Human Resource Development Education Research Articles

Disrupting Cisheteropatriarchy in Society and the Workplace: The Role of HRD Education

In recent years, there has been a surge of anti-LGBTQ+ laws in the United States. These laws undoubtedly reinforce cisheteropatriarchal ideologies that heterosexuality and gender conformity are the only acceptable ways of being, while other forms of sexuality and gender identity are unnatural, immoral, and deserve punishment. Given that the workplace, mirroring the broader society, exhibits the prejudices and preconceptions that are ingrained in our cultural milieu, it is incumbent upon human resource development (HRD) education to expose students to the ways in which cisheteropatriarchy structures workplaces so, as HRD practitioners, they can work towards disrupting it.

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

In this paper, we propose a conceptual model to improve moral sensitivity in human resource development (HRD) practices to assist human resource (HR) practitioners in contending with moral challenges in HRD. The literature on the relationship between ethics and HRD suggests that the organizational and employee development discipline deals with ethical issues at three different levels: Individual, organizational and  and communal, and international levels. In section I, we elaborate on moral challenges facing HRD. In section II, we conceptualize moral sensitiveity in HRD, and propose a conceptual model in virtue of some essential ethical theories and concepts, that assist HRD face those problems. We will show how each theory and concept can help HRD to deal with relevant problems. In section III, we elaborate on the practical approaches to implement moral sensitivity in sensitivity HRD. We put forward some strategies that help HRD bring those theories and concepts to bear on the ethical problems facing this discipline. Finally, we discuss moral education through learning theories to cultivate moral concepts and ethical dimensions in HRD education.

Rekayasa Perangkat Lunak Berbasis Android sebagai Media Informasi Akademik Siswa SMK PKP 2 Jakarta

In the context of human resource development education is a business that is consciously directed to develop the potential of young people to have the ability, skills, attitude and personality. Information services in education that can be directly accessed by students will certainly have a very positive impact for educational institutions in the midst of intense competition. The problem of limited access to academic information systems that require users to become statically accessed by the Internet causes the need to design an academic information system application that is able to meet the flexibility needs of the users to be able to access more easily and quickly, in this case through a smartphone device that is currently very widely used because of its fairly affordable price and service facilities are quite promising. Aware of all that, an initiative to actively participate in building an application based information system based on android mobile in SMK PKP 2 Jakarta in informing academic students. It is expected that the information system can be accessed anytime and anywhere. Applications can be used by students to view payment information, student grades and student attendance, student profiles and students extracurricular activities. Methods Research and Development and Waterfall Model is a method used to develop software in this research.

HRD standards and standardization: where now for human resource development?

ABSTRACTThis paper examines standard-setting and standardization processes currently being undertaken in the human resources field and makes a ‘call to action’ for human resource development (HRD) scholars and practitioners to influence these developments. The paper provides a reflexive ‘insider account’ of HR standards development combining personal experience with theoretical perspectives; ‘grey’ and practitioner literatures; and secondary data sources. Drawing on scholarly literature sources, opportunities and dilemmas of standardization processes in the HR field are discussed. Grounded in the standardization literature, alternative approaches to system-wide (meta) standards are identified. Drawing on publically available information, different standardization approaches in USA and UK are discussed. The paper critiques the dominant performance-orientated paradigm and ‘rules-based’ approach to standards and argues for an alternative, principles-based approach for HR standardization to support sustainable individual and organizational performance. These issues have important consequences for HRD identity, pedagogy, education, and practice. In addition to the development of an original typology of emerging HR standardization, the paper contributes a new perspective to debates about the identity, values, purpose, and contribution of HRD and the relationship between HRD and human resource management (HRM).

The Value of an Undergraduate HRD Degree: An Exploratory Investigation of Perceived Employability and Career Success

The Problem Undergraduate human resource development (HRD) programs are becoming increasingly popular. However, there is little research available regarding the outcomes of the alumni of these programs and the value that they attribute to their undergraduate HRD degree. The Solution In this exploratory study, a survey was used to assess the value of an undergraduate HRD education among graduates of an undergraduate HRD program. Perceived employability and subjective career success were used as measures to assess the value of an undergraduate HRD degree from the perspective of alumni from an undergraduate HRD program. Academic achievement was also considered for the possibility of impacting the perceived value of the degree. Descriptive statistics are used to report the findings related to perceived employability and subjective career success. The Stakeholders The results of this study are useful to undergraduate HRD program administrators and alumni who are interested in the career outcomes of undergraduate HRD students in the first few years following their graduation. These administrators and alumni can use the results to market and describe the value of an undergraduate degree in HRD. An additional stakeholder group includes potential students who may seek clarification on the experiences of graduates of the undergraduate HRD programs that the potential students may be considering.

Leveraging Research to Advance Undergraduate HRD Education: An Introduction

The Problem As undergraduate human resource development (HRD) programs continue to develop in the United States, faculty face challenges related to finding tools, resources, and curriculum to effectively teach the principles and practices of the field to traditional college students. Most of the existing research regarding academic programs in HRD is based on graduate programs and is, therefore, less attentive to the potential of undergraduate programs as a viable pathway to the HRD profession. Little scholarship exists to address this important, pressing, and timely issue. The Solution This issue of Advances in Developing Human Resources addresses the gap in knowledge regarding better practices for teaching and learning in undergraduate HRD programs and contains the first collection of focused examinations of HRD undergraduate students, programs, and experiences. This collection of articles gives direction for building undergraduate HRD curricula and enhancing its relevance for traditional college students, identifies relevant competencies for undergraduate HRD programs, and provides insight into alumni perspectives of the value of an undergraduate degree in HRD. The Stakeholders The primary audience is HRD faculty, scholars, and scholar-practitioners who engage with undergraduate students or hope to in the future. Secondary audiences include human resource management (HRM), management, adult educators, higher education administrators, career counselors, and other professionals who are involved with enhancing the extent to which undergraduate students and new graduates are equipped to make meaningful contributions to organizations.

Human resource education in the Middle East region

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.

Research to Advance Undergraduate HRD Education: “Please Sir, I Want Some More”

The Problem There is a dearth of research focusing on undergraduate human resource development (HRD) education. As a result, programs offering undergraduate degrees in HRD or degrees related to HRD may be making program decisions without the benefit of empirical research. Alternatively, programs may be conducting their own action research projects where the results may not be generalizable to other institutions. The Solution The present issue takes one small step forward related to filling the gap in undergraduate HRD education. The empirical articles in this issue are reviewed and synthesized to identify five opportunities for research that can inform education and practice. The Stakeholders The primary audience includes HRD scholars and scholar-practitioners, including master and doctorate students, interested in conducting research relevant to undergraduate HRD education. The secondary audience includes leaders of the field, including board members of the Academy of Human Resource Development (AHRD), the AHRD Foundation, the University Council for Workforce and Human Resource Education (UCWHRE), program administrators, department chairs, associate deans, and deans.

HRD Education in the Netherlands

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.

HRD Programs in the United Kingdom

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.

Enriching HRD Education Through Professional Organizations

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.

HRD Educators’ Views on Teaching and Learning

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.

HRD Education in Developing Countries

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.

Preface

The Problem The human resource development (HRD) field is still searching for a widely accepted identity. However, because development is a ubiquitous process, because understanding and facilitating it requires insights from many disciplines, and because cultural, maturity and other contextual factors determine how development issues are framed, the pursuit continues. Is the continual search for greater clarity about what HRD is and how to facilitate it a strength or a fool’s errand? The Solution This issue of Advances in Developing Human Resources ( ADHR) does not answer this question, but it does help clarify what is happening as universities evolve programs to develop HRD professionals who can add value to development processes at individual, organizational, and societal levels. The Stakeholders Scholars and practitioners interested in the history and current global status of HRD and HRD education, HRD practitioners and people aspiring to HRD roles in business or societal institutions.

The Many Faces of HRD Academic Programs

The Problem The different perspectives on human resource development (HRD) academic programs in this issue call for a theoretical contribution that situates and extends the descriptive detail offered in the articles from countries around the world. The Solution This article proposes that the sociology of new academic fields with its emphasis on differentiation, legitimacy building, and mobilization of resources can serve as a guiding framework to understand current programs and point to directions for future growth. The Stakeholders Scholars and practitioners interested in the history and current status of HRD and HRD education.

Towards critical human resource development education (CHRDE): using the sociological imagination to make the HRD profession more critical in the post-crisis era

In the wake of the post-2008 global financial crisis, there has been a failure by those in the HRD profession to critically challenge key assumptions relating to their own practice. The result is a continuation of its status as a ‘weakened’ profession. This article explores a failure by professionals and academe to address this position. An argument is made for Critical HRD Education (CHRDE), aiming at the United Kingdom’s professional education scheme. We seek to show how everyday issues that occur in HRD practice can be linked to a socio-economic context through the use of C. Wright Mills’ view of The Sociological Imagination. Examples of use are provided before implications for practitioners, and theorizing is considered.

Taking stock of the literature on HRD education

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.

Newcomer Adjustment Among Recent College Graduates

Newcomer adjustment, the process an individual goes through within the first year at a new organization, can be a challenging transition for traditionally aged recent college graduates. Unsuccessful adjustment can have profound negative consequences for young adults, organizations, and undergraduate institutions. Gaps exist in the human resource development (HRD) and undergraduate education literature leaving practitioners in both fields unsure of how to address this problem. Research regarding individual psychological capital (PsyCap) and proactive behaviors offer new perspectives that enhance understanding of newcomer adjustment and guide practice. In this integrative literature review we present a synthesis of research demonstrating positive interrelationships among PsyCap, proactive behaviors, and newcomer adjustment outcomes such as job performance, job satisfaction, and organizational commitment. Based on the outcomes we offer a model of newcomer adjustment that can guide researchers and practitioners in HRD and undergraduate education in working together to promote successful newcomer adjustment among recent college graduates.

Lesbians, Gays, Bisexuals, and Transgendered People and Human Resource Development

Issues related to human resource development (HRD) and lesbian, gay, bisexual, and transgender (LGBT) people such as workplace inclusion, employee affinity groups, and LGBT-specific diversity initiatives are being addressed in organizations more often now than ever before. This article explores the existing literature on LGBT issues in HRD and adult education through a systemic review to determine what research exists and what future directions are necessary. This review revealed a small core of research related to these issues. Existing work is mainly conceptual, and there is a lack of quantitative work. Topics of focus are related to organizational change and diversity efforts, with very little research on HR policy, career development, and workplace education. Key findings include that HR professionals have primarily served in a reactive role, rather than leading on these issues.

Perspectives on HRD and Diversity Education

The quotation by Cohn and Mullennix that begins this article is also an apt beginning for this issue. Globalization and workforce demographics have made diversity an organizational concern. In response, organizations typically have made diversity work a human resource development (HRD) responsibility, because diversity initiatives fit traditional HRD functions of training and development, career development, and organization development. So the question arises, What are we doing to prepare our students not only to live and work in a diverse world but also to contribute to building more inclusive systems as HRD scholars and practitioners? An answer we propose is to include diversity in graduate and undergraduate programs that teach HRD.