Preferred human resource development activities and their functions: differences in perspective between managers and employees

Abstract

This exploratory study uses the learning-network theory as a framework to investigate how managers and employees differ in their preference for the human resource development (HRD) activities of employees and in the functions they attribute to HRD. The research design was quantitative and cross-sectional. Data collection took place in six countries in Europe, Asia and North America. A new instrument was used, which views work improvement (WI), career development (CD) and personal development (PD) as three main functions of HRD that can serve managers and employees. Results show that managers and employees prefer different HRD activities for employees to undertake; respectively, formal courses and programs over job experiences, and vice versa. The two groups also differ in the scores they give to WI and PD as relevant functions that employee participation in HRD can provide. It is concluded, therefore, that differences between managers and employees in their views of the relevance of HRD activities should be taken into account in theory and practice when organizing employees' HRD activities.

Does rater job position matter in training needs assessment? A study of municipal employees in the USA

“…In fact, the opposite was true -supervisors' self-ratings of training needs tended to be higher than the ratings of non-supervisors about their supervisors' training needs, which suggests potentially different motivational and cognitive processes at play. These differential findings are consistent with learning-network theory (Lilova & Poell, 2019;Poell & Van Der Krogt, 2014), which posits that different groups of organizational actors may have different interpretation, motivations and priorities concerning HRD processes and activities. However, since performance data and actual training needs (versus perceived training needs) were not obtained as part of the current study, there is no way to conclusively determine if participants underreported their training needs or if they simply did not perceive needing training on a particular competency.…”

“…This expected difference is also consistent with learning‐network theory (Poell &Van Der Krogt, 2014), which suggests that supervisors and non‐supervisors may differ in their beliefs, ideas, and motivations about the organization of human resources development (HRD) activities and the functions they fulfill. In fact, Lilova and Poell (2019) found significant differences in preferred HRD activities based on employee job position in their study of 329 non‐managerial and 285 managerial employees. Specifically, managers rated the preferences for HRD activities to be undertaken by their direct reports higher than how non‐managerial employees self‐reported their preferences.…”

Human resource development practices supporting creativity in Finnish growth organizations

“…Amabile, 1996; Ford, 1996; Ness & Soreide, 2014; Runco, 2015; Simonton, 2012) and continuous learning occurring at work (Lemmetty & Collin, 2019, 2020). Since HRD is considered to be responsible for enhancingthe learning of all personnel (Lilova & Poell, 2019; Loewenberger, 2013), the support of individual and team creativity and organizational innovativeness have been identified as important functions of HRD (Gibb & Waight, 2005; Joo et al ., 2013; Li et al ., 2006). However, to date, studies of HRD have paid insufficient attention to the practices that are relevant in the enhancement of creativity (Minbaeva et al ., 2009).…”

Supporting worklife learning at work to sustain employability

“…The learning network theory (van der Krogt, 1995Krogt, , 1998 offers a frame of reference for analyzing such tensions. This theory has been used to investigate HRD activities (e.g., Harris et al, 2002;Lilova & Poell, 2019). Harris et al (2002) explored the role of the workplace trainer in the building of training/learning cultures in workplaces in Australia and indicated a concern with quality of training provision, and building a training/ learning culture.…”

“…Harris et al (2002) explored the role of the workplace trainer in the building of training/learning cultures in workplaces in Australia and indicated a concern with quality of training provision, and building a training/ learning culture. Lilova and Poell (2019) investigated workers' and managers' perspectives about HRD activities and their functions in six countries in Europe, Asia and North America. Findings indicated differences in their preferences for HRD activities and the functions these serve thus conflicting interests of both groups.…”