Critical HRD

Sambrook, Sally

doi:10.1002/9781118839881.ch9

Cited by 15 publications

(11 citation statements)

References 58 publications

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“…First, they design and provide a significant number of associated programs. In the United Kingdom, the majority of HRD education in universities is encompassed in programs with titles and content focused on Human Resource Management (HRM) provided within business schools (Sambrook, 2014;Sambrook & Stewart, 2010). This is in contrast to most of mainland Europe and the United States where HRD education tends to be in schools of education, or similar (Kuchinke, 2004(Kuchinke, , 2007.…”

Section: Academics and Academic Institutionsmentioning

confidence: 99%

HRD Programs in the United Kingdom

Stewart

Mills

Sambrook

2015

Advances in Developing Human Resources

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The Problem. Very little research has examined the current state of human resource development (HRD) education in the United Kingdom, or the factors influencing its genesis and development. The Solution. We analyze historical and contemporary factors influencing HRD education in the United Kingdom, identify different levels and providers of HRD qualifications, and outline curriculum content of HRD programs. Our aim is to clarify the current situation, by proposing a tripartite model of stakeholders in HRD education based on the United Kingdom but which might assist in the analysis of HRD education in other geographic areas. The Stakeholders. HRD education in the United Kingdom is largely influenced by three key stakeholders: the U.K. government, the Chartered Institute of Personnel and Development (the professional body for human resources), and the academy. Our analysis reveals complex and dynamic interactions between these stakeholders, which have implications for them as well as learners, practitioners, and researchers.

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Section: Academics and Academic Institutionsmentioning

confidence: 99%

HRD Programs in the United Kingdom

Stewart

Mills

Sambrook

2015

Advances in Developing Human Resources

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“…Williams & Mavin, 2014). It applies a critical perspective, whereby diversity's attributes, antecedents, and consequences may be explored (Sambrook, 2014). For example, Rocco, Bernier, and Bowman (2014) acknowledges the impact of racism, sexism, and discrimination has on organizations and advances critical race theory (CRT) as an approach for analyzing power structures.…”

Section: Hrd's Role In Diversity and Inclusion Researchmentioning

confidence: 99%

Exploring the Boundaries of Diversity and Inclusion in Human Resource Development

Sparkman

2019

Human Resource Development Review

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This article reviews literature focused on diversity and inclusion in human resource development (HRD) journals. A focused analysis of articles published from 2010 to the present reveals shifting conceptualizations of diversity inside and outside the Academy of Human Resource Development. This integrative review summarizes the types of diversity articles presented and captures the frameworks, approaches, and foci of current diversity and inclusion research. The influence of social cognitive psychology becomes apparent, as the awareness of multiple identities and experiences becomes central to teaching and learning how to value diversity. The findings also suggest that research and practice in the context of marginalized communities, and non-Western countries, is crucial to broadening the scope of diversity and inclusion in both dominant and nondominant cultures. After categorizing the articles, a discussion of recent theories, pedagogy, and utility follows. The review concludes with a discussion of practice and research implications.

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“…In building up the foundations of the theoretical base of CHRD, literature has frequently relied on critical pedagogy (CP) and critical management studies (CMS) (Bierema, ; Cunningham, ; Fenwick, , ; Valentin, ), which are informed by critical theory (Sambrook, ). While CP focuses on oppressive teaching practices in adult learning from a pedagogic perspective, CMS focuses on oppressive practices from a management perspective (Sambrook & Poell, ).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The current capitalist global economy demonstrates the need for CHRD in organizational practice. Sambrook () noted that the practice of CHRD challenges the hegemony of capitalism by asking why learning is valued in organizations; she also proposed that CHRD would “assume increasing prominence and practical relevance” (p. 149) given the organizational ills of the current global economic and ethical climate. Additionally, according to Alvesson and Willmott (), management in the era of a knowledge society requires the development of competence, innovation, networking, and corporate cultures in the form of sophisticated technical fixes.…”

Section: Implications and Conclusionmentioning

confidence: 99%

The Subjective Perceptions of Critical HRD Scholars on the Current State and the Future of CHRD

Baek¹,

Kim²

2016

Human Resource Development Quarterly

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We intended to understand the currently predominant viewpoints or bodies of knowledge relative to critical human resource development (CHRD) based on personal meanings and viewpoints to a particular concept of CHRD naturalistically rather than in a theoretically induced meaning of CHRD. This research was designed to examine the subjective perceptions of CHRD scholars on the current state and the future of CHRD using Q methodology. A total of 13 CHRD scholars from the United States and the United Kingdom were asked to impose their opinions using 36 statements that were constructed according to a conceptual framework of theory–practice–research about CHRD in the current study. As a result, we identified three unique perspectives with regard to the current state and future of CHRD: (a) CHRD as an alternative HRD theoretical lens; (b) pluralistic views on CHRD practice in a broader context; and (c) the future prominence of CHRD in the HRD academic community. This revealed several implications in terms of content and practical application of criticality in organizations, which are expanded to the implications for theory, practice, and education of HRD.

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Critical HRD

Cited by 15 publications

References 58 publications

HRD Programs in the United Kingdom

HRD Programs in the United Kingdom

Exploring the Boundaries of Diversity and Inclusion in Human Resource Development

The Subjective Perceptions of Critical HRD Scholars on the Current State and the Future of CHRD

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