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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.     

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.     

A feminist poststructuralist analysis of HRD: why bodies,power and reflexivity matter

A burgeoning amount of scholarship has attempted to unravel critical approaches to investigating human resource development (HRD). There are limited critiques, however, of gender, diversity and the intersections of these deliberations within HRD theorizing. Adopting a feminist poststructuralist approach, this paper advances critical understandings of HRD by challenging epistemological and dominant theorizing in HRD. The author examines what it means when HRD writings are said to be gendered; how the political and processual dynamics of doing HRD can be understood; how the differences for doing gender, doing HRD and embodying HRD can be unravelled; and how feminist modes of inquiry can engender the value of embodied reflexivity. Weaving together literature strands from gender and education, gender and organization, and women's studies and feminist writings, the paper provides a foundational framework for how HRD scholars can re-imagine new knowledge and inject notions of the feminine and difference in HRD writings. The analysis focuses on three interrelated areas and their implications for feminist critique: the importance of examining language and discourse in HRD; the performing body in HRD; and, finally, feminist embodied reflexivity. It is argued that the HRD scholarly community should consider critical modes of inquiry to refresh and renew HRD theory building, specifically that we should examine conceptualizations of the feminine and difference in HRD writings in order to aid transformational practice.     

When work comes home: technology-related pressure and home support

Given the prevalence of workers bringing work home, issues arising from this practice are a central concern of human resource development (HRD) researchers and practitioners. This study investigates factors related to home boundary permeability (the extent to which one’s home domain is interrupted by work-related matters). Specifically, we examine the impact of technology-related pressure on home boundary permeability, and test both positive and negative consequences of home boundary permeability, along with the role of home support. Based on quantitative data from 267 full-time employees in the Midwestern United States, we found technology-related pressure predicted home boundary permeability, even after accounting for a person’s preference for work–home segmentation. Our findings suggest that high home boundary permeability may be a double-edged sword as it was significantly associated with both greater work-to-home conflict and positive spillover. Further, home support was found to play a buffering role in the relationship between home boundary permeability and work-to-home conflict. Suggestions for how HRD and management practitioners can help employees achieve a healthy balance between work and home are offered.     

Talking of HRD

This paper draws upon research exploring the emergence of HRD within the British National Health Service (NHS), the aim being to investigate how HRD has been talked into being, is talked about and accomplished through talk. HRD is conceptualized as a socialand discursive construction, and as discursive action. It is argued that conceptualizing HRD as a social and discursive construction can help identify and explain changes in ways of thinking and talking about HRD. Conceptualizing HRD as discursive action can help explain and justify HRD activity, in that much of what HRD practitioners and academics ‘do’ is ‘talk’. This paper explores these concepts and introduces a typology of the discourses of training and development (T&D), HRD and strategic HRD (SHRD), labelled Tell, Sell and Gel. It is suggested that this typology is a useful analytical tool for those practising HRD, providing ameans for HRD professionals to identify and analyse, and possibly change, their practices and discourse(s). The paper introduces a way of identifying how HRD might be talked ‘about’ and theorizes how discursive activities (the talk) might be changing.     

A comparison of the practices used by human resource development professionals to evaluate web-based and classroom-based training programmes within seven Korean companies

The purpose of the study was to compare the practices used by human resource development (HRD) professionals to evaluate web-based and classroom-based training (CBT) programmes within seven Korean companies. This study used four components of evaluation and three factors of evaluation barriers to compare the differences between these two training approaches. This study also explored the key decision factors for determining how HRD professionals evaluated their web-based and CBT programmes. Two data sets were used for the study; one set of data was gathered from a survey questionnaire distributed to HRD professionals and the other was gathered from interviews with HR/HRD directors within the seven companies. The results showed that web-based and CBT programmes were not meaningfully different on the most components of evaluation and evaluation barriers. The results also found six key decision factors determining evaluation for web-based and CBT programmes.     

Managing emotions in mergers and acquisitions

Motivation in HRD has traditionally been conceptualized as motivation to learn or motivation to train. This paper argues that this concept of motivation is too limited because it does not incorporate motivation to use learning to improve performance. Instead, a higher-order construct called motivation to improve work through learning proposed. The theoretical rationale for this higher-order construct is presented along with proposed measures. A confirmatory factor analysis is reported which provides initial evidence of validity. Implications for HRD research and practice are discussed.     

Preparing the transnational teacher: a textual analysis of pre-departure orientation manuals for teaching overseas

The purpose of this article is to critically analyse pre-departure manuals for transnational teachers and to suggest changes to human resource development (HRD) professionals when producing future manuals. Drawing on the principles of critical human resource development theory, the study employs textual analysis to analyse manuals from nine different international agencies or schools that employ transnational teachers. The textual analysis identified three dominant themes in the data: information not education, ‘good’ work habits as self-regulation, and the (dis)connection of professional and personal backgrounds. Study findings suggest that agencies narrowly rely on instrumentalist material to the detriment of personal and cultural knowledge and human agency of transnational teachers. HRD personnel in international educational agencies may wish to create future manuals that problematize taken-for-granted knowledge and promote teacher agency.     

Career transition as identity learning: an autoethnographic understanding of human resource development

This paper examines the phenomenon of career transitions in terms of learning using an autoethnographic story of our own career moves. In the contemporary world of globalized flexible employment, inter-organizational career moves are increasingly prevalent and the learning associated with such transitions needs to be better understood within human resource development (HRD). We show that the learning required in career transitions extends beyond the acquisition of new knowledge and the development of new skills to the appropriation of new identities. We overview identity theorizing and, adopting a social constructionist perspective, explain the concept of identity work to understand the nature of identity learning in career transitions. We then reflexively examine our autoethnographic methodology, proceed to tell the story of our career transitions, and then interpret this story in terms of identity learning. Conclusions are drawn showing how the learning associated with career transitions involves conscious and unconscious identity work to release an established way of being, cultivate a new and desired way of being, and to cope with the existential anxieties associated with transition. Significant implications for international HRD scholarship, policy, and practice are proposed.     

International collaborative ventures between higher education institutions: a British–Russian case study

The starting point for our research is a model of developmental space designed by Coenders. Developmental space in this model is a social space arising from interaction between people. Coenders states that this developmental space is conditional for the probability of success for groups working on innovation. This model is relevant and useful because it is increasingly common for groups in organizations to work on innovation. Human Resource Development (HRD) professionals, involved in organizational development, often facilitate these groups as a process consultant. The model of Coenders is not complete yet, and for analysing and influencing the developmental space, the model is too complex. In a developmental research, we refine and adjust the model of the developmental space. The goal of our study is to develop a model of the developmental space as a starting point for groups and HRD professionals to analyse and influence that space.     

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.     

Responsible leadership development – crucible experiences and power relationships in a global professional services firm

There is increasing consensus that Human Resource Development (HRD) has a central role to play in promoting the principles and practices of corporate responsibility (CR). An important HRD intervention involves developing responsible leaders able to attract support for CR throughout the organisation, but empirical research is lacking in this area. This article contributes to the theoretical and practical knowledge of responsible leadership development (RLD) by addressing two questions: first, how does RLD engender learning that goes beyond basic cognitive awareness? Second, what affects participants’ abilities to manifest this learning in the workplace? A review of the RLD literature reveals a ‘knowing-doing gap’, which, it is posited, may be linked to a lack of theorisation around power. This issue is investigated by means of a case study on a responsible leadership development programme run by a professional services firm. Drawing on Bourdieusian concepts of language and power, the study reveals some of the mechanisms that inspired new socially responsible values whilst also demonstrating some of the contextual barriers inhibiting their manifestation in the workplace. It is argued that HRD professionals need to engage with Bourdieusian ideas of language and power to promote deeper learning around responsible leadership, which can more easily be embedded into the workplace.     

Factors influencing mentees' and mentors' learning throughout formal mentoring relationships

A qualitative case study approach was taken to identify what factors were perceived to influence learning for mentees and mentors during a pilot formal mentoring programme, within a West Midlands Healthcare Trust. Both sides of five dyads were interviewed at regular intervals over a 17-month period (October 2009 to February 2011). The results from this longitudinal study show how learning was expected and achieved by both parties, over time. Factors influencing learning were categorized and later compared to pre-existing theory in relation to sharing experiences, sharing information, discussing politics, reflection, observation and support. Additional categories emerged in relation to questioning and listening skills, and similarity and difference between both parties. A change of emphasis was clear in relation to some factors which influenced learning, as the relationships matured. These findings have theoretical and practical implications for human resource development (HRD) professionals in relation to how formal mentoring programmes are designed and supported over time.     

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.     

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.     

Making the case for ongoing and interactive organizational ethics training

This essay discusses the importance of ongoing and interactive ethics training within the scope of human resource development (HRD) practice. Furthermore, the essay adds to the discourse that relates HRD practice and theory involving ethics training.     

Knowledge management in a community setting using action research: a case study of Lumpaya community,Nakorn Pathom Province,Thailand

This study promoted self-learning and participatory learning processes in the Lumpaya Community of Thailand to facilitate the development of local public policy to reduce the problem of poverty. The process used action research utilizing practice and learning from that practice. This research serves as an example of how a human resource development (HRD) intervention, knowledge management, can be applied in a context that extends beyond individual organizational boundaries to strengthen the community.     

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.     

Four-stage process model of the core factors of burnout: the role of work stressors and work-related resources

The impact of work stressors and work-related resources on emotional exhaustion and depersonalization, as the two core factors of burnout, is investigated. According to the German Action Regulation Theory work stressors are conceptualized as regulation problems that lead to work stress in terms of additional effort (e.g. working longer hours), increased intensity of effort (e.g. working at a faster pace), and risky action (e.g. by neglecting safety rules). Consequently, an extended process model consisting of objective work stressors, work stress, emotional exhaustion and depersonalization is proposed. Nurses from three general hospitals (N=482) provided data for evaluating this model. Complete mediation of work stress and emotional exhaustion were analysed by hierarchical regression analysis. The overall model was tested by structural equation analysis in two steps; in the first step the basic model was analysed while in the second step the model was extended by autonomy as a work-related resource. The process model could be confirmed with respect to: (1) the mediating function of work stress and emotional exhaustion, and with regard to (2) the direct impact of autonomy as a work-related resource on work stressors but not on emotional exhaustion and depersonalization. Methodological considerations and implications for work design and burnout prevention are discussed.