Participation in management training in a transitioning context: A case of China

Abstract

This phenomenological study explores critical issues related to participation in human resource development (HRD) interventions. Specifically focusing on master of business administration (M.B.A.) training programs in China, we conducted in-depth individual interviews with twelve middle-level managers to understand their perceptions and experience of this academic program during the country's recent transitional period. The findings suggest that HRD participation in a specific transitioning cultural context may present features that have not been explored by previous learning participation studies in either HRD or adult education. In the light of the transitioning nature of the Chinese cultural context, we derived three propositions for future research on HRD learning participation. Practical implications for learning participation are also drawn based on the results of the study.Learning participation is a multidimensional decision process involving program selection, engagement, and completion of a learning activity by a given employee in organizational settings (Wang & Wang, 2004). Employee participation in learning interventions has significant implications for organizational management as well as theory building in human resource development (HRD). To be effective and achieve their intended organizational outcomes, HRD learning interventions depend on employees' full participation and engagement. However, unlike its counterpart in adult education research, employee participation in HRD interventions has received limited attention from researchers except a few empirical studies in management and industry and organization (I/O) psychology literature (Hicks & Klimoski, 1987;Maurer & Tarulli, 1994;Noe & Wilk, 1993). As a result, there is only sparse literature to help us understand why employees participate in HRD interventions and what their experience feels like and means to them.This study explores learning participation from a management development (MD) perspective for two reasons. First, MD is a core component of HRD (Brewster, 2004). In fact, continuing radical environmental and organizational changes have precipitated a search for a more strategic and integrated model of developing individuals who lead and manage organizations (Garavan, Barnicle, & O'Suilleabhain, 1999). Within this changing context, MD is viewed as a major driver and facilitator of change and adaptation (Beddowes, 1994;Storey, 1989aStorey, , 1989b and the key to organizational renewal (McClelland, 1994). Second, while the importance of MD to organizational effectiveness and success is increasingly recognized (Brewster, 2004;Mabey, 2004; Peteraf, 1993;Wright, Dunford, & Snell, 2001;Youndt, Scott, Dean, & Lepak, 1996), considerable debate exists among academics and practitioners on the value and impact of MD interventions, as reported by a number of empirical studies (Luoma, 2005;Meldrum & Atkinson, 1998;Winterton & Winterton, 1997). Problem: The Case of ChinaThis study is situated in the context of the People' s Republic of China. China ...

Training in context: Toward a person‐by‐situation view of voluntary training

“…Voluntary training systems allow for employees to decide when, where, and how they would like to participate in training activities (Stewart & Winter, 1992). While this freedom of choice has been demonstrated to positively affect trainees' motivation to learn (Baldwin et al, 1991), there are still many other factors surrounding whether or not employees participate in voluntary training and development activities (Wang & Wang, 2006). Further, while conscientiousness has been documented to be highly relevant to a variety of job-related behaviors, evidence of the relationship between conscientiousness, motivation to learn, and training participation has been mixed (Colquitt et al, 2000;Major et al, 2006).…”

The current state of management development in Iran: Case of Insurance industry

“…In a research conducted among Norwegian companies, it was revealed that managers view MD programs as a learning process in which they are provided with opportunities to combine their own knowledge and experience with the knowledge and experience of others to acquire new knowledge [7]. Motivation theories have been widely applied to adult learning participation theories (Wang, Wang, 2006). The important role of managers' motivation in their development process is highlighted by the extent to which their jobs provide them with learning opportunities which in turn paves the way for their marketability in the job market.…”

“…Also, in the absence of MD, organizations lack flexibility in response to environmental changes and national economies fail to maintain their competitiveness [4]. MD activities and initiatives are heavily dependent on the rise and fall of the national economy [5]. Recently, economic sanctions being imposed on Iran has significantly impacted financial industries including insurance industry.…”

“…Previous research shows that there is inconsistency between what managers believe about MD practices and what actually happens in organizations [7]. Also, there is dearth of empirical research on MD [8], the majority of which has been conducted in Western countries [9], [10], [5]. Therefore, reaching a real understanding about MD practices requires taking into account the national and institutional context of countries [11].…”

An alternative approach to conceptualizing interviews in HRD research

“…Ellinger, Watkins, and Bostrom (1999) interviewed managers in learning organizations to understand their perceptions when serving as facilitators of learning. Most recently, Wang and Wang (2006) interviewed Chinese managers to explore the understudied phenomenon of learning participation in HRD. In each of these studies, qualitative interviewing was adopted as the chief means of data generation to gain an understanding of participants' perspectives and experiences concerning HRDrelated research questions.…”