One aspect of personality, perceptions of internal versus external control of reinforcement, shifts under conditions of change.This review of the literature examines the relationship between planned organizational change and locus of control. The review includes literature from the disciplines of clinical and social psychology, adult development, education and learning theory, business and management, and human resource development (HRD). The discussion closes with implications for HRD theory building, research, and practice.
The term scholar-practitioner can be found in many fields, including human resource development (HRD).Although other disciplines have developed general competency models for scholar-practitioners, none has been formerly developed for the HRD scholar-practitioner. This article proposes a preliminary general competency model for HRD scholar-practitioners. The model is based on empirical data collected from a convenience sample of self-identified HRD scholars, scholar-practitioners, and practitioners. The discussion includes each group’s perceptions on the general competencies for HRD scholar-practitioners, noting similarities and differences.The article concludes with implications for research and practice.
Valuing workforce diversity entails managing in a way designed to fully realize the potential benefits that differences can bring. It means being aware of behavior, leveraging strengths, acknowledging biases/prejudices, avoiding assumptions, and focusing on job performance and conduct. In practice, human resource development (HRD) is often called on to provide training that supports management’s efforts to value workforce diversity. Although many organizations have stand-alone diversity training programs, an emergent organizational practice is inclusion of diversity topics within other training curricula. Of particular interest is the leadership development curricula for senior managers, as participants in these programs are expected to establish and maintain an organizational culture that values diversity. The purpose of this article is to answer the question, Based on the way some organizations address diversity issues in their leadership training for senior managers, what are the implications for diversity in the HRD academic curriculum? This study was exploratory, limited to the perspectives of organizational stakeholders (i.e., training and workforce diversity specialists) conveyed through three case studies.
Issues related to human resource development (HRD) and lesbian, gay, bisexual, and transgender (LGBT) people such as workplace inclusion, employee affinity groups, and LGBT-specific diversity initiatives are being addressed in organizations more often now than ever before. This article explores the existing literature on LGBT issues in HRD and adult education through a systemic review to determine what research exists and what future directions are necessary. This review revealed a small core of research related to these issues. Existing work is mainly conceptual, and there is a lack of quantitative work. Topics of focus are related to organizational change and diversity efforts, with very little research on HR policy, career development, and workplace education. Key findings include that HR professionals have primarily served in a reactive role, rather than leading on these issues. Integrative Literature Review Schmidt et al.
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