From the Board
By Julie Gedro
The Value of AHRD Membership and Engagement: The “Three Cs”
Granted, as a long time member of AHRD, I bring a particular perspective to this conversation. Some might call it a bias. I think that the value of membership and engagement in the Academy of Human Resource Development streams from multiple directions, for a heterogeneous body of members who have one thing in common: an interest in and commitment to the field of Human Resource Development. We have members who work in departments that are intentionally, traditionally, recognizably Human Resource Development Departments. We have members who are practitioners who are committed to bringing research and reflection to bear on their practice. We have members who are from colleges and universities that do not have traditional HRD departmental infrastructures, such as Empire State College. The heterogeneity of our membership does not end at the professional boundary, however. I increasingly see healthy debates and increasing diversity – in multiple contexts – within the content, methods, and foci of our journals. I hope that current members, and prospective members, find their experience within AHRD to be welcoming and to be receptive to new ways of thinking and new ways of being.
I wanted to highlight the value of engagement in AHRD, and to expand somewhat beyond the stated benefits of membership. Those benefits are the cornerstone of the member experience, to be sure. However, in my own experience in AHRD, some of the most significant benefits have been ones that I could not have predicted or orchestrated. Perhaps some of these might resonate with you. I hope they do. I would categorize all of these as belonging to the general topic of development, mostly professional and some personal. The topics I imagine are: communication, career, and commitment. While these “three Cs” are mutually informing and intertwined, I will nevertheless tease out some ideas within each.
With respect to communication, there are myriad ways that engagement, particularly in service roles, within AHRD helps strengthen and broaden one’s capacity. For example, offering to serve as a reviewer for conference submissions necessitates that one learn an electronic submission and review system, and that one learns how to read and review responsibly, thoroughly and with high expectations for excellence and adherence to specifications. At the same time, it requires that one learn how to give honest feedback in a way that conveys a sincere interest in helping the prospective author get better. By “get better,” I mean either to improve writing style and voice, or to organize a piece of work in a more effective fashion, or to read and learn about accompanying scholarship that broadens and strengthens the work. In my own experience writing and submitting to conferences and journals within AHRD, journal editors, associate editors, and the conference team (including reviewers), are committed to providing helpful, content-rich, developmental feedback. This is a value. It is valuable as an author, and it is valuable as a reviewer. I can think of multiple benefits of learning how to evaluate a piece of work, and then give feedback that is communicated in ways that are direct and honest, yet collegial and civil. In addition, it is a valuable skill to have – to know how to give that feedback through digital means. Email is a flat medium, and it presents fertile ground for misunderstanding and even hurt feelings and/or offense. I think it is increasingly important for career development and success (according, of course, to one’s own definition of success, which I feel is personally and individually a subjective proposition). Serving in these capacities helps the work of the organization (it must!), and it also helps the individual providing that service.
With respect to career, there are formal ways that AHRD facilitates career development, which include, most obviously, our job board. There are more subtle and informal career development activities that occur within AHRD. For instance, I have joyfully witnessed folks having chats after sessions at the conference, or even in the hotel bar, or at lunch that I imagine have led to further conversations and collaborations. I know that has happened for me. I can recall a specific conversation with a senior member of AHRD (and I hope he is reading this and recognizes himself here) who challenged me about getting moving on a book project. I committed to him, right there in the hotel lobby, that the next time I saw him, the book would be published. Granted, it was two conferences later, but I kept my commitment and he kept me honest. In my own experience, I have found it not only joyful, but also valuable, to write letters of recommendation for colleagues as they apply for new jobs or promotions. The satisfaction of helping a colleague get to where he or she wants to go is extremely valuable for me. It is valuable for our profession and our organization as well. We are as excellent as our members, after all.
With respect to commitment, active engagement in AHRD is its lifeblood. There are so many ways to get involved and contribute. I think there is inherent value in commitment. The satisfaction of knowing that one has contributed to the field through service work presents perhaps the least tangible, but most profound, sense of value. Commitment is a cumulative proposition; it is a habit and a discipline. You might agree with me, that the most admirable and successful people are those who commit; they are the people on whom you can rely. Increasingly, I want those people in my world, including my AHRD world. In my experience, our conferences are ripe with learning opportunities, and attendees take advantage of those opportunities. The hallways of a conference venue are typically very quiet during concurrent sessions, because attendees do not want to miss the opportunities that are present during those sessions. To me, this demonstrates commitment and focus. It is difficult for me to conceive of a worthwhile achievement – including the establishment of AHRD itself – that has not been the result of someone making and keeping a commitment.
Communication. Career. Commitment. These are the non-programmed benefits, or values, or payoffs, that result from active engagement in this excellent organization.
NEWS FOR MEMBERS
News about the 2016 AHRD International Research Conference in the Americas
Submissions Are in and Next Steps for Submissions
The reviewers and Track Chair Editors are hard at work reviewing the 275+ papers, abstracts, and proposals that were submitted in September. Thank you all for your work in this critical process!
Decisions on all submissions will be distributed on October 19. If you have not received your decision by October 20, please contact the track chair for your submission.
Next steps for authors/presenters accepted for the 2016 conference will be to schedule a bit of time to address the feedback and enhance the submission so that you can submit final, camera-ready submissions no later than December 4. There can be no extensions on this date due to the extremely tight deadlines we have to make the conference proceedings release dates. Announcements will be forthcoming directly to authors concerning how to complete the author attestation form and submit the final submission.
Conference Registration Opens in November
Conference registration will be available in early-to-mid November. The Conference Team will send an email to all members when it’s available along with information about many exciting developments emerging for the conference. We are so excited to share with you all the news about the conference events – we think it’s shaping up to be a conference you won’t want to miss!
Graduate Student Colloquium at AHRD 2016
Attention Graduate Students…did you know that AHRD offers a Graduate Student Colloquium as a pre-conference experience? This is a tremendous opportunity for professional development related to research in HRD and to meet graduate students from all corners of the world! Most universities allow their doctoral and advanced Master's students interested in more intensive research-related capacity building to take directed/independent study credit to support participation in this experience and complete assignments related to the colloquium and/or to support your research/publishing goals. Talk to your advisor and/or faculty at your home institution to learn more and/or watch for more information coming soon to Conference Central.
Conference & Travel Planning
Now that you have (hopefully) submitted something for the upcoming conference, it is a great time to start planning your trip for the conference. The 2016 conference will be in beautiful Jacksonville, FL. Visit Jacksonville & Hotel Information to learn more about this vibrant city and for a direct link to make your hotel reservation. Reminder, too, that there will be a few optional pre-conference activities (like the Doctoral Student Colloquium mentioned above, pre-conference workshops, etc.), so plan to come early and not leave until Sunday, February 20, so you won’t miss the closing festivities on Saturday evening.
Exhibitor & Sponsorship Opportunities
Does your organization (or one you know of) want to reach leading national and international scholars and practitioners in HRD? If so, check out the opportunities AHRD provides for exhibitors and sponsorship at Conference Central and/or contact Carissa Wolf (firstname.lastname@example.org) directly.
Call for AHRD Board Nominations – Due October 26, 2015
The AHRD Board of Directors, guided by the leadership of the President and the Executive Committee (including the President, President-Elect, and Past President), enacts the vision and directs the activities of the Academy of Human Resource Development (AHRD). This year, AHRD members will nominate and elect three Board members. We need your help to find the best candidates for these important positions – people who will lead our ever-growing and ever-changing Academy with vitality and vision.
Any current or former Board member is eligible to be nominated to serve as President-Elect, with the assumption that this person will later serve as President and Past President. Self-nominations are accepted. AHRD has a strong commitment to diversity in its general membership and to the diversity of the membership of those serving in leadership roles. Those considering having their names placed in nomination should recognize their time commitment for the leadership positions. The President-Elect oversees the annual conference. The President runs the Board meetings and ensures that the Board and office work are accomplished. The Past President typically undertakes international initiatives and works with the international conferences. The President-Elect serves for two years (2016-2017); the President serves for two years (2017-2018), and the Past President serves for two years (2018-2019). The person is expected to participate in all leadership conference calls, attend all Board meetings during the annual conferences in 2016, 2017 2018, and 2019 plus one additional Board meeting during each year of the term of office – typically held in the Fall. All presidential officers are expected to cover their own expenses for attendance at scheduled Board meetings.
Board Member Nominations:
Any member of the AHRD, including former Board members, is eligible to be nominated to serve on the Board. Self-nominations are accepted. AHRD has a strong commitment to diversity in its general membership and to the diversity of the membership of its Board. Those considering having their names placed in nomination should recognize their time commitment for Board assignments. Each member of the Board is given at least two assignments, which include serving on a Board committee and as Board liaison to an Academy committee. Board members are elected for a three-year term and are expected to attend the Board meetings during the annual conferences in 2016, 2017, 2018, and 2019 plus one additional Board meeting each year of the three-year term, which are scheduled in the fall and at various locations. Board members are expected to cover their own expenses for attendance at scheduled Board meetings.
All nominees must adhere to following election guidelines:
Nominations for Board members should be sent to Darlene Russ-Eft by October 26, 2015. Nominations will close on October 26, 2015. Whether you nominate yourself or someone else, all nominees must provide a written statement that includes both the candidate's biographical information and vision for the Academy, including how they would like to contribute in their role as President-Elect and President or as a Board member. You are restricted to a total of 250 words for your statement, which includes both your biographical information and vision. If the statement exceeds this word restriction, sentences will simply be dropped from the end of the statement to fit the space limitation.
Please note that the use of flyers or the AHRD listserv for the promotion of candidates is prohibited.
Please send nominations and nominee statements to Darlene Russ-Eft, Chair, AHRD Nominating Committee, via email email@example.com. A reply email confirmation will be sent to you indicating that your nomination has been received. If you do not receive this confirmation within 48 hours, please re-send and/or contact firstname.lastname@example.org.
All AHRD members will receive instruction for completing their ballot, which will be found at the AHRD website in November. The AHRD election process will be completed by December 16, 2015, and new Board members will be introduced to the Academy at the AHRD International Research Conference in the Americas, February 18-20, 2016.
Call for Papers + Posters – Europe
The 17th International Conference on Human Resource Development, Research and Practice across Europe will be held June 8-10, 2016 at Manchester Metropolitan University, Manchester, UK.
The 17th International Conference on Human Resource Development Research and Practice across Europe will be held in the Faculty of Business and Law at Manchester Metropolitan University, Manchester, UK, from 8-10 June 2016. The conference welcomes papers which advance our knowledge and understanding of HRD and are relevant to the global workplace of the 21st century.
Doctoral and Master's Students have the opportunity to submit a Poster to the Doctoral Colloquium on Tuesday 7 June, to be held in the Faculty of Business and Law, facilitated by Professor Carol Atkinson, Associate Dean for Research in the Faculty.
Manchester, the UK’s 3rd largest and 3rd most visited city in the UK by foreign visitors, is home to an influential music scene, a thriving cultural setting and two world-class football teams. It has a welcoming attitude, varied tourist attractions, quality shopping and legendary nightlife.
Download a copy of the Call For Papers (Adobe Acrobat format)
- Call for Papers: Monday 7 September 2015
- Final date for abstract: Friday 4 December 2015
- Submission of papers: Friday 1 April 2016
- Early bird Registration: 29 January 2016
A Mentoring Rendezvous at the AHRD
AHRD Faculty Mentoring Partner Program Team (Rajashi, Holly, Kevin, Linda, Matt)
Refreshing ideas were shared and new thoughts were advanced on mentoring partnerships when the AHRD Faculty Mentoring Partner program participants came together to interact with Dr. Kathy Kram, R.C. Shipley Professor in Management (emeritus), Boston University, in a webinar on Oct 6.
Our 13 of the 18 mentoring program participants attended the webinar to engage in knowledge sharing about their mentoring partnerships and to seek Dr. Kram’s input on different thought-provoking topics in mentoring such as power dynamics in mentoring relationships, connection between neuroscience and mentoring relationships, links between mentoring and leadership research and practice, and dysfunctional mentoring relationships.
Dr. Kram shared some latest trends in mentoring research that sparked a lively discussion on the merits of developmental networks that can enable individuals to have multiple mentors. This discussion emphasized the significance of relational skills (e.g., listening, questioning, self-management) for both mentors and mentees and challenged the attendees to consider the notion of shared responsibility in mentoring.
As Dr. Kram shared, cutting-edge mentoring research advocates for both mentors and mentees to equally share the accountability and responsibility for developing and sustaining mentoring relationships. Furthermore, latest mentoring research recommends a fluid mentoring identity where individuals participating in mentoring relationships can rotate between mentor and mentee roles, i.e., one can be both a mentor and a mentee depending on the learning need in consideration in a mentoring relationship.
While the purpose of the webinar was to bring together the AHRD mentoring partner program participants to interact and learn from each other and Dr. Kram, an expert in mentoring research and practice, the webinar went beyond this purpose to become a model initiative to build community and foster research-practice linkages. As the AHRD Faculty Mentoring partner program is founded on the principles of reciprocity and partnership, the discussion and sharing of research insights on the partnership model of mentoring in the webinar exemplified how research can guide practice in the field of HRD.
We hope that learning experiences like this will show us the path ahead to many more opportunities of engaging in dialogue about how the AHRD can facilitate exploration of new frontiers in mentoring!
If you want to access the webinar recording, please use the link and log in with your AHRD member ID and password: http://www.ahrd.org/?page=mentoring_webinars
Call for Considerations for the R. Wayne Pace HRD Book of the Year Award
The R. Wayne Pace HRD Book of the Year Award is presented to the author(s) of a Human Resource Development book which is identified as outstanding in advancing the theory and/or practice of the profession.
Submission deadline is November 2, 2015.
Chair: Brad Shuck
The Academy of Human Development may award the R. Wayne Pace HRD Book of the Year Award to that book which is found to make a most significant contribution to the field of HRD in a given year. Books submitted for consideration must focus on human resource development, organization development, personnel training and/or development, or more specific areas of HRD. The Award is inclusive of both print and electronic books (eBooks).
Books should be grounded in a sound foundation of theory and/or research, address a topic of timely importance, suggest new thinking about a topic, and/or challenge current values, beliefs, and assumptions. Past award winners include books that have been:
- Scholarly, rather than a "how-to” book of checklists;
- Well written, including editorial excellence, innovation and quality of design relative to the field, and quality of production;
- Appropriate for the chosen publishing method (i.e., eBooks embrace technology and reader interactivity while print copies embrace advancements in printing technologies and visualization); and
- Appropriate for the target audience (as defined by the author(s)) in connecting research, theory, and practice and filling a need or a gap in the field, contributing significantly to HRD.
Nominated books for 2015 must be published between November 1, 2014 and November 1, 2015. Books may be nominated by the author(s), academy members, publishing house, colleague(s), or a third-party.
Authors, academy members, publishers, or a third party may nominate books by providing the following in the nomination:
- The book’s full title, year of publication, publisher, telephone, email, and fax numbers for both the author(s) and publisher
- One or two sentences describing why you are nominating this book
- The name, address, phone and fax numbers, and email address of the person(s) submitting the nomination
The publisher or author must mail seven (7) non-returnable copies of a printed nominated book to the AHRD office at 1000 Westgate Drive, Suite 252, St. Paul, MN 55114 by the deadline.
Due to the number and variety of e-Book formats available, the seven electronic submissions must be provided by the publisher in a format which imposes no costs or other burdens upon the set of reviewers who will consider them for the award or upon the Academy of Human Resource Development.
Dependent on the nominations for any given year, the Committee may choose to award more than one Book of the Year per cycle. Given the high criterion-based standards implicit in this award, however, there is no guarantee that this award will be given each year.
Nominations should be sent to the AHRD Board office by November 2, 2015. Deadline to report the award winner (if identified) to the Office is by January 7, 2016.
AHRD Awards Nominations Now Open
Winners of AHRD's 2015 awards gathered at the Annual Conference.
The "Academy Awards” is the distinguished awards program in the Human Resource Development profession that is sponsored by the Academy of Human Resource Development (AHRD). These awards are for those who have made significant contributions to the vision of leading the profession through research.
The Board presents all the Awards at the annual AHRD International Research Conference in the Americas.
- Awards nominations will close at 5:00 pm (Eastern), Monday, November 2, 2015.
- All nominations are to be submitted through the website for the award and not via email to the office. To learn more about the awards and how to submit your nomination, visit the Awards Page.
- Given the high standards implicit in these awards, there is no guarantee that these awards will be given each year.
Awards are given in the following categories:
- Early Career Scholar
- ADHR Outstanding Issue Award
- ADHR Best Reviewer of the Year
- Richard A. Swanson Research Excellence Award
- Elwood F. Holton III Research Excellence Award
- HRDR 2014 Best Reviewer of the Year
- Laura Bierema Excellence in Critical HRD Award
- R. Wayne Pace Book of the Year Award
- Outstanding HRD Scholar Award
- Monica M. Lee Research Excellence Award
- AHRD Service Award
- AHRD Excellence in Scholarly Practice Award
- Esworthy Malcolm S. Knowles Dissertation of the Year
- Cutting Edge Awards
Proposal Submission Deadline: October 30, 2015
Call for Chapter Proposals
Case Studies in Workplace Training Evaluation, to be published by IGI Global
Evaluating training is a key part of the training enterprise. Organizations invest significant time, money, and other resources into conducting training for their employees and want to know that these efforts provide benefits. Properly designed and executed evaluations are able to identify training effects and connect changes in employee behaviors and business metrics, which can then be valuated for a return on investment directly associated with the training effort. Unfortunately, most evaluation efforts fail to make a convincing cause and effect connection between training and results. Evaluation is a technical field requiring a great deal of knowledge and skill to accurately isolate training effects from other unrelated influences within organizations.
Training evaluation is a systematic process of collecting data about training initiatives to answer questions regarding its impact, enhance knowledge about its contributions, and make decisions about its future. A large array of texts exist today explaining how training evaluations should take place, methods to design evaluations, and how to obtain convincing evidence about training’s impact. Unfortunately, most of these books are primarily theory and use examples to illustrate key points. While this is a tremendous help to some in the evaluation field, evaluation practitioners want to see what theory looks like in real-life applications. Resources explaining in great detail the methods and approaches to training evaluation are a great start, but when one tries to bridge theory to practice, the challenges of practice begin to rear their ugly heads. Learning through experience and failing forward or trial and error are often the only ways evaluators, especially those new to the field, have to learn, but it doesn’t have to be that way.
This book will be a compilation of actual training evaluation case studies drawn from a multitude of fields to provide the reader with a detailed view of how the authors used theory in the swamp of practice. This case study approach will allow the challenges, solutions, and successes to shine through while providing abundant ideas and lessons learned that readers can apply to their own evaluation work. Organized according to Jack Phillips' (1997) five levels of evaluation, this book will focus on the higher-order levels: (a) level 3 – transfer of learning, (b) level 4 – impact on business metrics, and (c) level 5 – return on investment. As opposed to the first two levels (level 1 – learner reaction/satisfaction and level 2 – learner achievement) these higher order evaluation levels, when conducted properly, demonstrate training’s impact on those things organizations care about most. The results, when quantified, demonstrate how training initiatives contributed value to the organization in ways to which businesses can relate.
Objective of the Book
This book’s objective is to bring experiences to life to help evaluators and aspiring evaluators bring theory into their practice as a companion to books detailing evaluation theory and methods. Evaluators, especially those new to the field or with limited experience applying theory into practice, will be able to modify their practices by learning from the experience of others. Reading these case studies and applying the lessons learned will improve training evaluation practice and help evaluators demonstrate training’s impact with tangible evidence to support effectiveness arguments. Whether used as a stand-alone text or as a supplement to other evaluation texts, this collection of actual evaluation stories will help connect theory to practice, whether used by evaluators or evaluation educators.
The intended target audience includes anyone in the training, adult/workforce education, and evaluation fields as practitioners or educators. Anyone who conducts workplace training evaluations will benefit greatly from this book. Additionally, those who educate/train current/future evaluators as part of a training program, college course, or degree will benefit from these case studies as a means to teach about the realities of evaluation in practice.
Recommended topics include, but are not limited to the following:
Contributors are welcome to submit chapters on the following topics relating to actual training evaluation work conducted in practice:
- Planning and conducting an evaluation of transfer of learning
- Planning and conducting an evaluation of training impact on business metrics
- Planning and conducting an evaluation of training return on investment
- Challenges incorporating evaluation theory into practice
- Processes used to design appropriate evaluation strategies
- Connecting cognitive/psychomotor exams in training to on-the-job performance
- Test development in workplace training
- Applying theory in the swamp of practice
- Using training evaluation to improve practice
- Using evaluation to improve future training
Researchers and practitioners are invited to submit on or before October 30, 2015, a 2-3 page chapter proposal clearly explaining the mission and concerns of the proposed chapter via the IGI submission portal (http://www.igi-global.com/publish/call-for-papers/call-details/1952). Authors of accepted proposals will be notified by January 4, 2016 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by March 30, 2016. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the Information Science Reference (formerly Idea Group Reference), Medical Information Science Reference, Business Science Reference, and Engineering Science Reference imprints. For additional information regarding the publisher, please visit www.igi-global.com. This book is anticipated to be released in 2017.
October 30, 2015: Proposal Submission Deadline
January 4, 2016: Notification of Acceptance
March 30, 2016: Full Chapter Submission
May 30, 2016: Review Results Returned
July 30, 2016: Final Chapter Submission
Inquiries regarding this publication can be forwarded to:
Dr. Scott Frasard, Global Manager, Training Measurement & Evaluation eBay
Tel.: (770) 490-0426, Email: email@example.com
The current and incoming Editorial Teams at HRDQ encourage AHRD Members to check out HRDQ’s Early View in order to gain access to forthcoming articles well in advance of the print copy and publisher’s deadlines.
Early View of HRDQ, Volume 26, Issue 3 is now available. Accessing Early View is simple. When you visit the HRDQ website, look on the left tool bar, under Journal Menu and click on Early View. Here, you will find forthcoming content – currently, 11 articles can be accessed (qualitative, quantitative and media reviews). We also suggest that you check out Special Features found below Early View. This section contains links to freely accessible electronic issues.
Personality Traits and Career Satisfaction in Training and Development Occupations: Toward a Distinctive T & D Personality Profile
Eric D. Sundstrom, University of Tennessee
John W. Lounsbury, University of Tennessee
Jason L. Huang, Michigan State University
To Reveal or Conceal? Managers’ Disclosures of Private Information during Emotional Intelligence Training
Kathryn Thory, Strathclyde University
Education as a Response to NHRD Gaps in Developing Economies: A Case Study of l’Ecole de Choix / The School of Choice (Haiti), as Critical National Human Resource Development
Julie Gedro, SUNY Empire State College
Laura P. Hartman, Boston University
Diversity Training Programme Outcomes: A Systematic Review
Hussain Alhejji, Kemmy Business School, University of Limerick
Thomas Garavan, Edinburgh Napier Business School
Ronan Carbery, Kemmy Business School, University of Limerick
Fergal O’Brien, Kemmy Business School, University of Limerick
David McGuire, Edinburgh Napier Business School
Media Review of A Comprehensive Guide to the Field of Human Resource Development
Sunyoung Park, Louisiana State University
Media Review of The Routledge Companion to Human Resource Development
John Dewar Wilson, Director, Developing Performance Potential
Forthcoming HRDQ Content Soon to Appear in Early View:
Making the Invisible Visible: A Cross-Sector Analysis of Gender-Based Leadership Barriers
Amy B. Diehl, Shippensburg University of Pennsylvania
Leanne M. Dzubinski, Biola University
Boredom at Work and Job Autonomy: An Exploratory Case Study within the Catering Sector
Chin-Ju Tsai, Royal Holloway University of London
Media Review of: Organizational Climate and Culture: An Introduction to Theory, Research, and Practice
Douglas A. Hummer, North Carolina State University
Thank you! Please continue to send your high quality submissions to HRDQ, and to support the journal through your service as a reviewer. The AHRD Community is pivotal in helping our field’s journals reach their full potential and have impact within and beyond the HRD field.
Call for Authors for Korean Women in Leadership
The Korea SIG (Special Interest Group) of the Academy of Human Resource Development (AHRD) is working on a book proposal on Korean Women in Leadership (Co-Editors: Yonjoo Cho and Gary N. McLean) with the publisher Palgrave Macmillan. The book will provide a comprehensive understanding of authors’ (or co-authors’) perspectives, including status, barriers and challenges, and opportunities for women leaders in Korea. Additionally, we will cover sector and international perspectives, and discuss convergence and divergence in practice, sector, and international perspectives.
This book has critical implications for the development of women leaders in Korea, providing insights into developing the potential of highly qualified women in organizations set in rapidly changing nation where traditional cultural expectations and modernized values co-exist. Our discussion will open the possibility to see what has not been exposed from a dominant western perspective on women in leadership and will identify lessons learned from a uniquely Korean perspective. Each chapter will present a comprehensive perspective of the topic, which will typically be a review of the literature. We are not soliciting empirical articles that are more appropriate for submission to a journal.
We are inviting you to express your interest in participating in this book project. Please email both of us by November 6 (Fri), midnight EST time, at firstname.lastname@example.org and email@example.com.
If interested, provide us with a prioritized list of no more than three (3) chapters in which you have interest and expertise. This will give us flexibility in ensuring that we have authors for every chapter. By submitting three, this does not mean that you are interested in writing three chapters. If you want to co-author a chapter, please indicate who the team will be. Also, please provide us with a paragraph of no more than 150 words of your expertise to participate in writing a chapter. No abstracts are required at this time. We will then make a decision, no later than November 20 (Fri), of the participating authors and their chapters. At that point, we will invite you to submit an abstract that we can include in our proposal to the publisher.
The estimated deadline for the submission of the book chapters is summer 2016. You may contact either of us if you would like more information. We are so excited to work on this project and look forward to working with many of you in the successful completion of the project!
Korean Women in Leadership
Book Chapters Outline
Editors: Yonjoo Cho and Gary N. McLean
Publisher: Palgrave Macmillan
OPENING: The Status of Women Leaders in Korea (Yanghee Kim and Yonjoo Cho)
PART ONE. BARRIERS AND CHALLENGES
Chapter 1: Family Roles
Chapter 2: Cultural Constraints
Chapter 3: Career Development/Success
PART TWO. SIGNS OF HOPE
Chapter 4: Policies/Legislation
Chapter 5: Educational Opportunities
Chapter 6: Collaboration/Partnerships
PART THREE. SECTOR PERSPECTIVES
Chapter 7: Corporate Sector (Yonjoo Cho and Hye Young Park)
Chapter 8: Family Business
Chapter 9: Entrepreneurs
Chapter 10: Government Sector
Chapter 11: Education Sector
Chapter 12: NGO Sector
PART 4. INTERNATIONAL PERSPECTIVES
Chapter 13: Korea in an Asian Context
Chapter 14: Korea in a Non-Asian Context
CLOSING: SYNTHESIS – Convergence and Divergence: Practice, Sector, and
International Perspectives (Gary N. McLean and Yonjoo Cho)
This issue of the Digest includes a call for nominations for the AHRD Board of Directors. As a volunteer-run organization, AHRD depends on members to take on leadership roles to continue the work of the Academy. We hope that you will consider running for the Board. Please feel free to contact any board member to learn about the work they do and how you can get involved.
Receive an alert when a new job is posted!
Assistant Professor of Human and Organizational Learning
The George Washington University’s (GW) Graduate School of Education and Human
Development (GSEHD) seeks an Assistant Professor for primary appointment within the
Department of Human and Organizational Learning at our historic Foggy Bottom Campus (main campus) in Washington DC. This non-tenure accruing, fiscal year position is available beginning as early as August 2016. Initial term is 3 years, which is renewable subject to satisfactory performance.
George Washington University
Assistant/Associate/Full Professor (Tenured/Tenure-Track)
Teach undergraduate and graduate Human Resource and Leadership Development courses; serve on student independent study projects and dissertation committees; participate in the development of the Human Resource and Leadership Development program, contribute to the advancement of a Leadership Development Institute (LDI), and serve on School, College, University, and Professional committees as appropriate.
Louisiana State University
Assistant Professor (Tenure-Track)
The School of Human Resource Education and Workforce Development announces the availability of a full-time faculty position in Workforce Development. Position requires classroom and online teaching at the university level, commitment to interdisciplinary collaboration, research productivity, and ability to develop partnerships with public and private organizations involved in workforce development. The appointment will be effective August 2016.
Louisiana State University
Teach a diverse group of undergraduate and graduate courses in occupational education, career and technical education, and leadership; teach courses on campus (San Marcos or Round Rock), off campus, and online; supervise interdisciplinary internships, practicums, and research projects; teach quantitative and qualitative research methodology; participate in curriculum development including online courses; participate in undergraduate prior learning assessment (PLA); serve on graduate exit committees.
Occupational, Workforce, & Leadership Studies, Texas State University
Cost of posting:
Members - $25.00
Non-members - $100.00
PEN Members - FREE
Posting information :
Job ads are posted for 90 days and are available to all members and non-members visiting the AHRD website. If you have any questions, please contact us at firstname.lastname@example.org.
About the Digest
Be sure to let us know if you move or if you change email addresses. You can sign in to your profile or email us at email@example.com.
Contributors to this Issue
- Robin Grenier, Editor
- AHRD Faculty Mentoring Partner Program Team (Rajashi, Holly, Kevin, Linda, Matt)
- Julie Gedro
The editors reserve the right to select and edit articles submitted.
The AHRD Digest is published electronically the second week of each month. Please submit ideas and content that would be valuable to members to firstname.lastname@example.org by the 10th day of the month previous.
Academy of Human Resource Development
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