Handbook of Human Resource Development

818 Pages·2014·3.334 MB·English

by  Neal F. Chalofsky

Handbook of Human
Resource Development
Neal E. Chalofsky
Tonette S. Rocco
Michael Lane Morris
Editors
Cover image: Thinkstock
Cover design: Wiley
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Library of Congress Cataloging-in-Publication Data
Handbook of human resource development / Neal E. Chalofsky, Tonette S. Rocco, Michael Lane Morris,
editors.
pages cm
Includes indexes.
ISBN 978-1-118-45402-2 (hardback); ISBN 978-1-118-83999-7 (pdf); ISBN 978-1-118-83989-8 (epub)
1. Personnel management. 2. Career development. 3. Manpower planning.
I. Chalofsky, Neal, II. Rocco, Tonette S., III. Morris, Michael Lane
HF5549.H2962 2014
658.3—dc23
2014001901
Printed in the United States of America
FIRST EDITION
HB Printing 10 9 8 7 6 5 4 3 2 1
CONTENTS
Foreword by R. Wayne Pace vii
About the Editors xi
About the Contributors xiii
Preface xxxiii
Introduction: The Profession and the Discipline xxxvii
Neal Chalofsky
PART I FOUNDATIONS OF THE DISCIPLINE OF HRD 1
1 Psychological Foundations of HRD 3
Thomas G. Reio, Jr., and Laura C. Batista
2 System Theory and HRD 21
Ronald L. Jacobs
3 Adult Learning Theory and Application in HRD 40
Victoria J. Marsick, Aliki Nicolaides, and Karen E. Watkins
4 Management and Leadership in HRD 62
Marshall Sashkin
iii
iv CONTENTS
5 Organizational Culture and HRD: The Roots, the Landscape,
and the Future 80
Maria Plakhotnik
PART II ISSUES AND PERSPECTIVES ON HRD 95
6 Dilemmas in Defining HRD 97
Monica M. Lee
7 Perspectives on the Concept of Development for HRD 112
K. Peter Kuchinke
8 A Critical, Feminist Turn in HRD: A Humanistic Ethos 125
Laura L. Bierema and Maria Cseh
9 Critical HRD 145
Sally Anne Sambrook
10 Corporate Social Responsibility and HRD: Uneasy Tensions
and Future Directions 164
Tara J. Fenwick
PART III DEVELOPING THE WORKFORCE 181
11 Expertise Through the HRD Lens: Research Trends and
Implications 183
Robin S. Grenier and Marie-Line Germain
12 Competence: Bases for Employee Effectiveness 201
Iris Berdrow and Frederick T. Evers
13 Workplace Learning 215
Rob Poell
14 Guiding HRD Research in the Work/Life Interface: The Importance of
Work/Life Harmony in the Development of Interventions 228
Michael Lane Morris and Heather S. McMillan
15 The Inner Work of Self-Formation in Work-Related Learning 246
John M. Dirkx
PART IV MANAGING THE WORKFORCE 263
16 Aging as a Career Development Challenge for Organizations 265
Jo G. L. Thijssen, Eva Knies, and Peter L. M. Leisink
17 A Social Justice Paradigm for HRD: Philosophical and Theoretical
Foundations 281
Marilyn Y. Byrd
CONTENTS v
18 Disability, Health and Wellness Programs, and the Role of HRD 299
Tonette S. Rocco, Lorenzo Bowman, and Lawrence O. Bryant
19 Sexual Orientation and HRD 314
Julie Gedro and Jo Tyler
20 International and Cross-Cultural Perspectives of HRD 326
AAhad M. Osman-Gani
PART V HRD IN THE ORGANIZATION 351
21 Contemporary Career Literature and HRD 353
Kimberly S. McDonald and Linda M. Hite
22 Trends and Issues in Integrating Knowledge Management and
Organizational Learning for Workplace Performance Improvement 369
Doo Hun Lim, Ji Hoon Song, and Seung Won Yoon
23 Linking Motivation to Workplace Learning Transfer: The Role of
Implementation Intentions and Personal Initiative 386
Reid Bates, Nicole Cannonier, and John-Paul Hatala
24 Coaching 402
Cynthia Hunter Roman
25 Mentoring: Perpetuated on a Myth? 425
Paul W. Combs
26 Talent Management as a Strategically Aligned Practice 438
Wendy E. A. Ruona
PART VI MANAGING HRD 457
27 HRD Policy: An Overview 459
Joshua D. Hawley
28 Legal Aspects of HRD 474
Alan Clardy
29 Strategic HRD: Adopting a Philosophy, Strategies, Partnerships, and
Transformational Roles 492
Jerry W. Gilley and Ann Gilley
30 Morality and Ethics in HRD 510
Darlene Russ-Eft
31 HRD in Smaller Firms: Current Issues, Insights, and Future Directions
for Research and Practice 526
Ciara T. Nolan and Thomas Noel Garavan
vi CONTENTS
PART VII INNOVATIVE APPLICATIONS 547
32 Action Learning: An HRD Tool for Solving Problems, Developing Leaders,
Building Teams, and Transforming Organizations 549
Michael J. Marquardt
33 Virtual HRD 567
Elisabeth Eleanor Bennett and Rochell R. McWhorter
34 Developing Strategic Mindsets in HRD: Toward an Integral Epistemology
of Practice 590
Lyle Yorks
35 Employee Engagement and HRD: Exploring the Philosophical
Underpinnings, Measurement, and Interventions 605
Brad Shuck, Kim Nimon, and Drea Zigarmi
36 Emotional Intelligence and Its Critical Role in Developing Human
Resources 623
Fredrick Muyia Nafukho and Machuma A. H. Muyia
PART VIII FUTURE DIRECTIONS 641
37 National HRD 643
Gary Neil McLean
38 Certification of HRD Professionals 661
Vijay Krishna
39 Standards and Accreditation of HRD Academic Programs 673
Larry M. Dooley
40 Future Directions for HRD 688
Martin B. Kormanik and Thomas J. Shindell
Name Index 709
Subject Index 735
FOREWORD
S
ince facing the room full of HRD researchers at Georgia State University
in 1993 to negotiate the formation of the Academy of Human Resource
Development, I don’t believe I’ve had as exhilarating an experience as
watching this Handbook of HRD take form and blossom. We are discovering
fresh and zealous voices as HRD advocates. Who would have believed that,
in a few short years, we would be talking about both the profession and the
discipline of HRD? We are on the verge of something big, something extraordi-
nary, and something that is fulfilling a vision I and many others have had for
the field.
Identifying the topics that represent both the profession and the discipline
of HRD and selecting authors for those topics is a daunting task. But here we
have a more than satisfactory result. We must applaud the sterling efforts of
Neal Chalofsky, Tonette Rocco, and Lane Morris for tackling this project, and
pay tribute to each of the dedicated authors for allocating the time and their
personal talents to bringing the Handbook of HRD to fruition.
Most would agree that the majority of those who were part of the initial
body forming the Academy were minimally educated in something newly
called human resource development. As Neal has so aptly pointed out,
Leonard Nadler coined the term only in the 1970s, and the first conference
on the academic preparation of practitioners of training and development
occurred in the late 1980s. We limped along the path to clearer identifica-
tion during the 1990s and learned a lot about the body of knowledge that is
vii
viii FOREWORD
being summarized in this handbook somewhat tangentially. For example, I
remember standing before the great pyramids in Cairo, Egypt, and staring into
the sunlight with Ron Jacobs after making some presentations at a conference
there and learning about HRD; I remember urging Mike Marquardt to write a
book on HRD, which he did brilliantly, teaching me about HRD; I recall inter-
acting with Karen Watkins about the difference between performance and
learning while visiting the University of Georgia and discovering more about
HRD. Many readers of this handbook learned about developing people in the
same indirect ways and enhanced their understanding of HRD in the process.
The Handbook of HRD is divided into eight sections, with no more than six
chapters in each section, for a total of forty topics that encompass an amaz-
ing range of issues from foundations of the discipline of HRD to perspectives
on HRD to developing expertise and spirituality to managing HRD, and to
innovative applications in the field. Issues such as certification and accredita-
tion are also addressed. Reading each of these topics carefully will reveal the
nuances that exist in the profession and discipline of HRD.
Although other handbooks about HRD and many of the inherent topics are
available, this handbook is written from the perspective of HRD scholars who
are attempting to make sense of the varied dimensions of the field. Here, in a
single source, is a treatment of various topics and issues about which acade-
micians and some practitioners are ruminating on a daily basis. Every chapter
opens a vista from which to view a nagging question from both a traditional
perspective and a new and innovative perspective, so that both newcomers
and veterans of HRD have an opportunity to learn more about the field’s
many aspects.
In a sense, the chapters in this handbook have been wrung out of the
scholarly livelihoods and the professional experiences of the authors, provid-
ing us with both routine and provocative insights. Some of the scholars rep-
resented in the handbook may seem less familiar to some readers, but the
youthful pattern of authors shows the immense strides our field has taken in
developing talented representatives of the discipline.
As our handbook authors will agree, it is critical to recognize that the cred-
ibility and effectiveness of our profession/discipline of HRD depend on how
well the people in HRD departments implement policies and practices that
develop both the talents of individuals employed by the organization and
their resources as working members of the organization.
I am pleased with my association with members of the discipline and pro-
fession of human resource development, but especially with members of the
Academy of Human Resource Development (AHRD). With them, and all oth-
ers who might probe the depths of this handbook, I encourage you to review,
absorb, digest, and ruminate on what has been written here. It can do you
nothing but good, and may even boost your image of the field and expand