Pub Date : 2010-09-28DOI: 10.1108/03090591011080977
John W. McKinlay, Shona Grogan, Pat Sedakat, C. Mckinlay
Purpose – The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students undertaking a module on human resource development.Design/methodology/approach – The paper seeks to offer a triangulation of semi‐structured interviews, archival student written reflective accounts of the training event together with oral narrative from past participants on the module.Findings – This paper examines the form and nature of a training event used as part of an assessment strategy on the human resource development (HRD) module of the MBA programme at the University of Abertay. The findings document the meanings and multiple realities that the participants ascribe to the training event. The interactional variable inherent in the informal and formal dichotomy of learning are also illustrated. Finally, the process of empowerment and reflection for all learners leads to a range of outcomes beyond the fulfilment of t...
{"title":"The learner as facilitator: moving outside the “same old cage”","authors":"John W. McKinlay, Shona Grogan, Pat Sedakat, C. Mckinlay","doi":"10.1108/03090591011080977","DOIUrl":"https://doi.org/10.1108/03090591011080977","url":null,"abstract":"Purpose – The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students undertaking a module on human resource development.Design/methodology/approach – The paper seeks to offer a triangulation of semi‐structured interviews, archival student written reflective accounts of the training event together with oral narrative from past participants on the module.Findings – This paper examines the form and nature of a training event used as part of an assessment strategy on the human resource development (HRD) module of the MBA programme at the University of Abertay. The findings document the meanings and multiple realities that the participants ascribe to the training event. The interactional variable inherent in the informal and formal dichotomy of learning are also illustrated. Finally, the process of empowerment and reflection for all learners leads to a range of outcomes beyond the fulfilment of t...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134381624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011081020
Jamie L. Callahan
Purpose – This paper aims to present an alternative and critical view of online learning for and by HRD professionals.Design/methodology/approach – This paper is positioned as a conceptual reflection regarding practical implications not frequently considered with regard to implementing online learning systems.Findings – This paper contends that many of the practical reasons for implementing online learning (accessibility, power equalization, and cost reduction) have fatal flaws.Research limitations/implications – This paper suggests that researchers broaden their perspectives beyond the assumption that using online learning is the goal to be achieved with regard to teaching and learning HRD. Both traditional and critical perspectives of online learning should be more thoroughly explored through empirical research.Originality/value – Few conceptual or empirical works challenge the unquestioned hegemony of the appeal of online learning, especially within the field of HRD. This reflection will hopefully serv...
{"title":"The Online Oxymoron: Teaching HRD through an Impersonal Medium","authors":"Jamie L. Callahan","doi":"10.1108/03090591011081020","DOIUrl":"https://doi.org/10.1108/03090591011081020","url":null,"abstract":"Purpose – This paper aims to present an alternative and critical view of online learning for and by HRD professionals.Design/methodology/approach – This paper is positioned as a conceptual reflection regarding practical implications not frequently considered with regard to implementing online learning systems.Findings – This paper contends that many of the practical reasons for implementing online learning (accessibility, power equalization, and cost reduction) have fatal flaws.Research limitations/implications – This paper suggests that researchers broaden their perspectives beyond the assumption that using online learning is the goal to be achieved with regard to teaching and learning HRD. Both traditional and critical perspectives of online learning should be more thoroughly explored through empirical research.Originality/value – Few conceptual or empirical works challenge the unquestioned hegemony of the appeal of online learning, especially within the field of HRD. This reflection will hopefully serv...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114955514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011081002
D. Wootton, Barras Kenneth Stone
Purpose – The purpose of this paper is to explore how professional skills training in making ethical decisions for redundancy selection, can be utilised though interactive role play, in a virtual learning environment.Design/methodology/approach – A pilot study was undertaken with a group of part time mature students pursuing a professional development programme. The pilot was based on the CLE concept using a virtual learning environment (VLE) and involved ethical decision making in a redundancy scenario. Data was gathered through the VLE “log” and through a focus group interview.Findings – Evidence is provided of the suitability of the CLE approach in this context. Additionally, the findings suggest that the use of a virtual learning environment for CLE raises a number of different issues for the management and motivation of participants. Virtual interaction of this nature creates different timescales, degrees of confidence and levels of anonymity than found with more traditional face‐to‐face training. Th...
{"title":"Modern Learning Methods for HRD: The Clinical Legal Education (CLE) Approach[C]","authors":"D. Wootton, Barras Kenneth Stone","doi":"10.1108/03090591011081002","DOIUrl":"https://doi.org/10.1108/03090591011081002","url":null,"abstract":"Purpose – The purpose of this paper is to explore how professional skills training in making ethical decisions for redundancy selection, can be utilised though interactive role play, in a virtual learning environment.Design/methodology/approach – A pilot study was undertaken with a group of part time mature students pursuing a professional development programme. The pilot was based on the CLE concept using a virtual learning environment (VLE) and involved ethical decision making in a redundancy scenario. Data was gathered through the VLE “log” and through a focus group interview.Findings – Evidence is provided of the suitability of the CLE approach in this context. Additionally, the findings suggest that the use of a virtual learning environment for CLE raises a number of different issues for the management and motivation of participants. Virtual interaction of this nature creates different timescales, degrees of confidence and levels of anonymity than found with more traditional face‐to‐face training. Th...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130496683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011080940
A. Armitage
Purpose – The purpose of this paper is to propose an approach for the teaching and delivery of HRD practices, professional skills and theory that challenges the modernist orthodoxy of contemporary organisational life and the requirements of professional bodies.Design/methodology/approach – First, the territory of a critical HRD pedagogy is defined within practices that respect human freedom and individual dignity as opposed to instrumentalism and target setting. Second, it will advocate an approach for a HRD pedagogy that has its roots within the lost paradigm of sentimentalism that emphasises the belief in the goodness of humanity informing the romantic notions of human imagination, creativity and respect for the individual that is realised through the dialogical process.Findings – The findings, evinced by vignettes, advocate a critical HRD pedagogy and the development of professional skills that base their values and ethics within emancipatory practices if organisations are to create and support sustain...
{"title":"From sentimentalism towards a critical HRD pedagogy","authors":"A. Armitage","doi":"10.1108/03090591011080940","DOIUrl":"https://doi.org/10.1108/03090591011080940","url":null,"abstract":"Purpose – The purpose of this paper is to propose an approach for the teaching and delivery of HRD practices, professional skills and theory that challenges the modernist orthodoxy of contemporary organisational life and the requirements of professional bodies.Design/methodology/approach – First, the territory of a critical HRD pedagogy is defined within practices that respect human freedom and individual dignity as opposed to instrumentalism and target setting. Second, it will advocate an approach for a HRD pedagogy that has its roots within the lost paradigm of sentimentalism that emphasises the belief in the goodness of humanity informing the romantic notions of human imagination, creativity and respect for the individual that is realised through the dialogical process.Findings – The findings, evinced by vignettes, advocate a critical HRD pedagogy and the development of professional skills that base their values and ethics within emancipatory practices if organisations are to create and support sustain...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126492994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011080995
Penny Mavor, E. Sadler‐Smith, D. Gray
Purpose – The purpose of this paper is to examine conceptual and theoretical links between intuition and coaching; investigate accomplished coaches' practical experiences of intuition; identify skill set of an intuitive coach; discuss implications of findings for coaches', HRD professionals', and line managers' learning and development.Design/methodology/approach – In‐depth, semi‐structured, individual interviews with 14 accomplished experienced executive coaches (eight males and six females) averaging 14.5 years as a coach.Findings – Outline of core attributes of an intuitive coach.Originality/value – Immersion in experience, a reflective approach to practice, effective feedback and supervision, and attending to personal well‐being are likely to enable coaches, HRD practitioners and line managers to take a more informed and intelligent approach to “going with their gut” in coaching and other situations where inter‐ and intra‐personal awareness are important.
{"title":"Teaching and learning intuition: some implications for HRD and coaching practice","authors":"Penny Mavor, E. Sadler‐Smith, D. Gray","doi":"10.1108/03090591011080995","DOIUrl":"https://doi.org/10.1108/03090591011080995","url":null,"abstract":"Purpose – The purpose of this paper is to examine conceptual and theoretical links between intuition and coaching; investigate accomplished coaches' practical experiences of intuition; identify skill set of an intuitive coach; discuss implications of findings for coaches', HRD professionals', and line managers' learning and development.Design/methodology/approach – In‐depth, semi‐structured, individual interviews with 14 accomplished experienced executive coaches (eight males and six females) averaging 14.5 years as a coach.Findings – Outline of core attributes of an intuitive coach.Originality/value – Immersion in experience, a reflective approach to practice, effective feedback and supervision, and attending to personal well‐being are likely to enable coaches, HRD practitioners and line managers to take a more informed and intelligent approach to “going with their gut” in coaching and other situations where inter‐ and intra‐personal awareness are important.","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116775045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011080959
Valerie Anderson, S. Gilmore
Purpose – This paper aims to explore the introduction of a new experience‐based learning process in the learning and teaching of human resource development (HRD) within a professionally accredited curriculum in a UK University.Design/methodology/approach – An action enquiry approach is taken, and qualitative data gathered over a full academic year from tutors and students are analysed to examine how those involved made sense of and learned about HRD.Findings – Influences on the experience of an innovative HRD pedagogy are identified as: assessment processes and expectations; relationships and behaviours within the learning and teaching process; the experienced emotions of those involved; and the extent to which students feel clarity about what is expected.Research limitations/implications – The qualitative nature of the data and the focus on one particular UK institutional taught module limits the generalisability; in particular, the experience of full‐time students or those involved in courses that focus...
{"title":"Learning, experienced emotions, relationships and innovation in HRD","authors":"Valerie Anderson, S. Gilmore","doi":"10.1108/03090591011080959","DOIUrl":"https://doi.org/10.1108/03090591011080959","url":null,"abstract":"Purpose – This paper aims to explore the introduction of a new experience‐based learning process in the learning and teaching of human resource development (HRD) within a professionally accredited curriculum in a UK University.Design/methodology/approach – An action enquiry approach is taken, and qualitative data gathered over a full academic year from tutors and students are analysed to examine how those involved made sense of and learned about HRD.Findings – Influences on the experience of an innovative HRD pedagogy are identified as: assessment processes and expectations; relationships and behaviours within the learning and teaching process; the experienced emotions of those involved; and the extent to which students feel clarity about what is expected.Research limitations/implications – The qualitative nature of the data and the focus on one particular UK institutional taught module limits the generalisability; in particular, the experience of full‐time students or those involved in courses that focus...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129486557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011080922
R. Holden, V. Griggs
Purpose – The purpose of this paper is to present an introduction to the special issue on the subject of innovative practice in the teaching and learning of HRD.Design/methodology/approach – The paper positions the special issue within a context of issues and dilemmas facing those who teach and train HRD. Ten papers are introduced which reflect a wide ranging and changing landscape of professional practice.Findings – The paper introduces innovative practice within a context of a particular challenge facing teachers and trainers of HRD. There is a unique relationship between subject matter and the very teaching learning and assessment strategies used to deliver such content.Originality/value – There is limited published research into the teaching and learning of HRD. The paper provides a basis for the special issue's contribution to an initial understanding of innovative practice in teaching and learning of HRD and, importantly, in encouraging a higher profile for the discussion of research and practice im...
{"title":"Innovative practice in the teaching and learning of human resource development","authors":"R. Holden, V. Griggs","doi":"10.1108/03090591011080922","DOIUrl":"https://doi.org/10.1108/03090591011080922","url":null,"abstract":"Purpose – The purpose of this paper is to present an introduction to the special issue on the subject of innovative practice in the teaching and learning of HRD.Design/methodology/approach – The paper positions the special issue within a context of issues and dilemmas facing those who teach and train HRD. Ten papers are introduced which reflect a wide ranging and changing landscape of professional practice.Findings – The paper introduces innovative practice within a context of a particular challenge facing teachers and trainers of HRD. There is a unique relationship between subject matter and the very teaching learning and assessment strategies used to deliver such content.Originality/value – There is limited published research into the teaching and learning of HRD. The paper provides a basis for the special issue's contribution to an initial understanding of innovative practice in teaching and learning of HRD and, importantly, in encouraging a higher profile for the discussion of research and practice im...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124754349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011080968
M. Butler, P. Reddy
Purpose – This paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability and satisfies employer need. Design/methodology/approach – Student response to two second year business modules, matched for high student approval rating, was collected through focus group discussion. One module was taught using EBL and the story method, whilst the other used traditional teaching methods. Transcripts were analysed and compared using the structure of the ASSIST measure. Findings – Critical understanding and transformative learning can be developed through the innovative teaching methods of enquiry-based learning (EBL) and the story method. Research limitations/implications – The limitation is that this is a single case study comparing and contrasting two business modules. The implication is that the study should be replicated and developed in different learning settings, so that there are multiple data sets to confirm the research finding. Practical implications – Future curriculum development, especially in terms of HE, still needs to encourage students and lecturers to understand more about the nature of knowledge and how to learn. The application of EBL and the story method is described in a module case study – “Strategy for Future Leaders”. Originality/value – This is a systematic and comparative study to improve understanding of how students and lecturers learn and of the context in which the learning takes place.
{"title":"Developing critical understanding in HRM students:using innovative teaching methods to encourage deep approaches to study","authors":"M. Butler, P. Reddy","doi":"10.1108/03090591011080968","DOIUrl":"https://doi.org/10.1108/03090591011080968","url":null,"abstract":"Purpose – This paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability and satisfies employer need. Design/methodology/approach – Student response to two second year business modules, matched for high student approval rating, was collected through focus group discussion. One module was taught using EBL and the story method, whilst the other used traditional teaching methods. Transcripts were analysed and compared using the structure of the ASSIST measure. Findings – Critical understanding and transformative learning can be developed through the innovative teaching methods of enquiry-based learning (EBL) and the story method. Research limitations/implications – The limitation is that this is a single case study comparing and contrasting two business modules. The implication is that the study should be replicated and developed in different learning settings, so that there are multiple data sets to confirm the research finding. Practical implications – Future curriculum development, especially in terms of HE, still needs to encourage students and lecturers to understand more about the nature of knowledge and how to learn. The application of EBL and the story method is described in a module case study – “Strategy for Future Leaders”. Originality/value – This is a systematic and comparative study to improve understanding of how students and lecturers learn and of the context in which the learning takes place.","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133897332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-09-28DOI: 10.1108/03090591011080931
S. Sambrook, J. Stewart
Purpose – This paper seeks to analyse and explore the results of a research project, which aimed to identify recent and current research on TLA within HRD programmes. From that base the project also intended to identify areas for future research and a basis for establishing a Special Interest Group.Design/methodology/approach – A comprehensive review of the literature was undertaken and an electronic questionnaire survey was conducted of academic members of the UFHRD, EHRHD and AHRD databases. This provided coverage of widespread international population.Findings – Findings suggest that while research into HRD as a subject and academic discipline is very healthy, there is a dearth of research into the TLA of HRD educational programmes or at least research that is published. They also suggest that academics involved in delivering HRD programmes would welcome support in TLA through additional and new resources as well as ideas on innovative approaches and methods of TLA. TLA in HRD, though, is subject to so...
{"title":"Teaching, learning and assessing HRD: Findings from a BMAF/UFHRD research project","authors":"S. Sambrook, J. Stewart","doi":"10.1108/03090591011080931","DOIUrl":"https://doi.org/10.1108/03090591011080931","url":null,"abstract":"Purpose – This paper seeks to analyse and explore the results of a research project, which aimed to identify recent and current research on TLA within HRD programmes. From that base the project also intended to identify areas for future research and a basis for establishing a Special Interest Group.Design/methodology/approach – A comprehensive review of the literature was undertaken and an electronic questionnaire survey was conducted of academic members of the UFHRD, EHRHD and AHRD databases. This provided coverage of widespread international population.Findings – Findings suggest that while research into HRD as a subject and academic discipline is very healthy, there is a dearth of research into the TLA of HRD educational programmes or at least research that is published. They also suggest that academics involved in delivering HRD programmes would welcome support in TLA through additional and new resources as well as ideas on innovative approaches and methods of TLA. TLA in HRD, though, is subject to so...","PeriodicalId":181682,"journal":{"name":"Journal of European Industrial Training","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129038027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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