Paul B. Roberts

Economics of Social Capital: Implications for Organizational Performance

The problem and the solution. The role of social interactions and relationships at the individual, group/team, and organizational levels is becoming increasingly significant in todays workplace. Relationships in an organization may provide some unplanned opportunities, and social capital is considered a new tool with which to increase organizational performance. As a relatively new concept, social capital is still at the exploratory stage for human resource development professionals and researchers. However, social capital has yet to be explored from an economics perspective. This article aims to examine the economics of social capital and the implications for organizational performance.

Human Capital and Screening Theories: Implications for Human Resource Development

The problem and the solution. Human capital theory is a well-accepted foundation of human resources development (HRD) research and practices. Screening theory is equally foundational to HRD. This article presents and compares the two seemingly contrasting theories in economics. The origins, evolution, and current states of research on both theories are explored. The focus of the article is to identify their foundational role in, and implications for, HRD research and practice.The article shows that the two theories are complementary and have important implications for HRD theory building, research, and practices.

Analysis: The Defining Phase of Systematic Training

The problem and solution. The analysis phase of analysis, design, develop, implement, evaluate (ADDIE) was originally based on the understanding that training was needed and that analyzing the content was the starting point. Over time the analysis phase has become the defining phase as it moved up from job-task analysis for identifying the content of a training program to (a) analyzing a worker performance problem that can be addressed by training, (b) to identifying and analyzing a worker-work system performance problem that can be addressed by a combination management and training intervention, and (c) on to an analysis process for diagnosing performance in an organization that may or may not involve training as part of a performance improvement intervention. The contemporary analysis process is designed to help decision makers gain a clear understanding of the “gaps” between the desired and current performance and the factors or variables impinging on them.

A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education.

Higher education is mandated to document student learning outcomes and ePortfolios have been offered as a panacea for assessment, evaluation, and accreditation. However, the student voice regarding the value students construct from building and utilizing web-based electronic portfolios (ePortfolios) in higher education has been sparse or non-existent in a number of disciplines. In the current study, a total of 459 undergraduate and graduate students’ perceptions were collected through structured surveys, reflective journals, emails, and reflection papers. This mixed methods study reviews the historical foundations of contemporary web-based ePortfolios within a constructivist theoretical frame and presents four case studies from two universities in southwest USA from four disciplines (education, industrial technology, chemical engineering, and human resource development). A compilation of research findings from the four case studies yielded 27 categories that were later condensed through cross-case analysis resulting in five emerging themes: career-focused, big picture of learning, social and visual learning, enablers of ePortfolios, and barriers of ePortfolios. Each theme is discussed and illuminated by extracts of student work and supported by relevant literature. Recommendations include greater communication with students regarding expectations and requirements of the ePortfolio, providing student and faculty training on web-based ePortfolios, and forming a community of practice.

Research to Advance Undergraduate HRD Education: “Please Sir, I Want Some More”:

The Problem There is a dearth of research focusing on undergraduate human resource development (HRD) education. As a result, programs offering undergraduate degrees in HRD or degrees related to HRD may be making program decisions without the benefit of empirical research. Alternatively, programs may be conducting their own action research projects where the results may not be generalizable to other institutions. The Solution The present issue takes one small step forward related to filling the gap in undergraduate HRD education. The empirical articles in this issue are reviewed and synthesized to identify five opportunities for research that can inform education and practice. The Stakeholders The primary audience includes HRD scholars and scholar-practitioners, including master and doctorate students, interested in conducting research relevant to undergraduate HRD education. The secondary audience includes leaders of the field, including board members of the Academy of Human Resource Development (AHRD), the AHRD Foundation, the University Council for Workforce and Human Resource Education (UCWHRE), program administrators, department chairs, associate deans, and deans.