Practitioners in Applied Professions: A Model Applied to Human Resource Development

Ruona, Wendy E. A.; Gilley, Jerry W.

doi:10.1177/1523422309344719

Cited by 38 publications

(63 citation statements)

References 20 publications

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“…Finally, as well as strengthening the connection between HRD scholarship and practice as advocated by Ruona and Gilley (), we offer a number of practical suggestions for HRD professionals who inevitably engage with intensive workers. Intensive workers regarded working with others as difficult, and at times they were considered challenging to work with by coworkers.…”

Section: Discussionmentioning

confidence: 94%

A Qualitative Study on the Consequences of Intensive Working

Kirrane

Breen

O’Connor

2017

Human Resource Development Quarterly

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The nomological network of intensive working, or ‘workaholism’, is unclear. Taking a theoretically driven social constructivist approach, anchored in the field of human resource development (HRD), this study sought to explore how male intensive workers understand the consequences of their work patterns with respect to the experience of satisfaction and dissatisfaction in the work and nonwork domains. Deploying an interpretivist paradigm, data from 30 interviews were analyzed. These comprised 10 people who construed themselves as intensive workers, a coworker of each intensive worker, and 10 moderate workers. Each interview was analyzed using discourse analysis techniques. Intensive workers readily described the satisfaction they experienced from their work. Coworkers corroborated these accounts. Many experiences of dissatisfaction among intensive workers were readily offset against gains from intrinsic pleasure in the work or else rationalized. Data from coworkers suggested that intensive workers were both inspirational and troubling colleagues who unwittingly impaired their own career progress. Comparative data from moderate workers further illuminated the consequences of intensive work patterns. This study contributes to theories of intensive work by highlighting the variegated nature of the consequences of intensive working. Understanding how these work patterns are justified and maintained is a critical starting point to support HRD professionals in addressing the consequences that ensue. Such insights have implications for the design and development of organizational policies and procedures that have repercussions for workers’ lives.

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Section: Discussionmentioning

confidence: 94%

A Qualitative Study on the Consequences of Intensive Working

Kirrane

Breen

O’Connor

2017

Human Resource Development Quarterly

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“…In addition, studies regarding the extent to which the courses actually offered by the graduate programmes reflect the performance demands from practice domains can provide practical implications regarding how to design the HRD curricular and, ultimately, how to close the gap between research and practice in HRD (Ruona and Gilley 2009). Also, comparative studies focusing not only on curricular but also on the way the content areas are taught to graduate students will contribute to further expanding our knowledge in the differences and similarities in the way HRD is conceptualized in each country.…”

Section: Implications For Research and Practicementioning

confidence: 99%

“…By researching the core body of knowledge currently taught in the academic programmes related to HRD, institutional researchers may contribute to clarifying the theoretical foundations and content topics covered in the field. Furthermore, as repeatedly emphasized by several researchers, HRD is an applied field and is driven by its practice (Ruona and Gilley 2009). This requires HRD educators to define, redefine and modify existing HRD curriculum as a response to the changes made in the workplace.…”

Section: Introductionmentioning

confidence: 98%

A comparative analysis of graduate HRD curricular content between the United States and Korea

Lim

Song

Choi

et al. 2013

Human Resource Development International

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The purpose of this study was to compare graduate human resource development (HRD) curricular content between the United States and Korean higher education institutions. Also, the perceived importance of each of the curricular content areas from these graduate HRD programmes in the United States and in South Korea was assessed by the faculty members, graduate students and practitioners in the HRD field. Through web search of the United States and Korean institutions, 68 topical content areas were identified and used for comparison. Using an online survey, the ratings and ranking of the important content areas perceived by the HRD faculty members, graduate students and practitioners in the United States and in South Korea were collected. From the comparative data analysis, it was indicated that there were several different as well as similar curriculum topical content found between the two countries. Conclusions and implications for graduate HRD curriculum revision and development were discussed.

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“…19,35 Wasserman and Kram 35 describe a continuum between “pure scholar” and “pure practitioner” on either end, with scholar-practitioners falling somewhere in the middle, yet often privileging one or the other based on their context—even as they engage in both. Ruona and Gilley 36 also offer a model that categorizes practitioners along a continuum based on their use of and contribution to research and practice (eg, atheoretical practitioner, practitioner, reflective practitioner, and scholar-practitioner). This model provides even more nuance to the ways that practitioners enact their roles and engage their work, including their engagement with scholarship.…”

Section: Scholar-practitioners In Public Healthmentioning

confidence: 99%