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.     

Human capital theory: implications for human resource development

This article reviews definitions of 'Human Capital Theory' by leading economists and HRD scholars. The origin of the term 'capital' is explained, and the link between Human Capital Theory and HRD is discussed. It is argued in the article that HRD scholars and practitioners should explore further the link between human capital, HRD and development at individual, organizational, community and international levels.     

Living in the shadow of OD: HRD and the search for identity

The paper attempts to describe the similarities and differences between organizational development (OD) and human resource development (HRD). While it is argued that HRD practitioners need to acquire some of the skills of OD consultants, these are likely to be limited to the development of personal skills and learning in the attempt to achieve intrapreneurialism and personal transformations. We argue that HRD is living in the shadow of OD because it is slow to recognize its roots in the debates of that discipline. It is therefore suggested that HRD will recognize its true potential only when it identifies its core knowledge and skills. We argue that HRD can find its essential identity in four main ways: by focusing on the organization's business strategy; by devolving responsibility to line managers; by adopting an employee-centred approach to learning; and by emphasizing workplace learning. However, a wider behavioural understanding and a greater degree of reflectiveness in relation to the politics of change and the skills of the change agent must inform this identity.     

Learning organization,organizational culture,and affective commitment in Malaysia: A person–organization fit theory

ABSTRACT

Based on person–organization fit theory, this article moves beyond theories of motivation and social exchange relationships that have often been used in commitment literature. This article contributes to understanding perceptions of organizational culture (OC) and affective commitment (AC) through perceptions of a learning organization (LO). Such understanding helps to tackle current commitment issues in Malaysia through strategic human resources development (HRD) planning and deploying organization development activities. We examined: (a) the extent to which organizations with an embraced LO mediated OC and AC, (b) the most influential component of OC in promoting employee AC, and (c) the most important component of LO for influencing OC and AC. We obtained 516 respondents (64.5% response rate) in selected Malaysian private organizations. It was concluded that LO mediated the relationship between OC and AC. Respect for people was an influential factor of OC for AC, while empowerment played a significant role in LO culture mediating the relationship between OC and AC. HRD practitioners should strategically plan organizational activities, norms, and policies that promote organizational learning processes and a learning culture to enhance AC.     

Developmental leisure: why work-related learning takes place outside of working hours

This study is interested in why many professionals engage in work-related learning after formal working hours. It has been argued that in knowledge-intensive work the work/leisure boundaries are blurring. Similarly, the line between work-related and non-work-related learning is harder to draw. In this study, an innovative concept of ‘developmental leisure’ will be introduced and explored. The concept refers to a human resource development (HRD) discourse that makes possible the evaluation of leisure in terms of its benefit to work-related learning. The study investigates how leisure intertwines with HRD and how it is positioned discursively in relation to work-related learning. The analysis is based on life stories from information technology professionals working in a large international organization. The findings of the analysis show that when leisure is discussed within the HRD discourse, it is positioned as a resource for work-related learning. Much of the learning outside of work intertwines with the objectives of HRD and learning at leisure becomes synonymous to learning for work.     

How power relations structure the evaluation process for HRD Programmes

Centring on the impact of power and politics embedded in the evaluation of training programmes, this study aimed to understand how organizational power relations affect the evaluation process for a training programme. A qualitative case study for the managerial leadership development programme of a Korean insurance company was designed. The HRD practitioners held control throughout the evaluation, and their dominant power was maintained and reproduced by other stakeholders' recognition of their expertise in training and development area. However, due to the structural relationship between the HRD unit and the corporate management, the HRD practitioners perceived themselves as marginalized. Unequal power relations were sustained in the evaluation mostly by stakeholders' self-regulation of their conduct in terms of norms, standards and expectations about their roles. This study found that despite the immense criticism of reaction measures, their continuing use in evaluation could be traced to their meaning as a political bargaining tool.     

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.     

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.     

Learning in organizations: HR implications and considerations

This paper looks at learning in organizations as one response to competitive pressure and accelerating environmental change. Two approaches, the learning organization and HRD, are examined in the light of new models of management and learning and a move towards the integration of work, learning, and strategy. The significance of employee participation is considered in relation to learning and some benefits and drawbacks discussed. The development of a learning orientation is seen as an organization-wide responsibility but HR practitioners can play a key role in the promotion of learning by gearing the more traditional HR activities towards the achievement of organizational goals.     

Activity-based blended learning

As part of the trend towards blended learning, the Open University of Shell International Exploration and Production is shifting from predefined content-based learning to activity-based learning grounded in learners' actual workplace problems. This article acts as a case study by describing key design principles adopted by the organization and also describes how the shift addressed courses that served multinational participants. Data are provided on the learning activities in thirty-seven courses redesigned in 2002 (covering nearly 300 separate learning activities). The article concludes with some comments on work that still needs to be done as well as key implications for practitioners in other organizations.     

Better know an HRD scholar: a conversation with John Bing

This paper contains a conversation with John Bing, and is part of a series that focuses on different human resource development (HRD) scholars – the aim being to better understand the people behind the names we see in print and at HRD scholarly conferences. John is Chairman of the Board at ITAP International, is a well-known scholar-practitioner, was a recipient of the ASTD International Practitioner of the Year Award, and received the AHRD Service Award in 2010. The conversation explores John's background, how he got into HRD, his time in the Peace Corps, his work with Geert Hofstede, and his wide range of experience in cross-cultural HRD. The conversation also considers how world experiences improve research and practice, the benefits and challenges of applying research in practice, and the importance of practitioners having a sound education in research and statistics.     

Ethics and human resource management and development in a global context: case study of an Indian multinational

A firm's orientation to ethics is influenced largely by its national and organizational culture. Research shows that a growing number of Indian firms place a distinct emphasis on long-term orientation to business strategy with a social mission, underpinned by firm commitment to core organizational values, employee development and welfare. Through a case study of a large Indian multinational conglomerate, this article provides preliminary evidence of how some emerging economy firms are successfully mixing and matching indigenous business and people management strategies with the Western emphasis on meritocracy and professionalism to compete in the contemporary global economy. It further shows how the human resource development (HRD) discipline can play a pro-active role in embedding ethics and values throughout the organizational and HR architecture. The HRD professionals in the case study firm also face several structural and cultural challenges in discharging their ethics-driven HR mandate, such as management's ethnocentric attitude to global staffing and clash of work cultures.     

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.     

New job – new ideas: the relationship between tenure and perceived creative climate

Human resource development (HRD) practices are intertwined with organizational creative climate (CC). Understanding the factors that influence CC is important since CC influences not only employees' possibilities to share and develop ideas, but also potentially employees' decision to leave their current organization. This study focuses on how perceptions of CC is related to tenure in organizations by analysing perceived CC in a random sample of unionized Swedish white-collar workers (n = 1303). It finds tenure to be negatively related to perceived CC for the first few years of employment. The level of knowledge required for a position does not moderate this relationship, but more knowledge-intensive work in itself tends to be associated with higher levels of perceived CC. Implications for HRD are discussed.     

Organizational identity in acculturation in cross-border acquisitions: Implications for HRD practitioners in global M&A

The purpose of this study is to explore the role of organizational identity in acculturation, or organizational culture development, between the acquired and the acquiring organizations during a cross-border acquisition. The goal is to identify how long-term and short-term employees identify with the acquired organization, and the implications for acculturation for both groups. It is also to help identify implications for Human Resource Development Practitioners in this process. The long-term employees (more than seven years) of the acquired organization identified more strongly with the organization than the short-term (three or less years) employees in this study. The short-term employees seemed to welcome the acquiring Multinational Company (MNC), and readily adapted to their multicultural identity, while long-term employees were more concerned with maintaining the reputation of the original organization. The study provides Human Resource Development (HRD) practitioners with a better understanding of how and why organizational identity is an important aspect to consider in the acculturation process in cross-border mergers and acquisitions. It also provides insight into how to work with organizational identity with acquired organizations in integration and adaptation to the new organization by understanding the differences in organizational identity of long-term and short-term employees in India.     

Perception of learning culture and concerns about the innovation on its use: a question of level of analysis.

The purpose of this study was to determine the relationship between organizational members' perception of learning culture and the concerns about the innovation, and the influence of these factors on the use of one innovation (ISO 9000) in the Malaysian public sector. This study was guided by the Concerns-Based Adoption Model (CBAM) (Hall and Hord 1987) and the dimensions of the learning organization (Watkins and Marsick 1993, 1996b). The study involved 628 people from eleven government agencies that had been using the new system for at least a year. The study provided a model for operationalizing the assertions and theories of both organizational development and learning organization scholars especially that a more adaptive learning-oriented culture would facilitate the implementation of change. The examination of learning culture facilitated the understanding of how members within the organization perceived their learning culture, and subsequently its relationship to their use of the innovation. The analysis of concerns illustrated the fit between the innovation and feelings and perceptions of the individual members about the innovation. On an individual organizational basis, the regression analyses showed that the model was able to explain the variance in use of innovation in each organization. However, a comparison of regression weights across the organizations told a very different story. The results showed that the combination of variables that explained the use of innovation varied radically from organization to organization. The findings raised questions about appropriate levels of analyses for such studies. The study suggests that theories that try to explain organizational innovation implementation be tested across organizations and take into account organizational context. Otherwise, they could lead to inaccurate conclusions.     

Supervisory coaching and performance feedback as mediators of the relationships between leadership styles,work engagement,and turnover intention

Human resource development (HRD) is key to organizational success. With some HRD roles devolving to leaders in recent years, a gap in understanding is now evident in how leaders’ leadership styles shape development-oriented behaviours that may effectively assist them in fulfilling their HRD roles, and the corresponding effects that this has on employee work engagement and turnover intention. This study compared the effects of transformational and transactional leadership styles on employee attitudes (i.e. work engagement and turnover intention) through leaders’ behaviours (i.e. supervisory coaching and performance feedback). This study used a multilevel approach (i.e. matching leaders to multiple subordinates) with 500 employees, nested in 65 workgroups from private organizations in Malaysia. As hypothesized, we found a link between transformational (but not transactional) leadership and higher levels of supervisory coaching and performance feedback, and that these job resources mediate the relationship between transformational leadership and work engagement. Furthermore, we found that work engagement mediates the relationships of both supervisory coaching and performance feedback to turnover intention. Overall, the study results reveal one way in which Asian leaders can effectively facilitate some aspects of HRD through development-focused behaviours which serve as job resources to boost work engagement and reduce turnover intention.     

Action e-learning: An exploratory case study of action learning applied online

Abstract

Web-based instruction, also called e-learning, is currently one of the most talked-about education and training media. To prepare courses for online delivery and to maintain their effectiveness, the designer must have an understanding of e-learning instructional design principles. Action learning is a proven, effective management development process that has not been implemented to date as an e-learning instructional methodology. The purpose of this exploratory case study was to examine the impact of the action learning process on the effectiveness of management level web-based instruction (WBI). A leader-led, management-level course using face-to-face delivery was converted to web-based instruction where action learning was the delivery methodology. Kirkpatrick's Four Levels of Evaluation served as the evaluation tool to determine effectiveness of the intervention. It was found that, though challenging to facilitate, the action learning online method is effective and yields changes in participants' knowledge. However, contrary to expectations, online learning communities did not form.     

Leadership wholeness: a human resource development model

This paper presents a phenomenological study of leaders' quest for wholeness from the perspective of contemporary human resource development (HRD). The experience of economic, ethical and spiritual crises in contemporary society, especially in organizational leadership, calls for a deeper quest for meaning and wholeness. However, little is known about how prominent leaders across the world and cultures, who have a reputation for wholeness, experience their journey. In order to gain insight into lived experience, 10 top spiritual leaders from different organizational contexts and across the globe engaged in in-depth conversational interviews to describe their experience of the quest. Four essential themes of spiritual leaders' quest for wholeness emerged from an analysis of the interview texts: (1) experiencing existential crisis; (2) embracing light and shadow; (3) unfolding ultimate dimension of being; (4) fostering an ethic of co-responsibility. From the analysis of the themes, a model of wholeness was constructed from a human resource development point of view: the Leadership Wholeness Model portrays the intra-dynamics of leaders' ongoing quest for wholeness penetrating through their existential, learning, spiritual, and moral dimensions of being and five ethical dimensions of wholeness permeating through the personal, organizational, social, global, and environmental spheres of life.