The Routledge Companion to Human Resource Development

The field of Human Resource Development (HRD) has grown in prominence as an independent discipline from its roots in both management and education since the 1980s. There has been continual debate about the boundaries of HRD ever since. Drawing on a wide and respected international contributor base and with a focus on international markets, this book provides a thematic overview of current knowledge in HRD across the globe. The text is separated into nine sections which explore the origins of the field, adjacent and related fields, theoretical approaches, policy perspectives, interventions, core issues and concerns, HRD as a profession, HRD around the world, and emerging topics and future trends. An epilogue rounds off the volume by considering the present and future states of the discipline, and suggesting areas for further research. The Routledge Companion to Human Resource Development is an essential resource for researchers, students and HRD professionals alike.

Part I: Origins of the Field 1.History, Status and Future of HRD Field (Monica Lee) 2.Andragogy (Joseph Kessels) 3.Adult Learning (Knud Illeris) 4.Technical and Vocational Learning (Stephen Billett) 5. Continuing Professional Education, Development and Learning (Barbara J. Daley and Ronald M. Cervero) Part II: Adjacent and Related Fields . Organization Development in the Context of HRD: From Diagnostic to Dialogic Perspectives (Toby Egan) 7. Career Development in the Context of HRD: Challenges and Considerations (Kimberly S. McDonald and Linda M. Hite) 8. Workers and Union HRD: Seeking Employee Voice and Empowerment (Bruce Spencer and Jennifer Kelly) 9. Human Resource Management and HRD: Connecting the Dots, or Ships Passing in the Night? (Jon M. Werner) 10. Performance Improvement: Goals and Means for HRD (Seung Won Yoon, Doo Hun Lim and Pedro A. Willging) Part III: Theoretical Approaches 11. Conceptualizing Critical HRD (CHRD): Tensions, Dilemmas and Possibilities (Tara Fenwick) 12. Social Capital Theory and HRD: Debates, Perspectives and Opportunities (Claire Gubbins and Russell Korte) 13. The Learning-Network Theory: Actors Organize Dynamic HRD Networks (Rob Poell and Ferd J. Van Der Krogt) 14. Systems Theory: Relevance to HRD Theory, Research and Practice (Richard J. Torraco) 15. Human Capital Theory and Screening Theory: Relevance to HRD Research and Practice (Judy Y. Sun and Greg G. Wang) Part IV: Policy Perspectives 16. National Human Resource Development (NHRD) (Gary N. McLean and AAhad M. Osman-Gani) 17. Workforce Development (Joshua D. Hawley) 18. Lifelong Learning as a Life-Large and Life-Deep Reality (Paul Bélanger) 19.Strategic HRD (Jim Stewart) 20. Talent Management and Leadership Development (Paul Iles) Part V: Interventions 21.Change Management (Ann Kohut and Gene L. Roth) 22.Informal Learning in Learning Organizations (Victoria J. Marsick and Karen E. Watkins) 23. Communities of Practice and Value Creation in Networks (Maarten de Laat, Bieke Schreurs and Femke Nijland) 24. Coaching and Mentoring (Andrea D. Ellinger) 25. Structured On-the-Job Training (Ronald L. Jacobs) Part VI: Core Issues and Concerns 26. Work and its Personal, Social and Cross-Cultural Meanings (K. Peter Kuchinke) 27. Organizational Sustainability, Corporate Social Responsibility and Business Ethics (Alexandre Ardichvili) 28. Diversity and Inclusion Initiatives in Organizations (Martin B. Kormanik and Peter Chikwendu Nwaoma) 29. Working Conditions of Child Labour and Migrant Workers (Maimunah Ismail and Nor Wahiza Abdul Wahat) 30. Transfer of Learning (Holly M. Hutchins and Sarah Leberman) Part VII: HRD as a Profession 31. Certification of HRD Professionals (Saul Carliner and Bob Hamlin) 3 2.University Programmes in HRD (Paul Roberts, John Walton and Doo Hun Lim) 33. HRD and the Global Financial Crisis: Regaining Legitimacy and Credibility through People Not Economics (Thomas N. Garavan and Clíodhna A. MacKenzie) Part VIII: HRD around the World 34. National and Organizational Imperatives for HRD in Ghana (Meera Alagaraja and Nana Arthur-Mensah) 35. Vocational Education and Training Policy Issues in South Africa (Andre Kraak) 36. Development of Human Resources in Central and South America (Rod P. Githens, Carlos Albornoz, Librado Enrique Gonzalez, Tonette S. Rocco and Christine Wiggins-Romesburg) 37. HRD in North America (ravor C. Brown, José Ernesto Rangel Delgado and Bronwyn Cass) 38. Emerging Trends, Challenges and Opportunities for HRD in India (Rajashi Ghosh and Arup Barman) 39. HRD in China (Jian Huang, Zhongming Ouyang and Jessica Li) 40. HRD in the Middle East (Mesut Akdere and Khalil Dirani) 41. HRD in Japan and Taiwan (Robert J. Schalkoff and Min-Hsun Christine Kuo) 42. HRD in Australia and New Zealand (Ken Bartlett and Roger Harris) 43. HRD in Hungary and Poland (Maria Cseh, Andrzej Rozanski, Zsolt Nemeskéri and Béla Krisztiá) 44. HRD in the European Union (Alexandra Dehmel and Jasper B. van Loo) Part IX: Emerging Topics and Future Trends 45. Line Managers and HRD (David McGuire and Heather Kissack) 46. Employee Engagement and HRD: Intersections of Theory and Practice (Brad Shuck and Sally Sambrook) 47. New Ways of Working and Employability: Towards an Agenda for HRD (Beatrice Van Der Heijden, Pascale Peters and Clare Kelliher) 48. An International Perspective of the Work-Life System within HRD (Sunny L. Munn and Hae-Young Lee) 49. Emotions and Self-Development (Paul Nesbit) 50. Workplace Incivility as an International Issue: The Role of HRD (Thomas G. Reio, Jr.) 51. Cross-Cultural Training and Its Implications for HRD (Kyoung-Ah Nam, Yonjoo Cho and Mimi Lee) 52. Intercultural Competence and HRD (Katherine Rosenbusch) 53. Virtual HRD (VHRD) (Simone C. O. Conceição and Kristopher J. Thomas) Epilogue: A Synopsis of the Present, Future and Intrigue of HRD (Gene L. Roth, Tonette S. Rocco and Rob F. Poell) Section I: Origins of the FieldChapter 1. The History, Status and Future of HRD (Monica Lee)This chapter provides a brief overview of the history, status and future of HRD. It suggests that the current multi-focus nature of HRD is a result of the disparate roots from which it has sprung. The chapter explores such diversity of interpretation and practice as reinforced by opposing views on the nature of HRD (being or becoming); the focus of HRD (performance or learning), and; the scope of HRD (global or local). The future of HRD is then posited in the light of global changes and shifting boundaries, and the implications for HRD practice and the profession are explored, finishing with the question ‘what future do we want to create?’. Chapter 2. Andragogy (Joseph Kessels)The main focus of andragogy has been: helping adults learn and develop, creating favorable conditions for learning and development in a work environment as well as in their private lives. The development of andragogy has close relationships with adult education and HRD and encountered major debates on its assumptions and scientific foundations. The critical approach of andragogy still offers a meaningful contribution to HRD in an emerging knowledge society. Chapter 3. Adult Learning (Knud Illeris)It is significant that adult learning, as seen in contrast to children's learning, is highly selective, and must be so, because there is always much more learning possibilities than learning capacity. In general adults learn what they want to learn and what is meaningful for them to learn, and they are not inclined to learn something that they are not interested in, or in which they cannot see the meaning or importance. In late modernity this situation has been intensified, because more of the needed learning is of a transformative kind and include changes in the individual identity. Chapter 4. Technical and Vocational Learning(Stephen Billett)This chapter discusses how HRD practitioners might come to understand more about the workplace-based education experiences offered through vocational education programs, participate in them, build workplace capacities to support tertiary education students’ learning, and built and sustain effective relations with tertiary educational institutions. This includes how those practitioners might advance their workplaces’ HRD goals for inducting staff and supporting ongoing development across their employment in those workplaces. In all it advances propositions about the ways HRD practitioners might come to consider these experiences as opportunities for selecting future employees, build capacities in the workplace and utilize the opportunities for engagement with vocational institutions that such experiences provides, whilst being aware of the constraints placed upon these practitioners. Chapter 5. Continuing Professional Education, Development and Learning (Barbara J. Daley and Ronald M. Cervero)Continuing professional education (CPE) and systems of continuing professional development (CPD) are being challenged to change dramatically. Over the last two decades, CPE

Rob F. Poell is Professor of Human Resource Development at Tilburg University, The Netherlands. Rob has published widely in leading HRD, management and organization journals. He served as Editor-in-Chief for Human Resource Development International from 2010-2012 and was a twice-elected member on the Board of Directors of the Academy of Human Resource Development Tonette S. Rocco is Full Professor and Graduate Program Director of Adult Education and Human Resource Development at Florida International University, USA. She is a former board member of the HR Certification Institute and the American Society for Training and Development, and is an award-winning author with over 200 publications Gene L. Roth is Emeritus Distinguished Teaching Professor of Adult and Higher Education at Northern Illinois University, USA. His research interests include learning to learn, international adult education, workplace learning, and adult learning. He is a past president of the Academy of Human Resource Development