Khalil M. Dirani

Measuring the learning organization culture, organizational commitment and job satisfaction in the Lebanese banking sector

The growing interest developed around the learning organization concept and its impact on work-related outcomes in the West has not been matched yet in other parts of the world. The purpose of this quantitative study was to identify the relationships among the learning organization culture, employee job satisfaction and organizational commitment in the Lebanese banking sector. Results showed positive and significant correlations among the different variables but no interaction effect of the Lebanese social patterns.

Exploring socio-cultural factors that influence HRD practices in Lebanon

Abstract The field of human resource development (HRD) is not easy to define, whether in the United States or internationally. Understanding of the meaning of HRD varies from country to country based on a number of identifiable factors specific to that country. This paper explores the meaning of HRD in Lebanon through examining relevant ideas about socio-demographic variables such as history, religion, culture, family and gender that affect the Lebanese notion of HRD and of occupational attainment. The paper concludes with an agenda for research to further our understanding of challenges and opportunities for workforce and human resource education in the Lebanon.

Job satisfaction and organizational commitment: validating the Arabic satisfaction and commitment questionnaire (ASCQ), testing the correlations, and investigating the effects of demographic variables in the Lebanese banking sector

The aim of this study was to assess the construct validity and the reliability of two measurement scores of organizational commitment and job satisfaction, to measure the correlation between the two variables, and to explore the effects of different demographic variables on satisfaction and commitment in a Lebanese context. A total of 298 cases from five major banks were analyzed. Rigorous forward and backward translation procedures have been applied to ensure the relevance of this instrumentation in a different cultural context. Results of exploratory factor analysis, confirmatory factor analysis, simple item-internal consistency estimates, and item intercorrelation analysis provided evidence that both instruments have produced reliable measurement scores with construct validity adequate to measure satisfaction and commitment in the Lebanese context. Results also showed that the constructs of satisfaction and commitment were significantly correlated and that satisfaction was a good predictor of commitment. Demographic analysis, discussion of these results, and suggestions for future research were proposed.

A Meta-Analysis of the Dimensions of a Learning Organization Questionnaire Looking Across Cultures, Ranks, and Industries

The Problem Organizations strive to develop their employees to a level that meets current and future needs at a time when those needs are great and resources scarce. Human resource developers are charged with finding solutions; yet many of the changes essential to doing this are in the culture, and, senior leaders have greater impact on the culture. Effective ways to alert senior individuals to the cultural imperatives are needed. Unfortunately, human resource and organization development (HROD) scholars have had few valid organizational measures with which to demonstrate the status of learning and the impact of learning on the organization. In 2003, we shared the Dimensions of a Learning Organization Questionnaire (DLOQ) in this journal. It behooves us to examine what has occurred using this instrument since that time. The Solution One approach is to build a self-sustaining learning architecture that is so embedded in the culture and even the work itself that it evolves and grows with the organization. A valid and reliable diagnostic enables HROD practitioners to assess where the learning culture is at the time of its administration, and signals organization members to critical changes needed to develop a more effective learning infrastructure. Armed with this information, they can make the business case and guide proposed interventions. Scholars can demonstrate key relationships between a learning culture and knowledge, financial, and mission performance. This article and others in this special issue examine what has been learned in the last decade using the DLOQ. The Stakeholders HROD developers and senior leaders are significant stakeholders for this information. In addition, HROD scholars who hope to document the nature of the learning culture in a variety of contexts and to demonstrate the importance of having a strong learning culture to valued organizational outcomes will find a resource in the DLOQ.

Does Theory Travel? Dimensions of the Learning Organization Culture Relevant to the Lebanese Culture

The Problem The dimensions of the learning organization (LO) culture have been accorded attention and have been assessed quantitatively in different contexts. Using a measurement instrument focusing on these dimensions is important. But qualitative scrutiny of the LO concept provides human resource practitioners a better understanding of the strengths and weaknesses of particular dimensions relevant in the Lebanese context. This can derive value added insights to the applicability of the LO. The Solution This article draws attention to the applicability of the LO concept in an international context. It explores the strengths and weaknesses of using the Dimensions of the Learning Organization Questionnaire (DLOQ) as a LO framework with special focus on particular dimensions most relevant in the Lebanese culture. The article provides suggestions for integrating LO best practices into local organizations, both at the individual and organizational levels. The Stakeholders Intended audience for this article includes human resource development (HRD) scholars, practitioners, and scholar-practitioners interested in the concept of the LO and in increasing the levels of learning climates in the workplace as a strategic leverage point within organizations.

Women and training: an empirical investigation in the Arab Middle East

Few studies have explored the professional training experiences of Arab women within the contexts of learning organisational cultures and relevant human resource development (HRD) practices. Capitalising on in-depth, face-to-face interviews, this study explores the experiences of women managers in Lebanon with professional training and organisational learning. The findings demonstrate the paucity of professional training and learning opportunities for women and illustrate how organisational discrimination and gender-biased cultures and tension influence women’s learning. To overcome these barriers and alleviate organisational tension, the Lebanese women managers capitalise on their agency and individual capacities to improve their training experiences and increase their access to learning opportunities. By virtue of individual agency and through their agentic process, the careerists shape their training and overall learning by being adaptive and developing structures of action that enable them to advance their learning. The results have important implications for HR managers and HRD scholars. They also extend our understanding of the importance, or lack thereof, of the learning culture within an organisation.

Human Resource Education in the Middle East Region.

Purpose The purpose of this paper is to provide an overview of human resource development (HRD) education in Middle Eastern countries. In particular, the authors discuss the current state of HRD education, country readiness and challenges that hinder HRD progress in Middle Eastern countries. They argue that HRD programs need to prepare young employees for leadership roles through adapting constructivist pedagogy, including problem-solving, critical thinking and creativity. Design/methodology/approach The design of this paper followed a qualitative approach. The authors conducted in-depth interviews with five HRD experts in Middle Eastern countries and conducted integrative literature review and secondary data analysis. Findings Data analysis provided an overview of HRD education, looked at options individuals interested in HRD education might have, provided views on constructivism vs instructivism as education pedagogies and discussed cultural factors that impede critical reflection in the workplace. Research limitations/implications To understand how to introduce constructivist elements to instructivist learning cultures, and to sustain it, HRD scholars in the Middle Eastern countries need to diminish the misalignment between instructional philosophies of trainers, trainees and national or institutional systems. Practical implications Understanding how policy, resources, infrastructure and culture influence learning expectations is vital to introducing innovative training activities or scaling them up to other workshops and systems. Originality/value This research sheds light on HRD education in the Middle Eastern countries; provides an overview of employment challenges and opportunities to improve workplace learning; and provides scholars, practitioners and other stakeholders interested in HRD with suggestions to develop successful workforce education.

Leadership in Saudi Arabia: A Multifaceted Phenomenon

Making sense of leadership development in the Kingdom of Saudi Arabia (KSA) is very important for a number of reasons. The kingdom is considered the heart of Islam; it is one of the closest Arab allies to the United States, and the largest producer of oil in the world. However, the country is undergoing rapid changes: Its aged leadership is ceding power to a new generation, and its society, which is dominated by young people, is restive. Saudi Arabia has long remained closed to foreign scholars, with a select few academics allowed into the kingdom over the past decade. The purpose of this chapter is to present contextual factors affecting leadership practices and development in the kingdom. In particular, the authors provide a historical, geographical, and economic overview of KSA in connection to leadership practices; discuss cultural, economic, political, and other social aspects affecting leadership and leadership development in the kingdom; and present examples of how leadership practices are reflected in different sectors.

Human capital theory and practice in Russian enterprises

The goal of this study was to test the human capital (HC) theory within the Russian context and explore current HC organizational practices (including training and development, recruitment and selection, compensation, empowerment, diversity, and work/family balance) of Russian enterprises. The data were collected at 270 large, medium, and small enterprises in Moscow and four representative regional centers. The study results suggest that Russian firms tended to emphasize current HC needs, not long-term HC development strategies. The firm size had an effect on differences in training, selection, and compensation practices, with large firms being more long-term oriented. Correlation between elements of the HC management model provided some preliminary evidence that Russian firms tried to coordinate selection, compensation, and training procedures. In addition, firms that empowered their employees were also putting more emphasis on long-term-oriented training, selection, and compensation practices. Finally, there were signs that diversity was gradually becoming an important issue for Russian enterprises of all sizes. However, compared to diversity, companies’ emphasis on helping their employees to deal with the work/family balance issue was much stronger.

Talent Management and Development: Perspectives From Emerging Market Economies

The Problem This issue of Advances addresses an important and so far largely unexplored area of practice and research: Talent management and development (TMD) in emerging market economies. Given the growing importance of the emerging markets, understanding how current and future talents in these countries are educated and trained is a matter of high priority for academics, business executives, and policy makers worldwide. However, systematic studies of TMD in emerging markets and especially English-language publications on this topic are scarce. We hope that this work closes an important gap in the academic literature by bridging TMD studies and research on emerging markets, and by providing analysis of TMD practices in a number of key emerging economies. The Solution TMD is one of the important areas of focus for human resource development (HRD) researchers and practitioners. Most research on TMD is conducted in the West, while the current state and indigenous practices of TMD in the majority of countries of the world are not explored. Articles in this special issue provided an overview of TMD in some of the emerging market economies: Asia, Eastern Europe, Middle East, Africa, and BRICS sector (Brazil, Russia, India, China, and South Africa) and cover a range of TMD practices and topics. While some authors focused more on TMD in the business sector (e.g., Brazil, Russia, and India), others discussed such topics as TMD in higher education (e.g., Vietnam), the difference between private and public institutions in TMD for managers and executives (e.g., Korea, UAE), and current practices of TMD in the public and private sectors (China). Chapters from China, South Korea, Vietnam, Russia, India, UAE, Sub-Saharan Africa, and Brazil are included in this special issue. The Stakeholders This issue is expected to benefit HRD researchers, HRD practitioners, and organizations by providing TMD theories, research, and practice from different cultural perspectives around the globe. In addition, practical ways of talent development and talent management for organizations are advanced in the issue.