Coaching and Mentoring

Chair: Joane James and Ruth LeggettJoanne James leggett ruth

Newcastle Business School, Northumbria University

In organisations and institutions around the world, we are experiencing increasing pressure to deal with accelerating rates of change; complexity and politicised environments; ambiguity and conflicting requirements, amidst expectations to continue to perform and achieve results. These multiple and diverse pressures challenge the skills, knowledge and resilience of people testing the sense of self and an individual’s ability to gain clarity on what to do or how to be. Against this context, coaching and mentoring are increasingly seen as core people development interventions supporting people to develop resourcefulness and resilience, leadership capability and the ability to respond flexibly to the heightened pressures both as individuals and within organisational teams. With three quarters of UK organisations claiming to offer coaching (CIPD, 2015), this stream welcomes research that advances our theoretical understanding and papers that contribute to practice development in all aspects of coaching, mentoring and supervision of coaching practice. Of particular interest are papers that examine how these interventions contribute to HRD strategy and how the impact of coaching and mentoring can be evaluated.

Critical Approaches to HRD

Chair: Professor Jim Stewart and Professor Sally Sambrooksallyjim stewart

UFHRD and Toulouse Business School, France.

This stream does not take or prescribe a view on the meaning of ‘critical’ in the title. Some distinguish between a capital C associated with Critical Theory (CT) and a lower case c associated with perspectives and critiques other than CT, and then favour one over the other. We will be eclectic in our view of critical. The same will apply to HRD and sites of practice. It is perhaps a matter of debate whether higher education is a site of HRD practice but it is for us and so we are interested in both critical content and critical process as applied to HE pedagogy. This is of course in addition to national systems, communities (geographic, cultural, and professional), organisations and individual/personal contexts of practice. Finally, our eclecticism extends to methodology and methods. And so papers that report, explore, critique the design and conduct of research within critical HRD are welcome. The common themes we wish to encourage in this stream are questioning, challenging and critiquing the conventional, the traditional, and the orthodox wherever they currently dominate, oppress or exclude.

Diversity Issues in HRD

Chair:Dr. Ronan Carbery and Dr. T.J. McCabe mccaberonan carbery

School of Management and Marketing at University College Cork
National College of Ireland

This stream welcomes contributions which look at issues such as gender, race, age, sexual orientation, class, religion and disability, particularly against the setting of the global HRD challenges facing organizations. Discussions on the effect of power and privilege are especially welcome as are papers which seek to embed diversity within HRD strategies in different organizational and country contexts. This stream aims to reclaim diversity as a core HRD competence and establish diversity as a critical priority for both HRD academics and practitioners.

Employee Engagement

Chair: Dr Julia Claxtonjulia calxton

Leeds Business School

Employee engagement as a field is growing in rigour and academic studies and more important than ever for those interested in HRD. It is a complex construct and there is still much research needed which contributes to understanding more about how employee engagement links with:
•performance management
•motivation
•involvement
•commitment
•organisational citizenship
•organisational behaviours
•learning
•management development
•culture
•intercultural competence
•social responsibility
•innovation
Measuring employee engagement is always a challenge and new approaches to the measurement and evaluation of drivers, outcomes, learning and processes related to employee engagement are needed.
Conceptual models around employee engagement are also still developing and new models with solid data behind them would be welcome. There is quite a lot of work around how organisations benefit from an engaged workforce but more work is needed around the individual experience of engagement and papers around this and the factors that relate such as family life, stress management, diversity, well-being and community would be particularly welcome. It is hoped that papers on this theme of the ‘human experience of engagement’ may become a future book

Global, Comparative and Cross Cultural Dimension of HRD

Chair: Thomas Garavan Thomas Garavan

Napier University Edinburg

We welcome conceptual and/or empirical papers on the global, comparative and cross-cultural HRD contributing to definitions, models and concepts relating to different organisations, sectors, professions, communities etc., through multiple levels of analysis (individual, team, organizational and national). Innovative and cross-disciplinary research are particularly encouraged. Finally, we also strongly encourage practitioner contributions and case studies of good practice.
Topics in this stream may include but not limited to:
• Global Dimension;
• HRD dynamics in MNCs such as Talent Management;
• HRD diffusion (learning and knowledge transfer, organizational development and change) between headquarters and subsidiaries;
• HRD’s role in MNCs;
• Boundary-less or global careers (expatriates, self-initiated expatriates, talent mobility etc.);
• Intercultural competence and skills formation;
• Global leadership and mind-set;
• Comparative Dimension;
• Convergence & divergence at national and firm level HRD policies and practices;
• Methodological advancement in studying comparative HRD;
• Developed and emerging economies;
• Cross-cultural dimension;
• HRD and acculturation;
• HRD and national culture;
• Values, religious and ethical conflicts;
• Cross-cultural team working including global virtual teams.

Leadership and leadership development

Chair: Paul Tosey and Nicholas Clarkenicholas clarkpaul tosey

Southampton Business School of Management

Indigenous Research and Identity in HRD in a Globalized World
The leadership stream welcomes papers that seek to enhance our understanding of leadership and its development in all its forms. Although not exclusive, this year we particularly encourage papers that address leadership and leadership development themes that are relevant to the theme of this year’s conference. These include the following:
  • - Global leadership and global leadership development
    - Cultural context of leadership and its development
    - Responsible and ethical leadership
    - New paradigms of leadership
    - New perspectives on leadership development
    - The changing world and its implications for leader and leadership skills
    - The role of identity in leadership development
    - Teaching leadership and leadership development on HRD programmes
    - New methodologies for researching leadership and leadership development
 

Learning and Teaching and HRD

Chair: Dr Rick Holden and Dr Mark Loonmarck loonrick holden

Liverpool Business School

An interest in teaching and learning is of fundamental importance to the UFHRD. Conceptually, human resource development and learning are in many respects indistinguishable. At its heart HRD is about lifelong learning. The rationale, therefore, for this conference stream is both simple and compelling. If learning is at the heart of HRD then HRD professionals, we would argue, should be the champions of all things learning within organisational contexts. For instance, the growth of work-based learning and apprenticeship programmes requires HRD professionals not only to develop themselves but as well as other personnel in the organisation who may be adopting ‘teaching’, coaching or mentoring roles. Similarly, HRD academics and researchers should be at the vanguard of the identification and dissemination of both leading edge understanding about learning and development, and its practice and its debates. For example, is our understanding of how best to utilise new technologies in L&D (mobile learning, social media, virtual reality, artificial intelligence etc) keeping abreast with the technological developments themselves? Can developments in the application of learning analytics help HRD and teaching professionals gain better insights into learner behaviour and are such developments accompanied by awkward ethical issues ?
Thus, this stream seeks to provide a forum for both research and practice where learning is the focus of attention. Of course an interest in teaching and learning is multi-disciplinary. In an effort to ensure contributions are not excessively disparate we keep HRD in the stream title to ensure that contributions are working within a broad HRD agenda. We invite empirically grounded papers that address learning in and in relation to the workplace and (research based) practice based reflections.
The following themes are indicative of current research interests in teaching and learning and HRD. It is far from an exhaustive list and thus is presented as a guide only.
• learning in and through work (e.g work based learning; apprenticeships)
• the formal / informal tension regarding learning
• the assessment and transfer of learning
• innovate practice in teaching and learning
• neuroscience, cognitive science and decision research
• learning technologies and analytics
• learning and continuous professional development
• research into practice learning cycles
• building the capability of the L&D professional
• the HRD Curriculum
Previous conferences have seen papers from this stream turned into a journal Special Issue (e.g. (“Innovative practice in the teaching and Learning of HRD”; Journal of European Industrial Training, 2010).
We also note the UFHRD’s Teaching and Learning Resource Bank which has been created to address the lack of mechanisms for the sharing of good practice and promote excellence in teaching, learning and assessment in HRD. The UFHRD Programme and Qualification Activities Committee awards an annual prize of £500 for the best contribution to the UFHRD Teaching & Learning Resource bank. It is noteworthy also that the winner of the Alan Moon Prize in 2015 was a paper entitled Developing an Arts Based Curriculum for HRD Practice (Armitage and Keeble Ramsey).

Learning in Small and Medium Enterprises (SMEs)

Chair: Dr Heather Shortheather s

University of Portsmouth.

Stream Description Although there has been increased interest in organisational learning in recent years, negligible empirical evidence of learning in SMEs has been published. In many economies, SMEs comprise around 99% of all businesses, provide over 50% of employment and generate nearly 50% of turnover. Therefore, through their significant and continuous contribution to employment and GDP growth, SMEs are frequently cited as being critical to the economy, with consequent calls for more exploration of learning in such organisations. However, much HRD literature continues to be influenced by the experience and priorities of large organisations and scaling down large organisation learning methods appears unlikely to be appropriate to SMEs and HRD in SMEs has remained under-researched and under-reported. We are keen to address the lack of empirical evidence of HRD in SMEs and so welcome papers in this area, including research studies and workplace case-studies, as well as theoretical or conceptual papers. Possible topics include (but are not limited to) the influence of owner-managers and/or resource constraints on HRD in SMEs, the effects of organisational size on learning (perhaps comparing SMEs with larger organisations or examining HRD in SMEs of different sizes) and the different methods/media used in learning in SMEs. Please note that, as definitions of SMEs vary internationally, this stream will consider studies of organisations with up to 500 employees (North American definition). It is hoped to have a Special Issue of a relevant journal on Learning in Small and Medium Enterprises; the best papers from this stream will be reviewed for publication in this.

Scholarly Practitioner Research

Chair: Dr Aileen Lawless, Dr Clare Rigg, Professor Jeff Gold and Dr Valerie Anderson

aillen lawlessclaire riggjeff goldvalery

Liverpool University

In a diverse and applied field such as HRD it is increasingly important to examine the perceived ‘gap’ between HRD scholarship and HRD practice. This stream celebrates the pursuit of practice-based research and action-orientated learning that focuses on what people do, what they know and how that knowing influences and is influenced by practice. We invite empirically grounded papers that advance knowledge and assist the development of practice in HRD, which encourage HRD practitioners and academics to gain new insight into their work, and help them improve effectiveness and contribution in varying settings. Contributors are encouraged to seek creative integration of the often diverse perspectives of thinking and doing, theory and practice. Papers that cross conventional boundaries of professions, organisations and communities are particularly encouraged. We welcome masters and doctoral students who wish to share and develop the work from their scholarly practitioner research. We particularly welcome collaborative papers and as practice-based research and learning are increasingly trans-disciplinary we anticipate contributions that are drawn from a wide range of contexts.
Publication Opportunities - Papers submitted to this stream may be considered for further development and publication in the Journal Action Learning: Research and Practice and other UFHRD sponsored journals

Workplace Learning Training and Development

Chair: Dr Eduardo Tomé and Dr Maria José Sousa Maria Jose SousaEduardo Tome

Universidade Europeia

Workplace Learning Training and Development (WLTD) - In the complex, turbulent and ever changing world of today's organizations, Workplace Learning and Training and Development is necessary, to ensure the survival, competitiveness, employability and profitability of organizations. It is also essential to assure that employees are competent and that they do their jobs well. No one can honestly say that people learn what they need to perform their jobs entirely outside the workplace. Therefore, Workplace Learning, Training, and Development lies in the backbone of advanced societies and prosperous economies and organizations.
In this context we welcome studies in a wide variety of perspectives, such as the following but not exclusively focusing on the following topics:
• Studies on experiences, actors, and their outcomes.
• Studies in micro companies, SMEs or large companies as multinationals, even involving the expatriates question,
• Studies in profit, non-profit or public organizations.
• Studies describing systems of WL and TD or single company experiences.
• Studies on clusters.
• Studies on successes, best practices and failures.
• National experiences.
• Qualitative, quantitative or critical studies.
• Studies on performative, critical or radical perspectives.
• Studies on participation, investments and returns.
• Studies on public policies and private contributions to those systems.
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