Evidence suggests increased usage of competency models by organisations to drive workplace learning initiatives in the USA and more recently in the UK. The use of competency frameworks as the focus of workplace learning serves the dual purpose of facilitating the identification of learning needs and ensuring that learning provision addresses business needs (Reid and Barrington, 1994;Thomson and Mabey, 1994). Furthermore, the drive for mobility, flexibility and employability has also resulted in employees expecting that their enhanced competencies be recognised through certification processes. The increased usage of competencies is also reflected in the burgeoning academic literature on the topic.The most recent Cranfield University of Limerick survey (1999) reveals a significant increase in the usage of competency frameworks in Europe. Empirical evidence exists to suggest that the competency movement has taken hold in a number of countries, among them Australia (Cornford and Athanasou, 1995), the USA (Boyatzis and Kolb, 1995), the UK (Newton and Wilkenson, 1995), the Scandinavian countries (Mabon, 1995) and Israel (Reichel, 1996). This trend can be attributed to the proactive role played by national governments in recognising the benefits that can accrue through the creation and adoption of recognisable competency standards.

Human resource development (HRD) is increasingly expected to play a facilitative role in corporate social responsibility (CSR), sustainability, and ethics in organizations. However, there is also significant skepticism concerning HRD’s ability to make a contribution to these areas. It is criticized for moving away from its mission to advocate humanistic values in organizations to totally embracing a short-term business agenda. This article argues that societal HRD (SHRD) can make an important and long-lasting contribution to CSR, sustainability, and ethics through its capacity to question a continual focus by organizations on efficiency and performance. However, it must also be conscious of its business role. Both objectives must be pursued side-by-side. The article outlines a framework of activities that HRD may use to reorient the agenda, hold organizations accountable, provide leadership on CSR, sustainability, and ethics, and at the same time ensure that the organization is profitable and successful. The article summarizes the six articles that are included in this issue.

Background: Five large insecticide-treated net (ITN) programmes and two indoor residual spraying (IRS) programmes were compared using a standardized costing methodology.

The Covid-19 pandemic has severely tested the leadership and communication abilities of political leaders globally. Guiding an effective response to the global pandemic has required leaders to demonstrate not only effective planning and coordination skills, but the ability to communicate clear consistent messages in an empathetic manner as well. In New Zealand the first confirmed case of Covid-19 was recorded on February 28 and over the course of March and April 2020, 1,132 further cases of Covid-19 were confirmed and 19 deaths -a much lower transmission rate than most industrialized nations. On 27 April 2020, New Zealand Prime Minister Jacinda Ardern announced that they had won the battle against community transmission of Covid-19. This paper analyses the speeches and public statements (n = 40) made by Prime Minister Ardern in March and April 2020 through the lens of crisis leadership and crisis communication. In particular, it looks at the use of different mediums (parliamentary statements, daily briefings, Facebook Live broadcasts and podcasts) as mechanisms for engaging in narrative and dialogue with the public. The paper underscores the importance of communication in crisis management and looks at how positive and consistent messaging inspires confidence and social solidarity.

This article analyzes the scholarship on diversity‐training outcomes utilizing a systematic literature review (SLR) and provide insights for future research. The article advances our understanding of diversity‐training outcomes through the integration of three perspectives: the business case, learning, and social justice perspectives. The SLR revealed: (a) a literature that is fragmented and diverse in terms of publication outlets; (b) researchers conduct diversity‐training outcomes research in a diverse range or organizations, sectors, cultural and training contexts; (c) studies primarily reflect the business case or learning perspectives; and (d) existing studies have significant methodological limitations. We argue the need for future research to adopt multiple perspectives ensure better cross‐fertilization of perspectives and make use of more sophisticated methodologies.

PurposeAchieving intergenerational interaction and avoiding conflict is becoming increasingly difficult in a workplace populated by three generations – Baby Boomers, Generation X‐ers and Generation Y‐ers. This paper presents a model and proposes HR solutions towards achieving co‐operative generational interaction.Design/methodology/approachThis paper adapts Park's theory of race relations to explain the distinctiveness of generational work groups and the challenges and opportunities that these groups present when interacting in organisations. Rashford and Coghlan's cycle of organisational change, based on the Kübler‐Ross grief cycle, is then mapped onto Park's race relations cycle in order to link generational interaction to emotional reactions to change over time.FindingsThe paper sets out a research agenda for examining how generations interact in the workplace. It acknowledges the limitations of using Park's theory of race relations, in particular the criticisms levelled at assimilationist approaches.Originality/valueThe paper provides an alternative viewpoint for examining how generations co‐exist and interact and shows how HR solutions can respond to the needs of different generations.

Purpose -The study explored the views of leading human resource development (HRD) academics regarding five main issues: the disciplinary bases of HRD, the historical milestones in HRD, the constituent components of HRD, the leading contributions in terms of journal articles and books to the development of HRD and the future of HRD. Design/methodology/approach -A Delphi methodology was adopted. The views of editorial board members of the four main HRD journals (Human Resource Development Quarterly, Human Resource Development International, Advances in Developing Human Resources, Human Resource Development Review) and of the Board of Directors of the Academy of Human Resource Development were sought. Findings -Adult learning, systems theory and psychology were identified as the disciplinary bases of HRD. Works by Knowles, Nadler and McLagan were viewed as the leading contributions to the field. Adjusting to changes in work patterns and how work is organized was identified as a key trend influencing the field. Issues of professionalisation and balancing the needs of employees, organizations and society were identified as the key challenges facing the field. Originality/value -Examines key trends and challenges facing HRD.

Workplace learning and HRD are considered legitimate topics for study and investigation alongside organisational strategies and practices. Considers key themes in the workplace earning literature in addition to its relationship with HRD. Identifies a paradigm shift from formalised, intermittent and discontinuous learning to increasingly informal, experiential, asynchronous and real‐time situated learning. Highlights three contemporary themes in both the workplace learning and HRD literatures, namely: knowledge, expertise, competence and capability; organisational learning; and employability and career issues.