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.

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.

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.

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.

Introduction and Purpose of the Issue

2019 ◽  
Vol 21 (3) ◽  
pp. 283-288
Author(s):  
Rose M. Baker
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Empirical Research ◽  
Resource Development ◽  
Fields Of Study ◽  
Research Designs ◽  
Research Agendas ◽  
Research Propositions ◽  
Theory Research ◽  
Theoretical Foundations

The Problem This issue of Advances in Developing Human Resources addresses the establishment of a research agenda for theories and constructs selected from established theories from other fields of study, which are related to elements of the study of human resource development (HRD). Several of the theories or constructs were selected for inclusion in this issue based on prior publications in Academy of Human Resource Development (AHRD)–sponsored journals in which authors suggested the use of the theory to advance the theory, research, and practice in HRD. Other theories and constructs were inspired to be included by calls for interdisciplinary and multi-paradigmatic empirical research from journals within the economics, management, organizational psychology, and sociology fields of study. The Solution Integrated, systematic, or theoretical literature reviews were conducted for each of the selected theories or constructs. Models, research propositions, and research agendas were developed to provide recommendations for the development of research designs and protocols. The goal of the implementation of the research agendas is to advance the theoretical foundations of HRD. The Stakeholders This issue is expected to benefit HRD researchers and HRD practitioners by providing suggestions for empirical research studies to be conducted to explore HRD-related concepts using the theories selected and to establish interdisciplinary and multi-paradigmatic research opportunities.

Coaching and Human Resource Development

2014 ◽  
Vol 16 (2) ◽  
pp. 127-138 ◽  
Author(s):  
Andrea D. Ellinger ◽  
Sewon Kim
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Executive Coaching ◽  
Best Practice ◽  
Action Learning ◽  
Resource Development ◽  
Measurement Instruments ◽  
Line Managers ◽  
Managerial Coaching ◽  
Significant Attention

The Problem Coaching is a pervasive form of development that has garnered significant attention among scholars and practitioners. Although interest in coaching has grown considerably in recent years, coaching has been criticized as being opinion- and best-practice-based, as well as atheoretical. It has been critiqued as being an under-examined and researched concept. The Solution The contributions in this issue address existing concerns in the literature by providing an overview of the theoretical underpinnings of coaching, synthesizing existing literature on research and practice related to genres, types and approaches to coaching, specifically executive coaching, managerial coaching, and action learning coaching. Furthermore, to spur research on coaching, a comprehensive review of currently available measurement instruments is provided. The Stakeholders Researchers and scholarly practitioners in the human resource development (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.

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.

scholarly journals Pengembangan Sumberdaya Manusia Berbasis Kompetensi di Kantor Pemerintah Kota Bandar Lampung

2015 ◽  
Vol 31 (1) ◽  
pp. 1
Author(s):  
Nur Efendi
Keyword(s):  
Performance Appraisal ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Learning And Development ◽  
Culture Of Learning ◽  
Competency Based ◽  
Key Variables ◽  
Low Culture ◽  
The City

Competence is one of the key variables that determine the performance of an employee. This study aims to provide an overview of competency-based human resource development in the Office of the City of Bandar Lampung. The method used is descriptive with inductive approach. Data collection is done by observation, interviews, and documentation. The data were analyzed qualitatively namely through data reduction, data presentation, and conclusions. The results showed that the competency-based human resource development in the Office of the City of Bandar Lampung not achieve optimal results. This is shown by the results of performance appraisal that does not reflect the actual achievement of an employee. Factors that cause less successful efforts of competency-based human resource development is due to the low culture of learning and development practices that do not associate the results of planning activities, training, assessment, and job-oriented competence development 

Learning and development practices in international context: conceptual introspection towards bringing the best work place strategies

2016 ◽  
Vol 15 (4) ◽  
pp. 180-186 ◽  
Author(s):  
Rabindra Kumar Pradhan ◽  
Lalatendu Kesari Jena ◽  
Nrusingh Prasad Panigrahy
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Cross Cultural ◽  
Learning And Development ◽  
Cultural Training ◽  
International Context ◽  
Content Type ◽  
Internal Customers ◽  
Cross Cultural Training

Purpose In today’s competitive environment, long-term viability and sustainability of a firm requires a combination of both specialized and knowledge-based resources. Earlier research findings have surfaced the fact that by leveraging knowledge, successful multinational companies in the Western world are able to create a position for capitalizing on market imperfections in the field of human resource development and correspondingly achieving higher returns on their investments. Therefore, the purpose of the paper is to examine the approaches of successful multinational enterprises (MNEs) from newer industrialized and developing economies, especially in the perspective of learning and development initiatives. Design/methodology/approach The focus of this study is to introspect on the causal that influences toward fostering a better human resource development climate in the international context. Findings The proposition explores a road map to strategize organizational policies and practices as to how best to serve its expatriate internal customers. Originality/value The findings of this study has confirmed the link between cross-cultural training and expatriate adjustment and performance, but still the scope lies in future research to carry out the specific context or conditions influencing the effectiveness of cross-cultural training programs by using quantitative statistical findings of country-wide successful MNE analysis in the learning and development domain and subsequently proposing the benchmarking practices for impersonation by the developing nations.

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