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在终身学习理念的影响下,工作场所自然成为学习的重要空间。一般而言,工作场所学习的时间比学校学习的时间还要漫长,因此,对工作场所学习这一研究领域的重要性怎么强调也不为过。个体可以通过工作场所学习实现自我价值、促进其生涯的发展;组织可以通过工作场所学习提升整体的竞争力和实现其持续性发展;当社会的经济和结构处于转型阶段,工作场所学习更成为促进个体和组织适应环境变化和主动创新的重要措施。借在美国学习的机会,笔者访谈了人力资源开发领域的著名学者雅各布斯(Ronald L.Jacobs)博士,他在访谈中论述了多个与人力资源开发专业相关的问题,并认为工作场所学习与绩效咨询是人力资源开发重要的实践领域,他整合了在该领域的教学经验、研究主题和咨询项目,实现了三者的互动和连通,多维度地促进该领域的发展。雅各布斯博士,美国伊利诺伊大学厄巴纳-香槟分校(University of Illinois at Urbana-Champaign,简称UIUC)人力资源开发专业教授,另外还担任该校教育学院国际事务处主任一职,他在各类期刊发表了百余篇论文,出版了六本人力资源开发方面的书籍。1994年,雅各布斯博士获得了由美国培训与开发协会(ASTD)颁发的教学科技研究奖;1995年,人力资源开发学会(AHRD)表彰了他在学术上对人力资源开发领域的卓越贡献。从1998年到2001年,他担任《人力资源开发季刊》(Human Resource Development Quarterly)(SSCI来源期刊,且为人力资源开发领域的主要学术期刊)的主编,现在仍担任该杂志的客座编辑。雅各布斯博士还担任ASTD工作场所学习与绩效(Workplace Learning and Performance)认证机构的顾问委员,并于2012年当选为新一届人力资源开发学会主席。雅各布斯博士早在1987年就提出"结构化在职培训"这一概念,并著有《员工岗位培训手册》(StructuredOn-the-Job Training),该书成为很多人力资源开发实践者和培训师的参考书,且被翻译为简体中文、繁体中文、韩文与阿拉伯文等多种语言,他早期的研究着重于研究结构化在职培训的经济效益,协助组织做出与培训相关的决定。目前,韩国就业及劳动部已在全国范围内实施大规模"结构化在职培训"试行计划,以帮助本国中小型企业提高竞争力。雅各布斯博士在人力资源开发领域整合了系统理论、工作场所学习、绩效咨询等理念,并在ISO10015培训质量标准中完善了绩效分析与投资报酬率等概念。雅各布斯博士曾受邀至荷兰乌特列支大学、台湾师范大学、新加坡南洋理工大学、华东师范大学等高校担任客座教授或特聘教授。他有三十多位博士学生现供职于全球各大学人力资源开发及相关领域的教授。雅各布斯博士多年来积极参与对实践的指导工作,他为许多企业组织与政府机构提供过咨询,包括通用汽车、荷兰航空公司、雅培、现代汽车、希捷、莫顿盐业、科威特国家石油公司、沙特阿拉伯国家石油公司等。雅各布斯博士参与的咨询项目通过开发工作场所绩效系统来满足对员工的能力需求,擅长采用合作研究整合其咨询活动、学术研究和教学为一体。雅各布斯博士喜欢航海、高尔夫,以及他在伊利湖畔别墅的夏日时光。 相似文献
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Hanbyul Kim 《International Journal of Lifelong Education》2013,32(1):45-58
The purpose of this study is to examine how power relations among stakeholders, especially between the human resource development (HRD) practitioners and others, affect evaluation outcomes. Using a qualitative case study design, a managerial leadership development programme in a Korean company is analysed. This study shows that the HRD practitioners’ interests in securing their status within the organization governed shaping the evaluation outcomes. The evaluation report was produced and reported portraying mostly the positive aspects of the programme. However, while going through the evaluation, the HRD practitioners felt constrained, and considered themselves as the powerless in terms of the organizational strategic needs and expectations, both of which pertain to the characteristics of the organizational culture. Instead of attempting to alter the organizational culture, which was unfavourable to HRD functions, they are acquiesced to the culture. 相似文献
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William E. Piland W. Steven Rives 《Community College Journal of Research & Practice》2013,37(3):185-195
This study investigated the perceptions of Human Resource Development (HRD) Specialists regarding the preparation of Illinois community college vocational/ technical program graduates. Two hundred and forty‐five respondents answered a mail questionnaire concerning the technical, human relations, problem solving and basic skills of program graduates. The graduates were employed in Nursing and Allied Health, Industrial Technology, Secretarial and Clerical, Agriculture, Marketing and Management, Accounting and Data Processing, and Social and Public Services. The perceptions of these HRD Specialists toward community college program graduates are positive. Graduates of Nursing and Allied Health programs were consistently rated higher than graduates of other programs. Overall, graduates were ranked highest on human relations skills and lowest on problem solving skills. Finally, implications for practice included suggestions for involving HRD Specialists in community college vocational programs. 相似文献
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A.A.M. Wognum 《Performance Improvement Quarterly》2001,14(3):133-147
Based on contingency theory, this paper examines whether certain contextual conditions influence the effectiveness of HRD [human resource development] programs and activities. Stakeholders of two types of HRD programs who were also from companies in two economic sectors were asked to complete a questionnaire. No differences in perceived effectiveness was observed for the factors of size and structure of the company, economic sector, structure of the HRD function, and transfer conditions. Significant differences were found for the problem that serves as starting point for HRD—company HRD climate, position of the HRD department, and the form the HRD program takes. 相似文献
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Agencies and institutions dealing with the elderly have only limited time, money, and personnel with which to plan and implement educational programs. Yet a basic knowledge of aging and death and dying seems to be essential for those working with older adults. The purpose of this paper is to review the literature on short‐term educational programs on death and dying and aging in order to offer practitioners some guidance for efficiently structuring programs to bring about desired changes in these areas. From 15 selected studies, 3 aspects of such programs are reviewed and analyzed: the length of the intervention, the type of treatment, and the nature of the target group involved. 相似文献
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Angela Danielle Carter 《Action Learning: Research and Practice》2019,16(1):23-36
Action learning coaching (ALC), a form of action learning that integrates leadership coaching, is suggested as a method and ethos to build future capacity, specifically in novice HRD practitioners. The purpose of this article is to offer an account of learning from the perspectives of novice action learners, who were new to the field of human resource development (HRD) and to the concept of ALC, as well as their similarly noviced coach. Data from budding practitioners and their coach, participants in an action learning action research (ALAR) study, are analyzed to show how they used action and generative learning through ambiguity to apply learning to their new roles. Action learning coaching elevated participants’ skills, self-concept, efficaciousness, professionalism, commitment to action, and capacity for learning and growth. Participants changed themselves, their practice, and ultimately the way they approached human resource development as novices. 相似文献
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Peter Horne 《Journal of Criminal Justice Education》2013,24(1):137-146
This article examines the issues that confront one-person criminal justice programs. These programs, operated by only one full-time faculty member, have both advantages and disadvantages. Identification, categorization, and analysis of the many relevant issues are the focus of this exploratory study. Nationwide more than one-third of the community college criminal justice programs are staffed by only one educator, as are some four-year college programs. It is important to ensure that the negative points inherent in one-person programs do not impair the quality of criminal justice education. 相似文献
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This article describes a cost-benefit analysis study which resulted in unfavorable financial outcomes and discusses how this result became a learning opportunity for human performance development (HRD) professionals in the organization. Demonstrating the contributions of human performance development/performance improvement (HRD/PI) programs through cost-benefit analysis is a continuing need in organizations. However, most cost-benefit analysis case studies have reported favorable financial results. While these results may help raise the perceived status of the field, in fact, reporting unfavorable results may provide a richer professional learning opportunity than otherwise might be available. 相似文献
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Olugbemiro J. Jegede 《Distance Education》1994,15(2):234-253
The advantages of undertaking research in distance education are numerous. They include those which impact on national development, educational practice, professional practice in distance education, policy and management, and the constant review of research needs and methodology.
Research in distance education has suffered from a number of problems which include lack of co‐ordination and focus, and the involvement of comparatively few researchers. This is perhaps why there have been calls of late from some quarters such as the Australian Research Council to prioritise educational research agenda in Australia. Future development in distance education would require a coordinated effort in establishing research priorities in Australia to effectively drive distance education theory and practice. One of the criteria in setting research priorities should be that derived from distance educators and practitioners of distance education. This paper reports on the Australian data collated from an investigation carried out as part of a worldwide study of the opinions of distance educators and practitioners regarding: (1) the availability of research information; (2) the areas in which research efforts should be concentrated; and (3) the order of priority to be given to such research areas in distance education. Using a five‐part questionnaire (with a Cronbach's Alpha reliability coefficient of .89), the results suggest the need for a conceited effort to embark on vigorous research in almost all areas of distance education. The distance educators and practitioners have also prioritised the areas of research and have ranked the difficulties they face doing research in distance education. The results are discussed and their implications for distance education practice and further research indicated. 相似文献
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本文从确立学科身份的角度论述了构建人力资源开发学科理论基础的重要性,指出学科身份的确立有利于人力资源开发学科的发展和成熟;随后,指出经济学成为人力资源开发学科理论基础的原因主要包括经济学和人力资源开发学科存在共性、经济学拓展了人力资源开发学科的思维以及经济学理论能够为人力资源开发学科提供理论支撑;最后,论述了人力资本理论和产权理论对人力资源开发学科的支撑,突出强调人力资本理论对培训投入的启示以及产权理论在解决人力资源开发的外部性问题上的作用。 相似文献
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Richard J. Torraco 《Community College Journal of Research & Practice》2013,37(12):1198-1202
Much has been written about the disappointing record of remedial education. At least 40% percent of students never complete their remedial courses, hindering their access to college-level courses. Amid the clamor for reform, new programs are emerging in which scholars and practitioners collaborate on the development of models of instruction that hold promise for improving the college readiness of underprepared students. Scholar-practitioner collaboration requires a reconception of the research process and the meaning of practice. It also requires practitioners to reflect on their practice as partners in the research process. We conclude that the voices of those teaching and managing remedial education, not just those of researchers, are necessary to arrive at remedial education policies and practices that are effective and sustainable. 相似文献
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This article questions the common wisdom of the HRD profession by comparing it to the results from six studies on the important developmental and learning experiences of successful managers. Managers in the studies tell us that although planned formal and informal employer‐based training and school‐based training contributed to their development, much of their learning occurred outside of the areas of planned institutional control. Instead such factors as challenging job experiences and assignments, relationships with peers and bosses, learning in the community, family upbringing, personal life experiences, characteristics of the organisational environment, and specific strategies for learning from experience were named as contributors. According to these findings, we are investing all of our targeted resources in only apart of managerial learning and development. Weargue that it is difficult to address these other areas because we view humans as a resource to control for the purpose of maximising profit and enhancing economic development. The result of this reductionistic view of human resources is that our practice is neither cost nor time effective. The implications for HRD practice and research are discussed. 相似文献
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Hong Lin 《Performance Improvement Quarterly》2006,19(4):91-105
Human resource development (HRD) professionals are increasingly incorporating technology into their work activities. However, research that examines the ethics in the use of technology by HRD professionals is still underrepresented in the literature. This article first conducts a PEST (political, economic, social‐cultural, and technological) analysis by examining a number of important general and specific trends that affect the use of technology in HRD. It then discusses some implications with regard to these trends and their impacts on HRD practices. 相似文献
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《Journal of research on educational effectiveness》2013,6(3):209-249
Abstract As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices. 相似文献
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Critical reflection can support alternative decision-making in business practice. This paper examines the effectiveness of a risk-based pedagogy to engage practitioners in reflective thinking. Educators adopting a radical pedagogy in professionally accredited programmes face multiple challenges: learners often resist the process of self-reflection and stakeholders expect instrumental outcomes. A longitudinal study of human resource practitioners uses an interpretivist methodology to examine reflection through student-led learning and experiential activity. Findings show that a pedagogical method that overturns learner expectations stimulates dynamic discussion and reflection on experience. Implications are that effective risk-based teaching relies on establishing two conditions: (1) a scaffold structure which supports learner improvisation and (2) a lecturer willingness to continually orchestrate chance elements to maximise learning. This study contributes a practice-based understanding of the theoretical development of risk pedagogy, and adds new insights on the process of facilitating reflective skills to enable business practitioners to confront unpredictable work situations. 相似文献
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Sharon J. Korth 《Performance Improvement Quarterly》2000,13(1):30-45
This research examined the role of creativity in the process of designing human resource development (HRD) interventions. Both qualitative and quantitative methods were used to study the preferences and practices of ten experienced HRD practitioners. Results include a comparison of the subjects' creativity styles/preferences using the Myers‐Briggs Type Indicator and the Kirton Adaption Innovation Inventory as well as a model derived from the data, which describes the creative process used by the subjects. The phases include: 1) diagnosis, 2) immersion, 3) percolation, 4) “aha,” and 5) checking. This model focuses on how creativity is used to make design decisions. The design process used by the subjects in this research is similar to a generic creativity model. However, it includes an extensive preliminary diagnostic phase in which the HRD practitioner explores the business need, searches for the root cause of the problem, and establishes a collaborative relationship with stakeholders in the organization. 相似文献
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Based on a literature review from English language journals related to the field of human resource development (HRD), the
conceptual framework for this study was derived from the models developed by American Society for Training and Development
(ASTD) for HRD practice. This study compared and analyzed the similarities and differences in HRD roles, key work dimensions,
and practitioner competencies through the competitive vision of different countries, including China, US, UK, Germany, Japan,
India, Singapore, and Korea. This comparative study not only described the HRD position of Chinese enterprises under the international
HRD coordinates but also indicated how these differences inspire HRD in China. 相似文献
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校长新课程培训是课改实验区师资队伍建设的重要一环 ,转变理念的通识培训是关键。选择何种途径、形式施训 ,以提高培训效果 ,是培训者直接面对的重要课题。为此 ,在培训实践中 ,着力引导校长主动参与培训过程 ,尝试“参与式培训” ,试图探索从内容设计到过程形式的统一。以实现培训者与校长、校长与校长在互动中共成长 ,取得了较好的培训效果。 相似文献