HRD - the shapes and things to come

There has been limited critical review and development of Human Resource Development (HRD) theory in the past two decades. It is change, and especially the rate at which change occurs, that largely influences the HRD hybrid that any organisation adopts. This paper will systematically consider the professional discussions in a number of countries to trace HRD through four key phases: the 'duet', the 'trio', the 'quartet' and concluding with the 'orchestra'. In the past, Human Resource Development (HRD) was often polarized as focusing primarily on either performance or learning - a 'duet'. The relationship between HRD and change was then developed once the integral nature of work to both performance and learning was recognised - a 'trio'. A significant addition to the exploration of learning at work then came about when authors tackled the issue of quality - a 'quartet' of learning, performance, work and quality. However, the future of HRD now lies squarely in the need for the profession to embrace fully the inextricably interrelated paradigms of movement (where people have developed from); change (and especially the rate of change); dynamism (provided from leadership); harmony and unity (resulting from cohesive partnerships) - the 'orchestra'

Embedding social innovation and social impact across the disciplines: identifying "Changemaker" attributes

Purpose—This paper proposes an attributes framework for embedding “Changemaker”—a university initiative for promoting social innovation and social impact—across the disciplines at the University of Northampton. Design/methodology/approach—The study is based on the authors’ (2014) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: 1) Changemaker as institutional strategy; 2) Changemaker as critical thinking, perspective shifting and problem solving; 3) Changemaker as employability; 4) Changemaker as social betterment and 5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories. Findings—Findings from this literature review inform a taxonomy of Changemaker attributes, which offers a catalogue of skills and behaviours associated with the five conceptions of Changemaker. Research limitations/implications—The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications—The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration toward innovative teaching practice. Originality/value—The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum

Roles and responsibilities in agile ICT for development

This paper examines the different roles in designing interactive software in a ICT for development context. Using experiences from a participatory action research project, in which we used agile methods to design and deploy an system to support ‘agricultural information flow’ for a co-operative of small farmers in rural India, we identify points of difference between the roles in standard descriptions of agile software methods and the roles as they emerged in our project. A key finding is the critical role played by a ‘Development Project Manager’ in facilitating dialogue, orchestrating the activities of other actors and in building the capabilities and confidence of all the participants in joint action

Built to Change: Catalytic Capacity-Building in Nonprofit Organizations

Summarizes the results of a broad survey of programs, and business and nonprofit experts, in the field of organizational effectiveness

Engineering Leadership Programs in Colleges and Universities: A Focus on Morality

Engineering programs at the college and university level have increased their focus on engineering leadership programs over the last decade. The education has focused primarily on skill-based subjects such as organizing, effective communication, and team-building. There is evidence that supports the ability to improve leadership ability by including material related to moral disengagement and moral identity in any leadership development program. This paper describes what is being done today and evidence to support changes in current programs

Innovation and Self-Leadership: The Effects of Self-Leadership Knowledge on the Innovation Landscape

The open innovation landscape of today allows any individual the ability to work, use their creative ideas, and receive external ideas for innovation. Innovators are no longer the chosen few behind closed doors who are at the right level in an organization, at the right place, and at the right time. The open innovation environment requires individuals who are self-leaders with the skills and abilities to lead innovation projects. This study explores how the organizational position of individuals can affect how they feel about innovation and their perception of their innovative abilities. This information can help to guide organizations on where to focus self-leadership awareness and training and to match individuals with high innovator natural tendencies and perceptions with those in an organization that need to build their self-leadership skills for innovation

A Holistic Framework for Effective Engineering Leadership Development Using 3D Virtual World Simulation

Problems associated with the limited success of traditional engineering leadership development are the absence of embedded real-life industry case studies in leadership development and incorrect applications of leadership strategies in the various contexts. Though recommended programs for enhancing leadership development exist, they lack an examined framework, especially when it comes to leadership development of undergraduate engineering students. In this research effort, the impact of a framework using 3D virtual world simulation and the 4-D Leadership System to enhance the leadership abilities of undergraduate engineering students at the individual and team levels based on industrial leadership case studies was investigated. The 3D virtual world simulation was used to provide experiential learning by replacing human beings with avatars that could be managed or dramatized by real people. This framework was examined and validated by a randomized pretest-posttest control group design. Paired and two-sample t-tests revealed a significant development in the average team leadership skills of the experimental group, but no significant change occurred in the control group teams. There was a reduction in the mean of individuals\u27 tests which indicated there was a small enhancement in an individual\u27s leadership skills; however, the change was small and not statistically significant. Also, the administration of the 3D virtual world leadership simulation on the undergraduate engineering students had a significant effect on a team\u27s average leadership skills. There was a small, but insignificant effect of the 3D virtual world simulation for individuals. The findings of the study supported simulation as having potential to strengthen the leadership development of undergraduate engineering students, thereby preparing them to meet industry\u27s demands for engineering leadership

THE RUGBY COACHAND HIS THREE ROLES IN THE MANAGEMENT OF A RUGBY TEAM

The article has the purpose to present the three roles a coach plays at a rugby team: leader, manager and trainer. In his leader role, the coach has to influence the player to follow him on the way of obtaining a common goal, which is, mainly, sporting success. In the analysis of the coach’s leader role, the focus is set on his social relationships with the rugby players and the other human ressources in the rugby club, whereby the presentation of the managerial role focuses on how the coach may use the ressources in the club in order to develop a solid organization, with a powerful administrative basis. Last but not least, the article presents the differences between the training tasks and the managerial and leadership ones. For a better understanding, the principles of governance in rugby – which includes all leadership, management and training - are also presented. According to the governance principles, the coach has to use his leadership, managerial and training roles in order to influence two social groups - the players’ group and the stakeholders’ group.professional sport, rugby coaching, rugby leadership, rugby management, sports management.