Jamie L. Callahan

Constructing a Manuscript: Distinguishing Integrative Literature Reviews and Conceptual and Theory Articles

A reviewer for HRDR once asked the editors, “How do I know whether this is an integrative literature review or a conceptual paper?” When we explored the submissions we were receiving at HRDR, we realized that the majority of the manuscripts were really conceptual papers, but the authors often presented their work as an integrative literature review. Torraco (2005) wrote a most useful article that described how to write an integrative literature review. After that, many authors began framing every article submitted to HRDR in that format, even if they were not writing an integrative literature review. However, HRDR publishes several types of articles and, as Torraco (2005) noted, the editors “continue to seek well-written review [and other types of] articles that yield provocative, new perspectives on key issues in the field” (p. 356). The aims and scope of the journal (http://www.sagepub.com/journalsProdAims .nav?prodId=Journal201506) call for “submissions that provide new theoretical insights to advance our understanding of human resource development. Such papers may include syntheses of existing bodies of theory, new substantive theories, exploratory conceptual models, taxonomies and typology developed as foundations for theory, treatises in formal theory construction, papers on the history of theory, critique of theory that includes alternative research propositions, metatheory, and integrative literature reviews with strong theoretical implications. Papers addressing foundations of HRD might address philosophies of HRD, historical foundations, definitions of the field, conceptual organization of the field, and ethical foundations.” Of these, the two most common types submitted are conceptual/theoretical manuscripts and integrative literature reviews. This article will describe these two categories of manuscripts and will conclude with a call to prospective authors to consider other types of manuscripts, such as historical and methodological works, in their future submissions as well.

Gazing into the crystal ball: Critical HRD as a future of research in the field

Trying to predict the future of HRD is a bit like gazing into a crystal ball – any clouded images that you think you might see are open to interpretation. Indeed some would argue that there are no images at all, only constructions of a fertile imagination. But interpretation of that future is exactly what a panel of five scholars was asked to do. At the Seventh International Conference on HRD Research and Practice across Europe in Tilburg, Netherlands, I had the honour of participating as a panellist in the closing plenary session. I joined fellow panellists Jim Stewart, Victoria Marsick, Joseph Kessels and Lidewey van der Sluis to offer our views of the future of HRD. In this brief article, I share and expand upon the perspectives I offered at the conference. It is not uncommon for scholars to test new ideas at conferences, so as I prepared for my five-minute panel presentation, I briefly looked at themes that stood out for me at the 2006 AHRD and UFHRD conferences and reflected upon my own experiences. In both conference proceedings, there was a lot of work on topics such as formalizing learning, shaping students to corporate interests, performance management strategies, or creating ‘competencies’ to enhance the effectiveness of individuals. In general, it is organizational interests that dominate HRD; there is very little critique of the workplace, and even less critique of society, within the dialogue of our field. I am not alone in exposing this non-critical orientation of the field; many have challenged the field for failing to engage in critical discourse and praxis (see for example, Bierema and Cseh, 2003; Fenwick, 2004; Sambrook, 2004). A non-critical orientation has a predominant focus on ‘the principle of performativity which serves to subordinate knowledge and truth to the production of efficiency’ (Fournier and Grey, 2000, p. 17). Despite this focus on organizational interests, however, a growing voice challenges us to question the interests served by

Deviance, Dissonance, and Détournement Culture jammers` use of emotion in consumer resistance

Because emotion plays such a large part in the creation of the hegemony of consumerist ideology, we contend that any complete understanding of consumer resistance movements must also take into account the role of emotion in fighting against consumerist ideologies and global corporate control. In this article, we theorize about the role emotion plays in consumer resistance social movements — especially those using the resistance tactic of culture jamming. Drawing upon the frameworks of emotional hegemony and emotion management, we present an emotion cycle of resistance associated with consumer resistance activism. We illustrate the cycle by using examples from culture jamming enacted by groups such as Adbusters and Reverend Billy and the Church of Stop Shopping.

The Art of Creating Leaders: Popular Culture Artifacts as Pathways for Development

The problem and the solution. Leadership development is arguably one of the most important activities undertaken by human resource development (HRD) professionals.The process of leadership development has implications for each of the three primary categories of action that characterize the field of HRD: career development ; training and development; and organization development. Thus, exploring alternative and innovative approaches to understanding leadership should take a prominent role in the practice of HRD. Although not a new concept, popular culture is one such innovative approach to teaching leadership. Although there has been increasing interest in techniques of leadership development in HRD, the field of HRD has not fully explored how popular culture artifacts—such as film, television, and fiction/nonfiction books—can be used in leadership development. This article explores the literature regarding popular culture as it relates to shaping audience perceptions, the role of popular culture as a teaching tool, and key characteristics for choosing effective popular culture artifacts for leadership development.

Conceptualizations of Emotion Research in Organizational Contexts

The problem and the solution. Emotion research is frequently classified into psychological and sociological approaches; the authors believe this dichotomization is limiting and not representative of the nature of emotion in organizations. The authors contend that the ways in which people conceptualize the nature of emotion and its role in organizations has profound effects with regard to both theory development and practical interventions. This chapter presents a schema of four overlapping approaches to researching emotion in organizations and introduces four empirical chapters that represent each of these approaches.

Reversing a conspicuous absence: Mindful inclusion of emotion in structuration theory

As the concept of emotion in organizations gains popularity in both research and practice, the danger of atheoretical application grows. Scholars of emotion in organizations have begun to refer to Giddens’ (1979) structuration theory as potentially relevant for the phenomenon of emotion. This article demonstrates how existing research on emotion can be framed in the context of emotion structuration that depicts how emotions both structure and are structured by social systems. Unlike Giddens’ structuration theory, which does not address the role of emotion in social systems and structures, emotion structuration explicitly focuses on emotion. Essentially, emotion structuration is an attempt to reframe Giddens’ work to describe the process of how emotions and social contexts interact and, as a result, modify each other.

Fostering organizational performance

Purpose – The purpose of this paper is to explore the connections between individual learning, intrapreneurship, and organizational learning to create an alternative model of how learning facilitates performance in organizations.Design/methodology/approach – This is a conceptual paper selecting targeted scholarly works that provide support for the proposed model.Findings – The paper presents a model of intrapreneurial learning and performance in which the constructs of environment, individual learning, intrapreneurship, and organizational learning influence organizational performance. Intrapreneurship is a relatively recent area of exploration in which scholarly efforts have primarily focused on identifying the construct and distinguishing it from entrepreneurship. The proposed model of intrapreneurial learning and performance joins a growing number of works that explore how intrapreneurship contributes to organizational performance. It is suggested that the framework may help scholars identify potential ...

Risky business: gay identity disclosure in a masculinized industry

Gay former BP chief executive Lord John Browne resigned his position in 2007 after losing a legal battle to keep a tabloid from printing stories that would ‘out’ him, and purport false accusations of professional misconduct involving a former partner. A comprehensive view of the circumstances leading to Brownes resignation provided a basis for the study of how organizations that value masculine standards work to marginalize gay men. Browne arguably chose not to disclose his sexual orientation for fear of a negative career impact. The purpose of this article is to explore the challenges of disclosure for gay male professionals in masculinized industries and to situate the conversation within Human Resource Development (HRD). Our analysis of the archives of Brownes experiences as an involuntarily outed gay executive in a male-dominated career suggest he struggled with issues of fear related to coping with his gay identity. Implications for HRD practice, research and policy are discussed.

Pop Goes the Program: Using Popular Culture Artifacts to Educate Leaders

The problem and the solution. Creating leaders requires both leadership education and leadership development activities.This article describes an innovative leadership education program that uses the popular culture artifacts described in this issue as a foundation for creating leaders. This program provides a flexibility that makes it applicable to delivery in either educational institutions or organizations.

Transforming HRD: A Framework for Critical HRD Practice

The Problem Human resource development (HRD) has become powerfully influenced by a dominant rationality in which masculine characteristics of assertiveness, objectivity, control, and performance are privileged without question, resulting in inequitable practices and social systems such as sexism, racism, and capitalism. The humanistic roots of the field of HRD have been co-opted into serving organizations at the expense of workers and other stakeholders. The current frameworks used to understand and apply practices within the field are not sufficient to reclaim the HRD voice of organizational conscience. The Solution This article defines critical human resource development (CHRD) and offers a framework for envisioning the field that restructures the “holy trinity” of HRD known as Training & Development, Career Development, and Organization Development. We make a case for why a CHRD is needed and provide an overview of key, and contested, issues of practice for HRD (and CHRD) professionals—relating, learning, changing, and organizing. The Stakeholders Scholars and practitioners invested in exploring a new framework of CHRD.