TABLE OF CONTENTS

SUMMARIZE OF 12 RESEARCH JOURNAL ARTICLES RELATED TO HRD

NO TOPIC PAGES

1 Definition Of HRD 1-5

2 Human Capital Economics 6-11

3 Coaching 12-17

4 HRD Ethics 18-22

5 Knowledge Management 23-26

6 Language in HRD 27-30

7 Staff Performance & Competencies 31-34

8 Strategic Planning 35-38

9 Governance 39-41

10 Organizational Politics 42-44

11 Social Media in HRD 45-48

12 Wisdom 49-53
Summary of the Human Resource Development (HRD) Concept from Narrow Organization
(HRM) Based to Wide Socioeconomic Perspective

Khan,
Khan, M.T.
M.T. (2015).
(2015). Human
Human Resource
Resource Development
Development (HRD)
(HRD) Concept
Concept from
from Narrow
Narrow
Organization
Organization (HRM)
(HRM) Based
Based to
to Wide
Wide Socioeconomic
Socioeconomic Perspective,
Perspective, 2nd
2nd International
International HRM
HRM
Conference, 2(1).
Conference, 2(1).

Introduction

Human Resource Development (HRD) is an important topic of present time. It is a relatively

young academic discipline, but an old and well-established field of practice (Swanson and Holton

n.d). A key area of inquiry has been to try and figure out the current boundaries of HRD (Metcalfe

and Rees 2005) but defining HRD has not been so straightforward, and the researchers are

continually debating the issue, and there seems to be no consensus, despite of the fact that numerous

efforts have been made to define HRD (Haslinda 2009).

Objectives of the Study

The objective of this journal is to present an organizational model of HRD encompassing all

the aspects of human resource development from an organizational and socioeconomic scholars’

point of view. The authors researched through descriptive secondary information searched by

reviewing literature about Human Resource Development (HRD) and Human Resource Management

(HRM).

1) Defining HRD from an Organizational Viewpoint

According to scholars of Business Administration, HRD is a sub discipline of Human Resource

Management (HRM), concerned with developing productive skills by imparting training. Swanson

and Holton (n.d) have also quoted definitions of HRD offered by some authors (McLagan, Gilley &

England and Smith) as:

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 - HRD is the integrated use of training and development, career development and

organizational development to improve individual and organizational effectiveness

(McLagan).

- HRD is organized learning activities arranged within an organization to improve

performance and personal growth for improving the job, the individual, and the organization

(Gilley and England).

- HRD is the process of determining the optimum methods of developing and improving the

human resources of an organization and the systematic improvement of the performance of

employees through training, education and development and leadership for the mutual

attainment of organizational and personal goals (Smith).

Current expansion of the global economy and the fast-changing evolution of technology and

innovation, organizations are facing an ongoing need for employee learning and development

(Livingstone and Raykov 2005).

(i) Organizational Narrow Concepts of HRD

HRD is one of the moral management functions, which is help people to learn and develop

(Fisher 2005). Haslinda (2009b) expressed that the function of HRD is to provide learning, education

and training to the human resources selected and recruited.

(ii) Organizational Broader Concepts of HRD

HRD is a broad set of activities that improve the performance of the individual and teams (Gulcin

2006). Swanson and Holton (n.d.) expressed that HRD is a process of developing and unleashing

expertise for improving individual, team, work processes, and organizational system performance.

2) Defining HRD from Socioeconomic Scholars Viewpoint

Haslinda (2009a) reported that Harbison and Myers offered the first definition of HRD in 1964. This

definition is very broad in perspective, as it elaborates HRD in relation to culture, the economy and

2
social and political contexts rather than individuals and organizations. They defined HRD as the

process of increasing the knowledge, the skills, and the capacities of all the people, in a society.

Egan, et al. (2004) expressed with reference to (Kuchinke 1996) that HRD has extended beyond a

narrow concentration on training to include organizational and systems-level issues that influence

the development of broad skill sets, abilities, and knowledge associated with learning in technical,

social, and interpersonal areas. Bacchus (1992) expressed ultimate goal of HRD is not just concerned

with providing the necessary skills to individuals but also including their physical, intellectual,

emotional, political, and spiritual aspects.

(i) Economic/Financial Development of HR

When people are getting good income they will be economically developed, healthy nourished and

medicated, they would be a developed human resource (Khan 2009 and if people not properly paid,

they will be unhappy and lose motivation. They will quit the organizations, causing increase of

turnover and leading to increased expenditure of selection, recruitment and training (Rao 1995).

(ii) Physical Development of HR

The success of an organization depends on the effective performance of people occupying various

roles in the organizational structure (Kumar 2005). People would be physically fit when they are

well nourished, healthy, and motivated when they enjoy better quality and standard of life.

(iii) Intellectual and Socio-Cultural Development

According to Indian concept expressed in The National Concept of HRD of development, HRD is

basically about people, the goal is the people's material, cultural and spiritual fulfillment. Kumar

(2005) expressed that HRD is not only training for operational skills but also includes behavioral

skills as it ultimately aims to create an enabling culture wherein the capabilities are acquired,

sharpened and used.

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(iv) Psychological (Emotional and Motivational) Development

The success of organization depends on effective performance of people occupying various roles in

the organizational structure (Kumar 2005). Samad (2007) expressed that adapting new approach of

management to boost up organization performance and high quality of services as well as

maintaining high level of motivation is priority to managers. One of the techniques used by

organization and that has attracted great interest from scholars and practitioners is employee

empowerment. Carter (2009) and Lee & Koh (2001) inferred that when employees are involved they

are empowered they are motivated.

Discussion and Conclusion

Therefore, concluded that HRD in socio-economic perspective has a broader scope & many aspects,

and has attained an integrated status encompassing many dimensions of development like economic,

physical, social, political, psychological and intellectual.

References

1. Bacchus, MK 1992, Human Resource Development: Definition, Importance and Strategies,

Common Wealth Secretariat, London.

2. Carter, JDT 2009, ‗Managers Empowering Employees‘, American Journal of Economics and
Business Administration, vol. 1, no. 2, pp. 39-44, © 2009 Science Publications.

3. Egan, TMl, Yang, B & Bartlett, KR 2004, ‗The Effects of Organizational Learning Culture
and Job Satisfaction on Motivation to Transfer Learning and Turnover Intention‘, Human
Resource Development Quarterly, vol. 15, no. 3, Fall 2004, pp 279-301, © 2004 Wiley
Periodicals, Inc.

4. Fisher, C 2005, ‗HRD Attitudes: Or the Roles and Ethical Stances of Human Resource
Developers‘, Human Resource Development International, vol. 8, no. 2, June 2005, pp. 239 –
255.

5. Gulcin 2006, ‗Human Resource Development: a Strategic Approach‘, Information Services

papers, Bond University, http://epublications.bond.edu.au/library_pubs/12.

6. Haslinda A 2009b, ‗Definitions of HRD: Key Concepts from a National and International
Context‘, European Journal of Social Sciences, vol. 10, No. 4.
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7. Khan, MT 2009, ‗Industrial Relations: Role of Labor Unions in Organizational Climate in
Pakistan‘s Perspective‖, PhD Dissertation (Submitted to National University of Modern
Language, Islamabad, Pakistan for PhD in HRD), unpublished

8. Kumar, S 2005, Human Resource Management, in ―CENTRAL BANK MANAGEMENT‖

(ed) Indian Institute of Banking & Finance/ Macmillan, ‗The Arcade‘, World Trade Centre,
Cuffe Parade Mumbi 400 005, India

9. Livingstone, DW & Raykov, M 2005, „Union Influence on Worker Education and Training
in Canada in Tough Times‘, Ontario Institute for Studies in Education of the University of
Toronto, Canada, JUST LABOUR, vol. 5.

10. Metcalfe, BD & Rees, CJ 2005, ‗Theorizing Advances in International Human Resource
Development, Human Resource Development International, vol. 8, no. 4, pp. 449 – 465.

11. Rao, TV 1995, Human Resources Development, Experiences, Interventions, Strategies

National Book Foundation, Islamabad, Pakistan.

12. Samad, S 2007, ‗Social Structural Characteristics and Employee Empowerment: The Role of
Proactive Personality‘, International Review of Business Research Papers, vol. 3, no.4,
pp.254-264.

13. Swanson, RA & Holton, EF III n.d., Foundations of Human Resource Development, 2 nd
edition, Published by Berrett-Koehler Publishers.

Summary of the Impact of Human Capital on Economic Growth: The Nigeria Experience

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 Eigbiremolen, G.O & Anaduaka, U.S. (2014). Human Capital Development and
Economic Growth: The Nigeria Experience.International Journal of Academic
Research in Business and Social Sciences, 4(4):25-35.

According to this journal they study employs the augmented Solow human-capital-growth

model to investigate the impact of human capital development on national output, a proxy for

economic growth, using quarterly time series data from 1990-2012. Empirical result shows that

human capital development, in line with theory, exhibits significant positive impact on output level.

This implies that human capital development is indispensable in the achievement of sustainable

economic growth in Nigeria, as there is an increase in economic performance for every increase in

human capital development.

The concept of human capital refers to the abilities and skills of human resources of a

country, while human capital development refers to the process of acquiring and increase the number

of person who have the skill, education and experience that are critical for economic growth and

development of a country economy (Okojie, 2005). In addition, human capital refers to the human

factor in the production process and consists of the combined knowledge, skill or competencies and

abilities of the workforce (Ejere, 2011). According to Harbison (1973), human capital formation or

development, can be seen as the deliberate and continuous process of acquiring requisite knowledge,

skill and experiences that are applied to produce economic value for driving sustainable national

development.

Human capital development is a key perquisite for a country’s socioeconomic and political

transformation. The differences in the level of socio-economic development across nations is

attributed not so much to natural resource and endowments and the stock of physical capital but to

the quality and quantity of human resources (Dauda, 2010). Oladeji and Adebayo (1996) addressed

that human resources are a critical variable in the growth process and worthy of development.

6
 Journal state that Nigeria’s have a major objective to attain stability, material prosperity,

peace and social progress. The country experimented with two development philosophies a private

sector led growth in which the private sector served as the “engine house” of the economy and a

public sector, driven growth in which the government assumed the “commanding heights” of the

economy to ensure the economy delivers on its potential. The United Nation Development

Programmed (UNDP) started publishing the Human Development Report year after year, the human

development pathway to development has gained currency in many developing countries including

Nigeria. Developing Nigeria human capital is critical especially now that country is aspiring to be

among the 20 leading economies in the world by the year 2020.

The objective of this journal is to critically evaluate the effect or impact of human capital

development on economic growth in Nigeria, using quarterly data. At the individual level, this study

would enable people to understand and appreciate the relevance of developing human capital in a bid

to achieve economic growth. Capital is referred to as those factor of production used to create goods

or services that are not themselves significantly consumed in the production process while, the

human element takes charge of all economic activities such as production, consumption, and

transaction necessary to move the product to the consumers (Boldizzoni, 2008). Furthermore,

Schultz (1961) stated that human capital as one of important factors that determine economic

growth. Human capital categorized by something akin to property that is, knowledge and skill

embedded in an individual (Beach, 2009). Conceptualizes the human capital as knowledge,

competency, attitude and behavior embedded in an individual (Rastogi, 2002).

Romer (1990) refers to the human capital as a fundamental source of economic productivity.

The concept of human capital has also be defined as an amalgam of factors such as education,

experience, training, intelligence, energy, work habits, trustworthiness, and initiative that effect the

value of a workers marginal product (Frank and Bemanke, 2007). The human capital theory, views

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schooling and training as an investment in skills and competences (Becker, 1964). It holds that

earning in the labour market are depend upon the individual’s information and skill set. According to

this journal Nigeria been carried out to examine the relevance or importance of human capital

development in the achievement of economic growth. The impact of human capital development on

economic growth in Nigeria during the period 1970 to 2008.

The result indicated that human capital development has a significant impact on Nigeria

economic growth. Using the human capital model of endogenous growth, examined empirically the

role of human capital in Nigeria economic development. Empirical results indicate that there is,

indeed a long run relationship among labor force, physical capital investment proxied by real gross

domestic capital formation, human capital formation proxied by enrolment in educational institutions

and economic growth in Nigeria. Findings show that there is a feedback mechanism between human

capital formation and economic growth in Nigeria. Most importantly, education should be given

prominence in Nigeria development efforts. This would propel the economy to higher levels of

productivity.

The finding of the VAR model and pairwise estimate reveal no causality between human

capital development and economic growth. The study identified that labor mismatch is an issue that

government needs to reckon with in order to accelerate and sustain economic growth. Evaluation

human capital development and economic growth in Nigeria by adopting conceptual analytical

framework that employs the theoretical and ordinary least square (OLS) to analyze the relationship

using the GDP as proxy for economic growth; total government expenditure on education and

health, and the enrolment pattern of tertiary, secondary and primary schools as proxy for human

capital. The analysis confirms that there is strong positive relationship between human capital

development and economic growth. Following the findings, it was recommended that stakeholders

need to evolve a more pragmatic means of developing the human capabilities since it is seen as an

8
important tool for economic growth in Nigeria. The relationship between human capital

development effort of the Government and economic growth in Nideria. It seeks to find the impact

of government recurrent and capital expenditures on education and health in Nigeria and their effect

on economic growth. The result show that there exists a positive relationship between recurrent

expenditure on human capital development and the level of real output, while capital expenditure is

negatively related to the level of real output. An econometric model to examine the contributions of

primary education, secondary education and tertiary education to economic growth of Nigeria. This

paper recommends that there should be adjustment in admission process in favor of core science and

technical oriented course.

In order to appropriately capture the effect of human capital development on economic

growth in Nigeria, this study will employ the augmented Solow human capital growth model

adapted. Statistically significant in explaining the level of the economy output. They remain

indispensable in the achievement on economic growth and development in Nigeria. A greater

amount or level of gross total capital formation, total stock of human capital and total government

expenditure on education would engender a higher level of output or economic growth in Nigeria.

The regression result also reveals that the elasticity of economic growth or out level with respect to

each of the independent variable is relatively inelastic given for gross total capital formation, total

stock of human capital and total government expenditure on education.

The conclusion is using the augmented Solow human capital growth model; this study

empirically investigated the impact or effect of human capital development on the Nigeria economy.

This implies that they cannot ignore if we must achieve economic growth and development in

Nigeria. The result indicates that all the independent variables, in line with theory, exhibit positive

relationship with output level. This means that a greater amount of each would engender increase in

output level or rise in the growth of the economy. The regression result reveals that all the

9
independent variables are relatively inelastic with respect to their relationship with the dependent

variable. Government and policy makers should as a matter of urgency give high priority to human

capital development. Concerted and sincere effort should be made in building and developing human

capacity through adequate educational funding across all levels since it remains the major way of

attaining sustainable economic growth and development.

References

1. Beach, M. J. (2009). A Critique of Human Capital Formation in the U.S. and the Economic
Returns to Sub-Baccalaureate Credentials. Educational Studies: A Journal of the American
Educational Studies, 45(1), 24–38.

2. Becker, G. S. (1964). Human capital: a theoretical and empirical analysis, with special
reference to education. New York: National Bureau of Economic Research, 1964.

3. Boldizzoni (2008). Means and ends: The idea of capital in the West; 1500-1970, New York:
Palgrave Macmillan.

4. Dauda, R.O. (2010). Role of Human Capital in Economic Development: An Empirical Study
of Nigerian Case. Oxford: Oxford Business and Economics Conference Program.

5. Ejere, S.I. (2011). Human Capital Formation as Catalyst for National Development: Nigeria
in Perspective. International Business and Management, 2(2), 98-104.

6. Frank, R. H., & Bernanke, B. S. (2007). Principles of Microeconomics (3rd ed.). New York:
McGraw- Hill/Irwin.

7. Harbison, F.H. (1973). Human Resources as the Wealth of Nations. New York: Oxford
University Press.

8. Okojie, C.E.E. (1995). Human Capital Formation for Productivity Growth in Nigeria.
Nigerian Economic and Financial Review, June, 44-55.

9. Oladeji, S.I., and Adebayo, A.A. (1996). The Scope for Human Resource Development under
the Adjustment Programme in Nigeria. Nigerian Economic Society Annual Conference
Ibadan, NES, 441-460.

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10. Rastogi, P. N. (2002). Knowledge Management and Intellectual Capital as a Paradigm of
Value Creation. Human Systems Management, 21(4). 229-240.

11. Romer, P. M. (1990). Endogenous Technological Change. Journal of Political Economy,

98(5), 71–102.

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 Summary of the Coaches’ Experiences Learning and Applying the Content of a Humanistic
Coaching Workshop in Youth Sport Settings

Falcão, W. R., Bloom, G. A., & Bennie, A. (2017). Coaches’ Experiences Learning

and Applying the Content of a Humanistic Coaching Workshop in Youth Sport
Settings. International Sport Coaching Journal, 4(3), 279-290.

Introduction

Youth sport coaches act as mentors, role models, friends, and community leaders who

promote the personal development of their participants (Camiré & Trudel, 2013; Falcão, Bloom, &

Gilbert, 2012; Schwebel, Smith, & Smoll, 2016; Stein, Bloom, & Sabiston, 2012). According to

Côté & Gilbert (2009), effective youth sport coaches promote a mastery-orientated climate, foster

fun and play, encourage social interactions, and positive growth opportunities.

The objective of this research is to develop and deliver a humanistic coaching workshop, as

well as investigate coaches’ perceptions of this workshop and their experiences using humanistic

coaching. This research was done by using semi-structured interviews with 12 coaches of grade 7–

11 basketball teams and personal journals.

Humanistic Coaching

Humanistic coaching focuses on promoting athletes’ personal growth and development by

empowering athletes and fostering positive interpersonal coach-athlete relationships (Lombardo,

1987; Lyle, 2002). The principles of humanistic coaching can be traced to humanistic psychology

which mean that has an optimistic view of humanity that emphasizes individuality and holistic

interpretation while also highlighting one’s autonomy to make decisions and take control of their

lives.

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 As humanistic psychology, humanistic coaching also emerged in response to coaching

methods characterized by lack of personal empathy, coach-centered decision-making, and one-way

teaching behaviors where knowledge was transmitted only from coach to athlete (Lombardo, 1987;

Lyle, 2002). In short, Lyle (2002) described humanistic coaching as a responsive to change,

providing opportunities to foster autonomy, setting clear goals, gradually relinquishing control,

providing problem-solving opportunities, and individualizing the coaching process.

Coach Training

There are three types of learning coaches used to acquire knowledge that is formal, informal,

and non-formal (Nelson, Cushion, and Potrac, 2006). Formal learning involves courses and

certifications developed and implemented by sport associations. Informal learning involves personal

experiences and social interactions that take place in situations where learning is not the main

purpose. Lastly, non-formal learning refers to organized educational activities outside of the formal

setting that provide specific knowledge to a particular group (Nelson et al., 2006).

In short, formal coach helps to standardizing knowledge but limited impact on coaches’

abilities to foster life skills in their athletes (Trudel et al., 2010). On the other hand, non-formal

learning methods are more authentic, meaningful, and contextualized to a coach (Mallett et al.,

2009). Overall, this journal suggests that non-formal coach learning programs can have a long-term

impact on coaches’ behaviors that foster youth development through sport.

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Results

From the survey, this journal finds:-

(a) Participants perceptions of the humanistic coaching workshop

This main theme is included what and how coaches learned and suggestions to improve the

workshop. Humanistic coaching helps coaches to learn how to allow athletes to make decisions

about the team, how to build positive relationships with athletes, and how to focus on athletes’

needs. In short, it helps coaches to promote independence, autonomy, critical thinking, and problem

solving.

Coaches also reported humanistic coaching helps to establish open communications with the

players instead of giving orders. Coaches also used language that raised awareness to teamwork and

collaborating with others as a way to foster an engaging and supportive environment. Furthermore,

coach found that it is more important to focus on athletes’ needs by building their practices

considering players’ athletic and emotional characteristics.

Finally, there are few suggestions to improve the workshop included making the workshop

more interactive, asking more questions and applying activities where coaches would watch or run

practices. Besides that, videos, empirical studies, group discussions, and practical coaching were the

elements of the workshop that helped them stay engaged and learn.

(b) experiences using humanistic coaching in youth sport

During the interviews and journal entries, coaches provided examples of how they applied

humanistic coaching. First, coaches guided athletes by asking thought-provoking questions instead

of telling them what to do. In this situation, coaches acted as a facilitator that enabled athletes to

come up with their own solutions when creating team rules, in practice, and choosing team strategy.

Second, coaches collaborated with athletes in building the team environment, trust, and friendships.
14
It was done by having frequent discussions with their athletes about subjects outside of sport while

maintaining a positive and understanding approach to coaching. Third, participants highlighted

humanistic coaching allowed athletes to create the team rules and implemented sport-specific

strategies that encouraged decision making on the playing field. For example, coaches asked athletes

feedback about practices and adjusted drills to meet their preference and needs. It helps coaches to

gain insight on athletes’ perceptions about the team. Finally, humanistic caching promoted

development outcomes through sport by connecting the lessons learned in sport to other life

situations. Coaches mentioned they taught their players to work hard and stay positive in sport, and

spent time with them outside of sport holding team study hours.

(c) Outcomes of Humanistic Coaching

This main theme is included coaches’ perceptions regarding the impact of humanistic

coaching on youth sport athletes. First, coaches mentioned that youth athletes showed more

autonomy by starting practice and drills without coaches’ instruction. Second, coaches noticed their

athletes showed improved communication skills. For example, athletes became more comfortable in

expressing their opinions and respecting others and more proactive in helping their group mates.

Consequently, it could improve trust between group mates as well as between athletes and coaches.

Finally, coaches founded increased athlete motivation to improve their sport knowledge and skills.

Coaches attributed this high motivation to the fun and interactive nature of their practices.

Discussion & Conclusions

This journal explained that workshop successfully taught coaches about humanistic coaching

and provided them with tools to apply their knowledge in youth sport settings. Overall, coaches had

positive experiences and observed developmental outcomes in their athletes despite facing

challenges such as increased time and effort required using humanistic coaching. In sum, author

findings suggest that incorporating humanistic theory in non-formal coach training protocols may

15
increase youth sport coaches’ understanding and ability to apply the key principles of humanistic

coaching, as well as help them foster sport environments that promote positive youth psychosocial

outcomes.

References

1. Camiré, M., & Trudel, P. (2013). Using high school football to promote life skills and
student engagement: Perspectives from Canadian coaches and students. World Journal of
Education, 3(3), 40–51. doi:10.5430/wje.v3n3p40.

2. Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and
expertise. International Journal of Sports Science & Coaching, 4(3), 307–323.
doi:10.1260/174795409789623892.

3. Falcão, W.R., Bloom, G.A., & Gilbert, W.D. (2012). Coaches’perceptions of a coach training
program designed to promote youth developmental outcomes. Journal of Applied Sport
Psychology, 24(4), 429–444.

4. Lombardo, B.J. (1987). The humanistic coach: From theory to practice. Springfield, IL:
Charles C. Thomas.

5. Lyle, J. (2002). Sports coaching concepts: A framework for coaches’ behaviour. London,
UK: Routledge.

6. Mallett, C.J., Trudel, P., Lyle, J., & Rynne, S.B. (2009). Formal vs. informal coach
education. International Journal of Sports Science & Coaching, 4(3), 325–334.
doi:10.1260/174795409789623883.

7. Nelson, L., Cushion, C.J., & Potrac, P. (2006). Formal, nonformal and informal coach
learning: A holistic conceptualization International Journal of Sports Science & Coaching,
1, 247–259. doi:10.1260/174795406778604627.

8. Schwebel, F.J., Smith, R.E., & Smoll, F.L. (2016). Measurement of perceived parental
success standards in sport and relations with athletes’ self-esteem, performance anxiety, and
achievement goal orientation: Comparing parental and coach influences. Child Development
Research, XXX,1–13. doi:10.1155/2016/7056075.

9. Stein, J., Bloom, G.A., & Sabiston, C.M. (2012). Influence of perceived and preferred coach
feedback on youth athletes’ perceptions of team motivational climate. Psychology of Sport
and Exercise, 13(4), 484–490. doi:10.1016/j. psychsport.2012.02.004.
16
10. Trudel, P., Gilbert, W., & Werthner, P. (2010). Coach education effectiveness. In J. Lyle &
C. Cushion (Eds.), Sport coaching: Professionalisation and practice (pp. 135–152). London:
Elsevier.

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 Summary of the HRD Attitudes: Or the Roles and Ethical Stances of Human Resource Developers

Fisher, C. (2005). HRD Attitudes: Or the Roles and Ethical Stances of Human
Resource Developers. Human Resource Development International, 8(2), 239-255.

Human resource development (HRD) is one of the more moral management functions which

are help people to learn and develop. According to Hatcher (2002), HRD departments have a

leadership role in transforming their organizations into good corporate citizens. Woodall and

Douglas (1999, p. 259, 2000, p. 116) has identify and challenge the comfortable assumption about

the intrinsic goodness of HRD. They mentioned an ethical critique of HRD practices that are

designed to manipulate people to adopt behaviors and values that are beneficial to their employers.

The objective of this paper is to discuss about the ethics of HRD away from the aspirational

and towards the analytical. In short, the author debates on how HRD practitioners should behave and

what ethical difficulties face by HRD practitioners and how do them respond.

Author proposed two-stage of conceptual framework in this paper. The first stage describes the roles

of HRD practitioners. In the second stage, author identified ethical trade-offs which associated with

particular HRD roles, by using a semiotic square analysis.

The Role of HRD Practioners

a) Modernism

It is about a belief that objectively defined as better than others and that progress towards the good

things is possible. People thinking in a modernist mode can accept that the world may be

fragmented, transient, and fleeting but see this as merely a stage that can be transcended by human

reason and intention (Harvey, 1989, p. 15). Modernism in the HRD field involves the use of rational,

analytical, and systematic development methods directed to meeting the purposes of an organization.

Radical Critiques, value their use of rationality to challenge aspects of the organizations they work.

They adopt an emancipator form of modernism and see themselves as devil’s advocates. It will cause

18
people in the organization to rethink and help create a better organization. Systems Designers, less

driven by personal convictions and more desire to meet the organization’s goals value. HRD

practitioners emphasize the development of techniques to maximize the chances that employees will

deliver the organization’s objectives. Cynical Role, is for those who disappointed by the failure of

HRD to deliver on its promises. They have lost faith but still have to do their jobs.

b) Neo-traditionalism

This role rejects modernism and seeks an organic form of existence. HRD practitioners believe that

this role concerns for individual and organizational growth. Gurus, they concerned with developing

people and attracted to fads and fashion. Culture Designers, seek to create a culture in which people

choose to take self-responsibility for developing themselves in ways that will advantage both

themselves and their employers. They provide the seminars and learning resources that help

employees to become competent. Counselors, are subjectivists who seek to understand the

individuals’ own values and concerns and help them identify their own solutions.

c) Traditionalism

They unified values and customs. Traditional values are immutable. They not affected by changes in

fashion and technology because the traditional view of time is circular rather than linear. HRD

practices are that it will take place within the confines of a locality and it based on the methods the

practitioners learnt early in their careers. Mentor, learn by watching and interacting with an

experienced senior employee and it’s consider as a modern process that shares these terms’ values.

Training Officer, focused on equipping people to do their jobs well.

Ritualists are like priests who no longer believe in God but who still find the liturgy comforting.

d) Postmodernism

They reject the neo-traditional belief in shared values. It is a way of thinking that views the world as

a confused and ambiguous place. HRD observe flexibility and ambiguity and reflect the shift from

jobs standardized by job description and grade to ones that are flexible, multi-skilled, and evolving
19
(Legge, 1995, p. 301). Intellectuals, delight in playing with ideas. Pragmatists try to link the

intellectuals’ postmodernism with attempts to improve the world. Game player role is the nearest to

what might be called hard postmodernism. It is similar to the ritualism position, but in this case, even

the ritualism’s comfort in routines and symbols has gone.

The Ethical Problems Associated with the Roles

Author mentioned that HRD roles cannot divided into good and bad but that all the roles have

potential ethical limitations. Author used semiotic square to explore these ethical limitations.

The Semiotic Square

It is a tool for analyzing connections and relationships within a text. In this paper, it is used to

analyze roles rather than texts. Begin with a key theme and continues by plotting three types of

relationships that necessarily stem from it. The first type of relationship is opposition which means

its begin with good its opposite is bad. When each of these two terms has contradiction, it is second

form of relationship. Complementarity is third relationship that has connection with bad.

The Ethical Limitations of Prophets

Prophets want to act on the world, or at least their organizations, without the constraint of comment

or caution from others. They may do great harm if their vision happens to be wrong or bad. Gurus

are positive prophets who have a prescription for how things should be changed and people

developed. Radical critiquers are an example of prophets who wish to change the world, or

organizations, but may not have a clear idea of how. They are driven by disapproval of what is rather

than a vision of what might be. The ethical danger posed by prophets is that they are closed to the

challenges and dialogue that can test whether their criticisms, nostrums, or systems are good.

The Ethical Limitations of Subjectivists

Subjectivists are doubters. They are the opposite of the prophets who doubt little. They believe that

everyone must make their own choices while recognizing that individuals’ own choices implicitly

impose expectations on others. They suffer an instability caused by the collective implications of

20
their individualism. The counselling role illustrates subjectivism by its acceptance of gnosis. In

classical Greek gnosis is a form of knowledge that is distinct from rational and instrumental

knowledge such as knowing how to use project management software.

The Ethical Limitations of Rhetoricians

Rhetoricians’ enjoyment of debates contradicts the prophets’ intolerance of dissent. Their role is

subaltern to that of the subjectivists because it provides the context of argument that allows the

subjectivists to make their choices.

The Ethical Limitations of Quietists

Quietism is the resignation of self to achieve contentment. It is a disengagement from the ethical

problems of the world. It complements the prophets because it withdraws from the field and leaves

them free to act. The intellectual role exemplifies this ethical danger. It combines a willingness to

stand on principle with a belief in the indeterminacy of languages and values. The instability of this

combination leads its proponents to value the internal intellectual process for itself. That is their

principle and it leads to disengagement. Quietists would not act against unethical organizational

behavior. The most action they might take is to resign from an organization of whose behavior they

disapproved.

Conclusions

The author present in this paper a model that can be used to plot the various ethical limitations or

dangers that the different roles that HRD practitioners may take are prey to. The semiotic square has

been the chosen tool for the task. The semiotic square imposes a logical discipline on the analysis

presented in the paper. For the present, the paper has tested, successfully it is argued, the semiotic

square analysis for theoretical consistency and prima facie evidence that it captures the ethical

dilemmas HRD practitioners may face.

21
References

1. Harvey, D. (1989) The Condition of Postmodernity (Oxford: Blackwell).

2. Hatcher, T. (2002) Ethics and HRD: A New Approach to Leading Responsible Organisations
(Oxford: Perseus).

3. Legge, K. (1995) Human Resource Management: Rhetoric and Realities (London:

Macmillan).

4. Woodall, J. and Douglas, D. (1999) Ethical issues in contemporary human resource

development, Business Ethics: A European Review, 8(4), pp. 249 – 61.

5. Woodall, J. and Douglas, D. (2000) Winning hearts and minds: ethical issues in human
resource development, in: D. Winstanley and J. Woodall (Eds) Ethical Issues in
Contemporary Human Resource Management (Basingstoke: Macmillan).

22
 Summary of the Issues of Knowledge Management in the Public Sector

Cong,
Cong, X.,
X., &
& Pandya,
Pandya, K.V.
K.V. (2003).
(2003). Issues
Issues of
of knowledge
knowledge management
management in
in the
the public
public sector.
sector.
Electronic
Electronic journal
journal of
of knowledge
knowledge management,
management, 1(2),
1(2), 25-33.
25-33.

Introduction

According to Xiaoming Cong and Kaushik V. Pandya in “Issues of Knowledge Management In The

Public Sector” explains that knowledge management in the public sector should be further explored

and exploited because public sector is falling behind these practices. Therefore, the authors focusing

on the key issues relating to knowledge management in the public sector.

Awareness of Knowledge Management in the Public Sector

The author stated that the KM need to be raised awareness not only to managers but also to frontline

personnel. Essentially, what is new about KM is the act of being conscious about the existence of a

KM process (Sarvary, 1999).

Knowledge Management

The information generated from making comparisons, identifying consequences, and making

connections is called as knowledge from the authors defined. While, Davenport and Prusak (1998)

defined the knowledge as a fluid mix of framed experience, values, contextual information, expert

insight and grounded intuition that provides an environment of and framework for evaluating and

incorporating new experience and information.

23
Type of knowledge: Explicit and Tacit

Explicit knowledge can be captured and be written in documents or databases. Explicit knowledge is

formal and systematic, which can be easily communicated and shared (Nonaka, 1991). It can be

divided into structured or unstructured. Structured knowledge is the data or information organized in

a particular way for future retrieval such as documents, databases, and spreadsheets, etc. Compare to

unstructured knowledge the information contain is not references for retrieval such as e-mails,

images, training courses, audio and video selection.

From the authors defined that the tacit knowledge is the knowledge that people have in their minds.

It difficult to write down and difficult to access as it is often not known to others. It is more valuable

because it provide context for people, places, ideas and experiences. Tacit knowledge also is highly

personal, hard to formalize, and difficult to communicate to others. Referring to Michael Polanyi

(Nonaka, 1991) expressed, “We can know than we can tell”.

Managing Organizational Knowledge

Managing knowledge produces value when shared knowledge is used and reused. KM involves

systematic approaches to find, understand, and use knowledge to achieve organizational objectives.

(CIO Council, 2001).

Benefits of Knowledge Management

There are two level benefit can occur in KM. First level is individual level that is opportunities to

employees to enhance skills and experience so it can improving personal performance and leading to

better career development. In the organization level performance can be enhanced through increased

productivity, quality and innovation.

24
Comparison of KM in the public sector and private sector

The author point out program such as New Public Management (NPM) suggest that the public

organization should follow the managerial processes from private factors. However, the differences

between public and private sector cannot be transferred across. This is caused by the differences in

human resource management policies and practice, the management of ethical issues and decision

processes exist between the two sectors.

NPM and KM in the public sector

NPM suggests the most efficient way to steer the public sector by using ‘contractualism’. It is means

of tendering/bidding, auction and leasing as new tools of governance for government to reduce costs

and increase efficiency. However, the disadvantages is that trust has decreased, political democracy

may be negatively affected and transactions costs may increase.

Importance and need of KM for government

There are the challenges aspects created by the knowledge economy to be dealing by governments

(OECD, 2003)

i. Knowledge has become a critical determinant of competitiveness for the public sector.

ii. Private firm produce goods and services that are increasingly intensive in intangible capital,

directly competing with the public sector for the delivery of good and services.

iii. Retirement of civil servants and frequent transfer of knowledge workers across government

departments also create new challenge for the retention of knowledge and preservation of

institutional memory and training of new staff.

25
Elements to be considered for public sector KM framework.

The KM focuses on people and organizational culture to stimulate and nurture the sharing and use of

knowledge; on processes or methods to locate, create, capture and share knowledge; and on

technology to store and make knowledge accessible and to allow people to work together without

being together.

Conclusion

In conclusion, the KM is new in the public sector. The public sector should starting to practice it and

taking a proactive attitude and make it happen in order to succeed.

Reference

CIO Council, (2001), “Managing Knowledge @ Work, An Overview of Knowledge

Management”, Knowledge Management Working Group of the Federal Chief

Information Officers Council, August.

Davenport, T.H. and Prusak, L. (1998), Working knowledge: How Organizations Manage

What They Know. Harvard Business School Press, Boston, Massachusetts, pp 5.

Nonaka, I (1991), “The Knowledge-Creating Company”, Harvard Business Review,

November-December, pp 96-104.

OECD, (2003) “Conclusions from the Results of the Survey of Knowledge Management

Practices for Ministries/Departments/Agencies of Central Government in OECD Member

Countries”, February 3-4,2003, GOV/PUMA/HRM(2003)2.

26
 Summary of the English language oral communication needs at the workplace: Feedback from

human resource development (HRD) trainees

Moslehifar, M. A., & Ibrahim, N. A. (2012). English language oral communication

needs at the workplace: Feedback from human resource development (HRD)
trainees. Procedia-Social and Behavioral Sciences, 66, 529-536.

In “English Oral Communication Needs At The Workplace: Feedback From Human Resource

Development (HRD) Trainees,” Mohammad Ali Moslehifar and Noor Aireen Ibrahim explains that

the communication at the internal and external level is an important requirement of the job, therefore

the specific oral communicative events and skills required by HRD trainees at the workplace.

Introduction

According to the authors the role of English language is important for communication especially in

higher institutions and business. Currently in Malaysia, communication skill is the fundamental role

at workplace. Without efficient communication skills in the management sector, a manager would

never achieve success (Wilson, 2005). In communication, the most important area is oral

communication skills in English language which all graduates should possess to function efficiently

at the workplace (Claget, 1997).

From context of workplace communication, having good communication skill is the way to success

also seen as fundamental and an additional advantage (Mehta, D. & Mehta, N.K., 2009). Strivers,

Campbell and Hermanson (2000) view that oral communication skill in English is an important for

managers to possess in order to carry out task efficiently. The key objectives in Malaysian higher

institutions is to generate large number of graduates with high ability to communicate effectively at

the workplace (Rajadurai, 2004). Hence, the higher institutions are attempting to design language

program to achieve the goal.

27
According to Stevens (2005), the employers believed that a low proficiency language skill was a

difficult factor for employment and many students with low proficiency English language skills

cannot be employed because of clients’ expectations. Blair and Jeanson (1995) states a high

proficiency in English language, especially in oral communication skills would be valuable to solve

different problems in workplace. However, according to Smith (2000), despite the professional and

formal training given there is still a skill gap in workplace situations because there are significant

gaps between the expectation of industries and what the universities offer to the students.

From finding of Kassim and Ali (2010) stated that the role of English as the global language in both

multinational and many local companies in Malaysia has increased dramatically, HRD officer must

be able to communicate effectively in order to function effectively at the workplace. According to

MacNamara (1999), HRD related work involves a variety of activities and the main activity involves

making decision on the needs of the company. HRD sector also supervises the companies’ approach

to employee settlements, compensations, employee records, and personnel strategies.

Kassim and Ali (2010), found reported that many staff, including those in the HRD sector, face

problem in communicating well in English and often encounter problem speaking fluently in

meeting, delivering public speaking and giving oral presentations. In addition to this the problems

faced by existing staff in multinational companies include difficulty in expressing views and ideas at

the workplace by nonnative speakers of English (Kaur & Clarke, 2009).

Discussion

The authors identified the trainees view oral communication skills as significantly important skills

for the workplace and from the perspective of HRD students, different activities in English language

are important. However, establishing a good rapport with clients or customers can be considered

important as this will eventually have implications on the company’s income and profit. The trainees

believed that establishing social relationship with colleagues is the least important activity in English
28
language. In addition, students mostly face problem with is speaking fluently in the English

language.

Conclusion

From this study the authors found perception, oral communication skills play a crucial role at the

workplace and among the most communicative activities. The trainess clearly reported that they

often face problems speaking fluently and speaking in fron of audition. Thus, “conversation skills”,

“oral presentation skills”, and “discussion skills’ are skills which must be given emphasis in English

language course. It provide important input to develop new course or improving on existing courses

geared at HRD undergraduates.

References

Blair, D., Jeanson, S. Workplace Oral Communication Curriculum. Winnipeg, MB: Workplace

Education Manitoba Steering Committee, Manitoba Department of Education and Training,

Continuing Education Division; 1995

Clagett, C. A. Workforce Skills Needed by Todays’ Employers. Market Analysis.

Largo,MD: Prince George’s Community College, Office of Institutional Research and

Analysis. Clark; 1997.

McNamara, C. Human resources management; 1999, Retrieved from

http://www.mapnp.org/library/hr_mgmnt/hr_mgmnt.htm

Mehta, D., Mehta, N. K. Communication Skills for Engineering Professionals; 2007, Retrieved from

https://www.researchgate.net/publication.

Wilson, J. P. Human resource development: Learning and training for individuals and

organizations (2nd ed.). London: Kogan Page; 2005

29
Kassim, H., and Ali, F. English communicative events and skills needed at the workplace:

feedback from the industry. English for Specific Purposes; 2010, 29, 168-182.

Kaur, S., Clarke, C. M. Analyzing the English Language Needs of Human Resource Staff in

Multinational Companies. English for Specific Purpose; 2009, 8(3).

Rajadurai, J. The faces and facets of English in Malaysia. English Today; 2004, 20 (4), 54-58

Stevens, B. What Communication Skills Do Employers Want? Silicon Valley Recruiters Respond.

Journal of Employment Counseling; 2005, 42(1).

Smith, M. C. What will be the demands of literacy in the workplace in the next millennium?

Reading Research Quartery; 2000, 35(3) :378-380.

Stivers, G., J. Campbell, and Hermanson, H., An Assessment Program for Accounting: Design,

Implementation, and Reflection, Issues in Accounting Education; 2000,15, (4).

30
 Summary of the Managerial core competencies as predictors of managerial performance, on
different levels of management

Bucur, I. (2013). Managerial core competencies as predictors of managerial

performance, on different levels of management. Procedia-Social and Behavioral
Sciences, 78, 365-369.

In “Managerial Core Competencies As Predictors of Managerial Performance on Different Level of

Management” Ion Bucur explains that core competencies were linked to managerial performance

depending on managerial complexity level and can be used then for enhancing the managerial

performance.

There are many findings and model in organizational such as Cambell’s model of competencies and

continuing with many other (McClelland 1973; Burgoyne and Stuart, 1976; Boyatzis, 1982; Fletcher

and Dulewicz, 1984; Spencer, 1993; Sanghi, 2007). According to Gary Hamel and Prahalad (1994)

assert that the core competencies transcend any other event within the organization. The author

suggest the organization must identify, develop and lead necessary core competencies by focusing

the specific competencies on individuals rather then on organization. The author point out the core

competencies can occur in any type of competencies for different position while most jobs

competencies are typical for the position.

Managerial performances are hierarchically organized (Lucia, Lesinger, 1999, Lombardo, Eichinger,

2006, Kiel, Lennick, 2005). The author identified the most important competency is the profound

and active learning competency, from experience. Most competencies are saturated in the g factor

such as they are an indirect and more complex measure for intelligence (Gottfredson, 2002). The

researcher have studied the practical intelligence or tacit knowledge, as a form of intelligence

directly linked with reaching performance. Meanwhile tacit knowledge or practical intelligence are

the form of intelligence similar with the real performance on site and within a context (Jackson,
31
2008). The most useful indicator for predicting the performance is the competence. All the

competencies can be utilized toward intervention regarding improving the performance however the

most useful is the learning competence.

The author analyzes the prediction and intervention can obtain a great benefit from managerial

competencies approach by improving managerial performance. The author stated that competence

cannot predict only by itself and he added instruments and criteria which used in classical

approaches in scientific and business field.

Objective and research hypothesis

The author notes that core competencies need to built in order to be useful for the whole

organization and to generate performance. He assumed that on each level of complexity core

competencies linked with managerial performance are different.

Conclusion

The author concluded the higher the complexity the more important became the learning

competency meanwhile for less complexity team management competency is more important. In

addition the motivation had an effect in influencing the career. The job competencies are more

important for first line of management than core competencies and less important for top

management.

32
References

Boyatzis, R. E. (1982). The competent manager- A model for effective performance, Canada,

USA: John Wiley &Sons.

Burgoyne J. G. (1990) Creating the managerial portfolio: building on competency approaches

to management development. Management Education and Development, 20(1), 68–73.

Dulewicz, V., & Fletcher, C. (1984). 'An Empirical Study of A U.K.-Based Assessment

Centre', Joumal of Management Studies, 21(1), pp 83–97, Sage.

Gary Hammel & CK Prahalad (1994), Competing for the Future, Retrieved from

https://www.slideshare.net/pavan7soni/competing-for-the-future-gary-hamel-and- ck-

prahalad-1994.

Gottfredson, L. S. (2002). Where and why g matters: Not a mystery. Human Performance,

15(1/2), 25–46.

Jackson, D. N., (2008), MAB-II Multidimensional Aptitude Battery, Ed. Sinapsis, Cluj, adapted by

Drago Iliescu i Florian Glin a.

Kiel, F., Phd, & Lennick, D. (2005). Moral intelligence- Enhancing business performance and

leadership success. New Jesey: Wharton School Publishing, Pearson Education, inc., Upper

Saddle River

Lombardo, M. M., & Eichinger- R. W., (2006), For your improvement. A Guide For

Fevelopment And Coaching, (4th ed.), Loominger International.

Lucia, A., & Lepsinger, R., (1999), Competency models: pinpointing critical success factors in

organizations, San Francisco, Jossey- Bass.

33
McClelland, D. C., (1973), Testing for competence rather than ‘intelligence’, 1–14, Retrieved

from https://www.therapiebreve.be/documents/mcclelland-1973.pdf

Sanghi, S. (2007). The Handbook of Competency Mapping- Understanding, designing and

Implementing Competency Models in Organizations- second edition, Sage.

Spencer, L., & Spencer, S. (1993). Competence at work: A model for superior performance, New

York: Wiley.

34
 Summary of the Planning human resource requirements to meet target customer service levels

Hafeez, K., & Aburawi, I. (2013). Planning human resource requirements to meet
target customer service levels. International Journal of Quality and Service Sciences,
5(2), 230-252.

Khalid Hafeez and Izidean Aburawi explains in “Planning Human Resource Requirements to meet

target customer service levels” the system dynamic modelling allows management to plan to hire

and develop right level of skills and competencies in the organizational inventory to meet desired

service level targets. Therefore, the purpose of study is about developing a quantitative model in the

Human Resources Planning (HRP) and management field.

Introduction

According to Walker (1974) the management is able to develop and deploy the right person at the

right place at the right time to fulfill both organization and individual objective through HRP. The

authors identified an efficient human resource or intellectual capital investment strategy demands a

good understanding of the dynamics of recruitment and training issues. To attain sustainable

competitive advantage companies need to manage their organizational competences (Hafeez et al.,

2002a, b; hafeez et al., 2010) as well individual competencies (Hafeez and Essmail, 2007). Miles

and Snow (1984) provided guidelines for designing dynamic human resource management models.

In this research the HRP and management field develop a quantitative model. The SERQUAL model

can be use to valuate different aspects of service quality by measuring the gap between customer

expectation and experience (Parasuraman et al., 1985).

35
Review of models in HRP

The author represent two types of models and the first model is policy models. This models aim to

provide a comprehensive framework for the evaluation of the organization, that emphasize the

interrelationship between programs and the relationship of each program to external program. The

approach can use under policy models is Tichy and Devanna model. It is to integrate forecast of the

demand for skills and the internal supply of skills and relate to HRP. It is consists of four key

constituent components that are selection, appraisal, development and reward (Tichy & Devanna,

1984). Next is Harvard model. It is recommends that all managers must take greater responsibility

for HRP and what extent the policies they implement will enhance the commitment of the people to

their work and the organization; attract, retain, and develop people with the needed competence;

sustain congruence between management and employees, and be cost effective in terms of wages,

employee turnover, and risk of employee dissatisfaction (Walkers, 1992). Besides that, Walker

(1980) in Walker model recommended to examine the validity and predictability of his model within

large organizations.

The second of model in HRP is mathematical and statistical models. It is to investigate system

behaviour over time (Geogiou and Tsantas, 2002). By using the Markov model as the approach of

mathematical model the organizations can predict future human resource levels in order to forecast

recruitment and training needs, and to ensures that sufficient experiences people to fill vacancies at

higher levels. Second approach is Systems dynamic that is a method for developing management

“flight simulators” to help about dynamic complexity and understand the sources of resistance to

design more effective policies (Sterman, 2000, 2001). It allow to study and manage complex

feedback systems by creating models representing real world systems. From the literature identify

that HRP model defined such as training and recruitment, forecasting human resource needs,

36
responding to external conditions, human resource flow, promotion, staff turnover, job analysis,

human resource development.

Conclusion

To increase competition in the global market, HRP needs to respond to a greater demand for

“talent”. Therefore, the management needs to understand the dynamics of human resource policy

within company and it can be as a tool to explore the impact of different human resource policies

and to determine the key influencing parameters.

References

Georgiou, A.C. and Tsantas, N. (2002), “Modeling recruitment training in mathematical human

resource planning”, Applied Stochastic Models in Business and Industry., Vol. 18, pp. 53-

74.

Hafeez, K., Zhang, Y. and Malak, N. (2002a), “Core competence for sustainable competitive

advantage: a structured methodology for identifying core competence”, IEEE Transactions on

Engineering Management, Vol. 49 No. 1, pp. 28-35.

Hafeez, K. and Essmail, E.A. (2007), “Evaluating organization core competences and associated

personal competencies using analytical hierarchy process (AHP)”, Management Research News:

Communication of Emergent International Management Research, Vol. 30 No. 8, pp. 530-547.

Hafeez, K., Keoy, K.H.A., Zairi, M., Hanneman, R. and Lenny Koh, S.C. (2010), “E-supply chain

operational and behavioural perspectives: an empirical investigation of SMEs in

Malaysia”, International Journal Operations Research, Vol. 48 No. 2, pp. 525-546.

37
Miles, R. and Snow, C.C. (1984), “Designing strategic human resources systems”,

Organizational Dynamics, Vol. 13 No. 1, pp. 36-52.

Parasuraman, A., Zeithaml, V.A. and Berry, L.L. (1985), “A conceptual model of service

quality and its implications for future research”, Journal of Marketing, Vol. 49 No. 4, pp.

41-50.

Sterman, J.D. (2000), Business Dynamics: Systems Thinking and Modelling for a Complex

World, Irwin McGraw-Hill, Boston, MA.

Sterman, J.D. (2001), “System dynamics modeling: tools for learning in a complex world”,

California Management Review, Vol. 43 No. 4.

Tichy, N. and Devanna, M. (1984), The Transformational Leader, Wiley, New York, NY.

Walker, J.W. (1974), “Evaluating the practical effectiveness of human resource applications”,

Human Resource Management, Spring, pp. 19-27.

Walker, J.W. (1980), Human Resource Planning, McGraw-Hill, New York, NY.

Walker, J.W. (1992), Human Resource Strategy, McGraw-Hill, New York, NY.

38
 Summary of the Redefining governance: from confusion to certainty and clarity.

McGrath,
McGrath, S.S. K.,
K., &
& Whitty,
Whitty, S.
S. J.J. (2015).
(2015). Redefining
Redefining governance:
governance: from
from confusion
confusion to
to certainty
certainty
and
and clarity.
clarity. International
International Journal
Journal of of Managing
Managing Projects
Projects in
in Business,
Business, 8(4),
8(4), 755–787.
755–787.

Introduction

Governance is the confluence point where the competing interests of the temporary project

organisation and the more permanent parent organisation must be resolved. The governance

requirements that a business imposes upon its projects are subject to the influence, interests and

knowledge of its key players. These may have different understandings of the various competing

governance models and may even have different understandings of the same terminology (Ahola et

al., 2014; Biesenthal and Wilden, 2014; McGrath and Whitty, 2013; Pitsis et al., 2014).

Understanding of the term governance has been influenced by many people’s views and perspectives

or, in the words of Russell (2005, p. 642) “Kantian spectacles”.

Objective

In addressing this matter, this paper seeks to focus on how to resolve and remove definitional

confusion from the field of governance. To resolve this, a pre-existing method for resolving the

definitions of a group of conceptual terms was sought, but none was found and so a method is

developed. This is then applied to a group of key governance terms with the objective of developing

a mutually consistent set of definitions that are generic and applicable across the whole governance

ambit – national and international, covering private and governmental organisations as well as higher

level political power structures of whatever nature; democratic, autocratic, monarchical, dictatorial,

communist or other form.

39
Method development

Linguistic approach to individual terms

(a) Lexical usage. Copi and Cohen (1990, pp. 134, 5) state: “literary and academic vocabularies

tend to lag behind the growth of living language.

(b) Types of definitions. The various definition types, which representation of Copi and Cohen

(1990, pp. 132-151).

Group considerations/systems approach to a group of terms

a) Checks before individual-term definition. Adopting a systems approach requires looking at

the bigger picture by first examining the group of terms to be defined and then checking after

completion.

(c) Checks after individual-term definitions. The group will then receive reviews for both

internal and external consistency.

Iterative approach

The method will be applied to the group of governance terms to ensure it works, that the order of

steps is logical and that all the steps that need to be in the method are actually included.

Conclusion

The benefit of this work for practice is clarity – resulting in the avoidance of confusion and

misunderstanding, together with their consequent waste of time, resources and money, benefiting

organisations both public and private as well as their taxpayers and shareholders

40
 References

Ahola, T., Ruuska, I., Artto, K. and Kujala, J. (2014), “What is project governance and what are its

origins?”, International Journal of Project Management, Vol. 32 No. 8, pp. 1321-1332.

Ali, S. and Green, P. (2007), “IT governance mechanisms in public sector organisations: an

Australian context”, Journal of Global Information Management, Vol. 15 No. 4, pp. 41-63.

Australian National Audit Office (2003), Public Sector Governance, Volume 1 Better Practice

Guide: Framework, Processes and Practices, Australian National Audit Office, Canberra.

Biesenthal, C. and Wilden, R. (2014), “Multi-level project governance: trends and opportunities”,

International Journal of Project Management, Vol. 32 No. 8, pp. 1291-1308.

Bowen, P.L., Cheung, M.D. and Rohde, F.H. (2007), “Enhancing IT governance practices: a model

and case study of an organization’s efforts”, International Journal of Accounting Information

Systems, Vol. 8 No. 3, pp. 191-221.

41
 Summary of the Organizational politics: problem or opportunity?

Marques,
Marques, J.J. (2009).
(2009). Organizational
Organizational politics:
politics: problem
problem or
or opportunity?
opportunity? Human
Human Resource
Resource
Management
Management International
International Digest,
Digest, 17(6),
17(6), 38–41.
38–41.

Introduction

Organizational politics are informal, unofficial, and sometimes behind-the-scenes efforts to sell

ideas, influence an organization, increase power, or achieve other targeted objectives. Politics has

been around for millennia. Today, work in organizations requires skill in handling conflicting

agendas and shifting power bases.

Objective

Although often portrayed negatively, organizational politics are not inherently bad.

In addressing this matter, this paper seeks to focus on how to be aware of the potentially destructive

aspects of organizational politics in order to minimize their negative effect.

Workplace politics are not easy to deal with. The May 2007 edition of HR Focus reports (HR Focus,

2007): ‘‘At heart, office politics involve jockeying for position in a workplace setting. While gossip

in the workplace can be harmless, it becomes political when the goal is to gain advantage’’ (HR

Focus, 2007, p. 8). The article further states: ‘‘Another sign that office politics are a problem is when

important decisions are made without company-wide input’’ (HR Focus, 2007, p. 8).

Ferris et al. (2007) draw more positive conclusions about workplace politics. They state:

‘‘The organizational-politics literature, frequently cast in a pejorative sense, has begun to

recognize that politics are not necessarily inherently bad, and those who engage in influence do not

always do so exclusively in a self-interested manner, and in direct opposition to organizational

objectives’’ (p. 198).

42
Too many workplaces are still troubled by the ‘‘fiefdom’’ syndrome, under which individuals

consider their position an asset and protect it jealously. The psychology behind this may be that

society has taught us to define ourselves by our positions.

Excellence in performance is not always appreciated. There are, in this area, four possibilities to

consider:

1. you can be a sluggard and fit right into the organizational culture;

2. you can be a sluggard and not match the organization’s philosophy;

3. you can be an over-achiever and fit right into the organizational culture; and

4. you can be an over-achiever, yet not match the organization’s philosophy

The negative side of organizational politics is more likely to flare up in times of organizational

change or when there are difficult decisions to be made and a scarcity of resources that breeds

competition among organizational groups. To minimize overly political behavior, company leaders

can provide equal access to information, model collaborative behavior, and demonstrate that political

maneuvering will not be rewarded or tolerated. Furthermore, leaders should encourage managers

throughout the organization to provide high levels of feedback to employees about their

performance.

Conclusion

Organizational politics is a natural part of organizational life. Organizations that are driven by

unhealthy levels of political behavior suffer from lowered employee organizational commitment, job

satisfaction, and performance as well as higher levels of job anxiety and depression. Individual

antecedents of political behavior include political skill, internal locus of control, high investment in

the organization, and expectations of success. Organizational antecedents include scarcity of

43
resources, role ambiguity, frequent performance evaluations and promotions, and democratic

decision making.

References

Conner, D.S. (2006), ‘‘Human-resource professionals’ perceptions of organizational politics as a

function of experience, organizational size, and perceived independence’’, The Journal of

Social Psychology,Vol. 146 No. 6, pp. 717-32.

Ferris, G.R. et al. (1996), ‘‘Perceptions of organizational politics: prediction, stress-related

implications, and outcomes’’, Human Relations, Vol. 49 No. 2, pp. 233-66.

Ferris, G.R., Zinkob, R., Brouerc, R.L., Buckleyd, M.R. and Harveye, M.G. (2007), ‘‘Strategic

bullying as a supplementary, balanced perspective on destructive leadership’’, The Leadership

Quarterly, Vol. 18 No. 3, pp. 195-206.

44
 Summary of the Social Media Use in HRM

Kluemper,
Kluemper, D.
D. H.,
H., Mitra,
Mitra, A.,
A., &
& Wang,
Wang, S.
S. (2016).
(2016). Social
Social Media
Media use
use in
in HRM.
HRM. Research
Research in
in
Personnel
Personnel and
and Human
Human Resources
Resources Management,
Management, 153–207.
153–207.

Introduction

The authors in this study assessed the rapid evolution of social media has impacted the field of

human resource management in numerous ways. Social media are digital Web 2.0 applications that

facilitate interactive information, user-created content, and collaboration (see Elefant, 2011). Social

media exists entirely on the Internet or portals that can access the Internet (e.g., computers, tablets,

and cell phones). Applications are different technological mechanisms to connect people and

information. The most popular and well-known social media applications are SNWs. SNWs are a

subset of social media and meet the following three broad criteria: (1) they are an online service that

allows users to build a profile within the network, (2) they allow users to build a list of other users

that they share a connection with, and (3) they allow users to view and to navigate the information

created by other users on the social network (Boyd & Ellison, 2007).

Objective

The focus of the research study is to discuss the existent research, describe the

theoretical foundations of such work, and summarize key research findings and themes into a

coherent social media framework relevant to HRM. Finally, this research study offer

recommendations for future work that can enhance knowledge of social media’s impact in

organizations.

45
 The HRM-related social media concepts are organize into four categories. The first includes

external organizational stakeholders, such as branding, organizational image, and attraction of job

applicants. The second includes employment selection using SNWs, which includes a range of topics

such as privacy, discrimination, negligent hiring, validity, reliability, generalizability, impression

management, applicant reactions, and possible screening approaches. The third category consists of

social media use to improve organizational functioning and includes the topics of productivity,

engagement and teamwork, training, knowledge management, social capital, organizational culture,

and leadership. The final category introduces how social media may lead to counterproductive work

behaviours such as cyberloafing and the potential for employee disciplinary action.

Kaplan and Haenlein (2010) create a classification scheme by creating three categories for “social

presence/media richness” (low, medium, high) and two categories for “self-presentation/self-

disclosure” (low, high). This creates six categories of social media: (1) blogs (low/high), (2) SNWs

(medium/high), (3) virtual social worlds (high/high), (4) collaborative projects (low/low), (5) content

communities (medium/low), and (6) virtual game worlds (high/low). The researchers expand on this

classification scheme, including aspects of social media that are related to human resource

management, such as project management systems, information sharing systems, virtual learning

environments, and engagement development platforms. This is to identify the categories of social

media that are pertinent to each of the HRM-related concepts and to clarify the types of social media

relevant to a broad range of HRM-related literatures.

46
Conclusion

The conclusion that social media is an important asset to organizations, which if handled

strategically, can benefit them by simplifying and augmenting several critical human resource

management functions and processes encompassing personnel selection, employee engagement,

teambuilding, employee productivity, and organizational image. At the same time, social media also

serves as a potential liability for organizations, which likewise needs to be managed effectively. As

such, the researchers believe that social media is in the early stages of what is likely to be a

continually changing dynamic for nearly every aspect of human resource management. Despite the

dynamic and impactful impact of social media on the organizational environment, more academic

study is needed in virtually every area of this nexus between social media and HRM.

References

Aberdeen Group. (2008). Web 2.0, talent management and employee engagement.

Retrieved from http://www.Aberdeen.com

Akinbode, J. O., Opayemi, R., & Sokefun, E. (2013). Impact of online social networking

on employees’ commitment to duties in selected organizations in Lagos State, Nigeria.

International Journal of Business and Economic Development, 1(1), 94 100.

Alberghini, E., Cricelli, L., & Grimaldi, M. (2014). A methodology to manage and

monitor social media inside a company: A case study. Journal of Knowledge Management,

18(2), 255 277.

Askew, K., Buckner, J. E., Taing, M. U., Ilie, A., Bauer, J. A., & Coovert, M. D. (2014).

Explaining cyberloafing: The role of the theory of planned behavior. Computers in

47
 Human Behavior, 36, 510 519.

Baker, J., & Phillips, J. (2007). E-mail, decisional styles, and rest breaks.

CyberPsychology & Behavior, 10(5), 705 708.

Bangerter, A., Roulin, N., & Ko¨nig, C. J. (2012). Personnel selection as a signalling

game. Journal of Applied Psychology, 97, 719 738.

Behringer, N., & Sassenberg, K. (2015). Introducing social media for knowledge management:

Determinants of employees’ intentions to adopt new tools. Computers in Human Behavior, 48,

290 296.

48
 Summary of the Managerial Wisdom

Moberg,
Moberg, D.
D. J.J. (n.d.).
(n.d.). Managerial
Managerial wisdom.
wisdom. The
The Next
Next Phase
Phase of
of Business
Business Ethics:
Ethics: Integrating
Integrating
Psychology
Psychology and
and Ethics,
Ethics, 377–396.
377–396.

Introduction

This descriptive research tries to light the way and explain a procedure for developing practical

wisdom in novice managers. Main research of this study is summarized, and implications to the

development of a concept of managerial wisdom are provided. Wisdom is a concept with no

consensual definition. Nevertheless, it has been the subject of significant work in both philosophy

and psychology. Three alternative meanings of wisdom appear in the Oxford English Dictionary

(OED): (1) the ability to judge rightly in matters relating to life and conduct; (2) knowledge,

learning, or erudition, especially in relation to philosophy or science; and (3) wise discourse or

sayings.

Objective

The paper critically examines the nature of managerial knowledge, highlights the limitations of

formal managerial knowledge in informing managerial practice and demonstrates the role of

alternative forms of knowledge, knowing and wisdom in informing the practice of a sample of

novice managers.

In addressing this matter, this paper seeks to respond and focus on more works on the subject of

the practical wisdom such as the wisdom tree depicted the liberal arts (at the time: astronomy,

geometry, music, arithmetic, grammar, rhetoric, and dialectics) arranged as branches of the tree with

wisdom being at the top (Clayton & Birren, 1980)., applied to business ethics (e.g. Solomon, 1992;

Moberg, 1997)., especially in the context of responding to crises, since these situations usually

include important ethical issues that threaten a company's code, culture and values. The role of the

49
CEO becomes crucial for protecting the moral tone of a company, accepting responsibility where

appropriate, seeking to reduce limit violations to stakeholder interests. Unfortunately, wisdom as a

subject for academic inquiry virtually disappeared sometime during the last century (Chandler &

Holliday, 1990). It being studied again into contemporary analysis on wisdom by John Kekes (1983,

1995) offers specific insight about wisdom, to see wisdom as the integration of a set of virtues. The

whole research will lead us into some work by psychologists on intelligence in the pragmatics of life

and the integration of these ideas with special attention to how wisdom unfolds in the context of

being a manager.

The wisdom concept will be explain briefly begins with the oral tradition in prehistory,

moves through the Hebrew, Greek and Christian Traditions and end with some attention to the

Eastern Tradition.

The Oral Tradition

Wisdom refers to a special mastery of the challenges of life. Based on the artifactual record together

with our understanding of pre-literate societies, there are some credible conclusions (Lobsang,

1965). This early wisdom literature (Wood, 1967) is rooted in an even earlier oral tradition in which

people passed such notions from generation to generation. This oral tradition was entrusted to

scribes, the subject seems to have changed from the mundane to the philosophical (Holliday &

Chandler, 1986).

Hebraic Tradition

Wisdom in herbraic tradition is commonly represented in what is known as the wisdom literature

(e.g. Rad, 1972). The distinction between religious and secular wisdom emerges in Hebraic wisdom.

Religious wisdom was conveyed through the Torah (translated as law or divine instruction). Secular

wisdom in the Hebrew tradition was offered to the inquiring spirit of all people. Thus, while

50
religious wisdom appealed to authority, secular wisdom looked to the evidence of experiences and

verifiable observation (Clements, 1992).

Greek Tradition

Wisdom in greek tradition takes three distinct forms: sophia, the theoretical wisdom that is the gift of

the philosopher who ponders the meaning of life, phronesis, the practical wisdom that arms any

public person with prudence and self-control, and episteme, the scientific wisdom about how things

work.

Christian Tradition

Wisdom in Christian tradition wisdom is a gift God bestows on man as a result of prayer and

humility.

The Eastern Tradition

Wisdom in eastern tradition represent more from Zen Buddhism, Taoism, and Hinduism

holds that too much rational, intellectual analysis seriously impedes the development of wisdom

(Conze, 1958; Cragg, 1976; You, 1972).

Modern Philosophical Views Of Wisdom

In modem philosophical treatments of the subject, wisdom is often described as an antidote to the

uncertain vicissitudes of life.

Modern Psychological Views Of Wisdom

There are several implications of these psychological approaches to wisdom. First, it seems clear that

if a managerial wisdom exists it is not likely to be a manifestation of a generalized attribute. Indeed,

managerially wise persons may not at all be wise in other spheres of their lives. Second, managerial

51
wisdom may be enhanced by virtue of some education in the human life cycle. Managers who

understand their own stage of development together with the developmental stage of those with

whom they work may have more wisdom potential than those who do not. Third, wisdom is not

simply knowledge. It is insufficient to attend a course or read a book (Nichols, 1996).

Wisdom As Common Sense Intelligence

Experience alone is a poor teacher of managerial wisdom. However, learning what constitutes the

everyday intelligence/tacit knowledge of those in the managerial ranks may be a necessary step in

developing wisdom.

Conclusion

Many of the scholars involved in wisdom research do not think wisdom can be taught. The paper

consolidates disparate critiques of formal managerial knowledge, provides a useful analytical

typology of managerial wisdom and presents sound evidence of the extent and nature of wisdom

used in novice-managers’ practice. The research revealed that managerial wisdom relies on a

dynamic interaction between perception, experience, character, and an insightful vision of what is

proximately and ultimately good for people, organizations, and business. The concept and the

applications reported in this paper should be of use to academics and human resources practitioners

interested in the professional development of managers within classroom settings and organizational

settings.

52
 References

Achenbaum, W. A., & Orwoll, L. (1992). Becoming Wise: A Psycho-Gerontological Interpretation

of the Book of Job, International Journal of Aging and Human Development, 32, 21-39.

Baltes, P. B. (1993). The Aging Mind: Potential and Limits, The Gerontologist, 33, 580-594.

Chandler, M. J., & Holliday, S. (1990). Wisdom in a Postapocalyptic Age, In: R. J. Sternberg (Ed.),

Wisdom: Its Nature, Origins, and Development. New York: Cambridge University Press.

Clayton, V. (1975). Erikson's Theory of Human Development as it Applies to the Aged: Wisdom as

Contradictory Cognition. Human Development, 18, 119-128.

Daudelin, M. W. (1996). Learning from Experience Through Reflection. Organizational Dynamics,

24(3), 36-48.

53