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1 HOW DO INNOVATIONS IN TEACHING HRD LINK THEORY TO PRACTICE? HOW DO INNOVATIONS IN TEACHING HRD LINK THEORY TO PRACTICE?

HOW DO INNOVATIONS IN TEACHING HRD

LINK THEORY TO PRACTICE

Melika Shirmohammadi Texas A&M University

Department of Educational Administration and Human Resource Development 4226 TAMU

College Station, TX, 77843-4226 Tel: (979) 739-1464

e-mail: [email protected]

Mina Beigi Texas A&M University

Department of Educational Administration and Human Resource Development 4226 TAMU

College Station, TX, 77843-4226 Tel: (979) 739-1464

e-mail: [email protected]

Full Paper

Stream 1: Action Learning - research and practice

2!HOW DO INNOVATIONS IN TEACHING HRD LINK THEORY TO PRACTICE? HOW DO INNOVATIONS IN TEACHING HRD LINK THEORY TO PRACTICE?

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ABSTRACT

Human Resource Development (HRD) is both an academic and a practical field. Within the

HRD field, like other applied fields of study, scholars debate about the success or failure of

educational endeavors in linking instruction to practical application. As a result, some HRD

educators have implemented innovations to tie theory to practice in teaching HRD.

The purpose of this paper is to provide an overview of innovations in teaching HRD. The

questions addressed are: “What innovative endeavors HRD educators utilize to link theory to

practice and help students develop practical skills?” and “Which HRD subject areas the

innovations have focused on?”

Twenty-one innovations were selected and reviewed in this paper. The key themes from

the review indicate that instructors have used action-learning-based, reflection-based, work-

based, art-based, case-study-based, discussion-based, and computer-based innovations to link

theory to practice in teaching HRD. The reviewed innovations in teaching HRD have addressed

different subject areas including training and development, change management and organization

development, general HRD concepts and practical skills, reflective learning, and some other

specific topics.

The paper concludes with suggestions for future HRD researchers and educators. Novice

and experienced HRD educators may find this review interesting.

Key words: teaching HRD, innovation, students, action-learning, reflection


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INTRODUCTION

“How do we make theory practical? When I teach adult learning theory to master’s level students, I

am very invested in making sure they see the depth and usefulness of the academic grounding of our

field. It can be tough, though ...” (Lombardozzi, 2012).

When I first saw this post on the ASTD higher education blog, it grabbed my attention because

as an HRD post-graduate student I was struggling with the thought of “How am I going to link

adult learning and HRD theories to practice?” later in my career as a teacher or practitioner?

Many HRD teachers and trainers are facing similar dilemmas:

• “If HRD practitioners are custodians of learning in an organization, is it our responsibility to

equip them for this role and if so to what extent does this go beyond a theoretical knowledge?

• If we start a teaching program with an underpinning in learning theory, to what extent do we

have an obligation to build our teaching model to play to the most effective way our students

learn?” (Holton & Griggs, 2010, p. 706).

The quotes above, shows part of the challenge HRD educators face. Maybe this is the reason

why UFHRD/BMAF funded a research project on teaching, learning, and assessing HRD, the

AHRD conference called for “innovative sessions” and formed a Teaching and Learning Forum.

Catherine Lombardozzi (2012) asks her colleagues to share their ideas with her; Sambrook and

Steward (2010) call for more research and publication in the field of teaching HRD.

This paper aims to review innovations in teaching HRD at university level to

answer the following questions:

• What innovative endeavors HRD educators utilize to link theory to practice and help

students develop practical skills?

• Which HRD subject areas the innovations have focused on?

Answers to these questions can serve several purposes.


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(1) HRD professionals are “the champions of all things learning” (Holden & Griggs, 2010, p.

706), this overview shows how they have innovatively overcome the challenge of linking

theory to practice.

(2) The answers to this paper’s questions allow novice and even experienced HRD educators,

instructors, and trainers to look at the innovations documented in the literature so far. It

may give them insights into how to use these innovations to improve student learning and

quality of HRD education.

(3) HRD educators who are involved in innovative practice of teaching HRD may be

encouraged to publish and share their experience to contribute to the young and the

narrow literature of teaching HRD.

METHOD

To search the relevant literature I took the following steps: (1) I searched within Google

Scholar using the key word “teaching HRD”. Then, I searched the word “teaching” within HRD

major journals (Advances in HRD, HRD Quarterly, HRD International, HRD Review, Journal of

European Industrial Training). I searched the keyword “teaching HRD”, “HRD”, “teaching”,

“innovation AND teaching” within major teaching journals of business-related disciplines:

Journal of Marketing Education, Journal of Management Education, Academy of Management

Learning and Education, Journal of Human Resources Education.

Also I reviewed all the resources available on the the teaching and learning bank on

UFHRD website and available summaries of innovative sessions sponsored by the AHRD

Program Excellence Network (cooperative network of HRD academic programs committed to

excellence in teaching and learning).


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First, the titles and abstracts of the retrieved papers and documents were reviewed.

Selected works to be included in this paper were only about teaching HRD at university (for

example, teaching HRD concepts at organizations were excluded). Besides, selected works were

about the practice of an innovation in teaching HRD (therefore conceptual papers were

excluded). Finally, I used the the references in the found articles to search more articles and

finalize the list of innovations to be reviewed.

OVERVIEW OF INNOVATIVE PRACTICES OF TEACHING HRD

There are various perspectives that define innovation within a higher education context, ranging

from narrow to broad definitions. Some scholars consider any even small changes in

management and delivery of the curriculum an innovation (Holden and Griggs, 2010; Hannan et

al., 1999). While other scholars argue that endeavors that are only an extension version or a

modification of existing endeavors, should not be considered innovations (Mello, 2012).

In this overview educational endeavors that were considered innovative by the authors

are included because as Holden and Griggs (2010) argue what is considered innovative for one

school, program or classroom may or may not be considered innovative for another school.

Therefore, if the author of a paper on teaching HRD name it as a new way of delivering the

content, this paper consider it as an innovation in teaching HRD.

Table 1 summarizes published innovation in teaching HRD. Key themes emerging

regarding the paper’s questions are:

• Innovatins in teaching HRD used the used action-learning-based, reflection-based,

work-based, art-based, case-study-based, computer-based, discussion-based methods

to link theory to practice.


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• Innovations in teaching HRD address different subject areas: training and

development, general HRD concepts and practical skills, change management and

organization development, reflective learning, and some other specific topics.

• One of the main purposes of the innovations was to increase student learning.

• Pedagogical approach in most of the innovations was less instructor-led and more

self-regulated and reflective.

• Participants in the innovative endeavors were both undergraduate and graduate

students.

• Only a few innovations at instituitional level were practiced and most of the practice

was at instructor and classroom level.

7 HOW DO INNOVATIONS IN TEACHING HRD LINK THEORY TO PRACTICE?

Table 1: Summary of HRD innovative educational endeavors

Author/s (year) The innovative practice Description The method used to link theory to

practice

HRD subject area

Madsen (2007) Creative debates Students were given instruction on different types

of debates. Students were asked to participate in short in full class debate about HRD concepts. Students learned the course content and developed some general skills like public speaking, argumentation, and teamwork.

Discussion-based General HRD concepts

Nielson (as cited in Madsen, 2007)

A film to teach mentoring

Parts of the “The Seinfeld Way” movie was used to help undergraduate students understand the advantages and disadvantages of mentoring relationships. The clips were followed by discussion and handouts about mentoring.

Art-based

Mentoring

Morris (as cited in Madsen, 2007)

A reflective, action planning exercise to teach work-life integration

An exercise was designed which required students to reflect on their early understanding of work and life and prepare a work/life autobiography. The instructor then guided students to write about the lessons they had learned throughout their lives about work, life, and family. They were then encouraged to write an action plan. This way students understood how the environment and other people shaped their meaning of success and attitude toward work and family.

Action-learning-based & Reflection-based

Work-life integration

Madsen (2008) Using Academic

Service-Learning The instructor works with county’s United Way to

set up training and development projects and sites with a variety of non-profit agencies throughout the area. Then she assignes student to the agencies to work individually on their own service-learning projects with an agency during the semester.

Action-learning-based

T&D

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8!HOW DO INNOVATIONS IN TEACHING HRD LINK THEORY TO PRACTICE?

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practice

HRD subject area

Callahan (as cited in Madsen, 2008)

Blogs, Learning Boards, and Plusses & Pearls

Students maintained a blog (private) that captured their reflections on class readings, highlighting key points the learners got from the readings. Learning boards (public) document the learning points after each module of the class. Plusses & pearls are anonymous reflections on what worked and what didn’t work during the module. Reflections on the course readings and class experiences reinforced learning.

Reflection-based General HRD concepts

Egan (as cited in Madsen, 2008)

Action cycles Three “action cycles” are used to engage students in the design, development and implementation of an OD/T&D course: • Cycle 1— Course Creation: • Cycle 2—Team and Project • Cycle 3—Client Student present the final result of their group rpject to the client organization and get feedback from the cliendt, instructor, peers. Students are asked to use “process checks” and journaling along with an “after action review.


OD and T&D

Levya-Gardner & Korth (as cited in Madsen, 2008)

On-line Scavenger Hunts

Students were asked to search within online resources such as ASTD best award winners; professional organizations; Online communities; Blogs; Podcasts; and Wikis and critically analyze the information in rgard to creating an effective HRD department. The analysis included the students own learning from the exercise.

Computer-based Online resources available to the HRD manager

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practice

HRD subject area

Malloch & Callahan (2009)

Using Film & TV Movies and TV can be used to teach HRD concepts: creative thinking (Chicken Run), teamwork (Ocean’s Eleven), Diversity Management (Night at the Museum), Instructing Skills (Finding Nemo), Learning Objectives and Teaching Techniques (Monty Python and the Holy Grail), Talent Management (Office Space), Recruitment, Selection, and Placement (Charlie and the Chocolate Factory), Career Choice (The Devil Wears Prada)

Art-based General HRD concepts

Bartlett & Foster (2009)

Music to teach introductory HRD concepts

Students were asked to identify a piece of music that was related to content of class sessions and then explain how they felt the music was related. This exercise made the course more interesting for students and made them think more about the content of the class.

Art-based General HRD concepts

Shaw & Ogilvie (2010)

Work-based learning initiative

Students worked part-time and were required to utilize work experience to understand theoretical concepts in real life situations

Work-based General HRD concepts

Anderson & Gilmore (2010)

Experience-based learning

Students designed and delivered training sessions. After delivering the session, in a separated session the instructor asked students to reflect on their learning process and relate it to theories about the learning process.


T&D

McKinlay, Grogan, Sedakat, & McKinlay (2010)

Learner as facilitator: Innovative approach to assess an HRD module

Students designed and delivered an HRD training event. They also wrote a reflective evaluation of the activity. Students implemented the training event. They believed the activity helped them develop skills related to HRD practice.


T&D and reflective evaluation

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practice

HRD subject area

Wootton & Stone (2010)

Clinical legal education (CLE)

Students were given a decision making task which involved selection for redundancy. Groups were provided with detailed case study and over five days they made their decisions within the virtual learning discussion boards. Two facilitators monitored the discussions and added information where necessary. In a concluding session, student students shared their experiences and explored issues of ethical decision making.

Case-study-based & Computer-based

Ethical decision making

Armitage (2010) Critical HRD pedagogy

utilizing dialogue Small group dialogues on political-social-cultural

issues, case study on ethical dilemmas, concept map of how economics issues link together were used to help students develop critical views and skills about HRD.

Discussion-based Critical HRD

Morse (2010) Second life for

performance appraisal skills training

Students were provided basic training about second life. They were then assigned to role-play exercises which were based on performance appraisal scenarios. A focus group interview and debriefing followed the exercise.

Computer-based Performance appraisal

Holden & Griggs (2011)

Real-life case studies about ‘political’ practice of HRD

A series of case studies were developed based on interviews with real HR managers of different organizations. The cases are then used in a variety of formats to help students to involve in critical action learning.

Case-study-based Critical thinking and politics in HRD practice

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practice

HRD subject area

Tosey, Warren, & Bristow (2011)

Creative presentation of a personally experienced change process

MBA students as a change management course were asked to develop a ‘creative case study’ presentation ideally based on their personal experience about an organizational change process. Students were required to give a creative presentation about their case in the class. Later, they had to write a reflective paper and critically evaluate the same case study using theories using journal articles and other references. Self, peer and instructor assessment techniques were used.


OD and change management

Tymon & Hood (2012)

An exercise to clarify the requirements and techniques of reflective writing

Students were first assigned a reading text about reflective learning. They were then asked to do an exercise in a class session. First they identified what is good practice and what needs to be changed in the examples provided in the exercise. They discuss their answers in pairs and groups while a tutor was present. At the end of the session students were encouraged to reflect on what they learned and how they may have learned something experientially at work. Students were also required to write a reflective essay as part of the course completion.


Experietial and reflective learning practice

York & Barclay (2012)

Students as trainers of students

A group of students who were about to act as trainers were familiarized with the origami task. The student trainers taught other students how to create the origami. Student learners evaluated their own learning and the effectiveness of training after the exercise finished.

Action-learning-based & Art-based

T&D and training effectiveness and assessment

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practice

HRD subject area

Sloman (2012) Consultancy case study Students are asked to assume that they are

consultants and bid to give advice and training to a client organization with a budget of £30000 for that purpose. Students are divided into groups to prepare a proposal and submit it. Each team makes a presentation to present their proposal to a role playing panel. The winning team is announced followed by a general class discussion.


OD and change mangement consultancy

Robson, Powell, & Forster (2013)

Critical incident template

Newcastle Business School provided a participatory learning residential weekend for postgraduate students. Students who have completed a core module for Self-development were asked to complete a self-analysis toolkit and then reflect on critical incidents using the template.


Reflective learning practice

13 HOW DO INNOVATIONS IN TEACHING HRD LINK THEORY TO PRACTICE?

Based on my overview the following themes emerged among the existing innovations in

teaching HRD.


“Action learning is a process that involves small groups working on real problems,

taking action, and learning as individuals, as teams, and as an organization” (Cho & Egan, 2010,

p. 163). Nine innovations can be categorized as learning by doing and learning from real

experience. Students in these innovations were encouraged to actually do what they were reading

about in the course. For example, Anderson and Gilmore (2010), McKinlay et al. (2010), York

and Barclay (2012) asked students to design and deliver a training session to learn the process of

designing, delivering, evaluating a training. Sloman (2012) asked students to write a proposal for

a client organization as OD consultants and Tosey et al. (2011) asked students to develop a

creative presentation based on a personally-experienced change process. To practice reflective

learning, Robson et al. (2013) had students in a self-development course, complete a self-

analysis toolkit about themselves and reflect on their own behaviors using critical incident

template. Tymon and Hood (2012) asked students to read about reflective learning first and then

complete an experiential exercise and reflect on what they learned experientially and work. The

students were also required to write a reflective essay a part of their course completion. In order

for students to learn about the work-life integration cencepts taught in the class, Morris (as cited

in Madsen, 2007) asked students to write an autobiography of their own work/life. Later,

students were encouraged to write an action plan. This reflective exercise helped student

understand how the environment shapes their meaning of work/life and how they can take steps

to change it.


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Reflection-based

Seven of the innovations used reflection as a component of their design (e.g. Tymon &

Hood, 2012; McKinlay, Grogan, Sedakat, & McKinlay, 2010). For example, Callahn (as cited in

Madsen, 2008) asked studetns to maintain a blog (private) that captured their reflections on class

readings, highlighting key points the learners got from the readings. Learning boards (public)

document the learning points after each module of the class. Plusses & pearls are anonymous

reflections on what worked and what didn’t work during the module. Reflections on the course

readings and class experiences reinforced learning. Robson et al. (2013) asked students who have

completed a core module for Self-development to complete a self-analysis toolkit and then

reflect on critical incidents.

Work-based

One innovation was designed and implemented at an institutional-level. Shaw and

Ogilvie (2010) introduced a work-based learning (WBL) initiative. They designed a 20-credit

module for undergraduate students of HRM and business. Students who were working part-time

could participate in the module and gain credit. The university was not related to the employer

and there was no obligation for students to participate. Lectures, workshops, e-learning tutorials

were used to deliver the content to the participants. Student learning was assessed using portfolio

and reports. The goal was to help students utilize work experience to understand theoretical

concepts in real life situations. The module designers, asked students to express how the

experience influenced their learning and work. Results showed that students found benefits in

their experience. They learned the content of their studies and gained transferable skills.


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Art-based

Four the reviewed innovations used art-related activities and exercises. Nielson (as cited

in Madsen, 2007) used episodes of a film to teach mentoring to HRD students. Bartlett (2009)

used music to teach basic HRD concepts to undergraduate students. They were asked to identify

a piece of music that could be related to a specific content of HRD and explain how they feel the

music is related. York and Barclay (2012) used an experiential exercise based on creating an

origami frog to teach students how to train their peers and how to evaluate training effectiveness.

Case-study-based

Two of the innovations reviewed used cases to help students practice the taught concepts

and develop skills. Wootton and Stone (2010) exposed students to real-life ethical decision

making scenarios and were given the task to decide about selection for redundancy. Holden &

Griggs (2011) used real-life case studies. He collected data from interviews with real HR

managers and designed cases based upon those interviews and used the cases to involve students

in critical action learning.

Discussion-based

Two of the HRD innovative educational endeavors used debate and dialogue and group

discussion as an approach to enhance learning in the classroom and developing practical skills.

Armitage (2010) suggested practicing critical pedagogy in HRD in three dialogues-based

vignettes. In small groups he asked students to choose a current issue of interest from financial

and economic journals and discuss about it based on principles of critical learning. Students

discussed about the impact of the selected political-social-cultural issues, economics and ethical

dilemmas on HRD professional and organizational practice. The goal was to enable students to


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challenge accepted norms and practices in the field. Madsen (2007) in class debates to develop

students' understanding of course core concepts as well as some general practical skills.

Computer-based

Three of the innovations used computer based simulations. Morse (2010) used second life

for performance appraisal skills training. Students were provided basic training about second life.

They were then assigned to role-play exercises which were based on performance appraisal

scenarios. Wootton and Stone (2010) exposed students to real-life ethical decision making

scenarios using virtual learning discussion boards to make a decision about selection

redundancy.

Based on the results of this overview the HRD innovative educational endeavors that

tried to link theory to practice addressing the following subject areas:

Training and development

Six of the reviewed innovations were focused on teaching training and development. The

three endeavors incorporated design, delivery, and evaluation of training a student-led training

session. Anderson & Gilmore (2010) and McKinlay et al. (2010) assigned students to design a

training session and then then asked students to write a reflection on their own learning from the

process based on learning theories. York & Barclay (2012) assigned the students to act as

trainers for their peers. Students taught their peers how to create an origami frog and then

evaluated their learning and training effectiveness based on their experience.

General HRD concepts and practical skills

Most of the innovations were designed to support the transfer of the course core concepts.

For example, Bartlett & Foster (2009) asked undergraduate students to find a music related to


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each session’s topic and talk about it in the class, explaining in what way the music is related to

HRD.

In the meantime some of the innovations did not target an HRD subject area but helped

students develop practical and general transferable skills like decision making, performance

appraisal, teamwork, and communication. For example, Shaw and Ogilvie’s (2010) work-based

learning initiative helped students develop some of the basic and practical skills emphasized in

the field of HRD by working and encountering real-life situations. However, some of the

endeavors met both purposes; for example, Madesn (2007) involved HRD students in creative

debates to both help students understand course core concepts and also develop some of their

general skills like public speaking, argumentation and teamwork.

The UFHRD’s resource bank also has resources for improving students’ group work,

doctoral supervision, presentation, and reflective learning.

Change management and organization development

Three of the HRD innovative educational endevours foced on change management and

organization development. Tosey et al. (2011) asked MBA students to develop a ‘creative case

study’ presentation ideally based on their personal experience about an organisational change

process. Students were required to give a creative resentation about their case in the class. Later,

they had to write a reflective paper and critically evaluate the same case study using theories

using jopurnal articles and other references. Self, peer and instructor assessment techniques were

used to assess student assessment. Sloman (2012) asked students to assume themselves as OD

consultants and write a proposal to a client organization. Egan (as cited in Madsen, 2008) used

three “action cycles” to engage students in the design, development and implementation of


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an OD/T&D course. The students were required to present the final result of their group project

to the client organization and get feedback from the client.

Reflective learning

Three of the innovatin were specifically focused on teaching students about the practice

of reflective learning (Robson et al., 2013; Tymon & Hood, 2012; Morris; as cited in Madsen,

2007).

Specific topics

Other HRD innovative education endeavors addressed the following specific subject

areas: (1) mentoring, (2) work-life integration, (3) ethical decision making, (4) performance

appraisal, (5) critical HRD, (6) and politics an in HRD (7) online resources useful for HRD

managers.

CONCLUSIONS AND SUGGESTIONS FOR FURTHUR RESEARCH

This paper reviewed HRD university-based educational innovations and showed how they linked

theory to practice and which HRD subject areas they addressed. A total of 21 documented

innovations in teaching HRD was found and reviewed.

Based on my overview the following themes emerged among the existing innovations in

teaching HRD: action-learning-based (10 of the innovations), reflection-based (7 of the

innovations), work-based (1 of the innovations), art-based (4 of the innovations), case-study-

based (2 of the innovations), computer-based (2 of the innovations), discussion-based (2 of the

innovations) methods.

The subject areas the innovations addressed are training and development (6 of the

innovations), general HRD concepts and practical skills (5 of the innovations), change

management and organization development (3 of the innovations), reflective learning (3 of the


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innovations), specific topics (7 of the innovations including mentoring, work-life integration,

ethical decision making, performance appraisal, critical HRD, Online resources available to the

HRD manager, and politics an in HRD).

One of the most important findings of this paper is that there is a need for more research

in teaching HRD and more faculty members and programs are required to contribute to narrow

down this gap. Instructors and institutions that are involved in any kind of innovations in

delivering HRD curriculum should consider documentation and publication of their endeavors.

“Publishing instructors’ teaching innovations has three contributions. First, publishing the

innovative endeavors in teaching reflects that the institution is meeting the standards of learning

assurance and continued improvement. Documentation of teaching innovations and their success

proves to the legislators and policy makers that the public educational institutions are working

effectively. Publication of teaching innovations may serve as a basis for recognition, it proves to

grantors, donors, and alumni that the school is innovative and increases the possibility of

winning awards” (Mello, 2012, p. 2).

Faculty members who are not able or not interested in publication of empirical research,

may find the publication of their teaching innovations a great opportunity to be recognized and

read (Mello, 2012) and in the meanwhile contribute to the scholarship of teaching HRD.

Future researchers may consider designing innovative institutional and instructional

teaching interventions to address career development and other related subject areas within the

field of HRD. Educators may find it useful to refer to the Journal of Experiential Education and

find more insights into new innovations and apply it to the field of HRD. In 1996, an entire issue

of Teacher Education Quarterly was devoted to innovative colleges of education (Malian &

Nevin, 2005).


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This paper may provide novice and experienced HRD educators, instructors, and trainers

with insights into innovations documented in the literature so that they are encouraged to become

involved in innovative endeavors that improve student learning and quality of HRD education.

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