Social Networks as a Conceptual and Empirical Tool to Understand and “Do” HRD

Storberg-Walker, Julia; Gubbins, Claire

doi:10.1177/1523422306304071

Cited by 45 publications

(38 citation statements)

References 84 publications

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“…These results are also concurrent with research showing that diverse networks, which include a great number of ties, are associated with improved individual performance (Storberg‐Walker & Gubbins, 2007). The findings can be explained by Granovetter's (1973) weak ties theory stating that distant and infrequent relationships (i.e.…”

Section: Conclusion and Discussionsupporting

confidence: 82%

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Transfer of training: the role of feedback in supportive social networks

Bossche

Segers

Jansen³

2010

Int J Training Development

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The transfer of training to the workplace often fails to occur. The authors argue that feedback generated within the work environment about the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during training. This study takes a social network perspective and explores the role of feedback generated within the social network in fostering motivation-to-transfer and the transfer of training. The results show that the number of people providing feedback and the helpfulness of this feedback are positively related to the motivation for and actual transfer of training. The frequency of feedback appears to be negatively related. This study underlines the importance of feedback in turning the workplace into a learning environment fostering the transfer of training. It also suggests the value of adopting a social network perspective. IntroductionRapid advancements in knowledge and technology require professionals to develop themselves continually. As organizations try to improve their performance, investments are made to increase the performance of employees through professional development (Cromwell & Kolb, 2004). Training is among the means to support this professional development. Although a large amount of money is spent on training, it is estimated that only 10-20 percent from what is learned during the training is applied Feedback and transfer of training 81in the workplace (Kirwan & Birchall, 2006). For training to be beneficiary, individuals participating in this training need to take new knowledge back to the workplace and apply what they have learned (Hatala & Fleming, 2007;Wang & Wilcox, 2006). This effective and continuing application of the knowledge and skills gained by trainees to their jobs is known as transfer of training (Broad & Newstrom, 1992;Kirwan & Birchall, 2006). Yet, research indicates that this transfer to the workplace is confronted with many challenges (Burke & Hutchins, 2007;Curry et al., 1994;Kirwan & Birchall, 2006).Within the different factors discerned as influencing the transfer process, support provided by the organizational environment has been found to be a main indicator for transfer of training . Although the crucial role of support is stressed, the specific role of feedback received minor attention in the transfer of training research. This paper argues that, particularly, the feedback that is provided by the environment on the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during the training. To gain insight into the patterns of feedback within the participants' social network, this paper takes a social network perspective (Hatala & Fleming, 2007). This perspective focuses on the interpersonal mechanisms and the social structures that exist among people within an organization (Wasserman & Faust, 1994). In this way, it becomes possible to unrav...

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Section: Conclusion and Discussionsupporting

confidence: 82%

“…HRD practitioners need to make visible these social networks. Tools for social network analysis could enable such identification (Storberg‐Walker & Gubbins, 2007).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Transfer of training: the role of feedback in supportive social networks

Bossche

Segers

Jansen³

2010

Int J Training Development

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“…during information exchange and communication (Krackhardt, 1992;Storberg-Walker & Gubbins, 2007). The analysis begins with identifying the true nature of any phenomena that is expressed in the relationships between individuals without being limited to the dimension of personal characteristics.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Analysis of Stability in Verbal Interaction Types of Science-gifted Students

Kim

Kim²,

et al. 2017

EURASIA J MATH SCI T

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Science inquiry activities carried out in a small group are learner-centered activities operating under the premise of collaborative interaction between members through various types of communication and consultation in the process of resolving issues.The changes in the types of interactions in the three exploratory activities targeting sciencegifted students were analyzed using the Social Network Analysis (SNA). As a result of analyzing eight small groups, it was possible to divide the interaction types into two groups, namely, the alienation retaining type-where the type of interactions was retained from start to end-and the alienation changing type where the types of interactions changed. First, regarding active interactions between three members, the remaining students turned out to be alienated and could not participate in further inquiry activities. Second, changes of types occurred in accordance with the leaders' central positions. On the basis of this study, it is expected that future analyses will show how the type of interaction changes according to the level of inquiry or familiarity status with the inquiry topics. In addition, it is expected that studies about guidance and feedback of teachers and new students' participation in the interactions will follow.

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“…These privileges may include increased access to social capital or networks (Storberg-Walker & Gubbins, 2007), perceived ability or skill, the advantage of perceived "normality," and more. My intent in this research is not to minimize past scholarship on leadership but rather to redirect conversations toward a more holistic perspective that envisions HRD as a powerful ally for social justice.…”

Section: Purposementioning

confidence: 99%

Identity Matters

Collins

2012

Human Resource Development Review

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Conversations about leadership that primarily consider dominant identity groups (e.g., White people, heterosexuals, men, the able-bodied, etc.) may be less productive than those that think about leadership from the perspective of the diverse groups of people that make up our workforces. HRD's history is gendered and has demonstrated reluctance to discuss topics critically oriented toward individuals with minority-status identities. Presently lesbian, gay, and bisexual (LGB) identity has not been addressed in the HRD leadership literature. Utilizing prior HRD leadership literature synthesized via an integrative literature review method, a popular ally development model, and six strategies for being critical in HRD, the purpose of this article is to synthesize an LGB-inclusive definition of leadership in HRD.

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Social Networks as a Conceptual and Empirical Tool to Understand and “Do” HRD

Cited by 45 publications

References 84 publications

Transfer of training: the role of feedback in supportive social networks

Transfer of training: the role of feedback in supportive social networks

Analysis of Stability in Verbal Interaction Types of Science-gifted Students

Identity Matters

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