The sociocultural contexts of learning in the workplace

Bierema, Laura L.

doi:10.1002/ace.80

Cited by 16 publications

(9 citation statements)

References 10 publications

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“…The CHRD lens may help ensure VHRD does not replicate asymmetrical systems of power and domination, but rather more equitable systems. For example, it is well documented that women and people of color often receive fewer and different developmental opportunities than white men, yet this reality is often invisible (Bierema, 2002;Thomas, 2005). VHRD could provide closer monitoring of activities related to learning and development, helping organizations correct inequities as they emerge, rather than when they become a systemic, oppressive pattern that results in retention issues and potentially legal liability.…”

Section: Critical Hrdmentioning

confidence: 97%

The Ecology of Virtual Human Resource Development

Bennett

Bierema²

2010

Advances in Developing Human Resources

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127

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This article explores the ecology of virtual human resource development (VHRD). It argues VHRD can be conceptualized as a subset of Virtual HR, and thus, requires strategic integration, adaptation, and attention to the interrelations within the system to promote a healthy ecology. VHRD is a powerful combination of people and technology, presenting not only opportunities for learning and innovation but also the need for critique. VHRD is driving a paradigm shift in the field of HRD, necessitating new skills, policies, and new theories that explain phenomena in virtual environments.

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Section: Critical Hrdmentioning

confidence: 97%

The Ecology of Virtual Human Resource Development

Bennett

Bierema²

2010

Advances in Developing Human Resources

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127

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“…Workers are finding themselves part of a global workforce comprising of people who are socially, culturally, and demographically very different from themselves; differences that can drastically influence workplace relationships and operations (Bierema 2002;Industry Canada 2002). More and more, employees may differ in their views of what their jobs are and are not; what comprises productivity and efficiency; and, what decision-making criteria are relevant.…”

Section: E-learning As Hyperrealmentioning

confidence: 99%

A social theory perspective on e-learning

Remtulla

2008

Learn Inq

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Current research on e-learning that focuses predominantly on instructional programming, and on various hardware and software, essentially neglects the more sociocultural perspectives on e-learning. With this in mind, this article proceeds from a social theory perspective with a more socio-culturally engaged look at e-learning for workplace learning and pedagogy. In so doing, this article proposes a theoretical framework derived from the social theory of Jean Baudrillard , with a focus on his seminal, metaphorical notion of 'simulation'. Finally, this metaphor is applied as a theoretical framework to discern the socio-cultural significance of the present trajectory of technological environments for workplace learning and their potential for conveying socially and (multi)culturally relevant workplace learning pedagogy.

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“…By the early 2000s, as evidenced by the increasing number of publications and conference presentations, a counternarrative about what HRD can be and should be had clearly arrived. For example, see Bierema (2002a, b), Lee (2003), Trehan and Rigg (2003), Fenwick (2003), Bierema (2003), Vince (2003), Sambrook (2004), Bierema, Ruona, Watkins, Cseh, and Ellinger (2004), Elloitt and Turnbull (2005), Fenwick (2005), and Bierema and Fenwick (2005), to name a few. These scholars published articles, edited a book, and delivered conference presentations describing a different form of HRD research and practice that countered the dominant paradigm of HRD.…”

Section: Literature On Professional Identitymentioning

confidence: 99%

What Type of Leaders Are We? Understanding and Enhancing Critical Human Resource Development Identity in the United States

Storberg-Walker

2014

Advances in Developing Human Resources

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The Problem. These are the days of grand, interdisciplinary, and global challenges. For example, there is widespread acknowledgment within the scientific community that climate change is happening. The financial meltdown caused thousands of families to lose their homes, and environmental debacles like the BP oil disaster in the Gulf of Mexico generated economic, social, and public health concerns.These are problems-not necessarily human resource development (HRD) problems-but problems nonetheless that impact the people, communities and organizations we lead and serve.We are the leaders, change agents, consultants, and educators whom organizations, communities, and people turn to for their development and training needs. The Solution. I believe HRD scholars should proactively develop a critical orientation to economic, social, cultural, and environmental issues currently plaguing the planet. With such a critical perspective, we can develop a CHRD leadership identity and challenge hidden assumptions and work with others to expose environmental, human, and economicexploitation.The accomplish this goal, I believe, we should examine the historical emergence of critical HRD identities and thenintentionally create critical leadership development opportunities for more HRD professionals to enact critical HRD more of the time. The Stakeholders. Communities, individuals, organizations, the planet.

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The sociocultural contexts of learning in the workplace

Abstract: This chapter focuses on how the changing demographics of the U.S. workforce shape learning at work. It offers a synopsis of the changing workforce, profiles various demographic groups, and recommends a new workforce pedagogy that is sensitive to sociocultural context.

Cited by 16 publications

References 10 publications

The Ecology of Virtual Human Resource Development

The Ecology of Virtual Human Resource Development

A social theory perspective on e-learning

What Type of Leaders Are We? Understanding and Enhancing Critical Human Resource Development Identity in the United States

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