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|AHRD Excellence in Scholarly Practice Awards|
The awards are given for excellence in applying scholarly HRD theory and research to practice in a manner that brings measurable improvement to an organization and/or has the potential to advance the field of HRD.
The awards recognize HRD projects or interventions that exceed a total of 50 people days of work effort, and that have been completed within the last two calendar years or are still underway.
Submissions must come from named individuals (i.e. not a whole organization). A submission can name one or more people, but each must have had a substantial contribution to the project or intervention. In addition, a submission must contain the name of at least one AHRD Full Member with an active membership status at both the time of submission and at the time when the award winners are announced. (Note: non-members may join at http://www.ahrd.org/?Join_AHRD.) No individual can be named in more than three submissions per calendar year.
Organizations described in the submission must be named (i.e. cannot be anonymous). However, those submitting control how much organizational information is shared outside of the review process by drafting an abstract that AHRD uses on its website if the submission is selected as an "Award Winner" (see details below).
Chair: Catherine Kyeyune
Submission Due Date: Wednesday, November 1 at 5:00pm Eastern time. There will be no extensions on the submission deadline this year.
Award Decisions to the Office: All awards winners are due back to email@example.com by Monday – January 8, 2018 at 5:00pm Eastern time.
Submissions are reviewed against four main criteria:
The Award has clearly defined criteria and a submission must contain information for each specific criterion. Each section of the submission form has a word count limit. Typically, complete submissions are in the 4000-8000 word range. Each of the four sections should contains 1000-2000 words, so the total for all four sections is 4000-8000.
Submissions are blind-reviewed by a panel of leading AHRD scholars. All submissions are reviewed by at least two academics and at least two scholar-practitioners. All reviewers have been published in refereed HRD journals and have been a member of AHRD for at least three years. See below for a list of the reviewers.
The review process consists of two stages, both of which are blind (i.e. the reviewers are not given any information about the organization or the names of those who submitted):
The 2017 winner will be announced at the 2018 Conference in the Americas.
Title of Submission: Flipping the Corporate Training Classroom: Challenging the Norm in Legal Technology Training
Names of Those Recognized: Crystal L. Fernandes-Harris, Learning & Development Specialist II, Day Pitney LLP; Carrie E. Kirby, Learning & Development Manager, Day Pitney LLP; and Robin S. Grenier, Associate Professor, Educational Leadership; University of Connecticut
Title of Submission: Harnessing a Learning Culture: Creating Strategic Alignment in Learning through a Strategic Imagining Process
Names of Those Recognized: Ann Herd, University of Louisville; Rod Githens, University of the Pacific; Brad Shuck, University of Louisville; and Al Cornish, Norton Healthcare
No Award Given
Title of Submission: Implementing 3D Virtual World Learning Environments at Avanade
Names of Those Recognized: Darren Short, Mahnaz Javid, and Danielle Livingston, Avanade, Inc.
No Award Given
Title of Submission: Formal orientation and learning programs and value of HRD
Names of Those Recognized: Tara D. Gray
Research indicates training and development is strongly linked to higher individual and organizational performance. Yet, many organizations forego formal orientation, training, and learning programs for reasons such as cost, time, lack of resources, focus on short term business results, poor understanding of benefits, and lack of skilled resources to identify needs for, develop, and sustain effective learning and development interventions. Instead, many organizations only provide their associates the minimum information needed to function in their roles. By not offering formal orientation and learning programs, organizations are neglecting to help associates become comfortable and confident with their new role; in addition to, hurting individual and organizational performance. This is a case study of an HRD practitioner assessing HRD needs of an organization followed by recommending, developing, and implementing learning and change management interventions to help improve individual and organizational performance. Specifically, the case study focuses on new hire orientation and on the job learning programs.
Title of Submission: Guiding Principles for Learning at Vanguard
Names of Those Recognized: Catherine Lombardozzi, Mary Ammerman, Lisset Avery, Carlla Archer Carr, Pamela Faust, Celeste Fornicola, Jean Grace, Andrew Hallman, and Gerald Rawson
The Guiding Principles for Learning project established a set of principles that are used to underpin the design, development, and implementation of learning and development projects at Vanguard. The project team also created resource materials and workshops for learning professionals to deepen their understanding of the principles.