Closing the gap between research and practice in HRD

Short, Darren C.

doi:10.1002/hrdq.1178

Cited by 54 publications

(67 citation statements)

References 28 publications

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“…Other best practice works in the training literature are outdated (Carnevale, Gainer, & Meltzer, 1990) and are in need of revision benefiting from experience of thoughtful frontline trainers who have used specific interventions. Consistent with calls to address the research practice gap in the HRD discipline (Holton, 2004;Short, 2006), research is needed to ensure best practices are both practical and theoretically sound.…”

Section: Significance Of the Studymentioning

confidence: 92%

“…The movement toward evidence-based practices (EBP) is important in developing scholarly practitioners in any discipline (Holton, 2004), including HRD (Short, 2006). The HRD discipline has also supported the link between research and practice by creating specific conference initiatives, recognition opportunities, and research standards (Short, 2006) that encourage a more fluid exchange of ideas and collaboration. Identifying EBPs is a way to encourage the relevance of academic research, in addition to promoting the research-theory-practice cycle that results in theory building that is both practical and useful (Swanson, 1997).…”

Section: Implications For Researchmentioning

confidence: 99%

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A study of best practices in training transfer and proposed model of transfer

Burke

Hutchins

2008

Human Resource Dev Quarterly

255

224

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Data were gathered from a sample of training professionals of an AmericanSociety of Training and Development (ASTD) As organizations strive to enhance performance through their human capital, workplace learning professionals and trainers are increasingly expected to deliver results. Formal learning interventions in the contemporary workplace are designed and delivered with the expectation of improving organizational and employee performance. Ensuring trained skills are used in the workplace, or transferred to the job, remains of critical importance for HRD researchers and practitioners. However, there is still limited literature on data-grounded best practices advocated by experienced training professionals that can bolster the use of trained skills from formal learning interventions.

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Section: Significance Of the Studymentioning

confidence: 92%

Section: Implications For Researchmentioning

confidence: 99%

A study of best practices in training transfer and proposed model of transfer

Burke

Hutchins

2008

Human Resource Dev Quarterly

255

224

View full text Add to dashboard Cite

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“…Although it seems an attractive idea to introduce evidence-based theory in education (cf. Hammersley, 2007) and 'train' teachers in the use of this theory, there is much evidence that this does not work (Darling-Hammond & Richardson, 2009;Short, 2006;Wideen et al, 1998). Educationalists need a more realistic vision, which means that not only practice, but most of all the human beings working in the contexts of their schools become the starting point for change processes (Postholm, 2012).…”

Section: Consequences For Professional Developmentmentioning

confidence: 99%

Inconvenient truths about teacher learning: towards professional development 3.0

Korthagen

2016

Teachers and Teaching

396

247

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Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these insights may be inconvenient truths to policy-makers, empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour. Hence, in teacher learning, the connection with the person of the teacher is crucial. Practical consequences for professional development are discussed.

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“…In addition, practitioners lack time to consider how scholars might help them (Bassi, 1998), may suffer from a lack of competence in undertaking research (Short, 2006), or may simply fail to recognise its importance (Gilley, 2006). The purpose of this article, then, is to examine the role of theory in HRD practice and to explore whether the divide between academics and HRD practitioners can be spanned.…”

Section: Introductionmentioning

confidence: 99%

Spanning the HRD academic‐practitioner divide: bridging the gap through mode 2 research

Gray

Iles

Watson

2011

Journal of European Industrial Training

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In HRD, the relationship between theory (usually produced by academics) and practice (the domain, normally of practitioners), has been seen in dichotomous terms of theory versus practice, referred to in various ways such as: the research-practice gap; the implementation gap; the research-practice divide; and the theory-practice void. This gap is also typified by Mode 1 research, an approach which adopts the principles of 'normal science' and which generates results, the main beneficiaries of which are the academic community. Practitioners, however, need research that has a practical focus and which can be applied immediately. This article examines the nature of Mode 2 research, where knowledge is generated in the context of multistakeholder teams (academics and practitioners) that transcend the boundaries of traditional disciplines, working on problems to be found in working life. It is an approach that requires both academic rigour and practical relevance. The article presents and critically evaluates a number of examples of academic-practitioner partnerships in action in order to highlight both the potential and the challenges for the development of Mode 2 research. It also recommends strategies for the advancement of Mode 2 research, including getting academics to attune themselves more closely with the needs of practitioners, encouraging academics to write for practitioner journals, and the use of the kinds of research methodologies that can generate richer stories and cases that resonate with practitioner interests. IntroductionIn HRD, the relationship between theory (usually produced by academics) and practice (the domain, normally of practitioners), has been seen in dichotomous terms of theory versus practice, epitomised by HRD activities which remain relatively uninformed by sound theory (Swanson, 2001) and are still prone to fads and short term panaceas; for Short et al (2003: 241): 'The void is filled by the fads, which falsely offer panacea solutions and lead to the poor reputation of HRD in delivering real long-term benefits '. Short et al (2009:432) claim: 'instead of new professionals turning to models and theories from a body of understanding of what works and why, we see them turning to a fad-driven body of literature that can be best described as what sells'. A recent study by Iles et al (2010), using article publication counts from two different journal databases and employing institutional theory to analyse coercive, normative and mimetic isomorphism, has recently explored whether Talent Management is such a fad in HRD.

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Closing the gap between research and practice in HRD

Abstract: At the 2006 Academy of Human Resource Development Conference in Columbus, I was asked, “What are the main steps you would take to close the gap between HRD research and practice?” This article offers an extended response.

Cited by 54 publications

References 28 publications

A study of best practices in training transfer and proposed model of transfer

A study of best practices in training transfer and proposed model of transfer

Inconvenient truths about teacher learning: towards professional development 3.0

Spanning the HRD academic‐practitioner divide: bridging the gap through mode 2 research

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