Moral Sensitive Human Resource Development: A Conceptual Model and Its Implementation

The Problem There is hardly any information in English available on human resource development (HRD) education in the Netherlands, although the practice of HRD in this country is flourishing and HRD education is growing, especially within the private sector. Almost all relevant information is in Dutch, which makes it difficult for non-Dutch-speaking scholars and practitioners to appreciate the significant investments that have been made in HRD and HRD education in the Netherlands. The Solution This article brings together a wide range of information about academic and non-academic HRD programs, Dutch HRD professional associations, and HRD certification and accreditation efforts in the Netherlands. This information is grounded in an overview of the emergence of HRD/lifelong learning initiatives over the past three centuries. The Stakeholders Scholars and practitioners interested in the history and current status of HRD and HRD education in the Netherlands, especially those who do not speak Dutch, will benefit from the information provided in this article. People looking to enroll in an academic or non-academic HRD program or those who seek professional associations, accreditation, or certification in the Netherlands will also find this article useful.

PurposeThe purpose of this paper is to provide an overview of human resource development (HRD) education in Middle Eastern countries. In particular, the authors discuss the current state of HRD education, country readiness and challenges that hinder HRD progress in Middle Eastern countries. They argue that HRD programs need to prepare young employees for leadership roles through adapting constructivist pedagogy, including problem-solving, critical thinking and creativity.Design/methodology/approachThe design of this paper followed a qualitative approach. The authors conducted in-depth interviews with five HRD experts in Middle Eastern countries and conducted integrative literature review and secondary data analysis.FindingsData analysis provided an overview of HRD education, looked at options individuals interested in HRD education might have, provided views on constructivism vs instructivism as education pedagogies and discussed cultural factors that impede critical reflection in the workplace.Research limitations/implicationsTo understand how to introduce constructivist elements to instructivist learning cultures, and to sustain it, HRD scholars in the Middle Eastern countries need to diminish the misalignment between instructional philosophies of trainers, trainees and national or institutional systems.Practical implicationsUnderstanding how policy, resources, infrastructure and culture influence learning expectations is vital to introducing innovative training activities or scaling them up to other workshops and systems.Originality/valueThis research sheds light on HRD education in the Middle Eastern countries; provides an overview of employment challenges and opportunities to improve workplace learning; and provides scholars, practitioners and other stakeholders interested in HRD with suggestions to develop successful workforce education.

The Problem Very little research has examined the current state of human resource development (HRD) education in the United Kingdom, or the factors influencing its genesis and development. The Solution We analyze historical and contemporary factors influencing HRD education in the United Kingdom, identify different levels and providers of HRD qualifications, and outline curriculum content of HRD programs. Our aim is to clarify the current situation, by proposing a tripartite model of stakeholders in HRD education based on the United Kingdom but which might assist in the analysis of HRD education in other geographic areas. The Stakeholders HRD education in the United Kingdom is largely influenced by three key stakeholders: the U.K. government, the Chartered Institute of Personnel and Development (the professional body for human resources), and the academy. Our analysis reveals complex and dynamic interactions between these stakeholders, which have implications for them as well as learners, practitioners, and researchers.

The purpose of this study is to describe the characteristics of the Leadership preparation of the Chair of the Study Program in the development of human resources (HR) based on Minangkabau culture, the characteristics of leadership implementation Chair of the Study Program in the development of human resources (HR) based on Minangkabau culture, and leadership control characteristics in the development of human resources (HR) based on Minangkabau culture. The type of research used is qualitative using ethnographic design. The source of research data is the chair of the study program, lecturers, educational staff and students. Data collection techniques are carried out by interviews, observation, and documentation. Data were analyzed through the stages of data collection, data reduction, data presentation, and conclusion drawing. The results of the study can be concluded that (1) preparation for the development of lecturer human resources, refers to the implementation of the quality of lecturerstheoretically and practically. The activity prepared for the development of humanresources education personnel is through training in the administration of workthrough the development of educational human resources, HR mentoring and HRCoaching. Preparation of activities in the development of student human resourcesis through intra-curricular and extracurricular programs, (2) the implementationof lecturer human resource development, carried out in the form of curriculumevaluation, implementation of the Higher Education Tridharma, collaboration withother institutions or agencies, and further study of the lecturer Doctoral Program.The implementation of the development of human resources in human resources is carried out through the development of general competencies, the development of functional competencies, and the development of managerial competencies ofeducation personnel. The implementation of activities in the development of student human resources is through intra-curricular and extracurricular programs, and (3) controlling the development of lecturer human resources, carried out through the lecturer workload (BKD. Control in the development of human resources education personnel is through review and control of the work of educational staff in managing the correspondence, filing, and making work reports of education personnel every day Control in the development of student human resources is through PBM monitoring documents provided by education personnel Other controls are required for students to make reports, after extracurricular activities have been completed.

Human resources are considered as most valuable strategic assets to the organization. The success of any organization depends on efficient use of human resources in the organization. This paper aims to analyze the various Human resource development (HRD) practices in co-operative sugar industry in north coastal Andrapradesh. The study measured an evaluation of HRD practices in the sugar industry. A sample of 100 employees from five co-operative sugar mills responded to a questionnaire which measured the evaluation of HRD practices and improve the values. HRD practices like training and development, performance appraisal system, quality of work life and development were positively related to organizational values of humane treatment. However, performance appraisal system, career planning, and contextual analysis variables were negatively associated with values such as trust and creativity. The analysis was limited to existing HRD practices. Further studies are needed on a larger sample to examine why some HRD practices and contextual analysis contributed negatively to organizational values. The result of the study can be useful in designing effective employee development programs that promote cherished organizational values. Little empirical knowledge exists on HRD practices and organizational values linkages in the context of co-operative sugar industry in Andrapradesh. The paper makes a modest attempt to fill the gap.

The Problem The evolution of human resource development (HRD) practices in Australian-based organizations has been the focus of only limited rigorous longitudinal research. Consequently, HRD practitioners lack data on key trends against which to position their own initiatives. The Solution This article outlines, analyzes, and comments on the pattern of HRD from the mid-1990s to the present day with reference to economic turbulence and responses to it, especially since the beginning of the global financial crisis in 2007. The central themes of the review are the emergence of more “performance”-oriented approaches toward HRD assessment and evaluation, the HRD practices of multinational companies (MNCs) operating in Australia compared with locally owned organizations, and HRD practices within foreign owned MNCs from different home countries. Data for the article is drawn primarily from the analysis of three iterations of the Cranfield Network on International Human Resource Management (CRANET) Australia survey from the years 1996, 1999, and 2009. The Stakeholders Practical lessons are drawn from the review concerning the current focus on reactive, performance-oriented, short-term HRD practices and the neglect of more strategic long-term HRD initiatives. The results will be of interest to researchers, policymakers, and HR practitioners.

The Problem Human resource development (HRD) education does not take place only in academic institutions. There are hundreds of global professional organizations or associations that are designed to give professionals in the field of HRD opportunities to share their knowledge. Yet, there has been little research to determine what such organizations anticipate contributing to professionals’ education. Particularly problematic is the large number of professional organizations at global, regional, country, and local levels, all of which claim to add to professionals’ expertise. The Solution There is little literature focusing on specific HRD professional organizations. In this article, we explore samples of both academic and practitioner professional organizations globally and on each populated continent. We have identified educational outcomes that are part of the educational missions of professional organizations and associated modes. Data were gathered through websites, interaction with professional networks, and our personal experiences. The Stakeholders HRD practitioners and academics need to be aware of the significant contributions made by professional organizations to HRD education. This is especially important in countries where there is little to no formal HRD education offered in universities, as well as for all professionals, academics and practitioners, who desire to expand their global knowledge. Greater intentionality of this mission may improve the outcomes experienced by professional organizations and help others select appropriate organizations with which to affiliate.

The Problem The development of human resource development (HRD) practitioners and scholars in university-based courses and programs is a significant but underexplored area of research. No recent scholarship has addressed the views of those who teach HRD subject matter, the methods they use, or the challenges they face in their work. Moreover, although HRD is recognized as an international field, HRD education has not been examined with an international perspective. The Solution The purpose of this study was to examine HRD education as an international phenomenon. An overview of the research on HRD education is provided, and the results of a thematic analysis of interviews with 40 HRD educators who teach in higher education institutions in North America, Europe, and Asia at three annual HRD conferences in the United States, United Kingdom, and Taiwan are presented in four broad themes: the nature of HRD, contextual differences, curriculum, and teaching and learning. The Stakeholders This study will be of interest to those who teach and study HRD and develop curriculum for HRD courses and programs for higher education institutions and other organizations, as well as to those who hire HRD graduates.

Purpose – The purpose of this paper is to provide a comprehensive review of peer-reviewed literature on university-based human resource development (HRD) courses and programs. Design/methodology/approach – The methods used in this paper are integrative literature review and content analysis. Findings – Only 71 peer-reviewed articles that address university-based HRD courses and programs in any way were found. Forty-six were empirical studies and 25 were either conceptual or editorial in nature. The majority of articles focused on HRD courses and programs in the USA and the UK. Perspectives from other countries were nearly absent. Many of the claims about the content and quality of HRD courses and programs were not supported by empirical evidence. Research limitations/implications – HRD courses and programs are offered in universities around the world. Almost nothing is known of their content, quality or methods. Future research on these courses and programs should focus on the relevance of curriculum to the needs of organizations. Originality/value – While HRD research and practice are concerned with learning and development, topics related to the learning and development of future HRD scholars and practitioners are rarely addressed in the HRD literature. This is the only comprehensive review of the small-body peer-reviewed literature on university-based HRD courses and programs. It provides a summary of the findings of empirical research on HRD courses and programs, and an analysis of the warrant for the claims about these courses and programs.

The purpose of this study was to compare IT firms in two leading Asian countries in the IT industry, South Korea and India, to suggest how to leverage their human resource development (HRD) practices for continued growth. The IT industry in South Korea and India has shown fast growth and notable profits in a short time, but managing their human resources for their continued success is challenging. The research questions in this study were: What HRD practices in the IT industry have supported South Korea's and India's development within a short period of time? How do these HRD practices in the IT industry compare between India and South Korea? Using content and case analysis approaches, this study identified HRD practices in the IT industry in South Korea and India. Findings included four emergent themes: different levels of globalization; talent development; employee turnover issues; and challenges that their IT firms face. Recommendations and limitations of the study were provided for practice and future studies.

Although several models have been proposed to guide practitioners and academics in human resource development (HRD), there is sufficient manifestation that a new HRD model is required to address emerging HRD problems such as cultural variation and value systems across the globe, the need to strengthen the theoretical foundation of HRD research and practice, and the incompleteness of HRD research methods. The purpose of this study was to propose a comprehensive HRD model that will address these problems in order to make HRD more responsive to the current needs in HRD research and practice. Bozer and Jones’s (2018) seven-phase systematic literature review approach was adopted to gather data for this study. The available data were analyzed using thematic analysis. It was found that the proposed HRD model was capable of helping HRD practitioners to choose appropriate HRD practices that will match their culture and value systems, and guide them on the methods and theories to apply in their respective locations. On the basis of these findings, it was concluded that the proposed HRD model can address the problems currently facing HRD research and practice.

The Problem Human resource development (HRD) university programs, so named, have been found dominantly in the United States. However, university programs in HRD have emerged elsewhere, interestingly, more often in developing countries than in other developed countries. But, globally, we know virtually nothing about these programs, their histories, their curricula, their missions, and their research, as there is an almost complete gap in international literature. The Solution Two countries in ASEAN (Association of Southeast Asian Nations), Thailand and Malaysia, were selected as case studies for HRD education in developing countries or upper-middle income countries as defined by the World Bank; they are also the most active in the Academy of HRD (AHRD) in Asia as they have hosted the Asian AHRD conference twice within a decade. Because of the paucity of literature on this topic, we accessed related websites to determine details about the HRD programs, supplemented by our own information related to these two countries based on our knowledge of HRD education in these two countries. The study showed that HRD education in these two countries is at the stage of established, based on the taxonomy developed within the article. More than one university in each country is offering HRD majors in undergraduate, master’s, and doctoral levels. The Stakeholders The information in this article should be of interest to anyone interested in international or global HRD, potential students who wish to study HRD in these countries, officers and members of the AHRD, members of the Program Excellence Network (PEN) of AHRD, and anyone generally interested in HRD in higher education.

1 A Capsule Summary of the Book In its recent survey, the Society for Human Resource Management (SHRM) identified the shortage of a skilled workforce, including science, technology, engineering and mathematics (STEM) graduates, and demographic challenges such as the succession of a large number of retiring baby boomers among the top 10 trends for 2013 (SHRM 2013). In addition to the above issues, the authors of the textbook reviewed herein emphasize that organizations and human resource development (HRD) professionals are currently facing a number of further challenges related to global competition, the growing diversity of the workforce, the promotion of lifelong and organizational learning, and ethical issues. Throughout the textbook the authors seek to address these challenges by describing the essence of HRD practices with respect to various aspects of organizational life. In doing so, they underscore the interrelations between HRD and other fields of human resource management (HRM) and focus on real-life examples and practical caveats related to HRD work. For instance, in addition to detailed descriptions of principal human resource activities related to training and development or the emphasis on core HRD applications, the authors outline the possible suboptimal outcomes of recruiting practices (p. 304) and discuss practical topics and examples such as infringements of copyright (p. 160) and the ethical behavior of HRD professionals (p. 170). The practical relevance of the book is also underscored by the emphasis on involving trade unions as facilitators of HRD measures and programs such as technical training (pp. 281-283), counseling (p. 329), assistance (p. 334), or organizational development interventions (pp. 493-494). Thus, this book represents a truly comprehensive compendium of HRD issues, activities, and practices in modern organizations. 2 Objective and Target Audience The authors define the primary intended audience as undergraduate and graduate students on various courses related to business management and administration. In an effort to achieve this goal, the textbook successfully provides both an introduction to the field as well as a comprehensive summary of the major topics related to HRD, supported by multiple cases and exercises. However, it is also stated by the authors that the book can serve as a guide for HRD professionals, managers, and supervisors (p. xiv). Indeed, in addition to the practical relevance of the text described above, one of its specific strengths is its focus on return on investment or the effectiveness of the respective HRD programs and measures (an example on p. 191). In addition, important features of the book are detailed descriptions of academic studies on each of the presented topics, including analyses and critiques of the extant research and implications for further investigations in the respective fields. Thus, this textbook may also be equally interesting to junior scholars who are looking for a basic summary of research in one of the HRD topics. 3 Structure and Contents The book consists of three parts divided into 15 chapters. 3.1 Part I Part I (Chapters 1-3) is dedicated to the foundations of HRD and starts with an introduction to the field. Here, the authors present the historical development and current status of the discipline, show the relationship between HRD and HRM and its subfields, describe the specifics of the HRD profession, outline the current challenges faced by HRD professionals, and build the basic framework of the HRD process consisting of an assessment of HRD needs, the design of effective HRD programs, and the evaluation and implementation of HRD programs. The second chapter is dedicated to the topic of employee behavior and its influencing factors. It covers the major external aspects affecting employee behavior and presents the main theories of motivation along with further internal factors influencing employee behavior such as attitudes, knowledge, skills, and abilities. …

This article explores a theoretical foundation of human resource development (HRD) that can be adopted to explain the increasing use of HRD interventions and practices in the wider context of society and the world. While there has been growing interest in and literature about the societal meaning of HRD, previous research has focused mostly on HRD practices and lacked a theoretical framework that could explain and characterize the interactions between HRD and society. Based on a review of current approaches to the HRD–society nexus, we suggest that the nexus can be better understood when complex interactions between internal and external stakeholders of an organization are recognized, and we introduce the stakeholder-based HRD (SBHRD) model as a tool for identifying the interactions between HRD and society and the characteristics of the interactions with regard to plurality, interdependency, and legitimacy. The SBHRD model carries theoretical implications of possible changes in the epistemology of HRD, pushing forward well-being as the purpose of HRD, and enlarging HRD research topics. From a practical standpoint, the SBHRD model enhances the value of social responsibilities of corporations and ethical management, enlarges the scope and beneficiaries of HRD activities, increases the opportunities of collaboration with adult education, and points to different modes of communication in practice.

Purpose The purpose of this paper is to investigate the roles of human resource development (HRD) in open universities. The study also intends to assess the current situation of HRD at Hanoi Open University (HOU) with an end view of proposing some suggested recommendations to enhance HRD to improve the training quality and effectiveness at HOU. Design/methodology/approach The study’s first two parts refer to HRD’s role in open universities. The third one summarizes the existing research literature on HRD used as theoretical base for the author to evaluate the current HRD at HOU in the fourth part. The fifth part involves the methodology to gather the data on HRD practices at HOU while the next two important parts deal with the study’s findings and recommendations for better HRD at HOU. The final part summaries the study’s main points. Referring methodology, the survey data were analyzed through frequency, percentage and weighted mean as statistical tools. Findings The study’s findings show that HRD practices at HOU are not as effective as expected in terms of human resource quality, human resource structure and human resource management. There is a shortage of full-time well-qualified employees, inadequate and imbalance working positions, and un-synchronous, fragmented personnel management. Originality/value The study’s values are not only useful for building policies on HRD but also for developing strategies to train and foster capable and adequate staff in open universities’ academic environment and in HOU as well.