The purpose of this evaluation study was to assess the impact of a gender communication program o... more The purpose of this evaluation study was to assess the impact of a gender communication program on employee learning, understanding, and application of its concepts in a large, multicultural Midwest utility company. The program was initially implemented by the organization when supervisors raised the need for better communication between genders in their departments. A mixed quantitative and qualitative research design was used to glean information related to the participants' knowledge, understanding, and application of the program content. Content analysis and descriptive statistics of company documents, observation, and survey data led to the following major findings: (a) significant positive communication changes in and outside of the workplace, (b) a general consensus that respect for the opposite gender culture holds an important value, (c) increased awareness of program content as pertinent to situations in participants' lives, (d) a high degree of motivation to use what was learned, and (e) the need for additional training, session follow-ups, and refresher learning aides. Based upon the findings, several recommendations were made that address pre and post program support for the participants.
Competence development in the USA: limiting expectations or unleashing global capacities
A woman leader's experience in Korea
Human Resource Development International, Feb 1, 2009
Dr Sue Abbey is the director of human resources for OnStar by General Motors (GM). She has 20 yea... more Dr Sue Abbey is the director of human resources for OnStar by General Motors (GM). She has 20 years of experience in the human resource management (HRM)/ human resource development (HRD) field and consulted with leaders and teams at various levels of GM in the areas of large-scale change implementation, individual and organizational assessment, leadership development, team effectiveness, selection and staffing, compensation, performance management and talent management strategy. Dr Abbey has worked for several divisions of GM: Service and Parts Operation, Vehicle Sales, Service and Marketing, Powertrain, and GM Daewoo Auto and Technology in Korea. She has also taught graduate and undergraduate courses in HRD for Oakland University in Rochester, MI. She holds a bachelor’s degree in economics and management from Albion College in Albion, MI and a Master’s and PhD degree in the area of individual and organizational learning from Michigan State University. Dr Maria Cseh is an associate professor of human and organizational learning at The George Washington University and a member of the board of directors of the Academy of Human Resource Development and of the advisory boards of four international journals. Her cross-cultural and international research studies on workplace learning, organizational development and change, and leadership were published in peer-reviewed journals and book chapters, and presented at international conferences. She holds a BSc and MSc degree in electronics engineering, an MA degree in business administration with a focus on international business, and a PhD degree in adult education with a specialization on global HRD. Dr Abbey returned recently from a three-year appointment in Korea as the managing director of change management at GM Daewoo. This interview was conducted in Seoul, Korea, in the last year of her assignment, after she was named the top businesswoman leader in the automotive industry in Korea. The purpose of the interview was to learn about Dr Abbey’s experience as a woman expatriate in a high leadership role in Korea, and her advice to other practitioners preparing for expatriate assignments in Korean and to scholars who are conducting research on issue related to expatriates and global work.
Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEP... more Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) r434his document has been reproduced as received from the person or organization originating it. Minor changes have been made to Cr) improve reproduction quality.
So you say our work is <i>essential</i> : Essential workers and the potential for transformative learning in the wake of COVID‐19 social and economic disruption
New Directions for Adult and Continuing Education, Mar 1, 2022
The challenges of training with interpreters and translators
Journal of European Industrial Training, Dec 1, 2006
PurposeThe purpose of this article is to present a case study of an HRD team from the UK that del... more PurposeThe purpose of this article is to present a case study of an HRD team from the UK that delivers training to a large public service Hungarian organization with the aid of interpreters and translators.Design/methodology/approachThe article takes the form of a case study.FindingsThe article acts to illustrate good and ineffective practices, and practical difficulties inherent in the acts of translation and interpretation within an HRD context.Originality/valueThe article helps set the base for best practice in similar situations, and will therefore be useful to practitioners undertaking work through interpreters and translators. Implications for HRD research are also presented.
Full-service restaurants as learning organizations: a multiple-site case study
The Learning Organization, Jan 27, 2021
Purpose This study aims to explore how Watkins and Marsick’s learning organization framework was ... more Purpose This study aims to explore how Watkins and Marsick’s learning organization framework was enacted in the practices, structures and policies of non-chain US restaurants. Design/methodology/approach Data from this multiple-site case study were collected from 52 employees in three full-service restaurants from the dimensions of the learning organization questionnaire (DLOQ), focus group interviews, observations and document collection. Data were analyzed using descriptive statistics and constant comparative analysis. Findings Interviews elucidated and confirmed DLOQ findings. Pre-shift briefings, managers’ role-modeling and restaurant-generated documentation revealed employees’ tacit learning. Continuously fostered experimentation and knowledge sharing promoted a learning culture. Experimentation differed across restaurants owing to different leadership approaches and organizational cultures. Research limitations/implications Future research with subsegments of full-service restaurants having similar leadership approaches and organizational cultures, post COVID-19, and the applicability of the DLOQ to study learning in these types of restaurants both in the USA and in other countries is recommended. Practical implications Restaurateurs should capitalize on continuous life and work experiences of employees and codify learning practices by incorporating reflections in learning in pre-shift briefings and by fostering a culture of experimentation and knowledge sharing. Originality/value This study contributes to the learning organization literature by providing the first multiple-site case study account of learning practices in non-chain, full-service restaurants.
The concept of the free agent learner, which has roots in self-directed and informal learning the... more The concept of the free agent learner, which has roots in self-directed and informal learning theory, has recently emerged as a factor important to attracting, developing, and keeping knowledge workers. The literature on free agent learning holds important lessons for today's free agent learners, human resource developers, and work organizations. Self-directed learning occurs on a just-in-time basis in response to strongly felt challenges situated within highly relevant contexts. At least theoretically, free agent learners are highly self-directed in their learning. Organizations employing knowledge workers have generally changed the nature of the psychological contract between free agent learners and the organization; however, they have not always adjusted systems, rewards, and cultures to support proactive, free agent learners. Organizations that want to keep free agent learners motivated and engaged must take the following steps: make time and space for learning; provide mechanisms for continual scanning of the environment; stimulate heightened awareness around learning; build programs around goals and turning points; provide opportunities for
Management Learning and Development in Central and Eastern Europe: The Case of Romanian Small Business Owner-Managers
Journal of Transnational Management Development, Nov 12, 2002
ABSTRACT
Looking back on the leeds conference: Reflections from three US delegates in King Arthur's court
Human Resource Development International, Mar 1, 2006
Page 1. Conference Report Looking back on the Leeds Conference: Reflections from Three US Delegat... more Page 1. Conference Report Looking back on the Leeds Conference: Reflections from Three US Delegates in King Arthur's Court ANDREA D. ELLINGER*, MARIA CSEH** & JAMIE L. CALLAHAN{ *University of Illinois at Urbana ...
Facilitating Learning in Multicultural Teams
Advances in Developing Human Resources, Feb 1, 2003
The problem and the solution. Leading, working, and facilitating learning in multicultural teams ... more The problem and the solution. Leading, working, and facilitating learning in multicultural teams represents one of the main challenges faced by today’s organizations. The advantages associated with multicultural teams (e.g., the symbiosis of different wealth of knowledge, ideas, and approaches to life and work) prove to be the major challenges in working in and leading these teams (e.g., differences in beliefs, attitudes, behavior patterns, paradigms, and thus different approaches to learning). Recognizing the importance of team learning and its facilitation in meeting the aforementioned challenges, this chapter presents the effect of cultural values on multicultural team learning as described in the literature. Theoretical implications as well as implications for human resource development practitioners are presented.
The Meaning of Organizational Learning
Human Resource Development Review, Aug 6, 2015
This conceptual article focuses on organizational learning (OL), which is broadly defined as a le... more This conceptual article focuses on organizational learning (OL), which is broadly defined as a learning process within organizations that involves the interaction of individual and collective (group, organizational, and inter-organizational) levels of analysis and leads to achieving organizations’ goals. This article explores a largely uncharted route of looking at OL through the lenses of several research paradigms and developing a meta-paradigm framework of this construct. The meta-paradigm framework accounts for the complexity of OL, as well as connections between its levels of analysis that have not been explained in the literature. The meta-paradigm framework of OL includes the definition of organization, the definition of OL, its ontology and epistemology, as well as its implications for human resource development (HRD) research and practice.
Mentoring & Tutoring: Partnership in Learning, 2019
The purpose of our multi-case study was to understand the experiences of non-novice New York City... more The purpose of our multi-case study was to understand the experiences of non-novice New York City and Washington, DC public charter school principals who had participated in leadership coaching as a component of their leadership development. Eight New York City and Washington DC public charter school principal cases were selected through purposeful sampling. Data were collected through semi-structured interviews, documents, and artifacts, which were analyzed, coded and grouped into three broader themes: the coaching process, the impact of coaching, and principal leader identity construction. The findings supported the following conclusions: (a) Participants' experiences of coaching were inconsistent with the coaching literature; (b) The impact of coaching was shaped by perceived competencies of the coach and the structure of the coaching session; and (c) Participants' leader identity construction was supported through the process of coaching.
Invisible and yet hypervisible: gendered misconduct and the U.S. military
Industrial and Commercial Training, Jul 18, 2023
Purpose The representation of women throughout all levels of military service and the experiences... more Purpose The representation of women throughout all levels of military service and the experiences of women in military service remains a challenge for the U.S. military. The purpose of this qualitative study was to understand the gendered experiences of active-duty senior enlisted women in the U.S. military. In particular, this paper addresses gendered misconduct and its implications for training and human resource development. Design/methodology/approach Informed by gendered organizations theory, feminist institutional theory and social learning theory, this interpretive qualitative study used document reviews and in-depth interviews with 12 active-duty senior enlisted women representing various occupational specialties within the four branches of the Department of Defense. Findings Findings included compelling stories of the gendered experiences of the participants’ related to organizational structures, institutional culture, gendered misconduct and learning to navigate as a woman. Gendered misconduct, to include sexual assault, sexual harassment and sex-based discrimination, particularly reflected the simultaneous visibility and invisibility of women in military service. Originality/value The findings of this study are consistent with extant literature and may be used to inform policy and regulatory efforts regarding gendered misconduct in the military. Otherwise, women in the military will remain invisible and yet hypervisible.
Creating a Business Unit Within a Large Sports and Entertainment Organization's Theatre Operation
Advances in business strategy and competitive advantage book series, 2019
This reflective case history illustrates the change process in a USA sports and entertainment'... more 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.
Continuing Professional Education in the Multilingual and Multicultural Environment of the 21st Century
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