Action Learning Coaching

2014 ◽  
Vol 16 (2) ◽  
pp. 202-221 ◽  
Author(s):  
Judy O’Neil ◽  
Victoria J. Marsick
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Empirical Research ◽  
Action Learning ◽  
Organizational Leaders ◽  
Effective Practice ◽  
Learning And Development ◽  
Development Approach ◽  
Hrd Professionals ◽  
Learning Development

The Problem Action learning (AL) continues to be an important learning and development approach within organizations. Many successful AL programs use AL coaches to help facilitate the program and the learning that can occur within such programs. How might AL coaching be similar to, or different from, other types of coaching, and how might AL coaching be most effectively practiced? The Solution A review of the conceptual, theoretical, and empirical research on AL coaching will address these questions and will enable a comparison of AL coaching and other types of coaching. We draw upon the research to demonstrate effective practice and the learning that can result from AL interventions. The Stakeholders AL is used globally for learning, development, and change, and therefore, many organizational leaders are interested in the effective practice of AL and AL coaching. These leaders, human resource development (HRD) professionals, executives, internal and external coaches will benefit from this article.

Coaching, HRD, and Relational Richness

2014 ◽  
Vol 16 (2) ◽  
pp. 242-257 ◽  
Author(s):  
Toby Egan ◽  
Robert G. Hamlin
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Empirical Research ◽  
Action Learning ◽  
Resource Development ◽  
Special Issue ◽  
Learning And Development ◽  
Line Managers ◽  
Measurement Tools ◽  
Theoretical Foundations

The Problem Coaching is becoming a ubiquitous form of human resource development (HRD) that experiences regular annual gains in both interest and participation. Yet it lacks theoretical framing and has not been conceptually well developed. There is a need for further framing of coaching as a dyadic, or group-based phenomenon, occurring in a set of diverse, but often commonly utilized contexts. The Solution Contributors to this issue inform this growing HRD area by elaborating upon coaching in terms of conceptualization, theoretical foundations, and measurement tools. They provide perspectives on coaching in its many forms, including executive, managerial, and action learning coaching. These perspectives on coaching most often share a dyadic/one-on-one context, and elaborate on coaching practices in terms of interactional richness, learning, and development. The Stakeholders Researchers and scholarly practitioners in the HRD field, internal and external coaches, and line managers who are committed to improving the practice of and expanding empirical research on coaching will benefit from this special issue on coaching.

A Synthesis of New Perspectives on Virtual HRD

2014 ◽  
Vol 16 (3) ◽  
pp. 391-401 ◽  
Author(s):  
Rochell R. McWhorter
Keyword(s):  
Human Resources ◽  
Human Resource Development ◽  
Human Resource ◽  
Technology Development ◽  
Training And Development ◽  
Virtual Human ◽  
Special Issue ◽  
Organizational Mission ◽  
Hrd Professionals ◽  
Contemporary Technology

The Problem A number of new perspectives of virtual human resource development (VHRD) have been provided in this issue of Advances in Developing Human Resources ( ADHR) that warrant further discussion. As VHRD is still a nascent area of inquiry in HRD, professionals need more explanatory examples and solutions to consider for determining their own role in working with people and technology. The Solution This article offers a synthesis of key constructs of VHRD from the articles in this special issue. Also, it provides a discussion around two different modes of technology development (TD) needed by HRD professionals in the contemporary technology-enabled environment afforded by VHRD. And, the integration of TD in addition to career development, training and development, and organization development is essential to the future of HRD and is discussed herein. The Stakeholders This article targets primarily practitioners interested in VHRD interventions and processes. It encourages the reader to examine the commonalities across the articles in this issue of ADHR and also to consider the new skills required for HRD professionals when seeking to align organizational mission with all levels of the organization.

Talent Development in Emerging Economies Through Learning and Development Capacity Building

2018 ◽  
Vol 20 (4) ◽  
pp. 498-516 ◽  
Author(s):  
Machuma Helen Muyia ◽  
Caroline S. Wekullo ◽  
Fredrick M. Nafukho
Keyword(s):  
Nonprofit Organizations ◽  
Human Resource Development ◽  
Human Resource ◽  
Emerging Economies ◽  
Talent Development ◽  
Mineral Resources ◽  
Quality Education ◽  
Learning And Development ◽  
Development Capacity ◽  
The World

The Problem It has been argued correctly that of all the resources that nations are endowed with including physical resources such as land, gas, oil, mineral resources, and financial resources, the most durable resource is people. It is also a truism that regions endowed with large populations such as Brazil, China, and India are now emerging nations with very strong and growing economies. As the world of work changes globally, the demand for talent development is becoming one of the greatest opportunities for profit and nonprofit organizations in emerging economies such as Kenya. Africa with its young and educated population and its competition for talent poses both opportunities and challenges as the continent tries to address this critical component. Nowhere is this opportunity for talent development (TD) more urgent than in Kenya. The Solution Given the rising of Africa’s youth population and the need to develop talent in this region of the world, there is no easy or ready-made solution to guide human resource development (HRD) researchers and practitioners and policy makers in developing and optimally utilizing Africa’s best resource—its people. However, this article seeks to demonstrate how strategic planning and provision of quality education are the best form of intervention for TD in Africa. The fact that individuals have talent is not sufficient, hence the importance of developing talent through learning. Thus, learning requires well-designed quality education and training programs that can lead to people being open to new ideas and a disposition to question what people already know. This is even more seminal especially in the fast-changing technology-controlled workplace. The Stakeholders Human resource officers, learning and development officers, Directors of Human Resource Management, HRD researchers, HRD practitioners.

Creating a Business Unit Within a Large Sports and Entertainment Organization's Theatre Operation

2019 ◽  
pp. 483-491
Author(s):  
John Baaki ◽  
Maria Cseh
Keyword(s):  
Organizational Change ◽  
Human Resource Development ◽  
Human Resource ◽  
Case History ◽  
Change Process ◽  
Action Learning ◽  
Shop Floor ◽  
Evidence Based ◽  
Frontline Employees ◽  
Theoretical Perspectives

This reflective case history illustrates the change process in a USA sports and entertainment's theatre organization led by its leader in consultation with a human resource development and organizational change professional. Evidence-based organizational change and development informed by the theoretical perspectives on shop floor management and action learning guided the change process conceptualized on the belief that frontline employees should play a major role in driving change in organizations, and their learning and reflection is crucial in this process.

People, Technology and Human Resource Development (HRD) Philosophy

2012 ◽  
pp. 759-770 ◽  
Author(s):  
Claretha Hughes ◽  
Matthew W. Gosney
Keyword(s):  
Competitive Advantage ◽  
Human Resource Development ◽  
Human Resource ◽  
Industrial Revolution ◽  
Resource Development ◽  
Corporate America ◽  
Hrd Professionals ◽  
Relationship Of ◽  
The Relationship

Technology and people are present in all organizations. How they are managed and developed is essential to the competitive advantage of organizations. Understanding the dynamics of this relationship is an area that needs to be better understood within the Human Resource Development (HRD) field. This chapter will explore the extent that HRD philosophy addresses the relationship of people and technology. Comparing people and technology has been a debate since the industrial revolution occurred in America (Swanson, 1982; Swanson, & Torraco, 1994). Man and machine are as essential to organizational prosperity as air and water is to living; yet, it is not often researched and published in HRD literature (Githens, Dirani, Gitonga, and Teng, 2008). Could this be why HRD professionals do not have a seat at the proverbial table in corporate America? Are HRD professionals and researchers denying that there is a relationship between people and technology in organizations? Are HRD professionals and researchers limited by their beliefs concerning the comparison of people to technology?

Theoretical Traditions and Coaching Genres

2014 ◽  
Vol 16 (2) ◽  
pp. 139-160 ◽  
Author(s):  
Elaine Cox ◽  
Tatiana Bachkirova ◽  
David Clutterbuck
Keyword(s):  
Structural Analysis ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Theoretical Base ◽  
Line Managers ◽  
Interdisciplinary Nature ◽  
Hrd Professionals ◽  
Coaching Approach ◽  
Theoretical Foundations

The Problem The interdisciplinary nature of the theoretical base of coaching creates practical approaches that are strongly influenced by organization-friendly theories, and fields such as counseling, psychotherapy, and philosophy. This eclectic use of theory creates uncertainty and sometimes leads to criticisms of coaching as being atheoretical and underdeveloped empirically. So, it is a difficult task for human resource development (HRD) professionals and particularly buyers of coaching to judge the relevance of numerous traditions of coaching and evaluate them for their HRD agenda. The Solution We highlight the theoretical foundations of coaching and develop a structural analysis of coaching engagement to indicate the potential interplay between organizational and individual agendas and to help HRD professionals become better informed about the value of coaching in the context of wider HRD paradigms. The Stakeholders HRD professionals, external coaches, internal coaches, and line managers who use a coaching approach, peer coaches, and leaders will benefit from the content of this article.

scholarly journals What HRD Is Doing—What HRD Should be Doing: The Case for Transforming HRD

2019 ◽  
Vol 19 (1) ◽  
pp. 39-65 ◽  
Author(s):  
Richard J. Torraco ◽  
Henriette Lundgren
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Recent Literature ◽  
Resource Development ◽  
Learning And Development ◽  
Comprehensive Review ◽  
The Future ◽  
New Perspective

Human resource development (HRD) is no longer expected to be the primary agency for promoting learning and development among employees. Today, HRD is diffused and integrated into a broad range of leadership and supervisory roles. As more responsibility for learning and development is assumed by others, what is the role of HRD? Although HRD has largely adapted to sharing more of its traditional responsibility for learning and development, the field has also encountered challenges and criticisms. We juxtapose recent adaptations and advances in HRD with perspectives on the dilemmas, challenges, and criticisms of HRD as seen by those outside the field of HRD. Grounded in a comprehensive review of recent literature, the authors seek to provide a balanced perspective on HRD’s strengths and weaknesses and to conceptualize a new perspective on HRD and its transformation for the future.

Change in the Face of Resistance

2015 ◽  
Vol 18 (1) ◽  
pp. 11-25 ◽  
Author(s):  
Joshua C. Collins ◽  
Yogita Abichandani
Keyword(s):  
Human Resource Development ◽  
Time Management ◽  
Learning And Development ◽  
Indian Women ◽  
Women's Lives ◽  
The Face ◽  
Returning To Work ◽  
Work Family ◽  
Hrd Professionals ◽  
Time Away

The Problem The Indian economy is one of the fastest growing in the world, but that growth is not accessible to all people. Women who exit the workforce and return face challenges that make staying more difficult. Challenges include poor perception of the likelihood of success, child care, time management, and work–family role balance. As a result, the process of returning to work demotivates many Indian women returnees (IWRs). The Solution The purpose of this article was to examine the cultural, social, and economic components of Indian women’s lives that may contribute to difficulties faced when returning to work after time away. We offer suggestions for the field of human resource development (HRD) to facilitate meaningful learning and development in the lives of these women and position hope as motivation for initiating change in the face of resistance. The Stakeholders The stakeholders of this issue are IWRs, the HRD professionals who may work with them, their communities, their partners and families, and the organizations that may employ them.

Why is organizing human resource development so problematic?

2017 ◽  
Vol 24 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Rob F. Poell ◽  
Ferd Van Der Krogt
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Added Value ◽  
Learning And Development ◽  
Line Managers ◽  
Content Type ◽  
Key Stakeholders ◽  
Important Field ◽  
Training Courses

Purpose Human resource development (HRD) is an important field within management. Developing employees is often regarded as an instrument to improve the internal labor market and support organizational change. Organizing HRD to these ends, however, is frequently a problematic affair, in terms of training effectiveness, participant motivation and added value. This study, which consists of two parts, aims to investigate the question of why this is the case. In this second part, two specific aspects of the learning-network theory are elaborated: multiple experiences in organizations forming the basis of employee learning and development, and different actor strategies for organizing HRD. Design/methodology/approach The paper presents a conceptual framework to argue that one of the main reasons why organizing HRD is problematic lies in the limited and one-sided conceptualization of organizing HRD that is often used. Findings Organizing HRD is mostly viewed as designing training courses and instruction sessions for employees; it is also predominantly understood as a tool of management. The paper proposes a network perspective on organizing HRD, which is better able to guide organizational actors than other approaches can, by taking into account a broader set of HRD practices and viewing employees (besides managers) as key stakeholders. Originality/value The study argues that organizing HRD needs to take into account learning experiences that employees can gain from participating in work and career development as well (besides formal training); moreover, that employees’ HRD strategies are at least as important as those used by line managers and HR practitioners.

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