Ann K. Brooks

Transformational Learning Theory and Implications for Human Resource Development

The problem and the solution. Unprecedented problems, which appear to resist solution by traditional and modern methods, demand new approaches. The field of human resource development (HRD) has primarily concerned itself with learning and change that contribute to but do not challenge the status quo within organizations. During the 1970s, theorists in various fields began to develop a new genre of learning and change theory, which, rather than advocating adaptive change within existing systems, focused on changing basic elements of the systems themselves. Transformative learning theory in adult education provides a significant contribution to this endeavor.

Diversity in Human Resource Development and Continuing Professional Education: What Does It Mean for the Workforce, Clients, and Professionals?

The problem and the solution.Despite the magnitude of the ethical, legal, economic, social, and political dimensions that define diversity initiatives in the workplace, the fields of human resource development and continuing professional education have yet to develop an integrated vision for creating more inclusive work environments. This article explores the differing impulses, goals, and objectives underlying diversity programming and research aimed at various stakeholders—scholars, program developers, and customer/client groups. Mechanisms and strategies for fostering diversity in the workplace and for building epistemological inclusiveness through applied research across both applied fields are included.

Reframing HRD: Insights from Research on the Development of Exemplary Managers.

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 ...