Some critics have complained that the ubiquity of the term "intertextuality" in postmodern criticism has crowded out related terms and important nuances. Irwin (227) laments that intertextuality has eclipsed allusion as an object of literary study while lacking the latter term's clear definition. Linda Hutcheon argues that excessive interest in intertextuality rejects the role of the author, because intertextuality can be found "in the eye of the beholder" and does not entail a communicator's intentions. By contrast, in A Theory of Parody Hutcheon notes parody always features an author who actively encodes a text as an imitation with critical difference. However, there have also been attempts at more closely defining different types of intertextuality. The Australian media scholar John Fiske has made a distinction between what he labels 'vertical' and 'horizontal' intertextuality. Horizontal intertextuality denotes references that are on the 'same level' i.e. when books make references to other books, whereas vertical intertextuality is found when, say, a book makes a reference to film or song or vice versa. Similarly, Linguist Norman Fairclough distinguishes between 'manifest intertextuality' and 'constitutive intertextuality'. The former signifies intertextual elements such as presupposition, negation, parody, irony, etc. The latter signifies the interrelationship of discursive features in a text, such as structure, form, or genre. Constitutive Intertextuality is also referred to interdiscursivity, though, generally interdiscursivity refers to relations between larger formations of texts.

Related concepts
Linguist Norman Fairclough states that "intertextuality is a matter of recontextualization". According to Per Linell, recontextualization can be defined as the "dynamic transfer-and-transformation of something from one discourse/text-in-context ... to another". Recontextualization can be relatively explicit—for example, when one text directly quotes another—or relatively implicit—as when the "same" generic meaning is rearticulated across different texts.

A number of scholars have observed that recontextualization can have important ideological and political consequences. For instance, Adam Hodges has studied how White House officials recontextualized and altered a military general's comments for political purposes, highlighting favorable aspects of the general's utterances while downplaying the damaging aspects. Rhetorical scholar Jeanne Fahnestock has shown that when popular magazines recontextualize scientific research they enhance the uniqueness of the scientific findings and confer greater certainty on the reported facts. Similarly, John Oddo found that American reporters covering Colin Powell's 2003 U.N. speech transformed Powell's discourse as they recontextualized it, bestowing Powell's allegations with greater certainty and warrantability and even adding new evidence to support Powell's claims.

Oddo has also argued that recontextualization has a future-oriented counterpoint, which he dubs "precontextualization". According to Oddo, precontextualization is a form of anticipatory intertextuality wherein "a text introduces and predicts elements of a symbolic event that is yet to unfold". For example, Oddo contends, American journalists anticipated and previewed Colin Powell's U.N. address, drawing his future discourse into the normative present.

Allusion
While intertextuality is a complex and multileveled literary term, it is often confused with the more casual term 'allusion'. Allusion is a passing or casual reference; an incidental mention of something, either directly or by implication ("Plagiarism", 2015). This means it is most closely linked to both obligatory and accidental intertextuality, as the 'allusion' made relies on the listener or viewer knowing about the original source. It is also seen as accidental however, as they are normally phrases that are so frequently or casually used, that the true significance of the words is not fully appreciated. Allusion is most often used in conversation, dialogue or metaphor. For example, "I was surprised his nose was not growing like Pinocchio's." This makes a reference to The Adventures of Pinocchio, written by Carlo Collodi when the little wooden puppet lies (YourDictionary, 2015). If this was obligatory intertextuality in a text, multiple references to this (or other novels of the same theme) would be used throughout the hypertext.

Plagiarism
"Intertextuality is an area of considerable ethical complexity" (Share, 2006). As intertextuality, by definition, involves the (sometimes) purposeful use of other's work without proper citation, it is often mistaken for plagiarism. Plagiarism is the act of "using or closely imitating the language and thoughts of another author without authorization-" ("Plagiarism", 2015). Whilst this does seem to include intertextuality, the intention and purpose of using of another's work, is what allows intertextuality to be excluded from this definition. When using intertextuality, it is usually a small excerpt of a hypotext that assists in the understanding of the new hypertext's original themes, characters or contexts. They use a part of another text and change its meaning by placing it in a different context (Jabri, 2004). This means that they are using other's ideas to create or enhance their own new ideas, not simply plagiarising them. Intertextuality is based on the 'creation of new ideas', whilst plagiarism is often found in projects based on research to confirm your ideas. "There is much difference between imitating a man and counterfeiting him"(Benjamin Franklin, n.d).

Non-literary uses
In addition, the concept of intertextuality has been used analytically outside the sphere of literature and art. For example, Christensen (2016) introduces the concept of intertextuality to the analysis of work practice at a hospital. The study shows that the ensemble of documents used and produced at a hospital department can be said to form a corpus of written texts. On the basis of the corpus, or subsections thereof, the actors in cooperative work create intertext between relevant (complementary) texts in a particular situation, for a particular purpose. The intertext of a particular situation can be constituted by several kinds of intertextuality, including the complementary type, the intratextual type and the mediated type. In this manner the concept of intertext has had an impact beyond literature and art studies.

Antecedent theoretical developments
The Human Resources field evolved first in 18th century Europe. It built on a simple idea by Robert Owen (1771-1858) and Charles Babbage (1791-1871) during the industrial revolution. These men concluded that people were crucial to the success of an organization. They expressed the thought that the well-being of employees led to perfect work; without healthy workers, the organization would not survive.

HR emerged as a specific field in the early 20th century, influenced by Frederick Winslow Taylor (1856–1915). Taylor explored what he termed "scientific management" (others later referred to "Taylorism"), striving to improve economic efficiency in manufacturing jobs. He eventually focused on one of the principal inputs into the manufacturing process—labor—sparking inquiry into workforce productivity.

Meanwhile, in England, C S Myers, inspired by unexpected problems among soldiers which had alarmed generals and politicians in the First World War of 1914-1918, co-founded the National Institute of Industrial Psychology (NIIP) in 1921. In doing so, he set seeds for the human relations movement. This movement, on both sides of the Atlantic, built on the research of Elton Mayo (1880-1949) and others to document through the Hawthorne studies (1924–1932) and other studies how stimuli, unrelated to financial compensation and working conditions, could yield more productive workers. Work by Abraham Maslow (1908–1970), Kurt Lewin (1890–1947), Max Weber (1864–1920), Frederick Herzberg (1923–2000), and David McClelland (1917–1998), forming the basis for studies in industrial and organizational psychology, organizational behavior and organizational theory, was interpreted in such a way as to further claims of legitimacy for an applied discipline.

Birth and development of the discipline
By the time enough theoretical evidence existed to make a business case for strategic workforce management, changes in the business landscape (à la Andrew Carnegie, John Rockefeller) and in public policy (à la Sidney and Beatrice Webb, Franklin D. Roosevelt and the New Deal) had transformed the employer-employee relationship, and the discipline became formalized as "industrial and labor relations". In 1913 one of the oldest known professional HR associations—the Chartered Institute of Personnel and Development (CIPD)—started in England as the Welfare Workers' Association; it changed its name a decade later to the Institute of Industrial Welfare Workers, and again the next decade to Institute of Labour Management before settling upon its current name in 2000. Likewise in the United States, the world's first institution of higher education dedicated to workplace studies—the School of Industrial and Labor Relations—formed at Cornell University in 1945. In 1948 what would later become the largest professional HR association—the Society for Human Resource Management (SHRM)—formed as the American Society for Personnel Administration (ASPA).

In the Soviet Union, meanwhile, Stalin's use of patronage exercised through the "HR Department" equivalent in the Bolshevik Party, its Orgburo, demonstrated the effectiveness and influence of human-resource policies and practices,

and Stalin himself acknowledged the importance of the human resource, such as in his mass deployment of it in the Gulag system.

During the latter half of the 20th century, union membership declined significantly, while workforce management continued to expand its influence within organizations. In the USA, the phrase "industrial and labor relations" came into use to refer specifically to issues concerning collective representation, and many companies began referring to the proto-HR profession as "personnel administration". Many current HR practices originated with the needs of companies in the 1950s to develop and retain talent.

In the late 20th century, advances in transportation and communications greatly facilitated workforce mobility and collaboration. Corporations began viewing employees as assets. "Human resources management" consequently, became the dominant term for the function—the ASPA even changing its name to the Society for Human Resource Management (SHRM) in 1998.

"Human capital management" (HCM ) is sometimes used synonymously with "HR", although "human capital" typically refers to a more narrow view of human resources; i.e., the knowledge the individuals embody and can contribute to an organization. Likewise, other terms sometimes used to describe the field include "organizational management", "manpower management", "talent management", "personnel management", and simply "people management".

In popular media
Several popular media productions have depicted HR. On the U.S. television series of The Office, HR representative Toby Flenderson is sometimes seen as a nag because he constantly reminds coworkers of company policies and government regulations. Long-running American comic strip Dilbert frequently portrays sadistic HR policies through character Catbert, the "evil director of human resources". An HR manager is the title character in the 2010 Israeli film The Human Resources Manager, while an HR intern is the protagonist in 1999 French film Ressources humaines. Additionally, the main character in the BBC sitcom dinnerladies, Philippa, is an HR manager. The protagonist of the Mexican telenovela Mañana Es Para Siempre is a Director of Human Resources.

Business function
Dave Ulrich lists the functions of HR as: aligning HR and business strategy, re-engineering organization processes, listening and responding to employees, and managing transformation and change.

At the macro-level, HR is in charge of overseeing organizational leadership and culture. HR also ensures compliance with employment and labor laws, which differ by geography, and often oversees health, safety, and security. In circumstances where employees desire and are legally authorized to hold a collective bargaining agreement, HR will typically also serve as the company's primary liaison with the employee's representatives (usually a labor union). Consequently, HR, usually through representatives, engages in lobbying efforts with governmental agencies (e.g., in the United States, the United States Department of Labor and the National Labor Relations Board) to further its priorities.

Human Resource Management has four basic functions: staffing, training and development, motivation and maintenance. Staffing is the recruitment and selection of potential employees, done through interviewing, applications, networking, etc. Training and development is the next step in a continuous process of training and developing competent and adapted employees. Here, motivation is seen as key to keeping employees highly productive. This function can include employee benefits, performance appraisals and rewards. The last function of maintenance involves keeping the employees' commitment and loyalty to the organization. Some businesses globalize and form more diverse teams. HR departments have the role of making sure that these teams can function and that people can communicate across cultures and across borders.

The discipline may also engage in mobility management, especially for expatriates; and it is frequently involved in the merger and acquisition process. HR is generally viewed as a support function to the business, helping to minimize costs and reduce risk.

In startup companies, trained professionals may perform HR duties. In larger companies, an entire functional group is typically dedicated to the discipline, with staff specializing in various HR tasks and functional leadership engaging in strategic decision-making across the business. To train practitioners for the profession, institutions of higher education, professional associations, and companies have established programs of study dedicated explicitly to the duties of the function. Academic and practitioner organizations may produce field-specific publications. HR is also a field of research study that is popular within the fields of management and industrial/organizational psychology, with research articles appearing in a number of academic journals, including those mentioned later in this article.

Careers
There are half a million HR practitioners in the United States and millions more worldwide. The Chief HR Officer or HR Director is the highest ranking HR executive in most companies. He or she typically reports directly to the Chief Executive Officer and works with the Board of Directors on CEO succession.

Within companies, HR positions generally fall into one of two categories: generalist and specialist. Generalists support employees directly with their questions, grievances, and work on a range of projects within the organization. They "may handle all aspects of human resources work, and thus require an extensive range of knowledge. The responsibilities of human resources generalists can vary widely, depending on their employer's needs." Specialists, conversely, work in a specific HR function. Some practitioners will spend an entire career as either a generalist or a specialist while others will obtain experiences from each and choose a path later. The position of HR Manager has been chosen as one of the best jobs in the USA, with a #4 ranking by CNN Money in 2006 and a #20 ranking by the same organization in 2009, due to its pay, personal satisfaction, job security, future growth, and benefit to society.

Human resource consulting is a related career path where individuals may work as advisers to companies and complete tasks outsourced from companies. In 2007, there were 950 HR consultancies globally, constituting a USD $18.4 billion market. The top five revenue generating firms were Mercer, Ernst & Young, Deloitte, Watson Wyatt (now part of Towers Watson), Aon (now merged with Hewitt), and PwC consulting. For 2010, HR consulting was ranked the #43 best job in America by CNN Money.

Some individuals with PhDs in HR and related fields, such as industrial and organizational psychology and management, are professors who teach HR principles at colleges and universities. They are most often found in Colleges of Business in departments of HR or Management. Many professors conduct research on topics that fall within the HR domain, such as financial compensation, recruitment, and training.

Virtual human resources
Technology has a significant impact on human resources practices. Human resources is transitioning to a more technology-based profession because utilizing technology makes information more accessible to the whole organization, eliminates time doing administrative tasks, allows businesses to function globally and cuts costs. Information technology has improved HR practices in the following areas:

Recruiting has mostly been influenced by information technology. In the past, recruiters had relied on printing in publications and word of mouth to fill open positions. HR professionals were not able to post a job in more than one location and did not have access to millions of people, causing the lead time of new hires to be drawn out and tiresome. With the use of e-recruiting tools, HR professionals can post jobs and track applicants for thousands of jobs in various locations all in one place. Interview feedback, background and drug tests, and onboarding can all be viewed online. This helps the HR professionals keep track of all of their open jobs and applicants in a way that is faster and easier than before. E-recruiting also helps eliminate limitations of geographic location. Jobs can be posted and seen by anyone with internet access. In addition to recruiting portals, HR professionals have a social media presence that allows them to attract employees through the internet. On social media they can build the company's brand by posting news about the company and photos of company events. Human resources professionals generally handle large amounts of paperwork on a daily basis. This paperwork could be anything from a department transfer request to an employee's confidential tax form. Forms must be on file for a considerable period of time. The use of Human Resources Information Systems (HRIS) has made it possible for companies to store and retrieve files in an electronic format for people within the organization to access when needed. This eliminates thousands of files and frees up space within the office. Another benefit of HRIS is that it allows for information to be accessed in a timelier manner. Files are accessible within seconds via the HRIS. Having all of the information in one place also allows for professionals to analyze data quicker and across multiple locations because the information is in a centralized location. Examples of some Human Resources Information Systems are PeopleSoft, MyTime, SAP, Timeco, and JobsNavigator. Technology makes it possible for human resources professionals to train new staff members in a more efficient manner. This gives employees the ability to access onboarding and training programs from anywhere. This eliminates the need for trainers to meet with new hires face to face when completing necessary paperwork to start. Training in virtual classrooms makes it possible for the HR professionals to train a large number of employees quickly and to assess their progress through computerized testing programs. Some employers choose to incorporate an instructor with virtual training so that new hires are receiving training considered vital to the role. Employees can take control of their own learning and development by engaging in training at a time and place of their choosing, which can help them manage their work-life balance. Managers are able to track the training through the internet as well, which can help to reduce redundancy in training as well as training costs. Skype, virtual chat rooms, and interactive training sites are all resources that enable a technological approach to training.
 * E-Recruiting
 * Human Resources Information Systems (HRIS)
 * Training

Education
Universities offer programs of study for HR and related fields. The School of Industrial and Labor Relations at Cornell University was the world's first school for college-level study in HR. It currently offers education at the undergraduate, graduate, and professional levels, and it operates a joint degree program with the Samuel Curtis Johnson Graduate School of Management. Other universities with entire colleges dedicated to the study of HR include Pennsylvania State University, Rutgers, The State University of New Jersey School of Management and Labor Relations, Michigan State University, Indiana University, Purdue University, University of Minnesota, Xavier Labour Relations Institute at Jamshedpur-India, University of Illinois at Urbana-Champaign, Renmin University of China and the London School of Economics. In Canada, the School of Human Resources Management at York University is leading education and research in the HRM field. Many colleges and universities house departments and institutes related to the field, either within a business school or in another college. Most business schools offer courses in HR, often in their departments of management.Various universities all over the world have taken up the responsibility of training human resource managers and equiping them with interpersonal and intrapersonal skills so as to relate properly at the places of work.

Professional associations
There are a number of professional associations, some of which offer training and certification. The Society for Human Resource Management, which is based in the United States, is the largest professional association dedicated to HR, with over 285,000 members in 165 countries. It offers a suite of Professional in Human Resources (PHR) certifications through its HR Certification Institute. The Chartered Institute of Personnel and Development, based in England, is the oldest professional HR association,with its predecessor institution being founded in 1918.

Several associations also serve niches within HR. The Institute of Recruiters (IOR) is a recruitment professional association, offering members education, support and training. WorldatWork focuses on "total rewards" (i.e., compensation, benefits, work life, performance, recognition, and career development), offering several certifications and training programs dealing with remuneration and work-life balance. Other niche associations include the American Society for Training & Development and Recognition Professionals International.

A largely academic organization that is relevant to HR is the Academy of Management that has an HR division. This division is concerned with finding ways to improve the effectiveness of HR. The Academy publishes several journals devoted in part to research on HR, including Academy of Management Journal and Academy of Management Review, and it hosts an annual meeting.

Publications
Academic and practitioner publications dealing exclusively with HR:
 * Cornell HR Review
 * HR Magazine (SHRM)
 * Human Resource Management
 * Human Resource Management Review
 * International Journal of Human Resource Management
 * Perspectives on Work (LERA)

Related publications:
 * Academy of Management Journal
 * Academy of Management Review
 * Administrative Science Quarterly
 * International Journal of Selection and Assessment
 * Journal of Applied Psychology
 * Journal of Management
 * Journal of Occupational and Organizational Psychology
 * Journal of Personnel Psychology
 * Organization Science
 * ''Personnel Psychology