Pub Date : 2022-04-21DOI: 10.1080/13678868.2022.2060166
M. Wagstaff, Ernesto Gore, Giacomo Laffranchini, María Laura García, Michelle Ruiz
ABSTRACT We theorize how a continuous learning culture relates to perceptions of transfer of training moderated by network size, network diversity, and network strength. We collected data from a group of professional analysts from a multinational organization. Results reveal that both network size and network diversity interacting with a continuous learning culture measured by both competitiveness and organizational support explain a significant proportion of variance in perceptions of transfer of training. As expected, large network size along with high competitiveness and high organizational support are associated with an increase in perceptions of transfer of training. In addition, high network diversity along with high competitiveness and high organizational support are associated with an increase in perceptions of transfer of training. However, and contrary to expectations, we also found that perceptions of transfer of training were highest with high network diversity, high competitiveness, and low organizational support. High network diversity appears to reduce the need for organizational support in relation to perceptions of transfer of training with a sample of employees from around the world.
{"title":"Perceptions of transfer of training: interaction of a continuous learning culture with network diversity, network strength, and network size","authors":"M. Wagstaff, Ernesto Gore, Giacomo Laffranchini, María Laura García, Michelle Ruiz","doi":"10.1080/13678868.2022.2060166","DOIUrl":"https://doi.org/10.1080/13678868.2022.2060166","url":null,"abstract":"ABSTRACT We theorize how a continuous learning culture relates to perceptions of transfer of training moderated by network size, network diversity, and network strength. We collected data from a group of professional analysts from a multinational organization. Results reveal that both network size and network diversity interacting with a continuous learning culture measured by both competitiveness and organizational support explain a significant proportion of variance in perceptions of transfer of training. As expected, large network size along with high competitiveness and high organizational support are associated with an increase in perceptions of transfer of training. In addition, high network diversity along with high competitiveness and high organizational support are associated with an increase in perceptions of transfer of training. However, and contrary to expectations, we also found that perceptions of transfer of training were highest with high network diversity, high competitiveness, and low organizational support. High network diversity appears to reduce the need for organizational support in relation to perceptions of transfer of training with a sample of employees from around the world.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"25 1","pages":"578 - 599"},"PeriodicalIF":6.3,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49161608","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 : 2022-04-18DOI: 10.1080/13678868.2022.2065442
Congbao Xu, Liang Zhao
ABSTRACT Society is asking for a shared leadership approach to deal with diverse, complex, and dynamic situations. Existing studies on shared leadership, however, lack clear theoretical analysis and/or sufficient empirical evidence. To fill this research gap, this article first clarifies conceptual ambiguities regarding shared leadership. Second, inspired by social exchange theory (SET) and emergence theory on team cooperation, it proposes a novel model, 3Cs, to characterize shared leadership through three dimensions: collective achievement leadership, cohesive support leadership, and complementary expertise leadership. This model explains how macro-level shared leadership phenomenon emerges through micro individual behaviours, and is compatible with but more concrete and comprehensive than the current understanding of shared leadership in either a composition form (i.e., team members perform homogeneous leadership behaviours) or a compilation form (i.e., team members perform heterogeneous leadership behaviours). A mixed-methods approach combining a qualitative study on 12 international graduate students in a leadership programme and a quantitative study on 86 leaders and 370 team members from Chinese enterprises was conducted to confirm the validity of the proposed model. This model provides human resource development (HRD) professionals with a comprehensively practical approach regarding how to develop shared leadership.
{"title":"Collective achievement, cohesive support, complementary expertise: 3Cs emergent model for shared leadership","authors":"Congbao Xu, Liang Zhao","doi":"10.1080/13678868.2022.2065442","DOIUrl":"https://doi.org/10.1080/13678868.2022.2065442","url":null,"abstract":"ABSTRACT Society is asking for a shared leadership approach to deal with diverse, complex, and dynamic situations. Existing studies on shared leadership, however, lack clear theoretical analysis and/or sufficient empirical evidence. To fill this research gap, this article first clarifies conceptual ambiguities regarding shared leadership. Second, inspired by social exchange theory (SET) and emergence theory on team cooperation, it proposes a novel model, 3Cs, to characterize shared leadership through three dimensions: collective achievement leadership, cohesive support leadership, and complementary expertise leadership. This model explains how macro-level shared leadership phenomenon emerges through micro individual behaviours, and is compatible with but more concrete and comprehensive than the current understanding of shared leadership in either a composition form (i.e., team members perform homogeneous leadership behaviours) or a compilation form (i.e., team members perform heterogeneous leadership behaviours). A mixed-methods approach combining a qualitative study on 12 international graduate students in a leadership programme and a quantitative study on 86 leaders and 370 team members from Chinese enterprises was conducted to confirm the validity of the proposed model. This model provides human resource development (HRD) professionals with a comprehensively practical approach regarding how to develop shared leadership.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"26 1","pages":"175 - 200"},"PeriodicalIF":6.3,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49152682","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 : 2022-04-18DOI: 10.1080/13678868.2022.2065444
Corinne Brion
ABSTRACT The goal of professional learning is to be able to use and apply the newly acquired knowledge and skills to the workplace. Although learning transfer has been studied in management, human resource development, training, adult learning, and psychology, to date there are a limited number of empirical field studies. There are also few learning transfer models that consider local cultures as a factor impacting the transfer process. Recent learning transfer models have outlined the importance of organizational culture, but none have outlined the central influence of local cultures on learning. Given that adult learning is a social endeavour that is influenced by cultural factors, local cultures affect how adults learn and whether they apply the new knowledge to their workplaces. In this paper, I share a Multidimensional Model of Learning Transfer that is grounded in culture. In today’s global economy, people regularly work across nations and local cultures. As a result, it is essential that human resources administrators understand the role local culture plays on the entire learning transfer process, from pretraining to follow-up, if they aspire to obtain a return on their financial, time, and human investments.
{"title":"The impact of local culture on adult learning transfer: implications for human resources professionals","authors":"Corinne Brion","doi":"10.1080/13678868.2022.2065444","DOIUrl":"https://doi.org/10.1080/13678868.2022.2065444","url":null,"abstract":"ABSTRACT The goal of professional learning is to be able to use and apply the newly acquired knowledge and skills to the workplace. Although learning transfer has been studied in management, human resource development, training, adult learning, and psychology, to date there are a limited number of empirical field studies. There are also few learning transfer models that consider local cultures as a factor impacting the transfer process. Recent learning transfer models have outlined the importance of organizational culture, but none have outlined the central influence of local cultures on learning. Given that adult learning is a social endeavour that is influenced by cultural factors, local cultures affect how adults learn and whether they apply the new knowledge to their workplaces. In this paper, I share a Multidimensional Model of Learning Transfer that is grounded in culture. In today’s global economy, people regularly work across nations and local cultures. As a result, it is essential that human resources administrators understand the role local culture plays on the entire learning transfer process, from pretraining to follow-up, if they aspire to obtain a return on their financial, time, and human investments.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"26 1","pages":"331 - 340"},"PeriodicalIF":6.3,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929755","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 : 2022-04-10DOI: 10.1080/13678868.2022.2060167
Timo Kortsch, Victoria Bashenkhaeva, S. Kauffeld
ABSTRACT In times of globalization of work and learning, the impact of national culture on learning becomes more important for human resource development. Therefore, this cross-cultural study had two objectives: first, to examine how power distance influences learning culture; and second, to investigate leadership as a missing link between the national culture in terms of power distance and organizational learning culture. Participants from Germany (N = 310) and Russia (N = 348) were surveyed via an online questionnaire. A structural equation model indicates a negative, mostly indirect effect of power distance on all seven DLOQ dimensions, mediated by participative leadership. Therefore, according to the results, leadership is of significant importance for learning culture, at least in global acting companies, and should be in the focus of international human resource development. Theoretical and practical implications of the study are discussed.
{"title":"Learning from leaders: the mediating role of leadership between national culture and organizational learning culture","authors":"Timo Kortsch, Victoria Bashenkhaeva, S. Kauffeld","doi":"10.1080/13678868.2022.2060167","DOIUrl":"https://doi.org/10.1080/13678868.2022.2060167","url":null,"abstract":"ABSTRACT In times of globalization of work and learning, the impact of national culture on learning becomes more important for human resource development. Therefore, this cross-cultural study had two objectives: first, to examine how power distance influences learning culture; and second, to investigate leadership as a missing link between the national culture in terms of power distance and organizational learning culture. Participants from Germany (N = 310) and Russia (N = 348) were surveyed via an online questionnaire. A structural equation model indicates a negative, mostly indirect effect of power distance on all seven DLOQ dimensions, mediated by participative leadership. Therefore, according to the results, leadership is of significant importance for learning culture, at least in global acting companies, and should be in the focus of international human resource development. Theoretical and practical implications of the study are discussed.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"26 1","pages":"151 - 174"},"PeriodicalIF":6.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42212678","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 : 2022-03-15DOI: 10.1080/13678868.2022.2048605
S. Pass, M. Ridgway
ABSTRACT COVID-19 has impacted the world at an unimaginable level. National lockdowns were ordered to reduce the virus' spread, resulting in enforced remote working for non-essential workers. Initially considered a short-term situation, working remotely remains the norm for many. While many organizations are keen for the workforce to return to the office, others consider the benefits of remote, or hybrid, working. With remote working becoming the ‘new normal’ it is vital to consider its impact on employee engagement and the role of HRD in ensuring employees and managers have the skills, knowledge and abilities to engage with the organization, teams and each other. The constant threat of future variants (and other economic and political pressures) means we must learn from our experiences and embed these lessons. We explore these unprecedented changes in employee engagement through an informed discussion by reviewing academic and practitioner literature. Consequently, we offer three propositions reflective of the pandemic and ‘enforced’ remote working. First, include employees in discussions about the organization’s future purpose, with a renewed focus on skills realigned to enhance resilience. Secondly, toffer customized practices that focus on flexibility and inclusivity. Finally, increase employees' autonomy to allow accountablity for their engagement.
{"title":"An informed discussion on the impact of COVID-19 and ‘enforced’ remote working on employee engagement","authors":"S. Pass, M. Ridgway","doi":"10.1080/13678868.2022.2048605","DOIUrl":"https://doi.org/10.1080/13678868.2022.2048605","url":null,"abstract":"ABSTRACT COVID-19 has impacted the world at an unimaginable level. National lockdowns were ordered to reduce the virus' spread, resulting in enforced remote working for non-essential workers. Initially considered a short-term situation, working remotely remains the norm for many. While many organizations are keen for the workforce to return to the office, others consider the benefits of remote, or hybrid, working. With remote working becoming the ‘new normal’ it is vital to consider its impact on employee engagement and the role of HRD in ensuring employees and managers have the skills, knowledge and abilities to engage with the organization, teams and each other. The constant threat of future variants (and other economic and political pressures) means we must learn from our experiences and embed these lessons. We explore these unprecedented changes in employee engagement through an informed discussion by reviewing academic and practitioner literature. Consequently, we offer three propositions reflective of the pandemic and ‘enforced’ remote working. First, include employees in discussions about the organization’s future purpose, with a renewed focus on skills realigned to enhance resilience. Secondly, toffer customized practices that focus on flexibility and inclusivity. Finally, increase employees' autonomy to allow accountablity for their engagement.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"25 1","pages":"254 - 270"},"PeriodicalIF":6.3,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237590","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 : 2022-03-14DOI: 10.1080/13678868.2022.2047147
M. Sebola
ABSTRACT This paper uses essentialism and human capital theory to argue that South Africa’s public universities are expected to contribute towards the production of national human capital and development. It also uses research output performance, academic staffing profile, and knowledge contributions to critical scientific fields such as mathematics and engineering to demonstrate that South Africa’s public universities have made negligible progress over the past 15 years. The paper deduces that these public universities have not made noticeable inputs to the national human capital development in the specific scientific fields, which the national labour market and economy needs. Instead, South Africa’s public universities’ relatively greater contribution has continued to be in social sciences and humanities when national development required chartered accountants, medical doctors, and engineers. The paper makes a conclusion that all these failures are explicable through the politics that have infiltrated the leadership of South Africa’s public higher education sector and the visionary deficits. As a recommendation, the paper notes that remedial measures can only start with the extrication of the public higher education sector from the ruling party and government politicking, which would allow university leadership the necessary ‘academic freedom’ to ensure that these institutions focus on the essentialist approaches.
{"title":"South Africa’s public higher education institutions, university research outputs, and contribution to national human capital","authors":"M. Sebola","doi":"10.1080/13678868.2022.2047147","DOIUrl":"https://doi.org/10.1080/13678868.2022.2047147","url":null,"abstract":"ABSTRACT This paper uses essentialism and human capital theory to argue that South Africa’s public universities are expected to contribute towards the production of national human capital and development. It also uses research output performance, academic staffing profile, and knowledge contributions to critical scientific fields such as mathematics and engineering to demonstrate that South Africa’s public universities have made negligible progress over the past 15 years. The paper deduces that these public universities have not made noticeable inputs to the national human capital development in the specific scientific fields, which the national labour market and economy needs. Instead, South Africa’s public universities’ relatively greater contribution has continued to be in social sciences and humanities when national development required chartered accountants, medical doctors, and engineers. The paper makes a conclusion that all these failures are explicable through the politics that have infiltrated the leadership of South Africa’s public higher education sector and the visionary deficits. As a recommendation, the paper notes that remedial measures can only start with the extrication of the public higher education sector from the ruling party and government politicking, which would allow university leadership the necessary ‘academic freedom’ to ensure that these institutions focus on the essentialist approaches.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"26 1","pages":"217 - 231"},"PeriodicalIF":6.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42475020","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 : 2022-03-10DOI: 10.1080/13678868.2022.2047380
M. Shirmohammadi, Wee Chan Au, Mina Beigi
ABSTRACT Popular representations of remote work often depict it as a flexible, technologically feasible, and family-friendly work arrangement. Have the images of remote working as a desirable work arrangement been challenged by the COVID-19 pandemic? What have we learned from the widespread involuntary remote work imposed on many employees during this time? To answer these questions, we analysed 40 recent empirical studies that examined work-life balance while working from home during the pandemic. Our analysis was informed by the person-environment fit theory and complemented by literature reviews on remote work conducted prior to the pandemic. We found four themes representing misfits between desirable expectations and the undesirable realities of remote work: (1) flextime vs. work intensity, (2) flexplace vs. space limitation, (3) technologically-feasible work arrangementvs. technostress and isolation, and (4) family-friendly work arrangement vs. housework and care intensity. We highlight the important role HRD practitioners can play in assisting employees to achieve a fit between their expectations and experiences of remote work.
{"title":"Remote work and work-life balance: Lessons learned from the covid-19 pandemic and suggestions for HRD practitioners","authors":"M. Shirmohammadi, Wee Chan Au, Mina Beigi","doi":"10.1080/13678868.2022.2047380","DOIUrl":"https://doi.org/10.1080/13678868.2022.2047380","url":null,"abstract":"ABSTRACT Popular representations of remote work often depict it as a flexible, technologically feasible, and family-friendly work arrangement. Have the images of remote working as a desirable work arrangement been challenged by the COVID-19 pandemic? What have we learned from the widespread involuntary remote work imposed on many employees during this time? To answer these questions, we analysed 40 recent empirical studies that examined work-life balance while working from home during the pandemic. Our analysis was informed by the person-environment fit theory and complemented by literature reviews on remote work conducted prior to the pandemic. We found four themes representing misfits between desirable expectations and the undesirable realities of remote work: (1) flextime vs. work intensity, (2) flexplace vs. space limitation, (3) technologically-feasible work arrangementvs. technostress and isolation, and (4) family-friendly work arrangement vs. housework and care intensity. We highlight the important role HRD practitioners can play in assisting employees to achieve a fit between their expectations and experiences of remote work.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"25 1","pages":"163 - 181"},"PeriodicalIF":6.3,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41989628","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 : 2022-03-09DOI: 10.1080/13678868.2022.2048435
C. Waight, Tania Nery Kjerfve, Amanda Kite, Brittany Smith
ABSTRACT COVID-19 triggered a monumental shift to remote work. The challenge of connecting and relating among knowledge employees emerged globally, and research about remote work in this unique circumstance surged. However, we know more about the impact of remote work on knowledge employees in low-context cultures than in high-context. Given that Brazil is high context, we explored how remote work impacted relating and connecting among knowledge employees in Brazil. First, employees lost the informality of work-life; instead of informal, fluid communication and collaboration, participants had to book appointments and schedule time to discuss simple issues. Second, good-humoured behaviours diminished, implicating connectedness. Third, non-verbal communication ceased, and employees lost facial expressions, eye contact, and other prevalent signs necessary for context. Fourth, the loss of unstructured exchange of experiences and ideas lessened tacit knowledge sharing. Fifth, workspace inequalities emerged as the employees’ homes were unequipped for remote work. Lastly, the most significant win was work-life balance. Therefore, remote work in high-context cultures is not without peril; culture and socioeconomics underline remote work’s self-generating, self-organizing mechanisms. Thus, corporate leaders and human resource professionals should address remote work as a layered phenomenon and, carefully, with employees, co-construct the notion of connecting and relating.
{"title":"Connecting and relating in Brazil: implications of remote work","authors":"C. Waight, Tania Nery Kjerfve, Amanda Kite, Brittany Smith","doi":"10.1080/13678868.2022.2048435","DOIUrl":"https://doi.org/10.1080/13678868.2022.2048435","url":null,"abstract":"ABSTRACT COVID-19 triggered a monumental shift to remote work. The challenge of connecting and relating among knowledge employees emerged globally, and research about remote work in this unique circumstance surged. However, we know more about the impact of remote work on knowledge employees in low-context cultures than in high-context. Given that Brazil is high context, we explored how remote work impacted relating and connecting among knowledge employees in Brazil. First, employees lost the informality of work-life; instead of informal, fluid communication and collaboration, participants had to book appointments and schedule time to discuss simple issues. Second, good-humoured behaviours diminished, implicating connectedness. Third, non-verbal communication ceased, and employees lost facial expressions, eye contact, and other prevalent signs necessary for context. Fourth, the loss of unstructured exchange of experiences and ideas lessened tacit knowledge sharing. Fifth, workspace inequalities emerged as the employees’ homes were unequipped for remote work. Lastly, the most significant win was work-life balance. Therefore, remote work in high-context cultures is not without peril; culture and socioeconomics underline remote work’s self-generating, self-organizing mechanisms. Thus, corporate leaders and human resource professionals should address remote work as a layered phenomenon and, carefully, with employees, co-construct the notion of connecting and relating.","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"25 1","pages":"231 - 253"},"PeriodicalIF":6.3,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42058521","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 : 2022-03-09DOI: 10.1080/13678868.2022.2050132
Hory Sankar Mukerjee, S. Acharya, Venkat Stl, Vinit Ghosh
ABSTRACT The new age business problem solving calls for a multi-disciplinary approach that by and large cuts across business domains. There is a need to build a stable talent pool, especially of the much-needed business-techno consultants to help businesses self-navigate/consult their clients in overcoming the external and internal shocks like the pandemic induced supply chain shocks, attrition, digitization, climate changes and so on. Learning is at the centre in navigating these risks and we try to offer a critical assessment on the future of the skill/learning competencies for consultants to succeed in the Business-techno consulting Industry. This perspective seeks to deliberate on the definition and value delivery from the role of a business-techno consultant along with the critical skills and learning expectations to succeed in the current rapidly digitizing environment
{"title":"Business-techno [IT] consultants: A critical assessment of the digital future talent and learning needs","authors":"Hory Sankar Mukerjee, S. Acharya, Venkat Stl, Vinit Ghosh","doi":"10.1080/13678868.2022.2050132","DOIUrl":"https://doi.org/10.1080/13678868.2022.2050132","url":null,"abstract":"ABSTRACT The new age business problem solving calls for a multi-disciplinary approach that by and large cuts across business domains. There is a need to build a stable talent pool, especially of the much-needed business-techno consultants to help businesses self-navigate/consult their clients in overcoming the external and internal shocks like the pandemic induced supply chain shocks, attrition, digitization, climate changes and so on. Learning is at the centre in navigating these risks and we try to offer a critical assessment on the future of the skill/learning competencies for consultants to succeed in the Business-techno consulting Industry. This perspective seeks to deliberate on the definition and value delivery from the role of a business-techno consultant along with the critical skills and learning expectations to succeed in the current rapidly digitizing environment","PeriodicalId":47369,"journal":{"name":"HUMAN RESOURCE DEVELOPMENT INTERNATIONAL","volume":"26 1","pages":"321 - 330"},"PeriodicalIF":6.3,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49213917","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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