An Inclusive Leadership Model Insights From the Tech Industry

The Problem Organizations struggle to find effective ways to identify needs and consequently develop the leadership skills of leaders. At the same time, veterans are entering the civilian workforce with significant, valuable non-technical leadership skills that are rarely studied as leadership attributes. As a result, there is scant research on the contribution of leadership attributes from military leadership. The Solution This article will introduce the Be-Know-Do framework used in the U.S. Army’s leadership development program. The premise of the model is that when the attributes and competencies of the leader are developed, organizational results will be produced through the people they lead. The Stakeholders Human resource development (HRD) scholars and practitioners, human resource management (HRM) practitioners, professionals, and trainers

Section: Implications For Hrd Researchers and Practitionerssupporting

confidence: 93%

Developing Attributes of the Leader: From Military Service to the Civilian Workforce

Henderson

2023

“…Leader/ leadership development remains a prominent human resource development intervention (Byrd & Sparkman, 2022). These programs will need to be revisited to ensure program content contains models and frameworks of inclusion along with principles of human relations and social justice education (Booker & Williams, 2022).…”

Section: Implications For Human Resource Developmentmentioning

confidence: 99%

A Hierarchy of Learning Needs for Revolutionizing Inclusive Organizational Practices

Boutwell,

Smith

2023

Problem Despite organizations adopting diversity, equity, and inclusion (DEI) in organizational initiatives, discrimination, and unjust practices persist. Consequently, organizational environments where individuals feel safe and valued are critical not only to organizational effectiveness but for individual learning, growth, and development. Solution Inclusive leadership models that: (1) integrate organizational learning as the driver for social transformation at the individual, group, and broad organizational levels and (2) develop inclusive leaders who espouse pro-diversity beliefs, enact social change and envision a workplace that values human relations as a basic need for achieving the highest possible degree of human well-being. Stakeholders Organizational leaders, human resource development educators, researchers, scholars.

“…The CRP can be applied to practical as well as work settings. The model is consistent with an inclusive teaching and learning pedagogy that deconstructs exclusion (Booker & Williams, 2022) and reconstructs an unfiltered narrative of racism that includes multiple voices in the process of curriculum transformation (Arday et al, 2021).…”

Section: Addressing Anti-racism In the Curriculummentioning

confidence: 63%

An Anti-racism Curriculum for Inclusive Teaching and Learning

Byrd

Scott

2023

Problem The field of human resource development (HRD) is recognized for its contributions to the body of literature on learning and performance. However, the lack of literature on problems emanating from the social systems (e. g. racism, sexism, ageism, sexual orientation, disability, to name a few) that create a barrier for optimal learning and performance is troubling. In this article, racism is called out as an enduring and pervasive social injustice that has become normalized and encompasses the whole of society as well as those spaces that are frequently occupied each day. Nonetheless the ideology of racism is egregious and continues to threaten individual well-being, dignity, and simply put, rights as a human being. As a program within numerous departments of higher education, the lack of literature that addresses racism and subsequently provide resources for educators is problematic. While it is understood that HRD is an interdisciplinary field that draws from multiple bodies of literature, the lack of contributions from HRD researchers, scholars, and practitioners on a topic that counteracts learning and performance is a problem. Solution HRD is uniquely positioned as a field of practice with an affiliate in higher education. HRD researchers and scholars are often instructors in HRD educational programs. This unique position can hugely impact what is learned and therefore what is practiced in the workplace. We propose a framework for an anti-racism curriculum in HRD educational programs that teaches students, the future workforce, how to recognize and disrupt racism and contribute to building workplaces that are equitable, fair, and psychologically safe. We use critical theory as a conceptual framework for an anti-racism curriculum that teaches students about the continued and pervasive system of racism.