Learning and development experiences of self-initiated expatriate women in the United Arab Emirates

The article explores self-initiated expatriate women's experiences of working and learning in the United Arab Emirates (UAE). Adler's (Adler, N. 1987. Pacific basin managers: A Gaijin, not a woman. Human Resource Management 26, no. 2: 169–91) seminal study and Tung's (Tung, R.L. 2004. Female expatriates: The model of the global manager. Organizational Dynamics 33: 243–53) research suggest that expatriate women operating in a foreign host culture are categorized as a ‘Third Gender’: host nationals would perceive them as ‘foreign’ first and ‘women’ second, consequently according them different privileged treatment inworkplaces than host national women colleagues. This qualitative study of self-initiated expatriate women highlights how the women's constructions of themselves as ‘foreign’ and ‘female’ in the UAE provide a lens through which they reflect upon their own experiences of learning and development. In the absence of support from their own organizations and/or driven by their own aspirations, the women embarked upon their professional development initiatives; networking, coaching and formal qualifications. Key themes of vulnerability in being a foreigner, gendered workplaces, informal learning and women's agency in their own learning and development emerge from the analysis. The women's experiences suggest that their ‘Third Gender’ identity frames both constraints and opportunities within their social and work environment. The research focus on self-initiated expatriate women developing their professional practice, without the organizational Human Resource Development (HRD) support normally provided for assigned expatriates, is a key contribution to HRD, expatriate and international management literature where gender has tended to be ignored.     

Reconciling autonomy and community: the paradoxical role of HRD

This paper examines the competing discourses of autonomy and community, so long a concern to social theorists but which we argue have been under-theorised by researchers of HRD. We argue that it is this tension, embedded in the assumptions and behaviours of those working within organisations, which has informed a growing concern by HRD practitioners to balance the needs of the individual with those of organisations, a preoccupation which dates at least to the appropriation by organisations of the socio-psychological theories of the human relations movement. The paper examines the most recent attempts to reconcile autonomy and community through the emergence of the new managerial discourses of spirituality and organisational citizenship. We conclude that this quest is inevitably elusive, based as it is on assumptions of trust within organisation relationships which are increasingly challenged by the short term nature of our post-bureaucratic organisational relationships and the fragmentation, instability and the blurring of boundaries. We conclude with a call for HRD to take on the mantle of critical educator and moral conscience raiser to encourage a deeper engagement with social, existential and philosophical questions that lie at the heart of organisational life.     

The impact of gendered power relations in HRD

This study examined how gender and power influence the interpersonal relationships among human resource development (HRD) managers. Specifically, the study focused on the workplace experiences of HRD managers and the strategies they used to negotiate their day-to-day interactions. A qualitative approach was used to examine respondents' experiences as well as the social contexts that framed their workplace relationships. Five female and five male HRD managers were interviewed using critical incident techniques to explore specific workplace interactions. Two major conclusions of the study indicated that the experiences of female and male respondents regarding the exercise of power were profoundly different and that the strategies used by respondents generally reflected the gendered contexts of power.     

An evaluation of the effects of a National Health Service Trust merger on the learning and development of staff

Although mergers are increasingly common amongst National Health Trusts in the UK there is limited research on how National Health Service (NHS) mergers influence the learning and development of staff. This paper bridges the gap in the literature, through a case-study of a recent NHS Trust merger. It gives an account of the delivery of human resource development (HRD) post merger as seen through the eyes of staff from across the merged organization. The data were obtained from 21 unstructured interviews, nine group discussions, two focus group discussions and a form of micro-ethnography. In addition, quantitative data were used for triangulation purposes. Findings show that power differentials, cultural clashes and unequal access to training and development amongst staff have resulted in hostility towards the new organization. However, the strong management structures for professional members of staff have facilitated knowledge exchange across boundaries in the merged organization. The paper concludes by suggesting that without senior managers dealing with cultural issues and inequitable development opportunities, a number of unintended consequences of the merger are likely to occur.     

Korean corporate HRD in transition: issues and challenges

The purpose of this study was to explore the human resource development (HRD) practices of Korean corporations in order to highlight predominant concerns and issues. A comprehensive review of literature and empirical data indicated three recurring practices. The first was that Korean corporate HRD showed a tendency to transform informal communicative practices found in workplace settings into formally structured HRD interventions. By doing so, HRD extended its control throughout all possible types of training and learning experiences occurring in the workplace. Second, as host organizations requested HRD to play the role of strategic business partners, the function of HRD was found to be the regulation of organizational needs by focusing on the development of high potential individuals within organizations. Third, with today's demographic shift such as the increasing elderly population and the increasing number of women in the workplace, the monolithic interventions of HRD seemed no longer appropriate.     

The role and status of women in a rural village in Egypt: Five life stages

Abstract

The issue of gender role appears as a controversial problem in many cultures, but particularly in Islamic cultures. A patriarchal society and the associated attitudes along with certain perceptions and/or interpretations of legal doctrines of Islamic law appear to place women in a secondary and discriminated-against position. The purpose of the present study is to examine the lived experiences of women in rural Egypt today and to determine implications for human resource development (HRD). This study will help those working in HRD to understand the cultural context in which women live and work in order to engage them in meaningful and appropriate ways. Interviews were undertaken with specific women in this village in Egypt, and these women's stories depict various circumstances and life histories. The women will be drawn from across the age span?–?from childhood to the elderly. Some implications for HRD research and practice will be drawn from these stories.     

Learning organization and development of woman managers in Pakistan

Women's participation in economic activities in general and at managerial status in particular is insignificant in Pakistan. Furthermore, the opportunities for professional development of women managers are meagre because of multiple socio-cultural limitations. This paper attempts to draw a profile of female managers focusing, inter alia, on the trend and structure of women's human resource, ratio of employment, work environment and scope of development, efficiency at work, satisfaction level, professional commitment and forces inhibiting women access to jobs under the learning organization perspectives. It also exhibits issues bearing policy implications in regard to the development of women as managers and also as human resource.     

Is it our turn to be CEO yet?

Physician executives continue to have ambitions for the health care CEO role, despite the difficult economic times. And though few have yet been chosen for the position, the expectation is that this will change markedly in the next five to seven years. Today, physician executives have legitimate, relevant professional experiences that directly qualify them for CEO roles in health initiatives. And no executive is more qualified to deal with medical care management issues than the physician executive. Key elements of preparedness are: Executive thinking, bundling projects, and learning to manage managers. The opportunities will be open to those who are ready to take them on.     

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

ABSTRACT

This paper responds to calls for new inquiries into the use of technology in HRD. We examine how, and to what extent, social media tools contribute to learner experiences and learner outcomes in an HRD intervention in a workplace context. We analyse qualitative and quantitative data relating to a massive open online course (MOOC) in a healthcare sector case study setting. We examine the interaction between the MOOC programme, social learning through social media tools and learner outcomes. The results of our evaluation show that usage of social media tools does not significantly affect knowledge outcomes but social media usage enhances affective outcomes. We conclude that social media tools can foster productive social learning processes. We also find evidence of some reluctance to engage with the technologies and declining patterns of interactivity using social media over the duration of the MOOC programme. We conclude that a more nuanced theorization to take account of personal and professional workplace context is necessary to explain how learners regulate their engagement with social media tools and the effect of social technologies for sustained social learning in HRD interventions.     

‘Training,it's a load of crap!’: the story of the hairdresser and his ‘Suit’

Many managers of small and medium-sized enterprises (SMEs) are more concerned about survival rather than growth. There are consistent findings that indicate managers in SMEs do not respond favourably to offers of HRD interventions and government policy now recognizes the value of informal learning and demand-led intervention. A social constructionist approach is suggested to consider engaging and working with SME managers. A framework of SME ‘worlds’ is considered before the case of one SME is examined. Using data from three different sources, the various positionings are considered. The case shows how from an apparently antagonistic view of external training, the manager was prepared to allow a coach/mentor to work with him towards his vision for expansion and growth. Conclusions are provided concerning engagement and stretch with SMEs, policy and future funding for HRD and the definition of skills development.     

Thank you!

The study focuses on the question of how HRD personnel employed in a large multinational company perceive learning at work. We are interested in how HR development staff describe learning at the individual, collective and organizational levels. The participants were Finnish and Chinese human resource professionals (n?=?17) who used an asynchronous web-based tool to study adult education. The empirical data consist of all the texts sent to a web-based discussion forum. The findings showed that the HRD practitioners' views of learning covered quite evenly all three levels of organizational learning. The practitioners paid special attention to practical learning taking place in connection with everyday work activities, to communication and collaborative learning and to the development of a learning organization. This reflects the multifaceted nature of learning at work and the necessity of using HRD to integrate individual- and organizational-level needs in order to enhance organizational learning. The participants frequently reported that they found this a demanding task that required a clear 'understanding of humans, people in the organizations and their learning'. If organizational learning is to meet its current challenges it should take note of messages like these from HRD practitioners, which emphasise the diversity of learning experiences. Promoting a shared understanding and especially awareness and recognition of the fundamental issues associated with learning at work is a possible first step.     

Intercultural differences in issue interpretation: Effects of emotions and framing

The interpretation of strategic issues as threats or opportunities influences strategic actions and firm performance. The extant research identifies cultural differences as an important driver of strategic issue interpretation. Specifically, research from a socio-cognitive perspective shows that differences in cognitive styles across cultures lead to differences in the interpretation of strategic issues by East Asian and Western managers. Based on cross-cultural research on emotions and decision-making, we argue that cultural affordances also lead to differences in emotional experiences and behavioral consequences across cultures which affect the strategic issue interpretation of managers from East Asian and Western cultures in different ways. We theorize that Chinese managers are similarly affected by fear and happiness in their strategic issue interpretation, while German managers are only affected by fear. For German managers, this effect is moderated by issue framing, which is not the case for Chinese managers. A vignette-based decision experiment involving 194 German and 174 Chinese executives offers support for our hypotheses. These findings have implications for cross-cultural research on strategic issue interpretation and for cross-cultural research on strategic decision-making in general.     

A digital pedagogy pivot: re-thinking higher education practice from an HRD perspective

ABSTRACT

This paper has a provocative purpose. From both HRD and academic practice perspectives, it considers the digital pedagogy pivot made necessary by the Covid-19 pandemic. Universities have traditionally resisted substantial change in learning and teaching processes. This paper addresses the challenge they face of achieving the equivalent of a ten-year digital learning strategy in mere months. From a position that HE pedagogy constitutes a site of HRD practice, the paper considers the characteristics of a meaningful, digitally enabled pedagogy in Higher Education (HE) and their alignment with established HRD theories and concepts. It considers the pedagogic opportunities arising from the ‘digital pivot’ and the HRD processes appropriate to facilitate game-changing approaches to academic practice in Higher Education. The paper advances debate about the relationship between HRD and HE academic practice and contributes proposals for HRD processes to support rapid pedagogic change. It further contributes an original categorization of the way in which HRD concepts and theories are aligned with principles of HE pedagogy and a digital pedagogy pivot model.     

Open sourced organizational learning: implications and challenges of crowdsourcing for human resource development (HRD) practitioners

As the value of organizational learning as a source of competitive advantage has become increasingly evident, human resource development (HRD) practitioners may face stronger demands to develop training more quickly and efficiently and increase rates of training transfer. One approach is to externally source organizational learning. In using this approach, it may be important for HRD practitioners to both develop training to engage external participants while utilizing organization development solutions to help internal employees adjust to the change. By examining the impact of open sourced and crowdsourced organizational learning on HRD practitioners, it is hoped that HRD practitioners may engage in informed workplace learning practice, even as the nature of the employment contract changes.     

Does HRD have a moral duty to respond to matters of social injustice?

The purpose of this article is to question whether or not social injustice should matter to human resource development (HRD). The goal is to invoke a sense of moral agency and responsiveness within the HRD community for having more candid and open conversations about social injustice and the lived experiences of marginalized individuals. In this article, a social justice paradigm will be suggested as a dedicated platform for studying social justice as a necessary outcome of social injustice. Organizational social justice will be introduced as a progressive workplace norm that envisions an equal balance of social justice outcomes for all members in organizations and places of work.     

The perceptions of human resource development professionals in Taiwan regarding their working relationships with subject matter experts (SMEs) during the training design process

While the literature supports the importance of establishing a relationship between designers and subject matter experts (SMEs) in the training design process, this approach is not followed in all global practices. The purpose of this study was to identify the perceptions of human resource development professionals in Taiwan regarding their working relationships with SMEs. The respondents of the study were HRD professionals who worked in high-tech companies located in a science park in Taiwan. The study found that a significant relationship exists between the ability to work with SMEs and current ability in the training design process among HRD professionals who had worked with SMEs. This study provides implications for the professional development of HRD practitioners and HRD practice in Taiwan companies. Cross-cultural issues are discussed to explain inconsistencies between the results and US-based perspectives on the training design process.     

Leadership development as identity formation: middle managers’ leadership learning from MBA study

This article challenges often unquestioned understandings within human resource development (HRD) of leadership as comprising knowledge and skills and leadership development as involving the transfer of such knowledge and skills from formal interventions to workplace performance. Using the notions of leadership as identity and learning as a process of identity formation, the article reports qualitative research showing how a case-study group of middle managers in a sector of the economy undergoing unprecedented turbulence, UK local government, developed a sense of themselves as leaders and how a key HRD intervention, a corporate MBA, facilitated such identity development. In particular, the article uses situated learning theory to examine how informal communities of practice associated with Master of Business Administration (MBA) study provided a forum for identity building of equal developmental value to the formal MBA curriculum. The implications for future HRD research are established and suggestions made for the re-design of HRD interventions to best enable identity-work.     

SME manager development in virtual learning communities and the role of trust: A conceptual study

Small and medium-sized enterprises (SMEs) are seen as vital to economic development. However, managers in these organizations generally have fewer opportunities for training and development than their counterparts in larger organizations. In this paper, the authors argue the need for development opportunities based around ‘virtual’ learning and develop a conceptual framework. The increasing penetration of broadband technologies offers the opportunity to create learning communities to engage SME managers with peers facing similar challenges. For a meaningful experience to be achieved in a virtual community, the role of the facilitator is established as important; however, an area largely overlooked in prior research into networked learning is that of the role of trust and how facilitators can generate it. In order to develop the framework for this paper, the authors review prior research into trust, learning, facilitation and virtual learning communities – the main aim being the identification of those aspects of the facilitator intervention that are most likely to engender trust and participation. Finally, areas for further research are identified.     

Human resource development practice: the paradox of empowerment and individualization

The main objective of the current paper is to point to the dualistic nature of HRD practice: employee empowerment strategy juxtaposed with high levels of individualization. HRD practice contributes to a series of dualities in organizations such as flexibility vs. loyalty, commitment vs. individualization and responsibility vs. alienation. The paper will argue that current HRD strategies have an individualistic role rather than an interactive and interpersonal influence for better knowledge sharing and organizational learning. The research implies that HRD should change its interventions in terms of how the individual is conceptualized to make knowledge actionable in social contexts to create favourable conditions for knowledge sharing and organizational learning.