Human Resource Development Quarterly最新文献

In O'Brien, Galavan, & O'Shea 2022, the author affiliation of Eoin Galavan and Deirdre O'Shea were interchanged in the original published article. The correct affiliation is presented below.

Eoin Galavan, North Dublin Suicide Assessment and Treatment Service, Health Service Executive, Dublin, Ireland.

Deirdre O'Shea, Department of Work and Employment Studies, Kemmy Business School, University of Limerick, Limerick, Ireland.

The online version has been corrected.

We apologize for this error.

Human resource development (HRD) has traditionally been seen as the main driver behind people-centered developmental activities such as learning and development, organization development, and career development. However, the role of HRD professionals as the main stakeholder has been questioned as more and more people-centered development activities have been integrated into a broad range of leadership and supervisory roles within the organization. The question arises: How do HRD professionals and business managers interact in organizing HRD activities? Building on structure and actor theories as a theoretical foundation, the study combines deductive and inductive data analysis of semi-structured interviews to review the roles of HRD professionals and business managers involved in organizing HRD activities in six different organizations in the USA. Our findings show that while training does not appear in any of the HR-related job titles, the term “training” is more common in business managers' titles describing their link to HRD activities. When organizing those activities, HRD professionals and business managers engage extensively in emergent partnering structures. While some HRD professionals are the main actors in some learning networks, business managers drive HRD activities in others. We discuss the commingling of actors and its impact on the learning network. The paper closes with a discussion of research limitations, future research, and implications for HRD practice.

The purpose of the present study is to identify the growth trajectories of employees' turnover intention using growth mixture modeling. We utilized work, family, and health study (WFHS) data consisting of repeatedly measured data of employees from an extended-care company (n = 799). We identified three profiles (i.e., Low-flat profile, Steadily increasing profile, and High-flat profile) that exhibit distinct patterns of change. Using multinomial logistic analysis, we also investigated the associations between the identified profiles and inter-role conflict (i.e., work-life conflict and life-work conflict), psychological workplace strain (i.e., perceived stress and emotional exhaustion), and socio-demographic characteristics (i.e., gender, age, tenure, and education). Finally, we examined the mean differences in the variables among the three profiles. Based on these results, we suggest theoretical and practical implications related to turnover intention.

Research on training has accumulated knowledge of factors influencing transfer of training. However, little is known about how these factors interact to impact training activity level and training transfer. Based on recent advances in the contingency approach to personality, we examine person–situation interaction by testing how task-contingent conscientiousness influences trainees to utilize supervisor support differently during training and transfer. We situate the current investigation in hybrid management training courses where a field sample of employees (N = 200) first attended required in-person workshops and then received voluntary online modules. Results show that task-contingent conscientiousness moderated both the linkage between supervisor support and training activity level and the linkage between training activity level and transfer of training. Specifically, for trainees with higher task-contingent conscientiousness, supervisor support tended to have a stronger association with training activity level, and training activity level tended to translate into more transfer of training. Our findings provide unique insights into when supervisor support may be more beneficial depending on trainees' individual differences. We discuss the theoretical and practical implications of this research.