The Routledge Companion to Human Resource Development

Herausgeber: Poell, Rob F.; Roth, Gene L.; Rocco, Tonette S.

• Broschiertes Buch

Produktbeschreibung

The field of Human Resource Development (HRD) has grown in prominence as an independent discipline from its roots in both management and education since the 1980s. There has been continual debate about the boundaries of HRD ever since. Drawing on a wide and respected international contributor base and with a focus on international markets, this book provides a thematic overview of current knowledge in HRD across the globe. The text is separated into nine sections which explore the origins of the field, adjacent and related fields, theoretical approaches, policy perspectives, interventions, core issues and concerns, HRD as a profession, HRD around the world, and emerging topics and future trends. An epilogue rounds off the volume by considering the present and future states of the discipline, and suggesting areas for further research. The Routledge Companion to Human Resource Development is an essential resource for researchers, students and HRD professionals alike.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 734
• Erscheinungstermin: 13. Dezember 2021
• Englisch
• Abmessung: 244mm x 170mm x 39mm
• Gewicht: 1243g
• ISBN-13: 9781032242613
• ISBN-10: 1032242612
• Artikelnr.: 62951116

Autorenporträt

Rob F. Poell is Professor of Human Resource Development at Tilburg University, The Netherlands. Rob has published widely in leading HRD, management and organization journals. He served as Editor-in-Chief for Human Resource Development International from 2010-2012 and was a twice-elected member on the Board of Directors of the Academy of Human Resource Development Tonette S. Rocco is Full Professor and Graduate Program Director of Adult Education and Human Resource Development at Florida International University, USA. She is a former board member of the HR Certification Institute and the American Society for Training and Development, and is an award-winning author with over 200 publications Gene L. Roth is Emeritus Distinguished Teaching Professor of Adult and Higher Education at Northern Illinois University, USA. His research interests include learning to learn, international adult education, workplace learning, and adult learning. He is a past president of the Academy of Human Resource Development

Inhaltsangabe

Part I: Origins of the Field 1.History, Status and Future of HRD Field (
Monica Lee) 2.Andragogy (Joseph Kessels) 3.Adult Learning (Knud Illeris)
4.Technical and Vocational Learning (Stephen Billett) 5. Continuing
Professional Education, Development and Learning (Barbara J. Daley and
Ronald M. Cervero) Part II: Adjacent and Related Fields . Organization
Development in the Context of HRD: From Diagnostic to Dialogic Perspectives
(Toby Egan) 7. Career Development in the Context of HRD: Challenges and
Considerations (Kimberly S. McDonald and Linda M. Hite) 8. Workers and
Union HRD: Seeking Employee Voice and Empowerment (Bruce Spencer and
Jennifer Kelly) 9. Human Resource Management and HRD: Connecting the Dots,
or Ships Passing in the Night? (Jon M. Werner) 10. Performance Improvement:
Goals and Means for HRD (Seung Won Yoon, Doo Hun Lim and Pedro A. Willging
) Part III: Theoretical Approaches 11. Conceptualizing Critical HRD (CHRD):
Tensions, Dilemmas and Possibilities (Tara Fenwick) 12. Social Capital
Theory and HRD: Debates, Perspectives and Opportunities (Claire Gubbins and
Russell Korte) 13. The Learning-Network Theory: Actors Organize Dynamic HRD
Networks (Rob Poell and Ferd J. Van Der Krogt) 14. Systems Theory:
Relevance to HRD Theory, Research and Practice (Richard J. Torraco) 15.
Human Capital Theory and Screening Theory: Relevance to HRD Research and
Practice (Judy Y. Sun and Greg G. Wang) Part IV: Policy Perspectives 16.
National Human Resource Development (NHRD) (Gary N. McLean and AAhad M.
Osman-Gani) 17. Workforce Development (Joshua D. Hawley) 18. Lifelong
Learning as a Life-Large and Life-Deep Reality (Paul Bélanger) 19.Strategic
HRD (Jim Stewart) 20. Talent Management and Leadership Development (Paul
Iles) Part V: Interventions 21.Change Management (Ann Kohut and Gene L.
Roth) 22.Informal Learning in Learning Organizations (Victoria J. Marsick
and Karen E. Watkins) 23. Communities of Practice and Value Creation in
Networks (Maarten de Laat, Bieke Schreurs and Femke Nijland) 24. Coaching
and Mentoring (Andrea D. Ellinger) 25. Structured On-the-Job Training (
Ronald L. Jacobs) Part VI: Core Issues and Concerns 26. Work and its
Personal, Social and Cross-Cultural Meanings (K. Peter Kuchinke) 27.
Organizational Sustainability, Corporate Social Responsibility and Business
Ethics (Alexandre Ardichvili) 28. Diversity and Inclusion Initiatives in
Organizations (Martin B. Kormanik and Peter Chikwendu Nwaoma) 29. Working
Conditions of Child Labour and Migrant Workers (Maimunah Ismail and Nor
Wahiza Abdul Wahat) 30. Transfer of Learning (Holly M. Hutchins and Sarah
Leberman) Part VII: HRD as a Profession 31. Certification of HRD
Professionals (Saul Carliner and Bob Hamlin) 3 2.University Programmes in
HRD (Paul Roberts, John Walton and Doo Hun Lim) 33. HRD and the Global
Financial Crisis: Regaining Legitimacy and Credibility through People Not
Economics (Thomas N. Garavan and Clíodhna A. MacKenzie) Part VIII: HRD
around the World 34. National and Organizational Imperatives for HRD in
Ghana (Meera Alagaraja and Nana Arthur-Mensah) 35. Vocational Education and
Training Policy Issues in South Africa (Andre Kraak) 36. Development of
Human Resources in Central and South America (Rod P. Githens, Carlos
Albornoz, Librado Enrique Gonzalez, Tonette S. Rocco and Christine
Wiggins-Romesburg) 37. HRD in North America (ravor C. Brown, José Ernesto
Rangel Delgado and Bronwyn Cass) 38. Emerging Trends, Challenges and
Opportunities for HRD in India (Rajashi Ghosh and Arup Barman) 39. HRD in
China (Jian Huang, Zhongming Ouyang and Jessica Li) 40. HRD in the Middle
East (Mesut Akdere and Khalil Dirani) 41. HRD in Japan and Taiwan (Robert
J. Schalkoff and Min-Hsun Christine Kuo) 42. HRD in Australia and New
Zealand (Ken Bartlett and Roger Harris) 43. HRD in Hungary and Poland (
Maria Cseh, Andrzej Rozanski, Zsolt Nemeskéri and Béla Krisztiá) 44. HRD in
the European Union (Alexandra Dehmel and Jasper B. van Loo) Part IX:
Emerging Topics and Future Trends 45. Line Managers and HRD (David McGuire
and Heather Kissack) 46. Employee Engagement and HRD: Intersections of
Theory and Practice (Brad Shuck and Sally Sambrook) 47. New Ways of Working
and Employability: Towards an Agenda for HRD (Beatrice Van Der Heijden,
Pascale Peters and Clare Kelliher) 48. An International Perspective of the
Work-Life System within HRD (Sunny L. Munn and Hae-Young Lee) 49. Emotions
and Self-Development (Paul Nesbit) 50. Workplace Incivility as an
International Issue: The Role of HRD (Thomas G. Reio, Jr.) 51.
Cross-Cultural Training and Its Implications for HRD (Kyoung-Ah Nam, Yonjoo
Cho and Mimi Lee) 52. Intercultural Competence and HRD (Katherine
Rosenbusch) 53. Virtual HRD (VHRD) (Simone C. O. Conceição and Kristopher
J. Thomas) Epilogue: A Synopsis of the Present, Future and Intrigue of HRD
(Gene L. Roth, Tonette S. Rocco and Rob F. Poell)
Section I: Origins of the FieldChapter 1. The History, Status and Future of
HRD (Monica Lee)This chapter provides a brief overview of the history,
status and future of HRD. It suggests that the current multi-focus nature
of HRD is a result of the disparate roots from which it has sprung. The
chapter explores such diversity of interpretation and practice as
reinforced by opposing views on the nature of HRD (being or becoming); the
focus of HRD (performance or learning), and; the scope of HRD (global or
local). The future of HRD is then posited in the light of global changes
and shifting boundaries, and the implications for HRD practice and the
profession are explored, finishing with the question 'what future do we
want to create?'.
Chapter 2. Andragogy (Joseph Kessels)The main focus of andragogy has been:
helping adults learn and develop, creating favorable conditions for
learning and development in a work environment as well as in their private
lives. The development of andragogy has close relationships with adult
education and HRD and encountered major debates on its assumptions and
scientific foundations. The critical approach of andragogy still offers a
meaningful contribution to HRD in an emerging knowledge society.
Chapter 3. Adult Learning (Knud Illeris)It is significant that adult
learning, as seen in contrast to children's learning, is highly selective,
and must be so, because there is always much more learning possibilities
than learning capacity. In general adults learn what they want to learn and
what is meaningful for them to learn, and they are not inclined to learn
something that they are not interested in, or in which they cannot see the
meaning or importance. In late modernity this situation has been
intensified, because more of the needed learning is of a transformative
kind and include changes in the individual identity.
Chapter 4. Technical and Vocational Learning (Stephen Billett)This chapter
discusses how HRD practitioners might come to understand more about the
workplace-based education experiences offered through vocational education
programs, participate in them, build workplace capacities to support
tertiary education students' learning, and built and sustain effective
relations with tertiary educational institutions. This includes how those
practitioners might advance their workplaces' HRD goals for inducting staff
and supporting ongoing development across their employment in those
workplaces. In all it advances propositions about the ways HRD
practitioners might come to consider these experiences as opportunities for
selecting future employees, build capacities in the workplace and utilize
the opportunities for engagement with vocational institutions that such
experiences provides, whilst being aware of the constraints placed upon
these practitioners.
Chapter 5. Continuing Professional Education, Development and Learning (
Barbara J. Daley and Ronald M. Cervero)Continuing professional education
(CPE) and systems of continuing professional development (CPD) are being
challenged to change dramatically. Over the last two decades, CPE has moved
from a focus on episodic delivery to a planned/sustained delivery, from a
focus on the adult learner to a focus on client outcomes, and from
education off-site to education on the job. This chapter provides a
rationale for a broader conception of CPE, analyzes CPD within social and
global contexts, and discusses the movement towards developing systems of
lifelong professional development and learning.
Section II: Adjacent and Related FieldsChapter 6. Organization Development
in the Context of HRD: From Diagnostic to Dialogic Perspectives (Toby Egan)
The intersections between organization development (OD) and human resource
development (HRD) are explored and elaborated upon. Definitions of OD, the
purpose of OD, and key OD outcomes are also described-along with a brief
history of OD from the early 1900s thru today. In addition, values- and
process-based focus of OD interventions are articulated in the context of
applied behavioural science. Key steps in the OD process are explicated
along with the relationship between OD and action research. Newer
approaches to OD, such as Appreciative Inquiry and Appreciative Action
Research are detailed along with a discussion about the future of OD.
Chapter 7. Career Development in the Context of HRD: Challenges and
Considerations (Kimberly S. McDonald and Linda M. Hite)To better understand
the current challenges and considerations influencing career development
(CD), this chapter begins with a brief overview of the history of CD. Three
challenges facing CD in the 21st century are described: the volatile
economic environment; the increasingly diverse workforce; and the contested
terrain, or the tension between individuals' career needs and the goals of
organizations.. The chapter concludes with recommendations that address how
HRD practice and research might respond to these challenges.
Chapter 8. Workers and Union HRD: Seeking Employee Voice and Empowerment (
Bruce Spencer and Jennifer Kelly)It could be argued that referring to
employees as human resources - another input in the production process -
dehumanizes workers and that HRD is essentially about how to improve that
input in order to extract additional value from that "resource." This
contribution to the handbook looks at HRD from an employee perspective - it
opens with a brief outline "understanding unions" followed by a discussion
of workers' and unions' learning at work, before moving on to a longer
exposition of what constitutes labour education. This is followed by an
examination of employee development schemes (EDS) and a brief review of
employee empowerment in HRD/Learning and EDS.
Chapter 9. Human Resource Management and HRD: Connecting the Dots, or Ships
Passing in the Night? (Jon M. Werner)This chapter describes the fields of
human resource management (HRM) and human resource development (HRD),
including brief histories of both areas. Distinctions between the fields
are made, and overlap between them is presented. A call is made for a
holistic, multidisciplinary approach to address human growth and
development in the workplace. A framework from Mankin (2001) is used to
depict overlap between organizational strategy and structure,
organizational culture, HRM, and HRD. As these topics converge in greater
alignment, the need for and centrality of strong HRD principles and
practices should increase.
Chapter 10. Performance Improvement: Goals and Means for HRD (Seung Won
Yoon, Doo Hun Lim and Pedro A. Willging)Performance improvement (PI) is
commonly understood as a concept (improving individual, group, or
organizational performance), a practical framework (models or processes
with steps to follow), and scholarly discipline (the International Society
for Performance Improvement (ISPI) is the primary association among PI
scholars). We believe that PI offers useful conceptual frameworks and
practical tools for Human Resource Development. In this chapter, we clarify
relevant terms and review scholarly efforts to identify the core of PI
research and then introduce widely practiced PI analysis/process
frameworks, adding our insights. We also discuss how trends in technologies
will further impact workplace learning and performance.
Section III: Theoretical Approaches
Chapter11. Conceptualizing Critical Human Resource Development (CHRD):
Tensions, Dilemmas and Possibilities (Tara Fenwick)This chapter provides an
introduction and overview to critical modes of enquiry and practice in
human resource development. Two main principles underpin this diverse
scholarship. First, CHRD fundamentally promotes critical analysis of power
relations, commonly focused on inequities as well as the issues of gender,
diversity and their intersections. Second, CHRD is oriented towards action
- towards organizations that are more just, equitable, life-giving and
sustainable workplaces. Tensions and dilemmas about what precisely is
'critical' and how to engage critical learning are discussed, and
approaches to promoting CHRD are presented.
Chapter12. Social Capital Theory and Human Resource Development: Debates,
Perspectives and Opportunities (Claire Gubbins and Russell Korte)
Interdependencies between people and their social groups make social
capital a valuable heuristic in HRD. Social capital is defined as the
resources afforded by social relations and the structure of those
relationships. Social relations are key to understanding individual,
collective and societal behaviour. For HRD, a social capital perspective
shifts the focus from a narrow perspective on individuals (human capital)
to a broader systems view of relations between individuals and collectives
(social capital). This chapter describes theories of social capital and
social networks. It discusses the possibilities this perspective provides
HRD research and practice, with emphasis on learning and performance.
Chapter 13. The Learning-Network Theory: Actors Organize Dynamic HRD
Networks (Rob F. Poell and Ferd J. Van Der Krogt)There is increasing
interest in the complicated issue of how human resource development (HRD)
should be organized. The difficulty is due in part to a limited
conceptualization of what it means to organize HRD, which has dominated the
field and focuses on designing learning structures (e.g. HRD-policy plans).
The Learning-Network Theory (LNT), which this chapter summarizes, offers a
broader perspective on organizing HRD better capable of analyzing and
improving HRD processes. The LNT focuses on the strategies that employees
(interacting with other actors) use to organize HRD processes in the
context of dynamic networks.
Chapter14. Systems Theory: Relevance to HRD Theory, Research and Practice (
Richard J. Torraco)This chapter examines systems theory and its relevance
to human resource development (HRD) theory, research, and practice. Since
systems theory provides a common conception of organizations or any system,
it can serve as a conceptual framework or organizer through which the field
of HRD can ensure a holistic understanding of its work. The chapter is
presented in four parts: research applications of systems theory, systems
theory in theoretical research, systems theory as meta-theory, and systems
theory and professional practice. Implications for further research and
practice related to systems theory and HRD are discussed.
Chapter 15. Human Capital Theory and Screening Theory: Relevance to HRD
Research and Practice (Judy Y. Sun and Greg G. Wang)Human capital theory
(HCT), as one of the well-accepted foundational theories of human resources
development, has been employed to explain and predict human resource
development phenomena ad practices at individual, organizational/community
and national level. Screening theory (TST), as a complementary theory to
HCT, has addressed challenges in HCT theory and serves as a powerful
alternative in explaining the effect of education in talent selection. This
chapter is aimed to review the origins and evolution of, and current states
of research on both theories and presents important implications for HRD
theory building, research, and practice.
Section IV: Policy Perspectives
Chapter16. National Human Resource Development (NHRD) (Gary N. McLean and
AAhad M. Osman-Gani)For as long as we have had countries, we have had a
focus on development: economic, cultural, security, education, and so on.
This interest led economists to focus on what it takes to develop countries
for maximum return. Beginning in the mid-a960s, this focus has been labeled
as national human resource development. There is no common approach for
doing this. We explore four countries and their approaches to NHRD: India,
People's Republic of China, Singapore, and the United States. We also
explore its evolution, its benefits and challenges, its implementation, and
future research.
Chapter 17. Workforce Development (Joshua D. Hawley)Workforce development
is an area of practice that focuses on helping individuals enter and
reenter the workforce, and can be used simultaneously to describe efforts
to improve performance in organizations. The term has been used
increasingly by human resource development scholars, often serving as an
umbrella term. Recently, workforce development practice has focused on the
needs of individuals displaced from work or unemployed, and scholarship in
the area is concentrated in medical or specialty journals as the term has
grown rapidly as a descriptor for human resource programs.
Chapter 18. Lifelong Learning as a Life-Large and Life-Deep Reality (Paul
Bélanger)In the globalized economy, firms have to continuously improve
quality control and productivity, and to do so in a diffused way within
their organization. In such context, the meaning and conditions of work are
changing. People are called upon to develop their capacity of initiative.
This subjective relationship to productive activity leads individuals to
seek not only "exchange" but also "use value" in their work. But they
cannot enhance their autonomy and performance unless there is recognition
of their individual and collective demand for a type of learning that has
personal meaning and that builds on both their past experience and
personally integrated new knowledge. Hence, to be significant for
individuals and productive for organizations work-related lifelong learning
needs to become life-large and life-deep.
Chapter 19. Strategic Human Resource Development (Jim Stewart)Strategic HRD
is often considered a development and form of HRD which contributes to
achievement of organization goals. This is commonly conceived as HRD
strategies supporting implementation of organization strategies designed
and intended to achieve strategic goals. This chapter challenges this view
by examining debates and controversies surrounding the meaning and use of
the concepts strategic, strategy, strategic HRD and HRD strategies. The
examination suggests not only a range of meanings but also confusions in
the use of the concepts. While no resolution is provided, the chapter
argues potential benefits can arise from strategic HRD, irrespective of
ascribed meaning.
Chapter 20. Talent Management and Leadership Development (Paul Iles)Talent
management (TM) and leadership development (LD) are two inter-related,
emerging topics in HRD. This chapter discusses the similarities and
differences between the two in a global context in relation to recent
research. Before ending with implications for future research, is addresses
these similarities and differences in relation to eleven key questions: 1)
How are talent and leadership defined? 2) Inclusive or exclusive approach?
3) Performance or potential? 4) Born or made? 5) Person, position or
process? 6) Individual or collective? 7) Are TM and LD fashions? 8) Are LD
and TM ethical? 9) Are global TM/LD different from domestic TM/LD? 10) How
can we develop talent and leadership? and 11) Where next?
Section V: Interventions
Chapter 21. Change Management (Ann Kohut and Gene L. Roth)The topic of
change is so complex that the first order of business is to determine a
structure that makes sense for the audience, in this case HRD scholars and
practitioners. Toward that end, this chapter begins with an overview of the
literature that highlights select models and theories on change management.
We then examine prominent issues in the change management literature as
well as tensions of change management that are relevant to HRD research and
practice. The chapter concludes with implications for HRD practitioners and
suggestions for future research.
Chapter 22. Informal Learning in Learning Organizations (Victoria J.
Marsick and Karen E. Watkins)HRD scholars and practitioners acknowledge
that informal learning is central to organization learning. This chapter
defines informal learning from multiple perspectives: Dewian, learning
network, and socio-cultural. The Marsick-Watkins model of informal learning
is described as well as adaptations to the model driven by research.
Professional practice and work system studies enrich our understanding of
the nature of informal learning. The chapter identifies ways informal
learning is being supported and implemented in organizations. The chapter
concludes with implications for human resource and organization developers
who must weave learning effectively into a learning architecture at
individual, workplace, and organizational levels.
Chapter 23. Communities of Practice and Value Creation in Networks (
Maarten de Laat, Bieke Schreurs and Femke Nijland)The communities of
practice theory on learning through participation, apprenticeship and
shared practices, has been influential in the appreciation of informal
professional development in the past two decades. However, in view of
recent organizational developments such as 'new ways of working' and social
media, the organizational landscape transforms into open practices where
professionals work, learn and innovate with their peers beyond
organizational boundaries. These emerging open practices require critical
reflections about the meaning of CoPs, shifting our ideas to a more dynamic
perspective coined as networks of practice. In light of these developments
this chapter reflects the challenges that communities face and how they
balance dealing with increased openness, networking and demonstrate the
value they create.
Chapter 24. Coaching and Mentoring (Andrea D. Ellinger)Coaching and
mentoring are powerful developmental interventions that have experienced
considerable growth in the workplace and they represent important research
and practice domains for the field of human resource development.
Therefore, this chapter defines and provides an overview of these concepts.
It highlights some of the relevant empirical research on coaching,
managerial coaching, and mentoring. It also identifies trends, issues, and
global perspectives related to these concepts and concludes with
recommendations regarding pathways for further researching these
interventions.
Chapter 25. Structured On-the-Job Training (Ronald L. Jacobs)This chapter
reviews structured on-the-job training (S-OJT), a training approach used in
many organizations. Research shows that much learning occurs on the job,
but it tends to be unplanned, or unstructured. S-OJT was first introduced
in the 1980s and is defined as the planned process of having an experienced
employee train a novice employee on specific units of work in the actual
work setting or a setting that closely resembles the work setting. The
definition affirms the desirability of having individuals learn in the same
location in which they will be expected to perform their work later on.
Section VI: Core Issues and Concerns
Chapter 26. Work and its Personal, Social and Cross-Cultural Meanings (K.
Peter Kuchinke)Human Resource Development is centrally focused on work: on
learning, training, development for work, at work, through work, and about
work. Work is the constant that links together the various dimensions and
application areas for HRD, ranging from individual to global. This chapter
provides workforce and human resource scholars and practitioners with three
perspectives on work: Its individual meaning driven by personal
expectations and needs, its role as a social institution undergoing massive
changes, and the diversity of societal norms about work based on
cross-cultural differences.
Chapter 27. Organizational Sustainability, Corporate Social Responsibility
and Business Ethics (Alexandre Ardichvili)The goal of this chapter is to
illuminate the role of HRD in enabling Corporate Social Responsibility
(CSR), Organizational sustainability (OS), and ethics in business
organizations. Specifically, this chapter discusses: The importance of CSR,
sustainability and business ethics in today's business organizations;
definitions of key terms; the role of HRD in imbedding OS, CSR, and ethics
in organizational practices and cultures; learning and development
approaches, used to foster CSR, OS, and ethics in organizations; and
critical views of HRD's role and practices.
Chapter 28. Diversity and Inclusion Initiatives in Organizations (Martin B.
Kormanik and Peter Chikwendu Nwaoma)This chapter situates the concept of
diversity and inclusion in social and organizational contexts. It
highlights the literature on the historical foundations of diversity
management, along with best practices for initiatives for maximizing the
advantages diversity brings to organizations. Modern organizations are more
conscious in managing workforce diversity to enhance productivity. The
narrative includes the nature and meaning of diversity as a social
construct, its effects in the organizational setting, nascent efforts to
manage workforce diversity in the workplace, expansion to the global
context, initiatives in contemporary organizations, human resource
practitioner roles in these initiatives, and considerations for
practitioners' professional development.
Chapter 29. Working Conditions of Child Labour and Migrant Workers (
Maimunah Ismail and Nor Wahiza Abdul Wahat)The occurrence of child labour
and migrant workers in many countries is almost unstoppable. This chapter
specifically defines the meaning of working conditions, and explores the
global perspectives of working conditions across of child labour and
migrant workers in selected countries. The analysis found that child labour
issues are almost absent from most developed countries but they increase in
countries with low Human Development Index (HDI). The opposite is observed
for migrant workers. An important HRD implication is that MNCs should
comply with the principles of responsible business in providing appropriate
working conditions for workers within the entire supply chain.
Chapter 30. Transfer of Learning (Holly M. Hutchins and Sarah Leberman)
Transfer of learning has received notable attention by scholars and
practitioners through meta-analyses, integrative reviews, and assessment
methods. In this chapter, we provide a review o