Boundary Spanning

Daley, Barbara J.; Jeris, Laurel

doi:10.1177/152342230461001

Cited by 5 publications

(7 citation statements)

References 8 publications

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“…The notion of boundary spanningas a cross-domain activity that enables the translation of knowledge from one (curricular) domain to another (the learner's)also points to a key function for making these kinds of connections and relevance (Christ, Burritt, Guthrie, & Evans, 2018;Daley & Jeris, 2004;Mason, 2003). In the present study, the promise of improved storage of beans, particularly as seeds for future planting, connects directly to the lack (or difficulty) of access to seeds that a majority of farmers in this area experience.…”

Section: Discussionmentioning

confidence: 67%

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

Bello‐Bravo

Abbott

Mocumbe

et al. 2019

Information Technology for Development

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Securing the adoption of scalable agro-educational information and communication technology (ICT) solutions by farmers remains one of the international development community's most elusive goalsin part due to two key gaps in the data: (1) limited comparisons of competing knowledge-delivery methods, and (2) few to no follow-ups on long-term knowledge retention and solution adoption. Addressing both of these gaps, this follow-up study measures farmer knowledge retention and solution adoption two years after being trained on an improved postharvest bean storage method in northern Mozambique. The results found animated-video knowledge delivery at least as effective as a traditional extension approach for knowledge retention (97.9%) and solution adoption (89%). As animated video can more cost-effectively reach the widesteven geographically isolatedpopulations, it readily complements extension services and international development community efforts to secure knowledge transfer and recipient buy-in for innovations. Implications and future research for adult learning are also discussed. KEYWORDS Adoption and diffusion of IT and rate of uptake; development issues; scalable infrastructures for development; development Issues; sustainable development in developing and transition economies; development issues Significance statement This research demonstrates an effective and cost-efficient animated video strategy for securing longterm knowledge retention and increased solution uptake by solution recipients. At a two-year followup assessment of prior training, participant knowledge retention of the steps required for preparing and using an improved postharvest bean storage system was 97.9%, while the adoption rate for the improved storage method was 89%. Among the 104 participants, a total of 96 (92.3%) also reported telling an average 8.49 other farmers about the postharvest bean storage technique, while a total of 57 (54.8%) reported demonstrating the technique to an average 6.35 others.

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Section: Discussionmentioning

confidence: 67%

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

Bello‐Bravo

Abbott

Mocumbe

et al. 2019

Information Technology for Development

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“…Roth (2004), for example, has contended that ST&T “might be the best approach for understanding HRD, its boundaries, and those things that seem to have the strongest connections to it” (p. 14). Daley and Jeris (2004) have also concluded that the ST&T concept of relationships between systems and subsystems is how the relationship between continuing professional education (CPE), HRD, and workforce development should be seen. The concept of organizational learning and learning organizations that forms substantial part of HRD scholarship and research have direct lineage from ST&T. These types of contributions to scholarly research in ST&T in HRD have therefore shaped the way HRD has evolved and continues to evolve as discipline especially with regards to it boundaries.…”

Section: Discussion Implications and Recommendationsmentioning

confidence: 99%

Systems Theory and Thinking as a Foundational Theory in Human Resource Development—A Myth or Reality?

Yawson

2012

Human Resource Development Review

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This study reviews systems theory and thinking (ST&T) as a foundational discipline or theory in human resource development (HRD) research and practice. Using systematic evidence review (SER) of the literature and mapping analysis of HRD curricula across some leading U.S. universities, disconnect between theory and practice of ST&T is discussed. The use of SER of the literature in HRD research is an important aspect of this study. The study recommended the incorporation of more ST&T courses into the HRD undergraduate and graduate curricula. Recommendations of how systems thinking can become more relevant to HRD research and practice are offered.

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“…At the same time, however, it provides a stimulus to research in a field that is starting to develop its own evaluation approaches. Daley and Jeris (2004) observed that "the fields of HRD and CPE have borders and limits in place that prevent practitioners and researchers from crossing those boundaries" (p. 6). The boundaries restrict learning, research, and practice opportunities between the fields.…”

Section: Implications For Cba and Roimentioning

confidence: 99%

“…Before the boundaries can be breached, they first must be understood. Yet, CPE has been recognized by the field of adult education as an important area of study and practice since the 1960s (Cervero, 1988;Houle, 1980;Queeney, 2000) and increasingly by the field of HRD as evidenced by recent publications (see Daley & Jeris, 2004).…”

Section: Implications For Cba and Roimentioning

confidence: 99%

“…The CPE-providers require more education and expertise, which increases the costs of securing and retaining trainers, and because professional associations mandate CPE, the content, timing, and costs to provide it are less controllable by the employer. Daley and Jeris (2004) observed that HRD and CPE are independently developing fields with increasing similarities. Their approach toward CPE seems to overlook the dynamic created when CPE is mandated by organizations external to the for-profit enterprise.…”

mentioning

confidence: 96%

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Differentiating CPE from Training: Reconsidering Terms, Boundaries, and Economic Factors

Loo

Rocco

2006

Human Resource Development Review

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The differences between continuing professional education (CPE) and training are examined by presenting a systems view of the factors that make CPE different from training. The authors analyze these differences by discussing scope, stakeholders, control, and occupational mobility. These factors provide a framework for examining differences between CPE and training from an economic perspective. The authors review economic rationales for CPE and discuss how existing training evaluation concepts, such as cost-benefit analysis and return on investment may be adapted to the specific characteristics of CPE. They end by reflecting on the possibilities that the proposed approach offers and list a number of recommendations for further research.

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Boundary Spanning

Cited by 5 publications

References 8 publications

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

Systems Theory and Thinking as a Foundational Theory in Human Resource Development—A Myth or Reality?

Differentiating CPE from Training: Reconsidering Terms, Boundaries, and Economic Factors

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