Social marketing in corporate education: the integration of pedagogy and marketing tools for human development in organizations

Investigating colleges' and universities' social capital through its five dimensions—civic engagement, norms and trust, collective action, bonding capital, and bridging capital—provides a powerful way of thinking about organizational and faculty development. Four very different institutions of higher learning have promoted their organizational development through efforts that build social capital. We seek to inspire additional application of and research into this topic by demonstrating that confronting the complexities of social capital within diverse campus communities can help faculty developers understand those communities with greater nuance and in ways that improve their ability to design and implement development initiatives.

Performance ImprovementVolume 42, Issue 9 p. 14-19 Article 7 Steps for linking performance improvement initiatives to corporate strategies Timothy J. Trow, Timothy J. Trow Timothy J. Trow is Manager, Education and Development for Tennant Company, a world leader in designing, manufacturing, and marketing products that help create a cleaner, safer world. His expertise is in organizing and directing corporate learning strategies, performance improvement initiatives, and integrating e-learning technology solutions. Additionally, Timothy has extensive experience in directing global sales and sales management education and development programs, as well as organizational development and design. Corporate assignments have included transforming training functions into performance improvement departments that are linked to the business strategies having a direct impact on business results. This has included analyzing corporate needs, identifying performance gaps, designing strategies to improve performance of field sales organizations and the various distribution channels, and implementing measures that focus on improvement in results and performance. He is also an Adjunct Instructor at the College of St. Catherine, St. Paul, MN. Timothy has a master's in Adult Education from the University of Minnesota. His undergraduate studies were at the University of Oklahoma. His experience includes sales, sales management, management training and development, and corporate education. Timothy may be reached at tim.trow@tennantco.com.Search for more papers by this author Timothy J. Trow, Timothy J. Trow Timothy J. Trow is Manager, Education and Development for Tennant Company, a world leader in designing, manufacturing, and marketing products that help create a cleaner, safer world. His expertise is in organizing and directing corporate learning strategies, performance improvement initiatives, and integrating e-learning technology solutions. Additionally, Timothy has extensive experience in directing global sales and sales management education and development programs, as well as organizational development and design. Corporate assignments have included transforming training functions into performance improvement departments that are linked to the business strategies having a direct impact on business results. This has included analyzing corporate needs, identifying performance gaps, designing strategies to improve performance of field sales organizations and the various distribution channels, and implementing measures that focus on improvement in results and performance. He is also an Adjunct Instructor at the College of St. Catherine, St. Paul, MN. Timothy has a master's in Adult Education from the University of Minnesota. His undergraduate studies were at the University of Oklahoma. His experience includes sales, sales management, management training and development, and corporate education. Timothy may be reached at tim.trow@tennantco.com.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4930420905Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume42, Issue9October 2003Pages 14-19 RelatedInformation

PurposeEmpowered by Web 2.0 and social media, consumers join online communities and produce social capital. They generate information for online communities by sharing their knowledge, information and experience, and thus support organisational learning. Co‐creation of value with consumers instead of co‐creation of value for consumers is a new strategy for organisational development. The purpose of this paper is to investigate social factors introduced through social media to sport organisations in the co‐creation of value with fans.Design/methodology/approachThis research adopts social capital and social support theory and investigates the way sport organisations can apply social relationship with fans in online communities in order to co‐create value for organisational development. The study looks at the current literature and the potential theoretical development for organisational learning.FindingsSocial interaction of individuals through social media and online communities has introduced co‐creation of value with customers. This behaviour originates from the supportive climate that has emerged through Web 2.0, where individuals share their information, knowledge, and experience through online communities. This co‐creation offers online social support as a source of social capital for organisations. The results can be beneficial for the development of sport organisations in the co‐creation of value with fans.Research limitations/implicationsThe clear implication of the research would be whether sport organisations can develop virtual communities and offer rich means that facilitate individuals' interactions. The research highlights the theoretical foundation and opportunities for sport organisational development. However, the study does not provide an empirical test of the theory. Therefore, an empirical test of the research theory is a future research direction.Originality/valueThis research investigates social factors introduced through social media to sport organisations in the co‐creation of value with fans. The contribution of the research is to provide the theoretical bases for a new research area for sport organisational development through social media. Sport organisations can learn from the social interactions of their fans and develop their strategies. This research shows how sport organisations can use social capital theory and online social support to progress in the industry.

Objective: The objective of this study is to develop a conceptual framework to elucidate how social capital enhances talent development practice and organizational sustainable development. Theoretical Framework: The theoretical framework integrates social capital theory and organizational support theory to explore how relationships, networks, and organizational support influence talent development. Social capital theory emphasizes bonding (internal cohesion) and bridging (external connections) dimensions, which foster collaboration, trust, and resource access. Organizational support theory highlights how perceived organizational support enhances employee engagement and sustainable growth. Results and Discussion: The research synthesizes insights from existing literature on talent management and social capital. The findings indicate that bonding social capital, characterized by strong ties within an organization, fosters trust and collaboration, which enhance talent development. Bridging social capital, involving weaker, external ties, facilitates access to diverse knowledge and opportunities for resource sharing across organizational boundaries. Together, these dimensions of social capital significantly contribute to developing individual capabilities, organizational performance, and sustainable competitive advantage. Research Implications: This study makes theoretical contributions by integrating social capital theory and organizational support theory into talent development research. Practically, it provides actionable insights for employers and policymakers about leveraging internal and external networks to create inclusive and sustainable talent development strategies. The framework emphasizes the importance of a balanced approach to bonding and bridging social capital, promoting both internal cohesion and external collaboration for professional development. Originality/Value: By linking social capital to talent development, this study advances understanding in the fields of talent management and organizational studies, with implications for achieving Sustainable Development Goals (SDGs) in decent work and economic growth.

Human Resource ManagementVolume 31, Issue 1-2 p. 21-34 Article Diversity Bailey W. Jackson, Bailey W. Jackson Bailey W. Jackson is President and Co-founder of New Perspectives, lnc. and Dean of the School of Education at the University of Massachusetts where he is a professor in the Organization Development Program. He is also co-founder and faculty sponsor of the School's Social Justice and Diversity Education Program. He is recognized internationally as one of the leading theorists in the area of Racial ldentity Development. He has published articles on Black identity development, social oppression and liberation, managing diversity in the workplace, multicultural organization development, human service program development, and large systems change.Search for more papers by this authorFrank Lafasto, Frank Lafasto Frank LaFasto, Ph.D., is the Vice President of Organization Planning and Development for Baxter Healthcare Corporation, where he is responsible for the development of executive talent, organizational change and the effectiveness of the management process.Search for more papers by this authorHenry G. Schultz, Henry G. Schultz Henry G. Schultz is Vice President of Human Resources at AutoAlliance international, formerly MAZDA Motor Manufacturing (USA) Corporation, located in Flat Rock, Michigan. He has served in that capacity since April 1991. Prior to that time, he was the General Manager of Human Resources from 1989-1991. Prior to joining MAZDA Motors, Mr. Schultz was Director of Manufacturing at Otis Elevator and had served as Manager of Labor Relations for Volkswagen of America, lnc. Mr. Schultz holds a bachelor's degree from Michigan State University and a master's degree from Central Michigan University.Search for more papers by this authorDon Kelly, Don Kelly Don Kelly is Manager of Human Resources at AutoAlliance International, formerly MAZDA Motors Manufacturing (USA) Corporation. He is responsible for the Training, Compensation, and Salaried programs at the headquarters in Flat Rock, Michigan. Prior to joining AutoAlliance, Mr. Kelly was Manager of Training at Schlumberger CADICAM, an international developer of computer-aided design and manufacturing systems. Formerly, MY. Kelly was a program director with the University of Michigan's Division of Management Education. He holds a bachelor's degree and a master's degree from the University of Michigan.Search for more papers by this author Bailey W. Jackson, Bailey W. Jackson Bailey W. Jackson is President and Co-founder of New Perspectives, lnc. and Dean of the School of Education at the University of Massachusetts where he is a professor in the Organization Development Program. He is also co-founder and faculty sponsor of the School's Social Justice and Diversity Education Program. He is recognized internationally as one of the leading theorists in the area of Racial ldentity Development. He has published articles on Black identity development, social oppression and liberation, managing diversity in the workplace, multicultural organization development, human service program development, and large systems change.Search for more papers by this authorFrank Lafasto, Frank Lafasto Frank LaFasto, Ph.D., is the Vice President of Organization Planning and Development for Baxter Healthcare Corporation, where he is responsible for the development of executive talent, organizational change and the effectiveness of the management process.Search for more papers by this authorHenry G. Schultz, Henry G. Schultz Henry G. Schultz is Vice President of Human Resources at AutoAlliance international, formerly MAZDA Motor Manufacturing (USA) Corporation, located in Flat Rock, Michigan. He has served in that capacity since April 1991. Prior to that time, he was the General Manager of Human Resources from 1989-1991. Prior to joining MAZDA Motors, Mr. Schultz was Director of Manufacturing at Otis Elevator and had served as Manager of Labor Relations for Volkswagen of America, lnc. Mr. Schultz holds a bachelor's degree from Michigan State University and a master's degree from Central Michigan University.Search for more papers by this authorDon Kelly, Don Kelly Don Kelly is Manager of Human Resources at AutoAlliance International, formerly MAZDA Motors Manufacturing (USA) Corporation. He is responsible for the Training, Compensation, and Salaried programs at the headquarters in Flat Rock, Michigan. Prior to joining AutoAlliance, Mr. Kelly was Manager of Training at Schlumberger CADICAM, an international developer of computer-aided design and manufacturing systems. Formerly, MY. Kelly was a program director with the University of Michigan's Division of Management Education. He holds a bachelor's degree and a master's degree from the University of Michigan.Search for more papers by this author First published: Spring ‐ Summer 1992 https://doi.org/10.1002/hrm.3930310103Citations: 25 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume31, Issue1-2Special Issue: Exemplary PracticesSpring ‐ Summer 1992Pages 21-34 RelatedInformation

The problem and the solution. Although they emphasize the importance of social relationships, the literatures on mentoring and social capital are largely independent. This article explores the connections between social capital and mentoring. After reviewing the limited literature in which social capital theory has been explicitly used in the study of mentoring, the authors discuss key concepts that appear in both literatures, including outcomes, bad relationships, trust, and information.They conclude with implications for the practice of human resource development (HRD), with particular attention paid to the role of mentoring in broader social networks, issues related to formal and informal mentoring, and creating cultures that foster the development of relationships. Their review reveals that the integration mentoring and social capital concepts offers great promise to enhance career and organization development initiatives.

The article considers some conceptual and categorial aspects of corporate education which allow defining the very concept “corporate education”. In order to avoid terminological misunderstanding, defining the foundational terms of any subject area is obligatory. An analysis of scientific findings and meticulous selection of terms enable setting conceptual connections between items, eliminating their misunderstanding, selecting adequate Ukrainian correspondents to the terms already established in foreign languages.An analysis of the latest researches and publications in the sphere indicates that the problem of defining corporate education in the most comprehensive way has become a center of attention for theoretical works of foreign and home specialists. The investigation of corporate education is inevitably connected with the analysis of researches in the fields of adults’ learning, lifelong learning, human resource management and development etc. This is caused by the position of corporate education on the intersection of pedagogy and organizational management.The research is also focused around differentiating various subject area-related terms. It is emphasized that corporate education, corporate training, corporate learning are different concepts, though often used interchangeably in the same context in the Anglophone scientific literature. The same approach relates to the corporate education vs. human resource development relation.The special attention is paid to knowledge-based economy which encompasses corporate education, thus, increasing its importance in the modern world. Singling out the corporate competences has allowed deeper understanding of the relevance of appropriate corporate education since this leads to understanding what should be a focus of an organization for achieving certain strategic goals. The article leaves the question of a single consolidated definition of corporate education open due to its broad and multifaceted nature.

Human needs and motivations depend on the person, on different generations, and on the life cycle period with its past experiences and future expectations. Moreover, the technological development goes along the organizational and human factor development leading to changes in the way of working of past and actual environments. Therefore, how the technologies of the fourth industrial revolution are impacting the human needs and the organizational development is a challenging research and practical gap. Therefore, the research question is how to integrate the human factor in the future organizational environment of the fifth industrial revolution. The paper presents an analysis of different areas impacting the challenge such as: human needs theories, management and leadership development, organizational development along the industrial revolutions, as well as the evolution of the different human generations towards a preliminary evolutionary model based on human needs. Moreover, other factors are analyzed such as the needs of human beings in the environment of influence of the organization as well as the life cycle of the human factor. Furthermore, the paper analyzes the human-machine interaction in different horizons from strategic to operative associated with Industry 4.0 technologies impacting the organizational sustainability and human well-being. For that purpose, a Human Digital Twin (HDT) model is developed with different levels influencing the human decision-making process with the goal to serve the human being to open new ways of working. To sum-up, the analysis and conceptual model presented serve as basis to derive future course of actions at the individual as well as in the organizational level based on the prediction and analysis of potential scenarios with their own risks and opportunities considering the human factor as an active element within the organization supporting new ways of working by considering the dynamic needs and motivations of the interacting agents.

Marketing educators have responded to trends affecting marketing education by expanding the emphasis in marketing education to helping students develop new skills and capabilities. Achieving these new educational objectives requires more of a focus on a learning-oriented perspective toward marketing education. The success of a learning-oriented educational perspective depends upon the creation of an effective learning environment in marketing classes. Building social capital is suggested as a way to create an effective learning environment. A Social Capital Framework for Marketing Classes is presented and used to identify ways to increase the Social Capital Bank Account in a class and produce an effective learning environment.

Background: Competitive forces influence social marketing efforts. Indeed, social marketers often find themselves “shadow boxing” various forms of competition throughout their interventions. Despite the seminal role of competition as a threat to social marketing intervention efficacy, few empirical studies have undertaken competitive analysis or compared the usefulness of competitive typologies. Thus, this paper proposes an index approach to categorize competitive typologies relevant to a specific social marketing intervention in terms of their ease of use, intuitiveness and generalisability to the broader social cause domain. The proposed index approach is illustrated with empirical data, undertaking a competitive analysis of forces obstructing efforts to address educational inequality in Australia, then comparing the ease of use, intuitiveness and generalisability of 15 competitive typologies noted in the social marketing literature to produce a competitor analysis index. Research Question: Which competitive typologies most effectively frame forces that inhibit educational equality social marketing efforts in Australia? Methods: Via interviews and focus groups, qualitative data were collected from 46 students from low socioeconomic status (LSES) backgrounds at six universities and sought to understand the influence of their home residence’s geographical remoteness on their university participation. The analysis revealed eight participant-identified differential competitors experienced by students from regional, rural and remote settings (LSES-R, n = 25, 54.4%) that were not experienced by those from metropolitan areas (LSES-M, n = 21, 45.6%). Fifteen competitive typologies were identified in the social marketing literature, and their capacity to frame these eight differential forces in terms of their ease of use, intuitiveness and generalisability was critiqued. Findings: Unlike their metropolitan counterparts, LSES-R participants experienced situational (n = 3), dispositional (n = 3) and goal pursuit (n = 2) competitive forces. The most effective competition typologies comprised two classification options that were distinctly different and could classify both the unfriendly and friendly competition that exists in social marketing. Five competitor typologies were identified as easy to use, intuitive and generalizable to the broader educational inequality domain. Together, these five competitor typologies form a competitor analysis index for educational inequality researchers and practitioners to enhance their intervention efficacy. Recommendations: Despite widespread agreement as to the importance of competitor analysis in social marketing, the efficacy of various typologies has received little attention. Social marketers are encouraged to critique competitor typologies before selecting those which enable effective decision-making. Furthermore, it is recommended that social marketers use a competitor analysis index comprised of multiple typologies to better capture the nebulous nature of the many different types of competitors that exist in a specific social marketing context. Limitations: The educational inequalities cause and qualitative method may constrain generalisability, but they exemplify the importance of competition typology choice and model how competitor analysis indexes can be developed.

This article aims to consider examples of organisations that follow the concept of social marketing, to analyse the relevance of applying the principles, methods and tools of social marketing to solve social problems, and determining the effect of applying the concept of socially responsible marketing at the enterprise. The theoretical, methodological, and practical basis of the research was the fundamental marketing provisions and scientific works of domestic and foreign scientists on social marketing. During the processing and analysis of information, general scientific methods of analysis and synthesis were used. Social marketing methods and tools are more trusted than commercial ones, as it affects a larger part of the population; promotes active behaviour change over a certain period of time; stimulates behaviour change with limited resources and develops creative ideas. Social marketing focuses on human benefit rather than on increasing economic opportunities. It is important to meet the social needs and interests of customers and society, so the concept of social marketing creates a marketing strategy that offers consumers the value of improving the well-being of all segments of the population. It is a more complex version of corporate social responsibility and marketing strategy. The scientific novelty of the results obtained is to further deepen the theoretical provisions, to develop scientific and methodological principles and practical recommendations regarding the application of tools, methods and principles of social marketing in the enterprise. The practical significance of the obtained results is that the use of social marketing in an enterprise helps to create a positive image of the company among consumers, which will increase sales due to the formation of a holistic perception of the company by different groups of people. The concept of social marketing focuses on social responsibility and is closely linked to long-term development. Social marketing is a market activity whose priority is to improve the lives of individuals, social groups, and society as a whole. Key words: business project, environmental friendliness, public interests, product competitiveness, social marketing concept, brand loyalty, social marketing initiatives, socially responsible marketing.

This article proposes a more individualized approach to organizational and food safety culture development through the creation of culture change agents. The study used action research with individual therapeutic training of sensory and emotional skills as the action intervention to reveal underlying mechanisms of the culture and create long-term culture change. The study was conducted with a group of voluntary employees over a 3-year period at a department under Food Safety and Veterinary Issues in Danish Agriculture and Food Council. Data was collected using individual in-depth qualitative interviews with a novel questionnaire technique that facilitated participants to bring otherwise unconscious underlying assumptions to awareness. The study found that working intensely and therapeutically on an individual and group level, had a significant impact on the surrounding culture and social capital. Five underlying mechanisms were revealed linking individual culture change to changes in the social capital and culture of the department. Going through the five underlying mechanisms may enable individuals to get to the root causes of issues, facilitate more sharing and collaboration to learn from near-misses and failures, and take action despite facing uncomfortable situations, all important abilities to develop FSC. Based on the underlying mechanisms a ‘Change Agent Model’ was developed. The model illustrates the important underlying mechanisms that any individual or group can work through to become culture change agents and drivers for organizational culture and FSC development. This is the first of two articles.

Laura L. Bierema. (2010). Implementing a Critical Approach to Organization Development. Malabar, FL: Krieger Publishing Company. 176 pp. ISBN: 978-1-57524-266-8 (hardcover) In a global economy that has been reeked with volatility, theorists and practitioners in the field of organization development (OD) have struggled in recent years to find strategies and solutions to effectively cope with the radical changes that have impacted organizations and institutions at the individual, group, and system levels. In Implementing a Critical Approach to Organization Development, Bierema takes a critical approach to analyzing change and development within the organization, and critically analyzes the impact such organizations have on the various stakeholders as they attempt to grapple with these changes. It customary for those involved in the work of OD to focus primarily on complex interventions needed to improve organizational efficiency and effectiveness. Bierema's critical approach to OD a departure from the traditional approach. While seeking to enact changes through appropriate interventions, Bierema's approach challenges OD practitioners, human resource specialists, and adult educators to ensure the democratic, responsible, and ethical, and the interests of affected stakeholders are given due consideration. In organizations' efforts to remain profitable, organizational policies and strategies sometimes hurt the most vulnerable in society. Bierema argues that OD practitioners must pursue ethically and socially responsible interventions, and provides a framework for how this critical approach to OD can be practiced and structurally integrated. In a world of constant change, OD the discipline that facilitates planned changes within organizations. According to Bierema, a core value and philosophy of OD is to improve workplaces, individuals, and groups that populate them from its inception (p. 1). In Chapter 1, the author contends that OD professionals, human resource practitioners, and adult educators have the responsibility to implement the kind of changes and interventions that will promote justice and a democratic OD process (p. 2). In Chapter 2, Bierema provides a framework for her critical approach to OD. This approach influenced by critical management studies, feminist theory, critical human resource development, critical cultural analysis, and critical interpretive approach. Here, she argues that critical OD practice results in greater social responsibility, and a that more democratic, ethical, and attentive to the interests of all stakeholders. In Chapter 3, Bierema discusses the different types of consultants and makes the distinction between traditional OD consultants and critical OD consultants. Consultants are hired to forge positive and mutual relationships with the clients that results in improved performance or greater operational efficiencies. …

Objectives: This paper aims to explore the benefits of employee training in professional and organizational development. It highlights how training enhances workforce skills, boosts productivity, fosters innovation, and contributes to long-term business success. Additionally, the study examines challenges in implementing effective training programs and future trends shaping corporate education. Methods: The study analyzes structured training programs such as on-the-job training, corporate education, and mentorship initiatives. Case studies from industry leaders like Google, Amazon, and IBM are used to illustrate how continuous learning fosters a competitive advantage, supports technological adaptation, and develops leadership. The research also reviews obstacles such as financial constraints, resistance to change, and difficulties in measuring training effectiveness. Results: The findings indicate that well-structured employee training programs help bridge skill gaps, enhance job satisfaction, and improve employee retention. Companies investing in continuous learning gain a competitive edge by fostering innovation and preparing employees for technological advancements. Despite challenges in implementation, organizations that prioritize training demonstrate improved performance and sustainability. Conclusion: Employee training is a vital driver of innovation, engagement, and organizational excellence. While financial constraints and resistance to change pose challenges, emerging trends like AI-driven learning and hybrid training models offer promising solutions. Investing in employee training is not just a development strategy but a crucial factor in ensuring long-term business success.

Objectives The aim of the study was to present the basic determinants in integral pedagogy. The term ‘basic determinants’ was used in the topic rather than, for example, ‘basic assumptions’, as it was considered that this formulation would better protect pedagogy (the discussed approach – integral pedagogy) as a field of science leading to the recognition of the truth about education. Material and methods Subject literature included in the bibliography of Polish and foreign authors was used. The used method of pedagogical hermeneutics fulfills two basic tasks: 1) introduces the reader to a specific research proposal; 2) arouses interest in the described proposal. Results 1. Through the study of the literature on the subject, the presence of intensive scientific research in contemporary pedagogy in the field of issues specified in the topic of the article was demonstrated. 2. It has been shown that the ‘basic determinants in integral pedagogy’ also apply to the entire pedagogy, regardless of the specifications that are used in its scientific practice. 3. It has been shown that the basis of integral pedagogy is philosophical realism and the understanding of man and his upbringing initiated by the ancient Greeks. 4. The danger of reductionism was pointed out when the personalistic theory of man is rejected in pedagogy. Conclusions Despite the article’s theoretical nature, the topic discussed is important for formulating practical upbringing and educational activities which, if they are to be effective and helpful in human development, cannot deviate from the integral - and can also be considered holistic - approach of applied pedagogy. It seems that on the realistic and personalistic basis cited in the article, specific programs and principles can be created to avoid the danger of reductionism in educational activities.