The Role of Human Resource Development in Organizational Change: Professional Development Strategies of Employees, Managers and HRD Practitioners

Poell, Rob F.; Krogt, F.J. van der

doi:10.1007/978-94-017-8902-8_38

Cited by 24 publications

(51 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…If we are to organize professional schools for teachers to learn, school organizational workplace conditions are still granted a central role (Smylie 1995, Van Veen et al 2012. For school leaders it can be very complex to steer teachers' learning in a particular direction or to experience any direct influence at all on teachers' learning pathways Jantzi 1990, Poell andvan der Krogt 2013). Nevertheless, it remains important for school leaders to show interest in teachers' individual learning pathways and recognize their current performances and professional life phase, and to stimulate a shared vision while maintaining a professional learning climate (Huberman 1993, Hoekstra et al 2009, Janssen et al 2012, Little 2012, Tynjälä 2012, Admiraal et al 2015, Kyndt et al 2016.…”

Section: Discussionmentioning

confidence: 99%

“…The individual and the environment should be seen as mutually influencing each other through the interaction of workplace affordances and individual's agency (Billett 2004, Imants et al 2013. In this study, we focused particularly on teachers' actions as individuals making sense of and consequently responding to conditions for learning in the workplace (Hodkinson and Hodkinson 2005, Weick et al 2005, Hoekstra et al 2009, Imants et al 2013, Poell and van der Krogt 2013. Moreover, the participatory approach to the processes of learning shifts the emphasis away from what is to be learnt, thus creating the risk that workplace learning is treated as 'an abstract idea or learning for learning's sake' (Manuti et al 2015, p. 13).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

View full text Add to dashboard Cite

Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way teachers perceive those workplace conditions that influence teachers' learning. Not much is known, however, about how teachers' perceptions relate to the way they direct their own learning. Using a sense-making approach, we explored how four teachers' perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers' learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers' perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers' self-directed learning than their perception of structural conditions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

View full text Add to dashboard Cite

show abstract

“…Although many theories look into employees’ participation in HRD (Grosemans et al , ; Kyndt & Baert, ; Kyndt et al ,), only a few address potential tensions within the prominent pairing of managers and employees. One relatively recent exception is the learning‐network theory (LNT) (Poell & Van Der Krogt, , , ), which will, therefore, serve as the main theoretical framework for the present paper. This political perspective on HRD views the organization as a constantly contested field shaped by multiple stakeholders operating strategically in accordance with their own beliefs, values and goals.…”

Section: Introductionmentioning

confidence: 99%

“…For instance, managers could see HRD activities as tools for improving the fit between the direct reports and their jobs, thus enhancing the primary work processes in the organization. Employees, however, could view their participation in HRD activities as a means to increase their general employability and, therefore, advance in their career path (Poell & Van Der Krogt, , , ).…”

Section: Introductionmentioning

confidence: 99%

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

Lilova,

Poell

2019

Int J Training Development

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…Expertise is argued to be a core concept for the HRD practice, as much of the work concerns “unleashing expertise for the purpose of improving performance” (Swanson & Holton, , p. 252), and, therefore, we will conclude with practical recommendations for the HRD practice. Over the past few years, there has been an increased focus on how employees can take responsibility for their own career (Poell & Van der Krogt, ; Van der Heijden & De Vos, ). In this regard, Poell (, p. 14) called for more attention on how employees create their own learning paths, and how HRM and HRD managers, and other actors can influence professionals in having sustainable careers.…”

Section: Discussionmentioning

confidence: 99%

How flexperts deal with changing expertise demands: A qualitative study into the processes of expertise renewal

Frie

Potting

Sjoer

et al. 2018

Human Resource Dev Quarterly

View full text Add to dashboard Cite

Flexperts are a particular category of experts who are in the possession of in‐depth domain‐specific knowledge and skills combined with the ability to develop and materialize new areas of expertise, that is, expertise renewal. This ability enables them to decisively respond to new expertise demands that arise as a result of changes in their expertise territories. Thus far, there is a limited understanding of how flexperts develop new areas of expertise in a complex, professional setting, and how they accomplish to materialize this new expertise for multiple stakeholders, both inside and outside organizations. In this qualitative interview study, we aim to increase our understanding of the processes by which flexperts accomplish the renewal of their expertise. Ten Dutch flexperts, known for their high level of expert performance and ability to renew their expertise, and from a variety of disciplines, were interviewed. Based on the findings of our study, we have developed a model that summarizes their expertise renewal processes. This Model of Expertise Renewal extends process models on expertise redevelopment and adaptive expertise, and provides directions for future research on how the ability of expertise renewal contributes to the career sustainability of experts. Furthermore, it provides experts, Human Resource Development (HRD) practitioners, and line managers with a framework for creating learning paths and interventions for renewing expertise in case expertise territories are about to change.

show abstract

The Role of Human Resource Development in Organizational Change: Professional Development Strategies of Employees, Managers and HRD Practitioners

Cited by 24 publications

References 34 publications

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

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

How flexperts deal with changing expertise demands: A qualitative study into the processes of expertise renewal

Contact Info

Product

Resources

About