Claire Gubbins

Understanding the Dynamics of Collective Learning: The Role of Trust and Social Capital

The problem and the solution. A focus on collective, as opposed to individual learning, points to the social network component of learning. Collective learning is fundamentally concerned with social interaction and the development of relational synergies.A key challenge to understanding social interaction is the influence of trust. Trust is important for social capital development and thus for collective learning.This article addresses a significant gap in the literature by reviewing the literature on collective learning, trust, and social capital theory and proposing a set of propositions for further research.The article also identifies a number of implications for HRD in tandem with each proposition.

Social Networks as a Conceptual and Empirical Tool to Understand and “Do” HRD

The problem and the solution. This introductory article presents the concepts of social networks and social capital and illustrates how they are deeply connected to contemporary HRD. Despite widespread research utilizing a network or social capital perspective in disciplines such as management, sociology, and organization theory, there are few articles in the HRD literature that focus on the role of networks in HRD (Cross & Parker, 2004; Gubbins & Garavan, 2005; Lengnick-Hall & Lengnick-Hall, 2003; Storberg, 2002). This first article, and the subsequent articles in the issue, contributes toward filling this gap. Specifically, in this first article we present an analysis and synthesis of a diverse array of conceptual and empirical social network and social capital research in order to answer two questions: (a) How can a network perspective explain or help us understand more about the process of achieving the outcomes of HRD? and (b) Given the network perspective, how should we practice HRD? The subsequent articles in this special issue engage with one or both of these research questions from a variety of perspectives relevant to contemporary HRD.

Metaphor Analysis as an Approach for Exploring Theoretical Concepts: The Case of Social Capital

In many fields within management and organizational literature there is considerable debate and controversy about key theoretical concepts and their definitions and meanings. Systematic metaphor analysis can be a useful approach to study the underlying conceptualizations that give rise to these controversies and putting them in perspective. It can help identify the different ways a theoretical concept is structured and given meaning, provide insight into the way these different conceptualizations relate to each other, and show how these conceptualizations impact further theorization about the concept. This article describes the procedure for a systematic analysis of the metaphors used to conceptualize key theoretical concepts. To examine its usefulness, the authors apply the approach to the field of social capital, and in particular to the concept of ‘relationships’ in organizations. In the metaphor analysis of three seminal articles on social capital, the authors identify seven metaphoric concepts for relationships. The metaphors are illuminated as important for providing imagery that adds specific meaning in the process of authors theorizing about social capital like ‘tie’, ‘path’ and ‘bridge’. They add dynamics and controllability to the concepts by attributing an array of verbs like ‘to move between’ or ‘to use’ relationships. In addition, the metaphors allow for the attribution of specific characteristics to the concept of relationships that can be used as variables in theory construction, such as the strength of a relationship or the ‘distance’ between people. These insights are useful in exploring and reconciling differences in social capital definitions.

The slow death of formal learning: A polemic

Over recent years, approaches to education and training have become more informal, situated, outcome focused and experiential. Within this context, formal learning now plays a greatly diminished role, being supplanted by activity-based and technologically-based learning. This article, structured in the form of a polemic challenges readers to critically examine the importance and value of formal learning in modern learning environments. It reviews four propositions charting changes to the learning environment arguing that formal learning plays a central role in deepening an individual’s functional and general knowledge. It questions the branding of formal learning as an outdated delivery mode associated with an old-fashioned antiquated pedagogy and argues that decisions on learning styles should be based upon sound evidence-based research.

Mapping the Context and Practice of Training, Development and HRD in European Call Centres.

Purpose – Utilising data from 18 in‐depth case studies, this study seeks to explore training, development and human resource development (HRD) practices in European call centres. It aims to argue that the complexity and diversity of training, development and HRD practices is best understood by studying the multilayered contexts within which call centres operate. Call centres operate as open systems and training, development and HRD practices are influenced by environmental, strategic, organisational and temporal conditions.Design/methodology/approach – The study utilised a range of research methods, including in‐depth interviews with multiple stakeholders, documentary analysis and observation. The study was conducted over a two‐year period.Findings – The results indicate that normative models of HRD are not particularly valuable and that training, development and HRD in call centres is emergent and highly complex.Originality/value – This study represents one of the first studies to investigate training an...

Exploring Social Network Dynamics Driving Knowledge Management for Innovation

It is accepted that knowledge and competencies are key drivers of innovation. Knowledge is a key resource to manage if innovative efforts are to succeed. Despite this, it is noted that the process is intricate, complex, and difficult to manage. To facilitate understanding and management of this process, in-depth studies into the roles of network actors, implications of network characteristics over time, and greater understanding of interaction effects is required. This paper analyzes how a social network perspective can inform the key stages of a knowledge management for innovation process and conducts an exploration of this process on three university–industry knowledge networks. The set of findings reflect the evolution of the structural, relational, and cognitive social capital components and identify the most valuable characteristics relevant at each phase of the innovation process.

Evaluating a tacit knowledge sharing initiative: a case study

Purpose – This paper aims to present a case study illustrating the issues involved in the tacit knowledge conversion process and to determine whether such conversion delivers value to the organisation in terms of business value and return on investment (ROI).Design/methodology/approach – A single‐case multiple baseline participants experimental design, replicated across two participants, was utilised. Aarons KM V‐model of evaluation is utilised to determine the ROI of the initiative.Findings – While the evaluation of the tacit knowledge conversion initiative suggests positive value to the business; analysis of the conversion process also reveals a number of individual level factors, which reinforce the challenges associated with efforts to access, capture and share expert tacit knowledge.Research limitations/implications – The results of this study may stimulate further research on tacit knowledge management processes, and specifically the influence of the individual in the success or failure of these in...

Understanding the HRD Role in MNCs:The Imperatives of Social Capital and Networking

In an era of increasing global competition, it is argued that knowledge and skills are the key sources of competitive advantage. This places the human resource development (HRD) function in a situation of increased status and power, if HRD professionals adopt roles in a way that adds “value” and facilitates achievement of competitive advantage. Multinational corporations (MNCs) are ensconced in this dynamic, increasingly competitive and global environment, even more so than domestic organizations. This provides opportunities for HRD professionals to demonstrate their ability to “deliver value” by reconceptualizing their role as “strategic” or business partners. To engage in such roles, it is evident that social capital is of increasing importance to HRD professionals, and hence the imperativeness of developing social networking competency. This article analyzes the implications of the MNC context for the roles of HRD professionals. It discusses how this context influences and changes their roles and how those roles are organized. Drawing from this discussion, it explores the emergence and increasing importance of social networking competency for HRD professionals efforts at successfully engaged in new roles.

Social Capital and HRD: Provocative Insights from Critical Management Studies

The problem and the solution. This article initiates a critical management studies evaluation of social capital in an HRD context by drawing on insights from Foucault and Habermas.This article presents alternative interpretations of three seminal social capital concepts—weak ties, structural holes, and social resources. Pragmatic, albeit critical, insights for HRD theory and practice are illustrated to counterbalance the managerialist appropriation of social capital in pursuit of largely economic ends. It is argued here that social well-being is as relevant to HRD practice as economic well-being. Ethical dimensions are noted and avenues of reflexivity for HRD practitioners are suggested.

Non-Cognitive Influences on Trainee Learning within the Manufacturing Industry

This paper describes the non-cognitive factors influencing trainee proficiency with a focus within the manufacturing industry. Training development and assessments generally linked in the cognitive domain, with the focus on the mental constructs of the trainee or learner. However employees who perform well in training are not necessarily going to be better in their professional capacity. Non-cognitive influences will affect the employee proficiency. Non-cognitive, affective (feeling) and psychomotor (doing), issues affect cognitive performance significantly and are worthwhile domains to explore in investigating in how trainees learn. The efficiency of the trainee and employee will depend, not only on the training received, but also his/her personality traits. Motivation, attitude, anxiety, culture and gender are all factors, which have been examined in this paper in relation to training and achievement. The paper introduces these concepts within the training environment of the manufacturing industry. In conclusion we affirm the belief that non-cognitive factors are as important to the sustainability of training and trainee proficiency.