Pub Date : 2021-09-01DOI: 10.1177/15344843211025182
T. Reio
One of the most onerous tasks for research neophytes like students is deciphering the often complex and technical empirical research article and determining its scientific merit. With limited research method knowledge and experience designing and conducting research, the neophyte is left with little to draw upon when trying to understand the findings, whether standards of rigor were met, and if replication and application may be warranted. In particular, this lack of understanding can contribute much to students’ negative attitudes, perceptions, beliefs, and conceptions about research. This state of affairs is unfortunate because each can lessen the likelihood of subsequent engagement with the research literature, often at the cost of poorer student well-being (Pyhaltö et al., 2012), less timely graduation and greater attrition (Meyer et al., 2005, 2007). Because higher education is increasingly costly, and the need for talented social science researchers (e.g., human resource development [HRD] researchers) has never been greater, we cannot afford to allow the curious, but inexperienced to languish unnecessarily in their research endeavors (Earley, 2014; Tashakkori & Teddlie, 2003). Thus, proposing that one must think and act like a researcher to be a researcher, we must find ways to help learners methodically analyze existing research and enter the “research conversation” with authors of empirical research in one’s discipline and beyond (Chatterjee-Padmanabhan et al., 2019). The purpose of this article, then, is to help learners enter the research conversation by presenting an analytic tool for
{"title":"The Ten Research Questions: An Analytic Tool for Critiquing Empirical Studies and Teaching Research Rigor","authors":"T. Reio","doi":"10.1177/15344843211025182","DOIUrl":"https://doi.org/10.1177/15344843211025182","url":null,"abstract":"One of the most onerous tasks for research neophytes like students is deciphering the often complex and technical empirical research article and determining its scientific merit. With limited research method knowledge and experience designing and conducting research, the neophyte is left with little to draw upon when trying to understand the findings, whether standards of rigor were met, and if replication and application may be warranted. In particular, this lack of understanding can contribute much to students’ negative attitudes, perceptions, beliefs, and conceptions about research. This state of affairs is unfortunate because each can lessen the likelihood of subsequent engagement with the research literature, often at the cost of poorer student well-being (Pyhaltö et al., 2012), less timely graduation and greater attrition (Meyer et al., 2005, 2007). Because higher education is increasingly costly, and the need for talented social science researchers (e.g., human resource development [HRD] researchers) has never been greater, we cannot afford to allow the curious, but inexperienced to languish unnecessarily in their research endeavors (Earley, 2014; Tashakkori & Teddlie, 2003). Thus, proposing that one must think and act like a researcher to be a researcher, we must find ways to help learners methodically analyze existing research and enter the “research conversation” with authors of empirical research in one’s discipline and beyond (Chatterjee-Padmanabhan et al., 2019). The purpose of this article, then, is to help learners enter the research conversation by presenting an analytic tool for","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211025182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-25DOI: 10.1177/15344843211040732
A. M. Manongsong, Rajashi Ghosh
Minoritized women remain underrepresented in leadership positions, especially within higher education (HE). A key barrier to advancement for women of color is their susceptibility to impostor phenomenon (IP). A developmental network where the minoritized woman receives developmental support from multiple individuals is a potentially powerful intervention that can help them advance their careers, but there is a general lack of research on IP in the context of minoritized women’s leadership development and the role of developmental support, especially with regards to multiple diversified developmental relationships. Therefore, this paper integrates various literature streams (leader development for minoritized women in higher education, IP, mentoring) and offers a conceptual framework that utilizes a developmental network perspective. The propositions offered explain how multiple developers can help minoritized women address IP and develop positive leader identities, as well as how both parties can better anticipate and handle challenges related to diversified developmental relationships in HE.
{"title":"Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?","authors":"A. M. Manongsong, Rajashi Ghosh","doi":"10.1177/15344843211040732","DOIUrl":"https://doi.org/10.1177/15344843211040732","url":null,"abstract":"Minoritized women remain underrepresented in leadership positions, especially within higher education (HE). A key barrier to advancement for women of color is their susceptibility to impostor phenomenon (IP). A developmental network where the minoritized woman receives developmental support from multiple individuals is a potentially powerful intervention that can help them advance their careers, but there is a general lack of research on IP in the context of minoritized women’s leadership development and the role of developmental support, especially with regards to multiple diversified developmental relationships. Therefore, this paper integrates various literature streams (leader development for minoritized women in higher education, IP, mentoring) and offers a conceptual framework that utilizes a developmental network perspective. The propositions offered explain how multiple developers can help minoritized women address IP and develop positive leader identities, as well as how both parties can better anticipate and handle challenges related to diversified developmental relationships in HE.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42658441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1177/15344843211040734
J. Collins, Panpan Zhang, Stephanie Sisco
Recently, there have been calls to move the obligation and responsibility of social justice from the margins of the workplace to the center, building a more radical Human Resource Development (HRD). The purpose of this article was to leverage bystander intervention and ally development to discuss the cultivation of social justice in the workplace. One of the principle contributions of this article is its potential to situate the onus for social justice as the work of everyone in the workplace, and as a part of every practice, policy, and decision. We contend that bystander intervention and ally development are necessary tools to implement social justice initiatives that can address issues at both the interpersonal and systemic levels. Everyone is invited to participate in this work.
{"title":"Everyone is Invited: Leveraging Bystander Intervention and Ally Development to Cultivate Social Justice in the Workplace","authors":"J. Collins, Panpan Zhang, Stephanie Sisco","doi":"10.1177/15344843211040734","DOIUrl":"https://doi.org/10.1177/15344843211040734","url":null,"abstract":"Recently, there have been calls to move the obligation and responsibility of social justice from the margins of the workplace to the center, building a more radical Human Resource Development (HRD). The purpose of this article was to leverage bystander intervention and ally development to discuss the cultivation of social justice in the workplace. One of the principle contributions of this article is its potential to situate the onus for social justice as the work of everyone in the workplace, and as a part of every practice, policy, and decision. We contend that bystander intervention and ally development are necessary tools to implement social justice initiatives that can address issues at both the interpersonal and systemic levels. Everyone is invited to participate in this work.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-11DOI: 10.1177/15344843211024028
Maria Augusta Siqueira Mathias, Na Fu, O. Oliveira
Given the service sector’s inherent dynamism, organizations ultimately rely on their employees’ and managers’ knowledge, skills, and capabilities to complete tasks for their clients. However, the lack of pragmatic guidance for human resource development (HRD) professionals in the literature on a training-oriented high performance work system (HPWS) for frontline employees (FLE) justifies this study’s systemization of context-specific dimensions and implementation drivers. A systematic review in the period of 2008 to 2018 identified 185 potential articles, which, after a thorough content investigation, resulted in 90 papers that substantiated the proposal of 5 dimensions and 14 drivers for this particular HPWS. This paper’s main scientific contribution is the promotion of a better understanding of the conceptual work on the theme through a structured overview. The systemization of unprecedented dimensions and drivers of a training-oriented HPWS for FLE allows HRD professionals to efficiently plan their initiatives. It constitutes this article’s novelty and central applied contribution.
{"title":"Structuring a Training-Oriented High Performance Work System: A Systematic Review on Frontline Employees in the Service Sector","authors":"Maria Augusta Siqueira Mathias, Na Fu, O. Oliveira","doi":"10.1177/15344843211024028","DOIUrl":"https://doi.org/10.1177/15344843211024028","url":null,"abstract":"Given the service sector’s inherent dynamism, organizations ultimately rely on their employees’ and managers’ knowledge, skills, and capabilities to complete tasks for their clients. However, the lack of pragmatic guidance for human resource development (HRD) professionals in the literature on a training-oriented high performance work system (HPWS) for frontline employees (FLE) justifies this study’s systemization of context-specific dimensions and implementation drivers. A systematic review in the period of 2008 to 2018 identified 185 potential articles, which, after a thorough content investigation, resulted in 90 papers that substantiated the proposal of 5 dimensions and 14 drivers for this particular HPWS. This paper’s main scientific contribution is the promotion of a better understanding of the conceptual work on the theme through a structured overview. The systemization of unprecedented dimensions and drivers of a training-oriented HPWS for FLE allows HRD professionals to efficiently plan their initiatives. It constitutes this article’s novelty and central applied contribution.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211024028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42574415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-11DOI: 10.1177/15344843211024035
A. Saks
Although caring and an ethics of care have been part of the nursing and education literature for many years, it has seldom been the focus of research and models in the HRD literature which has tended to be dominated by masculine rationality and models that focus on performance. In this paper, I argue that caring represents an important positive attribute of organizations and that a model of caring provides an alternative to HRD models based on masculine rationality and a performance philosophy. Research on caring in nursing and education is reviewed along with calls for an ethic of care in HRD. This is followed by a review of research on caring in organizations which provides the basis for the development of a model of caring in organizations for HRD. The model demonstrates the relationships between caring from three sources or levels in an organization (the organization or business unit, management, and co-workers), a climate of care for employees, and positive employee outcomes. HRD care-enhancing interventions for developing caring in organizations are then discussed. The paper concludes with a consideration of the implications of a model of caring for HRD research and practice.
{"title":"A Model of Caring in Organizations for Human Resource Development","authors":"A. Saks","doi":"10.1177/15344843211024035","DOIUrl":"https://doi.org/10.1177/15344843211024035","url":null,"abstract":"Although caring and an ethics of care have been part of the nursing and education literature for many years, it has seldom been the focus of research and models in the HRD literature which has tended to be dominated by masculine rationality and models that focus on performance. In this paper, I argue that caring represents an important positive attribute of organizations and that a model of caring provides an alternative to HRD models based on masculine rationality and a performance philosophy. Research on caring in nursing and education is reviewed along with calls for an ethic of care in HRD. This is followed by a review of research on caring in organizations which provides the basis for the development of a model of caring in organizations for HRD. The model demonstrates the relationships between caring from three sources or levels in an organization (the organization or business unit, management, and co-workers), a climate of care for employees, and positive employee outcomes. HRD care-enhancing interventions for developing caring in organizations are then discussed. The paper concludes with a consideration of the implications of a model of caring for HRD research and practice.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211024035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44508213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.1177/15344843211022600
J. Raelin
Several months ago, I was pleased to speak at a conference on “Action Learning in a Changing World,” sponsored by the University Forum for Human Resource Development. In my presentation I featured action learning as a potential resource of human resource development for adopting collective leadership. I use the word potential because it is not necessarily the conventional purpose of action learning when adopted as a human resource development tool. It is primarily used as a form of workbased learning. However, its components can be aptly constituted for the former purpose; in fact, action learning may be one of the best HRD methods to prepare participants for collective leadership in the organization. Following the presentation, a number of questions were raised by the audience that were not fully addressed because of time limitations. Fortunately, Dr. Yonjoo Cho, HRDR’s Editor, has given me the opportunity of writing this editorial to elaborate on the issues raised at the conference as well as on other matters that can allow me to more fully explain my position that action learning can indeed be a human resource development resource to realize collective leadership.
{"title":"Action Learning as a Human Resource Development Resource to Realize Collective Leadership","authors":"J. Raelin","doi":"10.1177/15344843211022600","DOIUrl":"https://doi.org/10.1177/15344843211022600","url":null,"abstract":"Several months ago, I was pleased to speak at a conference on “Action Learning in a Changing World,” sponsored by the University Forum for Human Resource Development. In my presentation I featured action learning as a potential resource of human resource development for adopting collective leadership. I use the word potential because it is not necessarily the conventional purpose of action learning when adopted as a human resource development tool. It is primarily used as a form of workbased learning. However, its components can be aptly constituted for the former purpose; in fact, action learning may be one of the best HRD methods to prepare participants for collective leadership in the organization. Following the presentation, a number of questions were raised by the audience that were not fully addressed because of time limitations. Fortunately, Dr. Yonjoo Cho, HRDR’s Editor, has given me the opportunity of writing this editorial to elaborate on the issues raised at the conference as well as on other matters that can allow me to more fully explain my position that action learning can indeed be a human resource development resource to realize collective leadership.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211022600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43454520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.1177/15344843211020522
Yonjoo Cho
• • Theory development and conceptual articles include syntheses of existing bodies of theory, new theories, conceptual models, and taxonomies and typologies developed as foundations for theory. • • Theory-building research methods articles present methodologies for developing new HRD theory, critiquing theory, and conceptualizing the theoretical problem for research. • • Foundations of HRD articles address philosophies of HRD, historical foundations and definitions of the field, and ethical foundations. • • Integrative reviews of literature provide an integration of the current state of knowledge as a way of generating new knowledge or perspectives on the topic addressed by an integrative literature review.
{"title":"Why Do We Desk-Reject?","authors":"Yonjoo Cho","doi":"10.1177/15344843211020522","DOIUrl":"https://doi.org/10.1177/15344843211020522","url":null,"abstract":"• • Theory development and conceptual articles include syntheses of existing bodies of theory, new theories, conceptual models, and taxonomies and typologies developed as foundations for theory. • • Theory-building research methods articles present methodologies for developing new HRD theory, critiquing theory, and conceptualizing the theoretical problem for research. • • Foundations of HRD articles address philosophies of HRD, historical foundations and definitions of the field, and ethical foundations. • • Integrative reviews of literature provide an integration of the current state of knowledge as a way of generating new knowledge or perspectives on the topic addressed by an integrative literature review.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211020522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48608591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-02DOI: 10.1177/15344843211020571
Greg Procknow, T. Rocco
A Mad Studies/social model of mental distress lens was used to critique authentic leadership. We deconstructed the dilemma of authenticity and leadership by exploring how authentic leadership (dis)allows the inclusion of people with mental illness. We found that their minds are treated as disruptive and rarely ever read as authentic. For followers to view “mentally ill” leaders as authentic requires candidness, disability disclosure, and emulating norms typical to their ingroup membership. We conclude this paper by challenging HRD to rethink its stance on disruptive leadership as symptomatic of mental illness. Employees with mental health marginality can develop an authentic identity in the workplace through authenticity building experiences such as connecting mad leaders to peer-support training, offering specialized leadership development, and co-producing a mental health awareness curriculum that challenges unhealthy workplace discourses that stigmatize mad leaders and workers.
{"title":"Contesting “Authenticity” in Authentic Leadership through a Mad Studies Lens","authors":"Greg Procknow, T. Rocco","doi":"10.1177/15344843211020571","DOIUrl":"https://doi.org/10.1177/15344843211020571","url":null,"abstract":"A Mad Studies/social model of mental distress lens was used to critique authentic leadership. We deconstructed the dilemma of authenticity and leadership by exploring how authentic leadership (dis)allows the inclusion of people with mental illness. We found that their minds are treated as disruptive and rarely ever read as authentic. For followers to view “mentally ill” leaders as authentic requires candidness, disability disclosure, and emulating norms typical to their ingroup membership. We conclude this paper by challenging HRD to rethink its stance on disruptive leadership as symptomatic of mental illness. Employees with mental health marginality can develop an authentic identity in the workplace through authenticity building experiences such as connecting mad leaders to peer-support training, offering specialized leadership development, and co-producing a mental health awareness curriculum that challenges unhealthy workplace discourses that stigmatize mad leaders and workers.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211020571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43306383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/15344843211002124
Yonjoo Cho
{"title":"History Matters in Theorizing HRD","authors":"Yonjoo Cho","doi":"10.1177/15344843211002124","DOIUrl":"https://doi.org/10.1177/15344843211002124","url":null,"abstract":"","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211002124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45508755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-15DOI: 10.1177/15344843211009632
M. London, Gary D. Sherman
This conceptual paper presents a model for understanding how new leaders’ styles of leadership emerge and self-identity changes. New leaders’ interpersonal orientation, power motivation, and regulatory focus along with organizational expectations are predicted to influence their beliefs about how to exert power and their motivation to lead (MTL). New leaders’ power beliefs, MTL, and perceptions of situational needs affect their engaging in transactional and transformational behaviors. This is the emergence of leadership style and the development of identity as a leader. Over time, new leaders’ behaviors, outcomes, and identity formation alter their power beliefs and MTL. This model suggests directions for human resource development research and practice supporting new leader development and building a culture of leadership consistent with the organization’s expectations.
{"title":"Becoming a Leader: Emergence of Leadership Style and Identity","authors":"M. London, Gary D. Sherman","doi":"10.1177/15344843211009632","DOIUrl":"https://doi.org/10.1177/15344843211009632","url":null,"abstract":"This conceptual paper presents a model for understanding how new leaders’ styles of leadership emerge and self-identity changes. New leaders’ interpersonal orientation, power motivation, and regulatory focus along with organizational expectations are predicted to influence their beliefs about how to exert power and their motivation to lead (MTL). New leaders’ power beliefs, MTL, and perceptions of situational needs affect their engaging in transactional and transformational behaviors. This is the emergence of leadership style and the development of identity as a leader. Over time, new leaders’ behaviors, outcomes, and identity formation alter their power beliefs and MTL. This model suggests directions for human resource development research and practice supporting new leader development and building a culture of leadership consistent with the organization’s expectations.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15344843211009632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49137888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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