The Problem. Human resource development (HRD) academic programs have grown and evolved over the last 25 plus years in a dynamic, global economy; yet, many HRD academic programs still grapple to define their role and purpose. Without the ability to clearly articulate the potential contributions undergraduate and graduate HRD programs offer the HRD profession, our universities, and global economy, we weaken our capacity to advance the field of HRD. Each year since 1999, The Conference Board, a global research association, has asked CEOs, presidents, and chair people across the globe to identify their most critical challenges. In the CEO Challenge 2015 and 2016 Reports, human capital was ranked as the number one global challenge. As the top challenge, CEOs view human capital in all its forms-from dynamic leadership to a skilled workforce cadre-as the primary fuel that will drive the engines of growth within their organizations. Undergraduate HRD programs are uniquely positioned to academically prepare entry-level professionals with the research-based knowledge, skills, and abilities required to develop the people needed for today's organizations; yet universities struggle to find appropriate patterns and themes for their curriculum. The Solution. This article provides a framework, an underlying structure, for undergraduate HRD academic programs mapped to strategies deployed globally by CEOs to meet their number one challenge of human capital-to build sustainable organizations and economies. Implications for developing undergraduate HRD curricula are included. The Stakeholders. HRD scholars, practitioners, and higher education administrators interested in the academic preparation of entry-level HRD professionals.

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rganizational culture is as common a topic in the arena of workforce development as climate change is in the news. Much like climate change, organizational change occurs over decades, and there is great debate over which factors have contributed and to what extent. In 2015 the U.S. Air Force recognized the need to change its culture in the wake of much-publicized sexual assaults (U.S. Department of Defense, 2014b). The outcome of the 2015 Air Force Sexual Assault Prevention and Reporting (SAPR) Summit was a call for a new approach to teaching sexual-assault prevention throughout the Air Force. The director of the Air Force Sexual Assault Prevention Office recommended redesigning training from awareness to action, and from identifying negative behaviors to emphasizing the positive behaviors the Air Force wishes to reinforce (G. M. Grosso, personal communication, 2015). The U.S. Air Force proclaims an organizational culture that promotes and protects individual dignity and mutual respect among its members (Wright, 2014). However, sexual assaults harm that culture and lead to higher medical costs, diminished readiness, and lower retention. These trends are why SAPR education receives significant attention from senior leaders (Hagel, 2015). Previous SAPR awareness programs that focused on negative behaviors failed to foster a culture of dignity and respect. This failure was evident in the sexual assault crises that occurred in 2014. Organizational cultures can be changed through training intervention and thereby impact member performance (Watkins & Leigh, † The views expressed by the authors are their own and do not necessarily represent those of the U.S. Air Force.

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