Darlene Russ-Eft

A Typology of Training Design and Work Environment Factors Affecting Workplace Learning and Transfer

The purpose of this article is to develop a typology of elements involved in the design of training as well as in the work environment that affect work-place learning and transfer. This typology focuses on elements that can be manipulated by the human resource development (HRD) researcher and practitioner as part of the HRD implementation rather than on dispositional and personality characteristics of individuals participating in the intervention. It identifies elements within the work environment, as well as elements before, during, and after training. By presenting a typology, this article provides a first step in theory building or a “theory of the middle range. ” Furthermore, it leads to implications for future theoretical development, research, and practice.

In Search of the Holy Grail: Return on Investment Evaluation in Human Resource Development

The problem and the solution. Much of the human resource development (HRD) evaluation literature focuses on the Kirkpatrick four-level approach and emphasizes the importance of measuring the return on investment (ROI) of HRD initiatives or programs. This article argues that, in many cases, ROI does not provide the kind of information needed by decision makers. What is needed is a systems model that examines the effect of organizational and environmental factors on the intended outcomes of an HRD initiative or program. Such a model can help to frame any evaluation, including one that focuses on ROI.

Customer service competencies: a global look

The purpose of the study was to identify competencies needed by those providing service to todays customers. A total of 460 service providers were interviewed from thirty-two different organizations in North America and twenty-six organizations in Asia and Europe. Based on 2.825 critical incidents, five major factors were identified to create the SERVE model: See the ‘big picture’ and how customer service fits into it; Establish an authentic human connection with each customer; Render timely, accurate and thorough service; Value and respond to unique customer needs; and Extend a hand to repair and strengthen relationships with customers who are upset or angry. Similarities and differences among the different geographic regions and among the different respondent types were noted. Implications for HRD practice and future research were discussed.

Identifying components comprising neighborhood quality of life

This research identified factors affecting neighborhood quality of life. A total of 140 men and women from diverse groups throughout the San Francisco Bay area participated. Each person completed a critical incident questionnaire reporting specific events within the neighborhood that affected his or her quality of life. Analysis of 695 incidents resulted in 17 factors within five main areas: (a) Environmental and Physical Conditions, (2) Economic Conditions, (3) Facilities and Services, (4) Political Conditions, and (5) Personal Characteristics and Interpersonal Relationships. The approach and results can be used to study impacts of specific social policies on neighborhoods and their residents.

The Issue of International Values and Beliefs: The Debate for a Global HRD Code of Ethics

The problem and the solution. Professional codes of ethics are the foundation for responsible human resource development (HRD) research and practice and can help to define the field of HRD. Such codes institutionalize values, beliefs, and norms of a profession. As commerce and HRD in turn become more global, normative values and beliefs supported by a monocultural professional code of ethics may become problematic and may fail to represent the values, beliefs, and norms of international HRD. This article discusses ethical dilemmas resulting from globalization, offers a rationale for global ethics, debates the pros and cons of establishing an international HRD code of ethics, and suggests a scenario for the future of ethics and integrity in HRD.

Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes.

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

Use and Non-use of Evaluation Results: Case Study of Environmental Influences in the Private Sector

This case study details an evaluation of a sales program within a business services organization, here called XYZ Corporation. Logic models were employed to identify the processes, as well as the short- and long-term outcomes. Twenty-three sales people, 10 implementation specialists, and nine consultants from XYZ were interviewed, along with 40 XYZ clients. In addition, written surveys and archival data were gathered. Although timely evaluation reports were produced and presented, reorganization at XYZ Corporation limited direct instrumental use of the evaluation. The present article focuses on use and non-use of the evaluation results, with particular emphasis on process use, and it discusses factors contributing to use and non-use of this private sector evaluation.

Community College Students with Disabilities and Transfer to a Four-Year College

This study examined 12 predictors for transfer from the community college to a four-year institution for students with disabilities. Pre-existing data from the California Community College Chancellors Office (CCCCO) matched with data from the National Student Clearinghouse, running from the academic year 1995–1996 until 2006–2007, were used. This resulted in a sample of 31,590 students with disabilities. Of the 4,741 students with disabilities who transferred to a four-year college during that 12-year time period, the average number of years for a transfer was 5.83. A logistic regression with all 21 predictors significantly predicted transfer, χ2 (21, N = 26,751) = 4918.46, p < .001. Variables that were found to have a strong relationship with transfer were also found to be the strongest predictors of transfer: (a) proportion of transfer courses in which enrolled, and (b) proportion of units students completed out of the total number in which students enrolled. Implications for practice and for research are discussed.

The Islamic Worldview of Adult Learning in the Workplace: Surrendering to God:

The problem and the solution. As the second largest religion on earth, Islam has been in existence for more than 14 centuries. Today, Islam continues to grow in many parts of the world, including Europe and North America where Muslims comprise a notable minority. As our societies become more diverse, it is not uncommon in many major cities to have a Muslim colleague at work, classmate in school, or neighbor in the community. These areas are within the practice and research realm of human resource development (HRD). Therefore, understanding and appreciating the Islamic worldview of adult learning and the daily practices of its followers will contribute to resolving philosophical and cultural clashes in the work of HRD professionals as trainers, researchers, educators, and consultants throughout the world.

Cascade Training and Institutionalizing Organizational Change

The problem and the solution. Until recently, planned training on the job has been primarily used to achieve individual training objectives. How to use planned training on the job as part of the change management process to achieve broader organizational goals has recently emerged as an issue of importance. Specifically, planned training on the job has been suggested as a means to deliver cascade training. Cascade training has been defined as the process of providing the competence required to ensure the institutionalization of organizational change. Connecting planned training on the job and cascade training for the purpose of institutionalizing organizational change has implications for both human resource development (HRD) theory and practice.