Pub Date : 2023-10-27DOI: 10.1177/15234223231209267
Ehikioya H. Osolase, Roziah Mohd Rasdi, Zuraina D. Mansor
The Problem In reference to workforce development for organizational performance, the blurry lines between talent development and talent management have resulted to several HRD scholars interchangeably using talent management in replacement of talent development. However, talent development as an HRD function supersedes talent management. Therefore, to demarcate the existing lines which exists between both, it is important that HRD practitioners develop the required awareness. The Solution Talent development is a necessity for efficient management of people. To bring about a fundamental change on the need to clearly differentiate between talent development and talent management, the expertise of HRD practitioners in collaboration with industry professionals, is required to develop new knowledge and models for workforce and organizational performance. The Stakeholders Scholars and practitioners of human resource development and other fields within the management discipline, in addition to managers and the workforce across all sectors in various industries.
{"title":"Talent Development versus Talent Management: Unblurring the Lines for Workforce and Organizational Performance","authors":"Ehikioya H. Osolase, Roziah Mohd Rasdi, Zuraina D. Mansor","doi":"10.1177/15234223231209267","DOIUrl":"https://doi.org/10.1177/15234223231209267","url":null,"abstract":"The Problem In reference to workforce development for organizational performance, the blurry lines between talent development and talent management have resulted to several HRD scholars interchangeably using talent management in replacement of talent development. However, talent development as an HRD function supersedes talent management. Therefore, to demarcate the existing lines which exists between both, it is important that HRD practitioners develop the required awareness. The Solution Talent development is a necessity for efficient management of people. To bring about a fundamental change on the need to clearly differentiate between talent development and talent management, the expertise of HRD practitioners in collaboration with industry professionals, is required to develop new knowledge and models for workforce and organizational performance. The Stakeholders Scholars and practitioners of human resource development and other fields within the management discipline, in addition to managers and the workforce across all sectors in various industries.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"40 06","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318118","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 : 2023-08-19DOI: 10.1177/15234223231193359
A. Carter
Background: This paper emphasizes the importance of diversity intelligence (DQ) in leadership coaching to promote workplace diversity awareness and operationalize diversity within organizations, guiding thoughts and actions. Purpose: The paper outlines and synthesizes leadership development, coaching, and diversity intelligence concepts, providing recommendations for optimal diversity intelligent coaching programs for organizational development. Research Design: Using a conceptual approach, the paper draws insights from academic sources on leadership, coaching, and diversity intelligence. Results: It presents a comprehensive overview, emphasizing designing, implementing, and evaluating diversity intelligent leadership coaching programs to foster diversity-aware leaders and inclusive workplaces. Conclusions: Incorporating DQ principles enhances coaching effectiveness, fostering inclusive leadership and diverse, equitable workplaces. Recommendations guide decision-makers in designing tailored coaching programs.
{"title":"Diversity Intelligent Leadership Coaching in Practice","authors":"A. Carter","doi":"10.1177/15234223231193359","DOIUrl":"https://doi.org/10.1177/15234223231193359","url":null,"abstract":"Background: This paper emphasizes the importance of diversity intelligence (DQ) in leadership coaching to promote workplace diversity awareness and operationalize diversity within organizations, guiding thoughts and actions. Purpose: The paper outlines and synthesizes leadership development, coaching, and diversity intelligence concepts, providing recommendations for optimal diversity intelligent coaching programs for organizational development. Research Design: Using a conceptual approach, the paper draws insights from academic sources on leadership, coaching, and diversity intelligence. Results: It presents a comprehensive overview, emphasizing designing, implementing, and evaluating diversity intelligent leadership coaching programs to foster diversity-aware leaders and inclusive workplaces. Conclusions: Incorporating DQ principles enhances coaching effectiveness, fostering inclusive leadership and diverse, equitable workplaces. Recommendations guide decision-makers in designing tailored coaching programs.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"288 - 301"},"PeriodicalIF":3.1,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44047645","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 : 2023-08-10DOI: 10.1177/15234223231195479
Marilyn Y. Byrd
{"title":"Celebrating Successes and Re-Affirming the Vision","authors":"Marilyn Y. Byrd","doi":"10.1177/15234223231195479","DOIUrl":"https://doi.org/10.1177/15234223231195479","url":null,"abstract":"","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"223 - 224"},"PeriodicalIF":3.1,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427502","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 : 2023-08-05DOI: 10.1177/15234223231193319
C. Waight, M. T. Edwards, Judy E. Waight
The Problem Learning designers are central to employee capability transformations, and their contributions became invaluable during Covid-19. Resultantly, jobs for learning experience (LX) designers became more noticeable. Yet not much is known about LX designer skills. While there are assumptions that a LX designer may be similar to an instructional designer or technologist, there is no empirical evidence. The Solution In defining the skills of an LX designer, the employer’s voice is essential. In this study, we applied a case study design and examined 25 LX designer job announcements (JAs) across eight industries. The Stakeholders Through this study, employers can introspect on the development of their JAs and their expectations of LX designers. Professors who teach learning and instructional design courses can strengthen their course content alignment with the LX designer skillset. Researchers can use the suggested studies to further the LX designer discourse.
{"title":"The Learning Experience Designer Skillset: Employer Expectations","authors":"C. Waight, M. T. Edwards, Judy E. Waight","doi":"10.1177/15234223231193319","DOIUrl":"https://doi.org/10.1177/15234223231193319","url":null,"abstract":"The Problem Learning designers are central to employee capability transformations, and their contributions became invaluable during Covid-19. Resultantly, jobs for learning experience (LX) designers became more noticeable. Yet not much is known about LX designer skills. While there are assumptions that a LX designer may be similar to an instructional designer or technologist, there is no empirical evidence. The Solution In defining the skills of an LX designer, the employer’s voice is essential. In this study, we applied a case study design and examined 25 LX designer job announcements (JAs) across eight industries. The Stakeholders Through this study, employers can introspect on the development of their JAs and their expectations of LX designers. Professors who teach learning and instructional design courses can strengthen their course content alignment with the LX designer skillset. Researchers can use the suggested studies to further the LX designer discourse.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"225 - 246"},"PeriodicalIF":3.1,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45988323","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 : 2023-08-04DOI: 10.1177/15234223231193317
A. M. Manongsong, Rajashi Ghosh
Problem There is chronic underrepresentation of minoritized women in higher education leadership positions. A primary reason is that mentoring support is either lacking or rarely considers how the intersection of their race and gender creates a double bind. Further, there is a dearth of studies examining the lived experiences of mentoring support received by minoritized women leaders. Solution Through semi-structured interviews of fifteen participants, our interpretative phenomenological study adds to the extant literature by exploring how women of color (WOC) leaders navigated the challenges posed by the differences in gender and/or racial identities with their mentors in diversified mentoring relationships (DMRs). Our findings indicate that aspiring minoritized women leaders can thrive under the double bind in DMRs with successful coping strategies. Stakeholders University administration and HRD practitioners can apply the findings to leverage DMRs as a critical tool for developing the leadership identity of women of color in higher education.
{"title":"Living at the Intersections of Race and Gender in Diversified Mentoring: Experiences of Minoritized Women Leaders in Higher Education","authors":"A. M. Manongsong, Rajashi Ghosh","doi":"10.1177/15234223231193317","DOIUrl":"https://doi.org/10.1177/15234223231193317","url":null,"abstract":"Problem There is chronic underrepresentation of minoritized women in higher education leadership positions. A primary reason is that mentoring support is either lacking or rarely considers how the intersection of their race and gender creates a double bind. Further, there is a dearth of studies examining the lived experiences of mentoring support received by minoritized women leaders. Solution Through semi-structured interviews of fifteen participants, our interpretative phenomenological study adds to the extant literature by exploring how women of color (WOC) leaders navigated the challenges posed by the differences in gender and/or racial identities with their mentors in diversified mentoring relationships (DMRs). Our findings indicate that aspiring minoritized women leaders can thrive under the double bind in DMRs with successful coping strategies. Stakeholders University administration and HRD practitioners can apply the findings to leverage DMRs as a critical tool for developing the leadership identity of women of color in higher education.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"247 - 278"},"PeriodicalIF":3.1,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48228279","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 : 2023-08-01DOI: 10.1177/15234223231175845
Seth-Aaron Martinez, Nahari Leija
Problem The scholarship of leadership abounds with the affordances, limitations, antecedents, and outcomes associated with the different theories in Human Resource Development (HRD) literature. However, a clear delineation between the host of individual leadership theories does not exist. Absent is a nuanced view of the similarities, differences, and any overlap between the various leadership theories. Without a clear understanding of the relationships between leadership theories, knowing when to apply which theories and when becomes difficult. Solution A systematic review of the literature surrounding servant leadership (SL) through 2022 was conducted to position SL among the more extensively researched transactional and transformational leadership theories. This article outlines the histories of the three theories, focusing on the characteristics, pervasiveness, antecedents, outcomes, and measurement of SL to distinguishing it from transactional and transformational leadership.; Stakeholders: Human resource development, human resource management, and organizational behavior scholars, practitioners, educators, and students. In addition, organizational leaders responsible for setting the organization’s vision and practitioners responsible for designing leadership development programs will benefit from this article.
{"title":"Distinguishing Servant Leadership from Transactional and Transformational Leadership","authors":"Seth-Aaron Martinez, Nahari Leija","doi":"10.1177/15234223231175845","DOIUrl":"https://doi.org/10.1177/15234223231175845","url":null,"abstract":"Problem The scholarship of leadership abounds with the affordances, limitations, antecedents, and outcomes associated with the different theories in Human Resource Development (HRD) literature. However, a clear delineation between the host of individual leadership theories does not exist. Absent is a nuanced view of the similarities, differences, and any overlap between the various leadership theories. Without a clear understanding of the relationships between leadership theories, knowing when to apply which theories and when becomes difficult. Solution A systematic review of the literature surrounding servant leadership (SL) through 2022 was conducted to position SL among the more extensively researched transactional and transformational leadership theories. This article outlines the histories of the three theories, focusing on the characteristics, pervasiveness, antecedents, outcomes, and measurement of SL to distinguishing it from transactional and transformational leadership.; Stakeholders: Human resource development, human resource management, and organizational behavior scholars, practitioners, educators, and students. In addition, organizational leaders responsible for setting the organization’s vision and practitioners responsible for designing leadership development programs will benefit from this article.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"141 - 188"},"PeriodicalIF":3.1,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42625731","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 : 2023-07-24DOI: 10.1177/15234223231191815
Sage A. Mauldin
In recent years, there has been a surge of anti-LGBTQ+ laws in the United States. These laws undoubtedly reinforce cisheteropatriarchal ideologies that heterosexuality and gender conformity are the only acceptable ways of being, while other forms of sexuality and gender identity are unnatural, immoral, and deserve punishment. Given that the workplace, mirroring the broader society, exhibits the prejudices and preconceptions that are ingrained in our cultural milieu, it is incumbent upon human resource development (HRD) education to expose students to the ways in which cisheteropatriarchy structures workplaces so, as HRD practitioners, they can work towards disrupting it.
{"title":"Disrupting Cisheteropatriarchy in Society and the Workplace: The Role of HRD Education","authors":"Sage A. Mauldin","doi":"10.1177/15234223231191815","DOIUrl":"https://doi.org/10.1177/15234223231191815","url":null,"abstract":"In recent years, there has been a surge of anti-LGBTQ+ laws in the United States. These laws undoubtedly reinforce cisheteropatriarchal ideologies that heterosexuality and gender conformity are the only acceptable ways of being, while other forms of sexuality and gender identity are unnatural, immoral, and deserve punishment. Given that the workplace, mirroring the broader society, exhibits the prejudices and preconceptions that are ingrained in our cultural milieu, it is incumbent upon human resource development (HRD) education to expose students to the ways in which cisheteropatriarchy structures workplaces so, as HRD practitioners, they can work towards disrupting it.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"279 - 287"},"PeriodicalIF":3.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48025711","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 : 2023-05-20DOI: 10.1177/15234223231176107
Katrina R. Boutwell, Tyrone D. Smith
Problem Despite organizations adopting diversity, equity, and inclusion (DEI) in organizational initiatives, discrimination, and unjust practices persist. Consequently, organizational environments where individuals feel safe and valued are critical not only to organizational effectiveness but for individual learning, growth, and development. Solution Inclusive leadership models that: (1) integrate organizational learning as the driver for social transformation at the individual, group, and broad organizational levels and (2) develop inclusive leaders who espouse pro-diversity beliefs, enact social change and envision a workplace that values human relations as a basic need for achieving the highest possible degree of human well-being. Stakeholders Organizational leaders, human resource development educators, researchers, scholars.
{"title":"A Hierarchy of Learning Needs for Revolutionizing Inclusive Organizational Practices","authors":"Katrina R. Boutwell, Tyrone D. Smith","doi":"10.1177/15234223231176107","DOIUrl":"https://doi.org/10.1177/15234223231176107","url":null,"abstract":"Problem Despite organizations adopting diversity, equity, and inclusion (DEI) in organizational initiatives, discrimination, and unjust practices persist. Consequently, organizational environments where individuals feel safe and valued are critical not only to organizational effectiveness but for individual learning, growth, and development. Solution Inclusive leadership models that: (1) integrate organizational learning as the driver for social transformation at the individual, group, and broad organizational levels and (2) develop inclusive leaders who espouse pro-diversity beliefs, enact social change and envision a workplace that values human relations as a basic need for achieving the highest possible degree of human well-being. Stakeholders Organizational leaders, human resource development educators, researchers, scholars.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"189 - 204"},"PeriodicalIF":3.1,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49415019","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 : 2023-05-17DOI: 10.1177/15234223231176058
Ingeborg Kroese
Problem There is a continued, well documented disconnect between HRD scholars and practitioners. Specifically, the ‘Implications for HRD Practice’ section in academic articles is often lacking in relevance and meaning. This is harmful for both academia and practice, but especially for the well-being of learners. Solution This essay focusses on how to write a meaningful ‘Implications for HRD Practice’ section and suggests five areas to consider: why writing for practice is important; understand who practice is; relate to practitioners’ knowledge; provide evidence-based suggestions and finally, connect with practice. Stakeholders HRD scholars who are committed to write for, and connect with, practice.
{"title":"Implications for Practice: How to Write a Meaningful Contribution","authors":"Ingeborg Kroese","doi":"10.1177/15234223231176058","DOIUrl":"https://doi.org/10.1177/15234223231176058","url":null,"abstract":"Problem There is a continued, well documented disconnect between HRD scholars and practitioners. Specifically, the ‘Implications for HRD Practice’ section in academic articles is often lacking in relevance and meaning. This is harmful for both academia and practice, but especially for the well-being of learners. Solution This essay focusses on how to write a meaningful ‘Implications for HRD Practice’ section and suggests five areas to consider: why writing for practice is important; understand who practice is; relate to practitioners’ knowledge; provide evidence-based suggestions and finally, connect with practice. Stakeholders HRD scholars who are committed to write for, and connect with, practice.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"213 - 220"},"PeriodicalIF":3.1,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44059303","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 : 2023-05-12DOI: 10.1177/15234223231176028
Marilyn Y. Byrd, Chaunda L. Scott
Problem The field of human resource development (HRD) is recognized for its contributions to the body of literature on learning and performance. However, the lack of literature on problems emanating from the social systems (e. g. racism, sexism, ageism, sexual orientation, disability, to name a few) that create a barrier for optimal learning and performance is troubling. In this article, racism is called out as an enduring and pervasive social injustice that has become normalized and encompasses the whole of society as well as those spaces that are frequently occupied each day. Nonetheless the ideology of racism is egregious and continues to threaten individual well-being, dignity, and simply put, rights as a human being. As a program within numerous departments of higher education, the lack of literature that addresses racism and subsequently provide resources for educators is problematic. While it is understood that HRD is an interdisciplinary field that draws from multiple bodies of literature, the lack of contributions from HRD researchers, scholars, and practitioners on a topic that counteracts learning and performance is a problem. Solution HRD is uniquely positioned as a field of practice with an affiliate in higher education. HRD researchers and scholars are often instructors in HRD educational programs. This unique position can hugely impact what is learned and therefore what is practiced in the workplace. We propose a framework for an anti-racism curriculum in HRD educational programs that teaches students, the future workforce, how to recognize and disrupt racism and contribute to building workplaces that are equitable, fair, and psychologically safe. We use critical theory as a conceptual framework for an anti-racism curriculum that teaches students about the continued and pervasive system of racism.
{"title":"An Anti-racism Curriculum for Inclusive Teaching and Learning","authors":"Marilyn Y. Byrd, Chaunda L. Scott","doi":"10.1177/15234223231176028","DOIUrl":"https://doi.org/10.1177/15234223231176028","url":null,"abstract":"Problem The field of human resource development (HRD) is recognized for its contributions to the body of literature on learning and performance. However, the lack of literature on problems emanating from the social systems (e. g. racism, sexism, ageism, sexual orientation, disability, to name a few) that create a barrier for optimal learning and performance is troubling. In this article, racism is called out as an enduring and pervasive social injustice that has become normalized and encompasses the whole of society as well as those spaces that are frequently occupied each day. Nonetheless the ideology of racism is egregious and continues to threaten individual well-being, dignity, and simply put, rights as a human being. As a program within numerous departments of higher education, the lack of literature that addresses racism and subsequently provide resources for educators is problematic. While it is understood that HRD is an interdisciplinary field that draws from multiple bodies of literature, the lack of contributions from HRD researchers, scholars, and practitioners on a topic that counteracts learning and performance is a problem. Solution HRD is uniquely positioned as a field of practice with an affiliate in higher education. HRD researchers and scholars are often instructors in HRD educational programs. This unique position can hugely impact what is learned and therefore what is practiced in the workplace. We propose a framework for an anti-racism curriculum in HRD educational programs that teaches students, the future workforce, how to recognize and disrupt racism and contribute to building workplaces that are equitable, fair, and psychologically safe. We use critical theory as a conceptual framework for an anti-racism curriculum that teaches students about the continued and pervasive system of racism.","PeriodicalId":51549,"journal":{"name":"Advances in Developing Human Resources","volume":"25 1","pages":"205 - 212"},"PeriodicalIF":3.1,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46527546","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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