Due to an error, on p. 76 of HRDQ, Volume 25, Number 1, the bottom -horizontal arrow in Figure 1 was pointing in the opposite direction. Figure 1 appears -correctly in this Erratum, with the bottom horizontal arrow pointing from “Role Clarity” to “Job Performance”.

Abstract This invited feature article presents the perspectives of five highly recognized and influential HRD Scholars who are also past and present leaders within the Academy of Human Resource Development. These scholars were asked to reflect on the past and present of research in an area of their interest and expertise and they have each offered projections for the next 25 years of HRD Research in their respective areas.

Abstract Scholars within the field of HRD have acknowledged the need for more research in services contexts, particularly a consideration of how customers might be developed as human resources in service exchanges. To that end, this research investigates the antecedents and consequences of customer performance within the context of service exchanges. With a matched sample of service providers and customers (n = 164 pairs, 328 total participants), we found that customer–service provider fit was related to customer performance, which was associated with outcomes for the customer (satisfaction and loyalty) and the service provider (greater satisfaction and commitment). We offer a discussion of the implications of this research for human resource strategies aimed at developing customers in service firms.

Abstract The purpose of this study was (1) to examine the impact of organizational support on employee learning and performance and (2) to elaborate on the context of organizational support for action learning in South Korean organizations. For this inquiry, two central questions were posed: What are employee reactions to organizational support for action learning? And what are key elements of organizational support for action learning? Framed by organizational support theory (OST), this study involved a mixed methods research design, including (1) a survey involving 268 action learning participants and their supervisors from 28 participating companies asked to report their perceptions of their organizations' support of action learning and (2) one‐on‐one, semistructured interviews with 34 HR managers and executives aimed at elaborating on the nature of support for action learning in their organization. Study findings support OST and indicate that South Korean organizations support action learning in a variety of ways and that such support was a critical factor in the success of their action learning efforts.

Abstract Multisource ratings and feedback are now central components of many leader development programs. Research evaluating the outcomes of multisource feedback (MSF) underscores the importance of facilitation strategies that help leaders to interpret and use their feedback throughout the development process. Scholars and practitioners have recommended executive coaching as one such facilitation strategy. However, there is little empirical basis to substantiate the benefits of executive coaching beyond other less costly strategies, most notably feedback workshops with groups of leaders. This quasi‐experiment followed 469 managers from a large government agency participating in a 15‐month leader development program. Changes over time in MSF ratings of leadership behaviors and effectiveness were compared for two groups of leaders. The first group of uncoached managers participated in a feedback workshop shortly after the premeasure MSF, and the second group participated in the feedback workshop plus several sessions with an executive coach thereafter. Results indicated that managers in both groups improved similarly as rated by direct reports, peers, and supervisors, whereas only those managers who received the executive coaching improved according to self‐ratings. Specifically, the executive coaching intervention had a unique positive effect on managers' self‐rated involvement, consistency, and mission‐focused leadership behaviors. These findings are discussed in light of “psychometric” and self‐efficacy perspectives, and in relation to exploratory regression analyses linking managers' self‐ratings to others' ratings of their effectiveness at the conclusion of the program.

Abstract This study by Meera Alagaraja and Toby Egan provides a case study of a Lean strategy implementation in which HRD was an integrated part of the process and offers a model that can give direction for both future research and strategic advocacy on behalf of HRD practice. The case is actually more a study of the importance of cross‐functional and corporate‐SBU collaboration in implementing strategic business plans than of HRD per se. The HRD contribution is contextualized in the strategic implementation process. As such, it offers a comprehensive and contextualized perspective on the process through which the strategic aspirations of HRD can potentially be realized in practice. That said, there is a broader story that needs to be known in order to contextualize and further understand how the study fits into the broader discussion about SHRD.

Abstract This study investigates the dispositional factors related to work stress. Specifically, previous research has demonstrated a relationship between core self‐evaluation (CSE) and general life stress. This article extends past research by examining the relationship between CSE and work stress, and includes goal orientation as a potential mediator of this relationship. Learning goal orientation and performance goal orientation are two variables that are salient to HRD scholarship interests. The study results supported the hypothesis that CSE is negatively related to work stress, and that performance‐prove goal orientation partially mediates this relationship. Given Russ‐Eft's (2001) call for additional research exploring work stress and learning, and a recent meta‐analysis exploring the relationship between another core personality trait (psychological capital) and work stress (Avey, Reichard, Luthans, & Mhatre, 2011), the results of this study make an important contribution to our understanding of the relationship between core personality traits and work stress research. Furthermore, managers and executive coaches can use the results of this study to develop interventions designed to address the stress‐related problems of individuals and organizations.