Pub Date : 2022-02-04DOI: 10.1177/15344843211069795
T. Rocco, Maria S. Plakhotnik, Dave Silberman
The purpose of this article is to promote conceptual and theoretical scholarship in human resource development by providing insights and guidance on differences between conceptual and theory articles and when and how to create such scholarship. First, we discuss the role of Human Resource Development Review and conceptual and theory articles in assisting human resource development in developing into a profession and expanding the field. Then, we determine that conceptual and theory articles are non-empirical works that differ from other non-empirical types of articles and from each other. Finally, we describe distinctions between conceptual and theory articles by clarifying their focus and goals and approaches to writing them. We illustrate these distinctions with examples of articles published in Human Resource Development Review. The article concludes with a discussion and implications for the field, the journal editors, and researchers.
{"title":"Differentiating Between Conceptual and Theory Articles: Focus, Goals, and Approaches","authors":"T. Rocco, Maria S. Plakhotnik, Dave Silberman","doi":"10.1177/15344843211069795","DOIUrl":"https://doi.org/10.1177/15344843211069795","url":null,"abstract":"The purpose of this article is to promote conceptual and theoretical scholarship in human resource development by providing insights and guidance on differences between conceptual and theory articles and when and how to create such scholarship. First, we discuss the role of Human Resource Development Review and conceptual and theory articles in assisting human resource development in developing into a profession and expanding the field. Then, we determine that conceptual and theory articles are non-empirical works that differ from other non-empirical types of articles and from each other. Finally, we describe distinctions between conceptual and theory articles by clarifying their focus and goals and approaches to writing them. We illustrate these distinctions with examples of articles published in Human Resource Development Review. The article concludes with a discussion and implications for the field, the journal editors, and researchers.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"21 1","pages":"113 - 140"},"PeriodicalIF":6.4,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49430819","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 : 2021-12-31DOI: 10.1177/15344843211069106
Sunyoung Park
To celebrate Human Resource Development Review’s (HRDR’s) 20th anniversary of publication, I was asked by the HRDR Editor-in-Chief to conduct a topic analysis of HRDR articles over the past two decades. The purpose of this study, therefore, is to identify major topics from all HRDR articles published from 2002–2021 by reviewing keywords and citation frequency. After identifying 394 articles (excluding editorials), the main topics and the most influential articles were identified. Literature review articles followed by employee engagement were the most frequently cited over the past 20 years. In the future, there is a need to conduct more in-depth analysis to better understand the relevant topics and influence of HRDR articles using accurate categories and advanced techniques.
{"title":"Human Resource Development Review’s 20th Anniversary of Publication: Main Topics and Influence","authors":"Sunyoung Park","doi":"10.1177/15344843211069106","DOIUrl":"https://doi.org/10.1177/15344843211069106","url":null,"abstract":"To celebrate Human Resource Development Review’s (HRDR’s) 20th anniversary of publication, I was asked by the HRDR Editor-in-Chief to conduct a topic analysis of HRDR articles over the past two decades. The purpose of this study, therefore, is to identify major topics from all HRDR articles published from 2002–2021 by reviewing keywords and citation frequency. After identifying 394 articles (excluding editorials), the main topics and the most influential articles were identified. Literature review articles followed by employee engagement were the most frequently cited over the past 20 years. In the future, there is a need to conduct more in-depth analysis to better understand the relevant topics and influence of HRDR articles using accurate categories and advanced techniques.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"21 1","pages":"101 - 112"},"PeriodicalIF":6.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47650866","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 : 2021-12-15DOI: 10.1177/15344843211062677
M. London
This editorial reviews my work on team learning published in HRDR, celebrating the 20th anniversary of the journal. The articles conceptualized the value and need for member expansiveness; team’s and individual members’ readiness to change; and the effects of environmental pressures for adaptive, generative, and transformative team learning. I conclude this review with directions for future research and practice in HRD and HRM to support changing conditions, collective self-awareness, and variations in team interactions using advancing technologies.
{"title":"Team Learning and the Human Resource Development/Human Resource Management Interface","authors":"M. London","doi":"10.1177/15344843211062677","DOIUrl":"https://doi.org/10.1177/15344843211062677","url":null,"abstract":"This editorial reviews my work on team learning published in HRDR, celebrating the 20th anniversary of the journal. The articles conceptualized the value and need for member expansiveness; team’s and individual members’ readiness to change; and the effects of environmental pressures for adaptive, generative, and transformative team learning. I conclude this review with directions for future research and practice in HRD and HRM to support changing conditions, collective self-awareness, and variations in team interactions using advancing technologies.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"21 1","pages":"15 - 23"},"PeriodicalIF":6.4,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41793084","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 : 2021-12-01DOI: 10.1177/15344843211045882
Yonjoo Cho
In the September 2021 issue, I introduced four types of non-empirical research articles which are HRDR’s backbone to advance theory building in HRD as envisioned from the start in 2002. In this editorial, I introduce HRDR’s Instructor’s Corner as the special type of articles which are “useful to teaching or learning about theory and theory building” (Holton, 2002, p. 7), and therefore, “useful to those developing themselves or others as theoreticians” (Torraco & Holton, 2002, p. 129). Here is a list of 19 articles that have been published in this corner in 2002–2021, which are organized into six topical areas:
{"title":"What Is Instructor’s Corner in Human Resource Development Review?","authors":"Yonjoo Cho","doi":"10.1177/15344843211045882","DOIUrl":"https://doi.org/10.1177/15344843211045882","url":null,"abstract":"In the September 2021 issue, I introduced four types of non-empirical research articles which are HRDR’s backbone to advance theory building in HRD as envisioned from the start in 2002. In this editorial, I introduce HRDR’s Instructor’s Corner as the special type of articles which are “useful to teaching or learning about theory and theory building” (Holton, 2002, p. 7), and therefore, “useful to those developing themselves or others as theoreticians” (Torraco & Holton, 2002, p. 129). Here is a list of 19 articles that have been published in this corner in 2002–2021, which are organized into six topical areas:","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"20 1","pages":"395 - 398"},"PeriodicalIF":6.4,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47071999","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 : 2021-11-16DOI: 10.1177/15344843221131713
Yonjoo Cho
Abstract:Suk-Nam Yun (1939–), a leading female artist in Korea, integrates painting, clothing, rubbish, silk-screens, and planks of wood to create installations representing such familiar motifs as family and mother. She often depicts women who have suffered and persevered under the patriarchal conditions of Korean society, a patriarchy that has deprived women of social recognition. Yun attempts to challenge these conventions by recreating images of women as strong historic icons, in much the same way that Escobar Marisol (1930–) approached her subjects in the 1960s. In their choice of materials and subject matter, the similarity is clearly visible. However, Yun’s work is more than simply a copy of her Western counterpart; it is infused with a spirit that is uniquely Korean.Nonetheless, her art’s formal and conceptual ‘closeness’ lends itself to a poststructuralist analysis, thereby revealing layers of desire, resistance, and ambiguity. This article explores Yun’s Mother series using Homi Bhabha’s notion of ‘mimicry’ theory in order to demonstrate how her work reveals the disruption and discrepancy between the Korean subject and the “other.” In other words, in her work, we can detect a desire to participate in a discourse with her Western counterparts. Yet strongly rooted in her identity as a Korean subject, Yun expresses a desire to transform and even resist those same conventions.
{"title":"Editor’s Note","authors":"Yonjoo Cho","doi":"10.1177/15344843221131713","DOIUrl":"https://doi.org/10.1177/15344843221131713","url":null,"abstract":"Abstract:Suk-Nam Yun (1939–), a leading female artist in Korea, integrates painting, clothing, rubbish, silk-screens, and planks of wood to create installations representing such familiar motifs as family and mother. She often depicts women who have suffered and persevered under the patriarchal conditions of Korean society, a patriarchy that has deprived women of social recognition. Yun attempts to challenge these conventions by recreating images of women as strong historic icons, in much the same way that Escobar Marisol (1930–) approached her subjects in the 1960s. In their choice of materials and subject matter, the similarity is clearly visible. However, Yun’s work is more than simply a copy of her Western counterpart; it is infused with a spirit that is uniquely Korean.Nonetheless, her art’s formal and conceptual ‘closeness’ lends itself to a poststructuralist analysis, thereby revealing layers of desire, resistance, and ambiguity. This article explores Yun’s Mother series using Homi Bhabha’s notion of ‘mimicry’ theory in order to demonstrate how her work reveals the disruption and discrepancy between the Korean subject and the “other.” In other words, in her work, we can detect a desire to participate in a discourse with her Western counterparts. Yet strongly rooted in her identity as a Korean subject, Yun expresses a desire to transform and even resist those same conventions.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"21 1","pages":"371 - 373"},"PeriodicalIF":6.4,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47378432","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 : 2021-10-27DOI: 10.1177/15344843211053957
{"title":"Corrigendum to Demystifying Literature Reviews: What I Have Learned from an Expert?","authors":"","doi":"10.1177/15344843211053957","DOIUrl":"https://doi.org/10.1177/15344843211053957","url":null,"abstract":"","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"21 1","pages":"141 - 141"},"PeriodicalIF":6.4,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49134557","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 : 2021-09-07DOI: 10.1177/15344843211044003
Brian D. Vivona, M. Wolfgram
Organizations are continuously changing based on social, political, and economic conditions. HRD scholars and practitioners should think about new approaches to how they can engage with organizations and the people within them. Action research has been used as an approach in organization development for many years. While conventional action research has an emphasis on classical or traditional processes of inquiry, we present Community Based Participatory Action Research (CBPAR) as new research approach with an additional level of critical thought and engagement that is in alignment with Critical HRD. CBPAR aims to create knowledge and action, but also aims to empower members of communities or organization who are marginalized or oppressed. CBPAR offers an exciting and alterative approach to organizational research.
{"title":"Conducting Community Based Participatory Action Research","authors":"Brian D. Vivona, M. Wolfgram","doi":"10.1177/15344843211044003","DOIUrl":"https://doi.org/10.1177/15344843211044003","url":null,"abstract":"Organizations are continuously changing based on social, political, and economic conditions. HRD scholars and practitioners should think about new approaches to how they can engage with organizations and the people within them. Action research has been used as an approach in organization development for many years. While conventional action research has an emphasis on classical or traditional processes of inquiry, we present Community Based Participatory Action Research (CBPAR) as new research approach with an additional level of critical thought and engagement that is in alignment with Critical HRD. CBPAR aims to create knowledge and action, but also aims to empower members of communities or organization who are marginalized or oppressed. CBPAR offers an exciting and alterative approach to organizational research.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"20 1","pages":"512 - 521"},"PeriodicalIF":6.4,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42128641","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 : 2021-09-01DOI: 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":"20 1","pages":"374 - 390"},"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":"20 1","pages":"436 - 485"},"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":"20 1","pages":"486 - 511"},"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}
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