Given the prevalence and continued growth of teleworking, future teleworkers and their managers need to be informed about the challenges that may hinder effective teleworking and potential strategies for overcoming those challenges. Quantitative and qualitative survey data were collected from 86 high performing teleworkers and their respective supervisors. Semantic themes representing categories of challenges and strategies emerged from the qualitative data. Some of the identified strategies included the use of advanced technology, communicating with family, task planning, and striving for extra productivity. The strategies were correlated with turnover intentions, work-to-family facilitation, and family-to-work facilitation. Implications for the management of teleworkers and suggestions for future research are discussed.

Women returners are women who leave the paid workforce for a period of time following the birth of their child(ren) and subsequently seek to return to paid employment. As women returners attempt to re‐enter the workforce, many of them are in need of updating their skills or re‐training in a new set of skills. In this study, the training and development needs of women returners were examined. The Andragogy in Practice model was used to frame the study and construct a learner analysis of women returners. Implications for designing and implementing training and development programs for women returners in the United States are discussed.

The Problem The faculty in academia is slowly diversifying, yet individuals who identify as women, people of Color, and/or LGBTQ (lesbian, gay, bisexual, transgender, and queer/questioning) remain underrepresented. Racism, sexism, and heterosexism in the workplace, and intersections of identity and academic rank frequently marginalize women, people of Color, and LGBTQ faculty in the academy. The Solution Critical Human Resource Development (CHRD) offers the conceptual tools necessary for institutions of higher education to engage in meaningful disruption to benefit faculty on the margins. In this article, the authors provide recommendations for organizational and systemic changes that can create new space and opportunities for marginalized faculty. The Stakeholders The recommendations offered herein can aid academic leaders including department chairs, centers for faculty development, and faculty that have the potential to transform institutional cultures and climates.

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The Problem. Undergraduate human resource development (HRD) programs are becoming increasingly popular. However, there is little research available regarding the outcomes of the alumni of these programs and the value that they attribute to their undergraduate HRD degree. The Solution. In this exploratory study, a survey was used to assess the value of an undergraduate HRD education among graduates of an undergraduate HRD program. Perceived employability and subjective career success were used as measures to assess the value of an undergraduate HRD degree from the perspective of alumni from an undergraduate HRD program. Academic achievement was also considered for the possibility of impacting the perceived value of the degree. Descriptive statistics are used to report the findings related to perceived employability and subjective career success. The Stakeholders. The results of this study are useful to undergraduate HRD program administrators and alumni who are interested in the career outcomes of undergraduate HRD students in the first few years following their graduation. These administrators and alumni can use the results to market and describe the value of an undergraduate degree in HRD. An additional stakeholder group includes potential students who