Problem: Learning is extensively recognized as central to HRD, but no comprehensive, evidence-based synthesis has mapped how learning scholarship has evolved over the last two decades – its intellectual structure and thematic shifts. Solution: We examined the scholarly landscape of learning-related AHRD-sponsored articles using bibliometric analysis and topic modeling, analyzing 490 peer-reviewed articles published between 2005 and 2024. Bibliometric analysis identified publication characteristics and annual production patterns, examined influential sources and collaboration networks, and mapped relationships among cited references, authors, and keywords. Topic modeling yielded 12 distinct topics capturing major learningrelated themes. A time-series analysis classified topics as “Hot” or “Cold,” indicating areas of increasing or decreasing scholarly attention over time. Stakeholders: The study offers actionable implications for HRD researchers and practitioners to support evidence-based learning strategies and strengthen learning climates in organizations. For HRD leaders and policymakers, the findings provide an empirical basis for aligning learning investments with workplace priorities and targeting evidence-informed interventions.

Problem Despite the longstanding popularity of generational analysis, its validity is still questionable, and potential methodological flaws, such as conflating age and life cycle effects, remain unresolved. In HRD research, there is a tendency to unquestioningly adopt established generation-based thinking, which imposes risks of oversimplification and stereotyping. Solution HRD researchers and practitioners should be mindful of the dangers and difficulties associated with generalization and stereotyping based on generation. They should apply generational categories with greater caution, understanding the confounding influence of age and life cycle and preserving the original aim of generational research: to understand individual differences. Stakeholders Human resource development researchers and practitioners, and broadly, scholars from other disciplines who research topics related to generation.

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

The Problem Miscarriage is an under-discussed topic in organizations. Many organizations in the United States do not offer organizational support for individuals who experience miscarriage. Not having organizational support may make an individual’s experience of healing more challenging, impacting their professional and career development. The Solution Organizations can combat some of the challenges around pregnancy loss by implementing training & development and awareness development initiatives to educate around this topic and provide support for individuals who may be impacted. Stakeholders Stakeholders in this issue include HRD practitioners, managers and organizations that are committed to leveraging training & development initiatives to support employees and alleviating the organizational challenges surrounding the multiple journeys of working parenthood, including miscarriage.

Problem Higher staff turnover rates occurred at a university when flexible work schedules were selectively discontinued in some divisions after the COVID-19 pandemic workplace disruption. Solution Staff surveys and focus groups identified a strong positive connection between flexible work, job satisfaction, and supervisor support. Alongside collaborators, leadership workshop cohorts were developed for staff supervisors. Pre- and post-workshop surveys, interviews, and a split-test survey of non-managerial staff gauged if job satisfaction and belonging were influenced by the workshops and how flexible work was factored. Job satisfaction and communication improved for participants and their staff. Furthermore, their staff reported higher feelings of belonging. Stakeholders The intended audience for this article is HRD scholars, practitioners, and employers interested in improving job satisfaction and belonging for their employees.

Problem The field of human resource development (HRD) is recognized for its contributions to the body of literature on learning and performance. However, the lack of literature on problems emanating from the social systems (e. g. racism, sexism, ageism, sexual orientation, disability, to name a few) that create a barrier for optimal learning and performance is troubling. In this article, racism is called out as an enduring and pervasive social injustice that has become normalized and encompasses the whole of society as well as those spaces that are frequently occupied each day. Nonetheless the ideology of racism is egregious and continues to threaten individual well-being, dignity, and simply put, rights as a human being. As a program within numerous departments of higher education, the lack of literature that addresses racism and subsequently provide resources for educators is problematic. While it is understood that HRD is an interdisciplinary field that draws from multiple bodies of literature, the lack of contributions from HRD researchers, scholars, and practitioners on a topic that counteracts learning and performance is a problem. Solution HRD is uniquely positioned as a field of practice with an affiliate in higher education. HRD researchers and scholars are often instructors in HRD educational programs. This unique position can hugely impact what is learned and therefore what is practiced in the workplace. We propose a framework for an anti-racism curriculum in HRD educational programs that teaches students, the future workforce, how to recognize and disrupt racism and contribute to building workplaces that are equitable, fair, and psychologically safe. We use critical theory as a conceptual framework for an anti-racism curriculum that teaches students about the continued and pervasive system of racism.

The Problem. There is an urgent need for leadership development in today’s turbulent, organizational context. Methods that support leadership development in collaborative and peer settings as well as spaces and environments where leaders can develop, learn and grow through their collaborative interactions are critical. The Solution. This article explores how an online action learning set established as part of a large-scale management and leadership development intervention provides a space where leadership learning can flourish. The article draws on a theory of practice known as Cultural Historical Activity Theory to identify the micro level details of what occurs when leaders work with others in an online action learning set. The Stakeholders. Human resource development (HRD) researchers, scholars, organizational leaders, practitioners and others interested in contributing to HRD theory.