Human resource development competencies as predictors of agricultural extension agents' performance in Yemen

Human resource development (HRD) issue is recognized as a significant factor for survival of organizations and professionals, including those in the sector of agricultural extension. Few empirical studies have examined the influence of HRD competency variables on agricultural extension agents' performance. The authors argue that HRD competency variables such as leadership development, communication, programme planning, programme implementation and programme evaluation could predict agricultural extension agents' performance. Questionnaire data were collected from a sample of 290 extension agents in Yemen to discover if HRD competencies affect the performance of extension agents. Regression analysis shows that three variables – competencies in programme implementation, programme evaluation and programme planning – contributed significantly to the performance of extension agents. These predictors explain 42.2% of the variance in the job performance 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.     

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 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.     

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.     

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.     

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.     

Confucian philosophy and influence on perceived values and behavioural orientations by Taiwan’s millennials

This study examines the millennials’ perceptions of Confucianism and their influence on their personal values and behavioural orientations with a sample from Taiwan to address the research gap in intergenerational and intercultural human resource development (HRD) research. It complements results from western research and offers important insights to worldwide managers and HRD practitioners for talent development and learning-related initiatives when working with employees and organizations with East Asia backgrounds. The concept of Confucius’ process of developing into a virtuous person seems to be rooted in the Taiwanese millennials’ mind, who as guided by Confucius tend to have a primary focus on accumulating knowledge, practicing moral behaviour, and correcting one’s mind and behaviour. Along with the globalization and technology advancement, the sampled millennials hold a strong traditional values of Confucian philosophy; yet, such strong cultural values may be attenuated a great deal after exposing to western culture over times. The Confucian virtue (moral) behaviour practice, harmonious relations, and self-cultivation are found as top three factors of Confucian values. Implications for HRD practices and recommendations for future research are discussed.     

Behind the scenes of knowledge sharing in a Japanese bank

The paper raises the question about HRD practitioners and their fitness to practice by exploring moral issues HRD practitioners sometimes face, in addition to looking at some key moral philosophical perspectives. It argues that HRD practitioners may at times feel ‘out of balance’, and hence may not feel fully ‘fit to practice’. It proposes some suggestions for ongoing professional development for HRD practitioners that could enable a better sense of ‘balance’ and fitness to practice. It also suggests the need for a consciously mindful approach to become more self aware and discerning when delivering HRD.     

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.     

The impact of frequency of contact on protégé mentoring outcomes: the moderating effects of protégé general self-efficacy and face-to-face interaction

As a Human Resource Development (HRD) intervention, mentoring assists individuals in their career development. However, it is still unknown if mentoring could enhance individuals’ early career decision-making. Moreover, the literature lacks longitudinal research that investigates the role of frequency of contact in mentoring relationships. Therefore, this study examines whether frequency of contact between mentor and protégé influences protégé mentoring outcomes, namely, improvement in career decision self-efficacy (i.e. CDSE development) and satisfaction with mentoring. Data were collected at two times from 86 first-year undergraduate students who participated in a mentoring programme at a Middle Eastern business school, where email communication facilitated the contact between these protégés and their mentors. Based on regression analyses, the associfations were significant between frequency of contact and mentoring outcomes. The findings partially confirmed the effects of two moderating variables in the relationships mentioned above. This study has practical implications for HRD practitioners in higher-education institutions.     

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.     

HRD as design science

The aim of this study was to explore the evaluation practices of a sample of organizations in England and Wales who had signalled some commitment to training and evaluation by embarking on the UK's Investors in People (IiP) standard. A questionnaire survey was sent to 1,000 firms and usable responses were received from 394 organizations. It was found that formative and delayed evaluations were used less frequently than immediate and context (needs analysis) evaluations. In the majority of cases the responsibility for evaluation was that of managers and the most frequently used methods were informal feedback and questionnaires. Operational reasons for evaluating training were cited more frequently than strategic ones. Information derived from evaluations was used mostly for feedback to individuals and to inform the training process and less for return on investment decisions. There were some statistically significant effects of organizational size on evaluation practice. The results are discussed in terms of their implications for evaluation theory and research and HRD practice and policy.     

The relationship between training outsourcing and employee commitment to organization

In many countries, the human resource practice of training outsourcing has emerged as one of the fastest growing segments of the broader business process outsourcing industry. In spite of the growing popularity in professional practice, training outsourcing continues to be subjected to critical review and ongoing debate with most attention focused on the decision to ‘outsource’ or ‘not to outsource’. However, there exists a shortage of research on training outsourcing as a human resource development (HRD) practice and the potential relationships with desired organizational outcomes including employee commitment. This exploratory international study extends previous research that has examined the relationship between training and organizational commitment by focusing exclusively on outsourced training. Data were collected from information technology firms in two countries: India and the United States. Results showed positive relationships between specific measures of employee perceptions of quality, usefulness and supervisor support for outsourced training with organizational commitment. Recommendations are made for future research as well as for professional practice to guide HRD practitioners involved in the rapidly growing global practice of training outsourcing.     

Training and organizational commitment among nurses following industry and organizational change in New Zealand and the United States

This survey study examines the relationship between employee attitudes related to training and organizational commitment among a sample of nurses in New Zealand and the United States. The magnitude of recent restructuring to New Zealand's public health system allows for an examination of employee attitudes towards training and organizational commitment in comparison to nurses from similar sized hospitals in the United States. Results show that perceived access to training, supervisory support for training, motivation to learn from training and perceived benefits of training were positively related to the affective and normative components of organizational commitment. Several significant differences were found on both training and organizational commitment variables between New Zealand and the United States. The findings are discussed in terms of their theoretical and practical application to human resource development (HRD) outcomes and the management of HRD in health care settings.     

Technical rationality and professional artistry in HRD practice

Abstract

This paper outlines the limitations of a technical rationalist approach to HRD practice without seeking to negate it. It then offers a complementary view based on Schon's notion of the reflective practitioner which exhorts HRD practitioners to embrace complexity and reflection. We outline, first, a number of dimensions of diversity which confer complexity upon HRD practice, and, second, a series of suggested questions that may aid the framing of practical problems in a more effective way than might be the case with a purely technical rationalist approach. We urge novice (and expert) HRD practitioners to adopt a mind set that is contemplative of the diversities that they may encounter in practice and which is conjectural with regard to how these diversities may impact upon problems and their solutions.     

Human resource development in a challenging financial environment: the case of a Greek bank

Changes in the external environment have reshaped the banking industry environment. Responding to that, Greek banks are adopting new strategies towards organizational development and realize that success requires adjustments to their HRD effort. The case example presented here refers to a leading Greek bank that was involved in a systematic HRD effort, based on the use of training interventions as a short-term solution to transit smoothly to the new era. The results of this effort are connected to the improvement of the bank's position in the market, despite its problematic past. However, the next challenge for the bank is to realize that the formation of a long-term development strategy and its integration with wider HR management policies are a priority.     

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.     

Better know a Human Resource Development (HRD) scholar: a conversation with Robert (Bob) G. Hamlin

This article contains a conversation with Robert (Bob) G. Hamlin and is part of aseries that focuses on different human resource development (HRD) scholars. Theaim is to better understand the people behind the names we see in print and at HRD scholarly conferences. Bob is professor emeritus and chair of HRD at the University of Wolverhampton Business School, UK and a management and organization development consultant at Oaken Consultancy. Bob has spoken at many HRD conferences in Europe and the United States and was one of the founding members of the University Forum for HRD. The conversation explores Bob's career in HRD practice, research, teaching and management. Among the topics covered are the significance of practical experience and the influence it can then have on research, the power of evidence-based practice, and the need for HRD research to be seen as relevant and having utility within the world of practice.