Julia Storberg-Walker

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.

Wenger's Communities of Practice Revisited: A (Failed?) Exercise in Applied Communities of Practice Theory-Building Research

The problem and the solution. Multiple sources describe how communities of practice (CoPs) work and what their constituent elements may be. These contributions offer valuable insights into learning, meaning, identity, and practice. However,they do not explicitly take recognized theory-building steps (R. Dubin, 1978; R. J.Torraco, 2005) to develop an applied theory of CoPs that researchers can test, apply, and adapt. One solution is to submit CoPs to an applied theory-building research critique. This article reviews the analytical components of E. Wengers (1998) abstract theory with the intent to specify each component and move the components down the ladder of abstraction.The intent of this critique is to move Wengers (1998) theory toward an operationalized format for confirmation, application, and continual refinement.After the theory-building research analysis, it was found that the 13 analytical elements of Wengers CoP contribution did not withstand the theory-building research critique in level of analysis or definitional clarity. Recommendations for future CoP applied theory-building research are provided.

From imagination to application: Making the case for the general method of theory-building research in applied disciplines

Abstract A literature review on theory-building research exemplars was conducted in order to identify relevant theory-building research methods for HRD. The General Method of Theory Building Research in Applied Disciplines (Lynham, 2002a) is offered as one way to organize the myriad exemplars into one comprehensive theory-building research framework that begins with imagination and ends with continual application and refinement. This theory-building research framework encourages the development of multi-paradigm theory-building research and research design, and lays the foundation for an integrated perspective on the complementarity of the post-positive, qualitative and critical paradigms. Further, this framework accommodates realist, critical realist and post-structuralist ontologies and epistemologies. Finally, through this framework, sophisticated theory-building research skills are made explicit and thus can be nurtured and practised by HRD theorists.

Borrowing From Others: Appropriating Social Capital Theories for “Doing” HRD

The problem and the solution. In this conceptual study, social capital theories are used to illuminate the practice of borrowing theories for HRD research and practice. “Borrowing” from other disciplines is an implicit, taken-for-granted practice in HRD theory development that has avoided scrutiny. Since HRD is a multiparadigm discipline, borrowing theories from monoparadigm disciplines can cause theoretical and logical inconsistencies. This study offers a way to organize borrowed social capital theories by categorizing them by paradigm and, ultimately, by the goal of the research and the desired HRD outcome. The article then offers a six-step process for borrowing theories from other disciplines. Ultimately, the article seeks an answer to the question: How can/should HRD borrow social capital theories to help achieve various (and contested) HRD outcomes?

An historical analysis of HRD knowledge

Purpose – The purpose of this article is to analyze the historical development of HRD knowledge. The analysis aims to use the qualitative research technique of text deconstruction on an important management text from the human relations phase of organization theory. Deconstruction is not a common method to HRD. In this paper, HRD scholars interested in how HRD knowledge and theories are created are given this tool to expose implicit assumptions.Design/methodology/approach – The article uses text deconstruction, based on Bradshaw.Findings – The deconstruction identified several beliefs that suggest that Roethlisberger was operating from a masculine epistemological perspective. Two clusters of findings emerged: one cluster revolved around the role of the researcher, and the other cluster revolved around the role of gender.Research limitations/implications – Postpositivist perspectives on knowledge generation and theory building in HRD are limited. Post‐structural analyses need to be considered.Practical imp...

New Learning: a different way of approaching conference evaluation

New Learning (NL) is an innovative process aimed at collaborative learning in professional and scholarly events and is a new way of approaching evaluation at professional conferences. NL is a process integral to a conference that focuses on the learner and how and what they learn, rather than on presenters and presentations. Whereas most professional conferences claim learning as a primary objective, seldom do any structure or evaluate to maximize that objective. The NL process helps to structure and assess organizational learning as a primary outcome in addition to providing avenues for collection of traditional evaluation information. This article explains the NL process, reviews the literature of learning and evaluation, describes what NL is and how it works, and then compares and contrasts it with traditional evaluation methods and theory. It concludes with implications for future applications and research for NL.

How a research conference created new learning: a case study

Purpose – The study presents preliminary findings from research begun at the 2005 Academy of Human Resource Development International Research Conference held in Estes Park, CO, USA. The qualitative case study captures what new learning occurred as a result of the conference and how the new learning at the conference occurred.Design/methodology/approach – The qualitative case study used conceptual foundations grounded within critical theory and focused on learning organizations, communities of practice (CoP), and knowledge generation.Findings – Participant reactions documented on approximately 1,000 data forms were categorized for this preliminary study as critical perspectives on HRD where typically underrepresented voices critiqued the conference, CoP as relationships between theory and practice where participants reported that theory to practice was a rich research topic, and learning organizations where results indicated that the academy benefits through conferences in terms of creating a learning org...

Introducing a New Paradigm for 21st-Century HRD: Workforce Development and the Public Good

The Problem Workforce development is a pressing challenge in today’s society, yet the discipline of HRD is not contributing toward research or practice solutions. This gap is a product of current paradigm undergirding HRD—the paradigm implicitly favors nonworkforce development issues, problems, and challenges. The Solution The article calls for a paradigm shift in HRD to focus the work of the discipline on enhancing the public good through workforce development. The article provides an in-depth description of how paradigms can change in the social sciences, so that stakeholders (HRD researchers and practitioners) can take intentional actions to facilitate and nurture the change. Finally, the article provides specific research and practice suggestions for expanding HRD’s role in the workforce development domain. The Stakeholders HRD researchers and practitioners; employees and employers.

Integrative Literature Reviews: Heterodox Economics, Social Capital, and HRD: Moving Beyond the Limits of the Neoclassical Paradigm

Social capital concepts and theories have brought about an evolution of thinking in the field of economics and expanded the boundaries that traditionally separated economics and other social science disciplines. Traditional (e.g., neoclassical) economics with its relatively undersocialized view of human nature—where individuals are seen as autonomous, rational decision makers—has had to develop new ways of understanding how “the social” influences affect economic behavior. Much of the theorizing around social capital has actually evolved from disciplines outside of economics, which has led to a truly multidisciplinary and evolving theoretical base. This article examines the most highly cited social capital theories, identifies their economic foundations, and analyzes how economic theories have been incorporated into the development of alternative social capital theories. It is then examine how heterodox economics might potentially influence HRD and suggest that a more nuanced understanding of the theoretical foundations of social capital will generate better and more diverse HRD theories and practices.

Authentic Leadership in HRD—Identity Matters! Critical Explorations on Leading Authentically:

The Problem Authentic leadership (AL) has been viewed as an attractive leadership model to combat destructive forms of leadership. On a simple level, it is difficult to argue against authenticity when leading and developing leaders. However, on a deeper level, many scholars have challenged the ideas supporting authentic leadership to highlight the model’s theoretical assumptions and implicit values. Of the critiques, one of the most relevant challenges for HRD (Human Resource Development) is the critique based on identity because this critique aligns with HRD’s focus on diversity and inclusion. The problem is that HRD researchers and practitioners need to understand more about how authentic leadership, as described typically in scholarly and practitioner journals, homogenizes the workplace and discounts diverse ways of being authentic. The Solution The articles in this Special Issue offer a variety of different perspectives on the connection between authentic leadership and identity to make transparent the hidden assumptions, power dynamics, and contextual forces at play. When these unexamined and implicit factors are considered, HRD scholars and practitioners will be in a better position to promote diversity and inclusion in the workplace, as well as in teaching, research, and service. The Stakeholders Researchers and practitioners interested in authentic leadership, diversity and inclusion, and power.