Developing Global Leaders

This chapter provides human resource development (HRD) scholars and professionals with statutes and regulations that affect HRD scholarship and practice. The most important skills and competencies for HRD scholars and professionals to manage legal regulations and standards effectively are administration, treatment of participants, business skills, global mindset, industry knowledge, interpersonal skills, integrated talent management, and change management. These skills and competencies directly influence how HRD professionals interact and collaborate with others to improve employee behavior on the job. Technology skills may supplement these skills and competencies, but people-to-people interactions are essential for improved legal and ethical decision-making. HRD professionals must possess these skills and competencies to develop effective ethical and legal training programs and resources to ensure the economic success of organizations. HRD professionals can help to reduce problems and liability risks for their organization by helping all employees understand how important it is to treat each other fairly on the job. HRD scholars and professionals can design education and training using proven strategies to increase employee effectiveness in making ethical decisions and understanding legal statutes. HRD professionals must also understand economics and its role in the success of the organization. Exploring how to help organizations integrate Gig economy workers into the workforce is also a role of HRD professionals and scholars.

PurposeThe purpose of this paper is to argue that human resource development (HRD) needs to embrace and include futures and foresight learning (FFL) as a new addition to its field of theorising and practice. The question to consider is: How can FFL become a new feature of HRD? A key part of the authors’ argument is that the inclusion of FFL will enable HRD to add to the success of any organisation and make a vital contribution to the management of people at work.Design/methodology/approachThis paper firstly considers some of the debates surrounding the meaning of HRD. The authors suggest that instability of the time serves to disturb any comforts that have been created in HRD and that there is a need to consider how there might be different futures for what we still call HRD in research, practice and praxis. This paper then considers how FFL might become one possibility for expanding the existing boundaries of HRD. The authors characterise futures and foresight as a learning process, which provides new but complementary features to what is already considered as HRD. This paper will show how FFL can lead to organisation's success and the way this can be achieved.FindingsThere is a wide variety of meanings of the term HRD; however, HRD is still cast as a “weakened profession” which has to play a subservient role to others in the workplace. Over the last 15 years, the expansion of the meaning of HRD has been seen as evidence of its evolving and emerging nature and development based on a co-creation with other disciplines. This creates a space for FFL, defined as an ongoing learning process to find predictable, probable, possible and/or a variety of long-term futures. FFL embraces three key processes of scanning, futuring and reconfiguring, all of which contain a high potential for participants and others to learn as they proceed, providing outcomes at each stage. FFL has been shown to enhance organisation performance and success and HRD interventions can play a key part in implementation. This represents a significant opportunity for the HRD profession to move from weakness towards strength.Research limitations/implicationsFor HRD researchers, while FFL is not yet on its radar, the authors would argue that the uncertainties of the future require that more attention be given to what might lie ahead. Indeed, HRD researchers need to ask the question: What is the future of HRD research? In addition, if the authors’ call for FFL to be included in the practice of HRD, such practice will itself provide new pathways for HRD research. Further research questions might include: To what extent is FFL practiced in organisations and what role do HRD practitioners play in delivery? How does FFL impact on organisation behaviour and outcomes? What new products and services emerge from FFL? What new skills are required to deliver FFL? Can FFL enhance the status of HRD practitioners in the work place and its role in decision-making? and How can the HRD profession develop as a hybrid profession with respect to machine learning (ML)/artificial intelligence (AI)?Practical implicationsFFL produces outcomes that have importance for strategy, HRD practitioner can learn to facilitate FFL by action learning and in leadership development programmes. FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. FFL offers those involved in HRD a significant opportunity to transfer ideas into practice that have an impact on organisation sustainability. HRD can play a significant role in the design and delivery of ML and AI projects.Originality/valueThis paper concludes with a call for embracing FFL as a challenging but important addition to how we talk about learning at work. The authors argue that FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. At its centre, FFL involves learning by people, groups, organisations and machines and this has to be of concern to HRD.

A classic question facing every organization is, “Who should be responsible for the training/learning process?” Some contend HRD professionals should be responsible for this because they possess advanced knowledge of adult learning theory and maintain excellent instructional skills. Thus, many organizations still rely on HRD (human resource development) professionals to provide training to their employees. These individuals typically are experts in the design, development, and presentation of training programs. Most possess excellent interpersonal and communications skills, relate well to others, possess outgoing and enthusiastic personalities, the ability to engage people for long periods of time, and a solid foundation in adult learning, theory, and practice (Galbraith, 1991), While most trainers are highly talented professionals and are dedicated to employee well-being, learning, and change, they have a limited impact on improving organizational performance. One reason is that most HRD practitioners are not held accountable for improving employee performance, nor are they responsible for conducting performance appraisals used to improve employee performance. Furthermore, HRD professionals are not in a position to provide performance feedback and reinforcement so critical to learning transfer. As a result, some contend that managers should be responsible for employee learning because they are accountable for their performance output and quality. Thus, providing strategies used to transform managers into learning champions as well as an examination of alternative roles for HRD professionals will be provided.

This paper describes a project to plan for implementation of the performance consulting model for human resource development (HRD) practice in a municipal government HRD department. A partnership, affectionately dubbed the ‘Enterprise Project’, was created between Louisiana State University HRD Program and Baton Rouge, Louisiana USA city government. During this project, a team of HRD faculty members and graduate students worked with the city to develop a strategic plan to implement new practices in city HRD programmes. The performance consulting model, partnership development and consulting team process are described. The project illustrates the integration of research and practice through partnership research.

The problem and the solution. The advancement of technology in the global workplace is having a profound impact on the roles of human resource development (HRD) professionals. In the past, technology in HRD was primarily educational media used to support training. Current forms of sophisticated technology, coupled with the expanded role of HRD in the global organization, are now used by HRD professionals to support learning at work,enhance job performance,and facilitate organizational development and change. This chapter presents a conceptual framework for thinking about the role of technology in the digital workplace and highlights the challenges faced by HRD professionals in promoting individual and organizational learning and performance improvement.

Artificial intelligence (AI) has far-reaching implications for education. Within organizations, especially companies, human resource development (HRD) enables and supports learning processes among employees. In a similar way to teachers and lecturers, HRD professionals play an important role in implementing AI in HRD. However, there is a lack of quantitative empirical evidence about this process. The aim of this paper is to shed light on how HRD professionals position themselves with respect to AI. The concept of Davenport and Kirby's augmentation strategies, adapted to HRD, act as the theoretical background. The core idea of augmentation lies in human-AI collaboration. In our study, we empirically validate this concept of augmentation strategies and predict the extent to which HRD professionals pursue the five strategies: step in, step up, step forward, step aside, and step narrowly. The predictors are grouped into three areas: attitudes, competence beliefs, and goal orientation. HRD professionals (N = 330) from German-speaking countries act as the sample. Covariance based structural equation modeling (CB-SEM) and partial least squares structural equation modeling (PLS-SEM) act as the method for data analysis. The findings reveal the crucial impact of cognitive attitudes towards digitalization and AI anxiety when pursuing the augmentation strategies. AI competence beliefs are an important predictor for collaboration with AI. General digital competence beliefs can only indirectly predict the augmentation strategies. Implications for theory and practice are discussed.

This article reviews the model of human resource development (HRD) based on spirituality as its main focus within Islamic Financial Institutions, specifically the KSPPS under the Association of Islamic Cooperatives of NU Members (ASKOWANU) in Jepara. The model applied in human resource development incorporates the dimensions of workplace spirituality, which include meaningful work, sense of community, and alignment with organizational values. These three dimensions form the construct variable of spirituality in the workplace. Meaningful work is at the individual level, sense of community is at the group level, while alignment with organizational values is at the organizational level. By implementing these three aspects, companies or organizations will gain not only material but also immaterial and spiritual benefits. The method used in this research is qualitative with a descriptive analysis approach, where the researcher examines the phenomena occurring in the research object. The study concludes that, in general, Islamic financial institutions have already implemented spirituality-based human resource development, but it has not been effective. Therefore, strategic steps are necessary to implement these three aspects operationally within the institution/organization.

Purpose– The purpose of this paper was to test and explore alignment theory as a guiding principle for human resource development (HRD) by performing an empirical study. HRD scholars, professionals and others have adopted or assumed alignment theory to help explain HRD effectiveness.Design/methodology/approach– Constructs to measure an organisation’s strategic priorities and its HRD practices. A measure of HRD effectiveness was developed. A survey gathered data from 270 employees, managers and HRD staff in a sample of 76 organisations.Findings– The results show that HRD effectiveness does not vary with alignment as predicted. Forms of partial alignment, or the relations of an “odd couple”, are more strongly associated with HRD effectiveness than high alignment.Research limitations/implications– The use and integration of both normative measures (Likert scale) and ipsative measures (ranking) is necessary to capture alignment, but this limits the inferential statistics available to test validity and reliability. Qualitative data on case studies would be useful to explore alignment issues in context and depth.Practical implications– Stakeholders in organisations can use the “odd couple” interpretation of alignment as a fresh way to review and explore the opportunities and challenges of managing HRD effectiveness in an era where a narrowing and retrenchment of provisions is occurring and increasing.Originality/value– This study provides evidence which raises questions about alignment theory and policies intended to increase alignment. It suggests in the case of HRD, an alternative perspective that validates partial alignment can support effective HRD provisions.

The starting point for our research is a model of developmental space designed by Coenders. Developmental space in this model is a social space arising from interaction between people. Coenders states that this developmental space is conditional for the probability of success for groups working on innovation. This model is relevant and useful because it is increasingly common for groups in organizations to work on innovation. Human Resource Development (HRD) professionals, involved in organizational development, often facilitate these groups as a process consultant. The model of Coenders is not complete yet, and for analysing and influencing the developmental space, the model is too complex. In a developmental research, we refine and adjust the model of the developmental space. The goal of our study is to develop a model of the developmental space as a starting point for groups and HRD professionals to analyse and influence that space.

This paper examines and analyses changes or evolution of human resource developments in nursing profession in Gaborone private hospital (GPH) and how they have impacted the nursing care delivery and how they will continue to affect the delivery of health care services.Gaborone private hospital is in the city of Gaborone. HRD in nursing goes beyond professional boundaries and has a strong connection to the organizational strategy. Healthcare organizations are highly knowledge-intensive foundations which need frequent learning for performance improvement. Creating learning environment is an important matter for the employees (Tsai,2014).Nurses around the world in different health care systems should be prepared such that they are able to function in different settings and still be productive to embrace the principle of universality and this can be achieved through learning and knowledge acquired by individuals themselves and/or through the organization programs. The human resource development model under the theory of human resource development will be used to explore the human resource development trends in Gaborone private hospital.

Happy 20th birthday to the Human Resource Development Quarterly! The first issue of HRDQ appeared in January 1990. I had invested almost four years in getting this first research journal in human resource development (HRD) to become a reality. Others joined in along the way. The beginning of HRDQ was a tangled journey and worth every ounce of effort. Until January 1990, our fledging academic discipline had no research journal, no research methodology handbook, no secure academic home (we were imbedded in other departments and disciplines). There was no Academy of Human Resource Development. Pursuing all four of these fronts became the core strategy for advancing the HRD profession as a recognized academic discipline. Establishment of a research journal was the first priority. The Human Resource Development Research Center at the University of Minnesota hosted the original HRDQ planning work and the first eight years of its publication. In the planning stage of HRDQ, there were a number of naysayers who did not believe there was enough research going on in HRD to fill a quarterly research journal. Also in the planning stage, a number of organizational partners were entertained. Being a member of the American Society for Training and Development Research Committee and having established their successful theory-to-practice monograph series was the springboard for American Society for Training and Development involvement. Thank you, ASTD. Having published books through Steve Piersanti, who was then the president of Jossey-Bass Publishers, was the entree to Jossey-Bass as the publishing partner. Piersanti has influenced the HRD profession more than you can imagine. His support of HRDQ is just one major contribution made to HRD. Thank you, Steve Piersanti and Jossey-Bass. Other potential partners came and went, including the University of Minnesota. Originally it was to be the permanent home of HRDQ, with the

The purpose of the present study was to design and validate a model of educational excellence and human resource development for the Ministry of Education in Golestan Province. The research adopted a mixed-methods approach (qualitative–quantitative), was applied and descriptive in nature, and was conducted using a cross-sectional survey method. The statistical population in the qualitative phase consisted of experts in the field of educational excellence, and in the quantitative phase included all employees of the Ministry of Education in Golestan Province. The sampling method in the qualitative phase was snowball sampling, and in the quantitative phase simple random sampling was used. The qualitative sample size reached 10 participants upon achieving theoretical saturation, and the quantitative sample size was determined to be 297 individuals based on Morgan’s Table. The data collection tool in the qualitative phase was a semi-structured interview, and in the quantitative phase a researcher-made questionnaire was used. Data were analyzed using Structural Equation Modeling (SEM) via PLS software. The results indicated that the final criteria consisted of 12 main categories and 37 subcategories. Based on the Interpretive Structural Modeling (ISM), the category of “Human Resource Development” was placed at the first level; the category of “Educational Excellence” at the second level; the categories of “Educational, Promotional, and Research Activities” at the third level; the categories of “Policy-Making” and “Systematic Process” at the fourth level; the category of “Higher Education System” at the fifth level; the categories of “Individual Factors” and “Cognitive-Social Characteristics” at the sixth level; and the categories of “Contextual Factors” and “Structural Factors” at the seventh level. Furthermore, the model fit assessment indicated that the coefficient of determination for the endogenous constructs of the research model was satisfactory. The coefficient of determination for Human Resource Development was reported as 0.653, which is an acceptable value. Similar acceptable values were obtained for all research categories. The variable values generally ranged from 0.15 to 0.35 or greater than 0.35. Therefore, the predictive power of the research categories is estimated to be moderate to strong.

Change, and changing, exercise the minds of most managers most of the time. In consequence, leadership development and change management tend to be top priorities for many human resource development (HRD) professionals today. Despite this, much academic and practitioner literature suggests that 70% of all change programs fail. Through analyzing 200 organizational change case studies, this chapter examines this high failure rate, investigates leadership styles and their relationship to change, and explores the key factors that either enable or hinder successful change. The key findings of this examination were that the majority of the 200 studied change initiatives were considered successful and that using Kotter's change model, which has been long established, does not necessarily mean success; nor does the use of a democratic/participative leadership style. The most significant hindering factors and the key critical success factors are also acknowledged.

The primary purpose of this research is to comprehensively investigate and understand how human resource development strategies can effectively enhance employee performance and organizational discipline in contemporary business environments, addressing the critical challenges posed by rapid technological changes, diverse workforce demographics, and evolving workplace expectations. Conducted through a qualitative narrative study at PT. Kayu Lapis Semarang from August to October 2024, the research employs a rigorous methodology of in-depth, semi-structured interviews with senior managers across various departments, utilizing purposive sampling and narrative analysis to uncover the intricate dynamics of human resource management. The study's originality emerges from its holistic approach, revealing a transformative model of human resource development that transcends conventional management paradigms by identifying four critical dimensions: integrated performance management, innovative discipline mechanisms, strategic learning initiatives, and transformational leadership. By providing actionable insights that challenge existing theoretical frameworks, the research offers a sophisticated model for developing more responsive, human-centric workforce management strategies that intrinsically motivate employees, align individual potential with organizational objectives, and drive comprehensive organizational effectiveness

Research related to human resource development models in the world of education is very important, because the world of education is one of the determinants of the quality of HR assets. This research aims to find the HR model that best suits the development of Human Resources (HR) in higher education. The research uses qualitative methods. The type of research used is R&D (Research & Development). In the first year using the Analysis and Design approach from the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Data collection was carried out through a literature review study of 90 articles indexed by Scopus, Sinta 1, Sinta 2, and interviews with 15 experts from the academic and professional world. This research was analyzed using the SWOT Analysis and FGD approach. The results of this research found a prototype tree-based HR model and important variables that were mapped to the tree structure, namely root variables, stem variables, and fruit/leaf variables. This research is used to improve the quality of higher education human resources. This has implications for improving the quality of lecturers both in self-development and teaching in higher education, which has an impact on the quality of students and Indonesia's human resource assets.