Wendy E. A. Ruona

Development of a generalized learning transfer system inventory

This study expands on the concept of the learning transfer system and reports on the validation of an instrument to measure factors in the system affecting transfer of learning. The Learning Transfer System Inventory (LTSI) was developed and administered to 1,616 training participants from a wide range of organizations. Exploratory common factor analysis revealed a clean interpretable factor structure of sixteen transfer system constructs. Second-order factor analysis suggested a three-factor higher order structure of climate, job utility, and rewards. The instrument development process, factor structure, and use of the LTSI as a diagnostic tool in organizations are discussed.© 2000 Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc.

The relationship between learner utility reactions and predicted learning transfer among trainees

Although learner reaction measures are increasingly shown to be insufficient indicators of training effectiveness and impact, they are still highly over–used in practice. New research on transfer of learning is contributing to a better understanding of how reaction measures may relate to important HRD outcomes. This study explored the relationship between learner utility reactions and predictors of learning transfer as operationalised in the Learning Transfer System Inventory. A limited correlation between participant reaction measures and predictors of learning transfer was found. However, the results of this study continue to raise questions about the role and value of reaction measures.

Individual Readiness for Organizational Change and Its Implications for Human Resource and Organization Development

Individual readiness for organizational change reflects the concept of unfreezing proposed by Lewin (1947/1997b) and is critical to successful change implementation. Understanding the conditions conducive to individual readiness for organizational change, instead of the more traditional focus on resistance to change, can be useful for designing and implementing effective human resource and organization development (HROD) interventions. In this conceptual article, we examine the concept of individual readiness for organizational change as well as its relationship to change strategies and organizational culture. A review of literature on change strategies and a learning culture suggests that individuals are more likely to have higher levels of readiness for organizational change when (a) they experience normative-reeducative change strategies and when (b) they perceive their work environment to have the characteristics associated with a learning culture.

Confucian values and the implications for international HRD

Abstract The consideration of cultural issues has become increasingly important in scholarly inquiry and explorative practice in international human resource development (HRD). We review and explore the core characteristics of Confucian-based culture in relation to organizations and unfold how these Confucian values may affect organizational and management practices in China and other Asian countries. Five major aspects of Confucianism are examined. They are: (a) hierarchy and harmony, (b) group orientation, (c) guanxi networks (relationships), (d) mianzi (face) and (e) time orientation. The impact of these values on management practices in the Chinese organizational context is presented in four areas: (a) working relationships, (b) decision-making processes, (c) ruling by man (ren zhi) instead of by law (fa zhi) and (d) HR practices. Implications for organizations and international HRD are also discussed.

A philosophical framework for thought and practice in human resource development

Philosophy is often thought of as abstract and offering little practical utility. However, it is vitally important for an emerging profession such as HRD. The goal of this paper is to highlight the importance of the act of philosophy by offering a primer for those new to it. A framework that emphasizes a systems perspective of philosophy is proposed and each component is briefly described. Then, the practical contributions of philosophy are demonstrated by examining current issues facing HRD.

Core Beliefs in Human Resource Development: A Journey for the Profession and Its Professionals

The Problem and the Solution. The work, values, and alternative paradigms of human resource development (HRD) are not yet well understood by others, or even by many of its own professionals. As a result, the profession faces challenges in differentiating and legitimizing itself and, with the astronomical growth in numbers of H RD practitioners, risks poor quality and damaging practice Underlying every facet of the profession are beliefs that form the foundations of its practice A central task in advancing HRD and continuing to offer excellence to those it serves is Identifying these core beliefs and engaging in ongoing dialogue to shape, question, learn from, and enact them

Insights on Emerging Trends and the Future of Human Resource Development

The problem and the solution. The future holds countless challenges. The future cannot be known, and it must not be ignored. Understanding trends and indicators emerging today helps us to proactively think about potential future developments and positions us to constructively shape them. This article reports on a survey of 55 human resource development (HRD) and HRD-related practitioners and academics who identified trends, variables, and challenges that they believe are affecting and will affect the profession during the next 15 to 20 years.

Exploring Knowledge Sharing in Social Structures: Potential Contributions to an Overall Knowledge Management Strategy:

The problem and the solution. As more attention has turned to knowledge management in organizations, there has been an increasing shift in focus from technology solutions to social dimensions. It is the focus on people and the management of knowledge-sharing processes that has lacked attention in the literature and is of particular importance to the HRD profession. Knowledge sharing has been identified as the most critical factor in knowledge management, yet we do not fully understand how individuals share knowledge or the role social structures such as teams and work-related communities could play in an overall knowledge management strategy. Through a review of the literature, the authors explore types of social structures in organizations and the knowledge shared within these structures. From this review, they suggest potential new ways of thinking about the role of HRD in the design of social structures and the facilitation of knowledge-sharing processes.

Practitioners in Applied Professions: A Model Applied to Human Resource Development

The problem and the solution. There’s no doubt that the theory—practice gap exists in HRD and in most applied professions. However, it is time to move beyond belaboring this gap and toward figuring out specific ways to lessen it.We need new models on which to build.This article offers just such a model—a way to conceive of the different ways that practitioners utilize and contribute to the scholarship of HRD. The model outlines four distinct types of practice and the characteristics of these different types of practitioners. Implications for professional development and professionalization of individuals in HRD, as well as the field of HRD itself, are discussed.

Institutionalizing Ethics: A Synthesis of Frameworks and the Implications for HRD

Today, many human resource professionals are faced with the responsibilities of implementing ethics initiatives in the workplace. The integration of ethics is becoming an aspect of organizational life to counter unethical conduct, enhance the organizations reputation, and stimulate the attraction and retention of talent. Scholars believe ethical behavior must be institutionalized—evidenced in daily practices and rooted in organizational culture—to sustain ethics in the workplace. It is becoming increasingly clear that human resource development (HRD) professionals significantly contribute, and even more, to the process of institutionalizing ethics. This article synthesizes the literature by comparing several of the frameworks for the institutionalization of ethics that have been forwarded in research and theory during the past 15 years. Implications for HRD professionals as key contributors in the institutionalization of ethics process are discussed.