ABSTRACT The research‐practice gap (the gap) in HRD remains a significant challenge, hindering the application of academic research to practice and the integration of workplace challenges into research efforts. It is critical for HRD research to address the gap to develop evidence‐based solutions for learning and organizational performance. The purpose of this study was to explore how HRD scholars and scholar‐practitioners define, motivate, address barriers to, and recommend strategies for bridging the gap in HRD. Building on the study by Moore and Cho (2024) from the perspective of HRD practitioners, we investigated the perspectives of HRD scholars and scholar‐practitioners to examine whether there are any critical differences in their perspectives through 29 interviews. In a thematic analysis, we identified four key themes: defining the gap, motivations, barriers, and strategies for bridging the gap. Participants emphasized the need for participatory action research, the co‐creation of research agendas, and practitioner engagement from the early stages of research to enhance the relevance and applicability of the findings. A surprising study finding was the influential role of HRD scholar‐practitioners, who serve as translators between academic research and workplace applications, leveraging their dual roles to co‐create usable knowledge. We provide actionable recommendations for narrowing the gap, stressing the role of HRD in diverse organizations by fostering collaboration and integrating academic rigor with practical applications.

ABSTRACT Numerous empirical studies have examined the work‐ and career‐related outcomes of self‐initiated expatriates (SIEs) in cross‐cultural work settings, thereby contributing to an emerging research stream in the HR literature. Building on self‐determination theory, this study examined whether the protean career attitude is positively associated with subjective career success. We further explored the mediating role of overseas work adjustment and the three‐way moderation of cultural intelligence and learning‐goal orientation to strengthen this indirect relationship. The data from two studies, encompassing non‐Asian ( n = 289) and Asian ( n = 192) participants, provide convergent support. The results showed an indirect influence of protean career attitude on subjective career success via overseas work adjustment. Moreover, this indirect influence is strengthened when SIEs possess either higher cultural intelligence or a stronger learning‐goal orientation. This study contributes to the literature by identifying key factors influencing SIEs' career success and highlighting the central role of learning in their workplace adjustment. It advances HRD by showing how learning and adaptability drive cross‐border career development.

ABSTRACT Human‐AI collaboration has the potential to revolutionize organizational development amid rapid technological changes. By integrating the theoretical foundations of adaptive structuration theory (AST) and affordance actualization theory (AAT), this study proposes a theoretical framework to facilitate effective human‐AI collaboration for organizations in the AI era. These theories complement each other by linking human and AI elements, synergizing the adaptive process of human‐AI collaboration to yield positive outcomes at the individual, team, and organizational levels. Based on the framework, the roles of strategic innovation backing and mentoring styles that intervene in the process are examined. Finally, the study discusses implications and outlines a future research agenda.

ABSTRACT This paper complements retrospective approaches to researching informal learning in the workplace with experience sampling. Since (conscious) informal learning is becoming increasingly important for successfully keeping pace with rapid changes in working environments, a clear understanding of the construct and its precise measurement are essential. This is opposed by the error‐proneness of retrospective measurements. The aim of this study was therefore to better understand how employees learn informally by situationally measuring their use of informal learning activities (e.g., searching the internet). Three hundred sixty four full‐time employees with desk jobs in various professions completed short online questionnaires twice a day for 8 days about their current work task and the informal learning activities used. A Multilevel CFA with good model fit revealed the same three factors at the situation and person level: learning from oneself, learning from others, and learning from media. Thinking/reflection, professional exchange/co‐working with colleagues, and sharing knowledge were most frequently reported. Learning activities with media were used comparatively little. These findings underscore the metacognitive role of reflection in informal learning, challenge previous models of informal learning that underrepresent situational antecedents and learning from media, and emphasize the importance of including multilevel data in research. Our research provides human resource development professionals and supervisors with a foundation for promoting informal learning and the society with basic knowledge for familiarizing students with the need for informal learning. This ability to adapt quickly to changing knowledge requirements is crucial to the competitiveness of many industries.

Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.

ABSTRACT Workplace bullying (WB) remains a pervasive concern across all sectors, including higher education institutions (HEIs), where shifting power dynamics, performance pressures, and transformation mandates often create fertile ground for systemic abuse. This research explored lecturers' experiences with WB in a South African HEI using qualitative research and a phenomenological approach informed by interpretivism and critical theory. Twenty‐six purposefully selected participants from a population of 190 lecturers were interviewed, and data were thematically analyzed and co‐coded to ensure trustworthiness. Findings revealed that WB was deeply embedded in institutional culture, manifesting through a hostile environment, abusive and dysfunctional institutional communication, work environment, and management deficiencies. It addresses a gap in the qualitative WB literature by applying a critical theory and human resource development (HRD) lens, particularly within the under‐researched South African HEI context. This article makes a key contribution by theorizing WB as structural and symbolic violence embedded in institutional norms, distorted communication, and performativity. The findings extend critical theory by revealing how race‐based transformation policies, such as affirmative action and employment equity, may unintentionally exacerbate WB. The article concludes with actionable HRD recommendations and suggestions for future research.

ABSTRACTGrounded in the socially embedded model of thriving at work, this study tests a moderated mediation model examining how job and contextual resources interact to shape thriving through adaptive expertise. We conceptualize adaptive expertise as an agentic capability that serves as a mediator in our research model. In our model, job autonomy and job clarity are key resources influencing thriving via adaptive expertise, while learning resources and perceived work‐related diversity are contextual resources moderating these effects. Using data collected from 428 employees across various industries in South Korea, we found distinct interactive patterns: learning resources negatively moderated the indirect effect of job clarity on thriving through adaptive expertise, whereas perceived work‐related diversity positively moderated the indirect effect of job autonomy on thriving through adaptive expertise. These findings suggest that adaptive expertise and the related thriving at work can be enhanced by aligning contextual resources with job characteristics, beyond simply designing effective jobs. This study contributes to the integration of resource‐based perspectives into the socially embedded model of thriving and underscores the critical role of job resources in dynamic work environments.