Teaching and learning social justice in human resource development graduate programs: Preparation for research and practice

2019 ◽  
Vol 31 (4) ◽  
pp. 18-35 ◽  
Author(s):  
Jeremy W. Bohonos ◽  
Kimbery D. Otchere ◽  
Yoon K. Pak
Keyword(s):  
Social Justice ◽  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Graduate Programs ◽  
Resource Development ◽  
Research And Practice

Exploring the Boundaries of Diversity and Inclusion in Human Resource Development

2019 ◽  
Vol 18 (2) ◽  
pp. 173-195 ◽  
Author(s):  
Torrence E. Sparkman
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Resource Development ◽  
Multiple Identities ◽  
Research And Practice ◽  
Marginalized Communities ◽  
Diversity And Inclusion ◽  
Value Diversity

This article reviews literature focused on diversity and inclusion in human resource development (HRD) journals. A focused analysis of articles published from 2010 to the present reveals shifting conceptualizations of diversity inside and outside the Academy of Human Resource Development. This integrative review summarizes the types of diversity articles presented and captures the frameworks, approaches, and foci of current diversity and inclusion research. The influence of social cognitive psychology becomes apparent, as the awareness of multiple identities and experiences becomes central to teaching and learning how to value diversity. The findings also suggest that research and practice in the context of marginalized communities, and non-Western countries, is crucial to broadening the scope of diversity and inclusion in both dominant and nondominant cultures. After categorizing the articles, a discussion of recent theories, pedagogy, and utility follows. The review concludes with a discussion of practice and research implications.

Integrating Research and Practice: Looking Back

2017 ◽  
Vol 19 (3) ◽  
pp. 219-231 ◽  
Author(s):  
Jia Wang
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Applied Field ◽  
Real Life ◽  
Resource Development ◽  
Research And Practice ◽  
Viable Solution ◽  
Scholarly Practice ◽  
Applied Fields ◽  
Looking Back

The Problem The divide between research and practice has long been recognized by both scholars and practitioners in multiple applied fields, including our field of human resource development (HRD). Significant amount of energy has been devoted to identify ways to bridge the gap, yet the divide has remained noticeably wide. Developing scholar-practitioners is considered a viable solution, yet how to prepare them is not quite so clear. The Solution This issue provides an actionable plan by drawing upon the firsthand experiences and real-life examples from those who have successfully crossed the two worlds. By focusing on the how-to, this issue provides a tool box for multiple parties. The Stakeholders Three groups of stakeholders will benefit directly from this issue, scholar-practitioners, practitioners seeking scholarly practice, and scholars desiring to ground their research in practice. This issue will also benefit organizations, intermediaries, and HRD as an applied field.

Trends in Human Resource Development in Zimbabwe

2016 ◽  
pp. 228-251
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

Ethics, code of conduct and ethical climate: implications for human resource development

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amin Alizadeh ◽  
Khalil M. Dirani ◽  
Shaoping Qiu
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Ethical Climate ◽  
Graduate Programs ◽  
Code Of Conduct ◽  
Resource Development ◽  
Content Type ◽  
Future Studies ◽  
Ethics Code ◽  
Organizational Ethical Climate

Purpose The purpose of this paper is twofold: first, to point out the importance of having an ethics-related course for human resource development (HRD) graduate programs; and second, to highlight HRD potential to minimize ethical misconducts through an ethical filter in organizations. Design/methodology/approach This paper is conceptual in nature. The authors used their own experiences in HRD programs, looked at HRD graduate programs’ curricula in different universities and reviewed literature on ethics and HRD to develop a conceptual model. The model is to guide future studies and identify the role of HRD practices to create an ethical climate in organizations. Findings In this paper, the authors illustrate the connection between HRD practices and ethical climate in organizations by providing a conceptual framework. In the concluding paragraphs, the authors provide a discussion, implications and recommendations for future studies. Originality/value The authors highlight the limited research conducted on how ethics and ethical dilemmas need to be represented in HRD practitioners’ activities and practices. Many graduate-level HRD students do not receive enough training on ethics, whereas it is their responsibility to help improve organizational ethical climate and educate and prepare human resources to minimize ethical misconducts and wrongdoings. The paper provides a framework for HRD practitioners to create a strong ethical climate in their organizations.

Everyone is Invited: Leveraging Bystander Intervention and Ally Development to Cultivate Social Justice in the Workplace

2021 ◽  
pp. 153448432110407
Author(s):  
Joshua C. Collins ◽  
Panpan Zhang ◽  
Stephanie Sisco
Keyword(s):  
Social Justice ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Bystander Intervention ◽  
Ally Development

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.

Pandemonium, panic and the pandemic: implications for human resource development from an unplanned shift to online learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petra A. Robinson ◽  
Maja Stojanović ◽  
Zachary Z. Robinson ◽  
Renata Russo Lyons
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Resource Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Multiple Perspectives ◽  
Content Type

Purpose This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment. Design/methodology/approach Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment. Findings The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies. Originality/value In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

Investigating the HRD cube and explicating extant paradigms of HRD

2014 ◽  
Vol 38 (4) ◽  
pp. 323-346 ◽  
Author(s):  
Andrew C. Hurt ◽  
Susan A. Lynham ◽  
Gary N. McLean
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Comparative Method ◽  
Resource Development ◽  
Content Type ◽  
Research And Practice ◽  
Constant Comparative Method ◽  
Open Coding ◽  
Axial Coding ◽  
Theory Research

Purpose – The purpose of this study is to focus on the issue of paradigms in human resource development (HRD) and validate the HRD cube as a synthesized model of HRD praxis and to explicate some of the extant paradigms of HRD. Design/methodology/approach – The study was carried out by examining the text of articles published in Academy of Human Resource Development (AHRD)-sponsored journals over a specific period. Sixteen articles published in AHRD-sponsored journals were treated as if they were the representative voice(s) of their author(s). Data units were axially coded and sorted into one of seven pre-determined categories based on the axioms of theory, research and practice. Then, data units were open coded using the constant comparative method, and themes were developed. Findings – Axial coding results identified a dominant emphasis on practice. The accumulation of units representing research and theory were comparatively smaller. Evidence of shared perspectives was found that emphasized the practice axiom. Open coding results identified representative themes within each of the axiom-based categories of theory, research and practice. Six themes developed in the theory category, nine themes developed in the research category and six themes developed in the practice category. Originality/value – The results support the overall construction of the HRD cube. Given the initial validation and support of the HRD cube and of the components described within the theory, research and practice sides within these 16 articles published in AHRD-sponsored journals, at least 18 prospective paradigms of HRD were identified.

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