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AHRD 25th Annual Conference

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From the Board

Rajashi GhoshRajashi Ghosh, AHRD Board Member

AHRD – My Community of Mutual Learners

On my way back from the 2018 AHRD conference, I was reflecting on why it is so important for me to attend AHRD conferences every year. I missed the conference in 2017 due to health reasons. Though admittedly, I had good reasons for not to travel (our family was blessed with twins, a boy and a girl), I remember feeling as if something significant was missing in my life — not just professional, but personal as well. What is it that I was missing which was not restricted to just one domain of my life?

The answer is connection, mutual connection which helps me thrive not just as a professional, but more fundamentally as a human being. The definition of “mutual” at Merriam Webster is “having the same feelings one for the other”. The feeling in regards to my interest in attending the AHRD conferences is that of feeling supported by my colleagues. But, what is so special about the AHRD? Can’t I be satisfied with feeling supported by colleagues at the university where I teach? Of course, I can; nonetheless, AHRD provides me with a community of learners whom I can bond with regardless of career stage or titles. In other words, no matter how well we connect with our colleagues at work, differences in our positional status may affect the quality of our relationships as our workplace identities are tied to our positional titles. But, at the AHRD, we connect by the virtue of our interest in adult and organizational learning and development and our primary identity derives from being a scholar or a scholar-practitioner, not the official titles that our workplaces bestow on us. This, at least to some extent, removes the hierarchical barrier (due to differences in official positions) towards achieving mutuality and offers an opportunity to engage as mutual learners.

The opportunity to be mutual learners among a diverse group of professionals is critical to our growth and character building and hence, even one missed chance to see my fellow colleagues face to face, share a stimulating conversation over a cup of coffee, and attend the thought-provoking presentations to know the cutting-edge work being done in the field made me feel inadequate. Needless to say, my AHRD colleagues make me complete, they make me better, both in my professional and personal lives.


Conference 2018 Keynote Follow-up

Message from Pat McLagan, 2018 AHRD Conference Keynote Speaker

Pat McLagan

Colleagues,

It was a pleasure being and working with you at the 25th Anniversary AHRD Conference. Thank you for your warm welcome and hospitality and for the chance to learn with you. And thank you for the chance to share my passion for the opportunity we have NOW to upgrade the quality of learning in the world.

You participated in a survey during my keynote. I am sharing those results with you, hoping that your work will trigger further research and teaching ideas related to upgrading learning and unleashing learners as more powerful agents of their own learning and destiny.

In this letter to you, I want to summarize key points from my talk, share some resources for you to use and recommend, and invite you to help me create a new urgency about the quality of learning in the world today.

I also hope this will stimulate you to stay in touch with me on this important matter that interests all of us and has implications for individuals, teams, organizations, society, and even the planet.

A SUMMARY of SMART Learning 4.0

I talked about SMART Learning 4.0 as a comprehensive Framework to guide learning and helping/teaching — a framework that takes us beyond 1.0 (the learning capability we were born with — to imitate and learn by trial and error)…beyond 2.0 (the study, socialized, and learning capabilities we developed to take us successfully through school)… and beyond 3.0 (the learning abilities most of us developed on our own in order to tackle the problems of adult life). 4.0 is learning that draws on what we now know about the brain, human behavior, the changing world, the often manipulative and increasingly complex information environment, the rapidly changing integrations of people and technology (e.g., AI, Virtual Reality).

SMART Learning 4.0 is a critical upgrade to everyone’s mental/psychological learning “software.” It is learning that exhibits these Qualities: imaginative and uses our whole brain/body; self-transformational, resource versatile, smart in the use of information; sees deeper patterns, happens anywhere/anytime: is effective in managing change (change agency); co-evolves with technology; and is often competently shared.

SMART 4.0 learners are adept at these learning Practices that are imbued with the 10 Qualities: 1) hear the call to learn — calls from the past, the future, the past, the moment, and internally; 2) create future pull — a desired future guides attention and action; 3) use advanced ways of finding information in the midst of an increasingly crowded information and resource field; 4) balance planning and opportunism — and connect the dots of experiences to create more conscious sense of learning momentum and personal development/transformation; 5) mine for gold — finding the truest information (gold) amidst a chaotic information environment full of “fool’s gold;” 6) convert information into learning — remembered information, new skills, new/updated attitudes and beliefs, and creative ideas; 7) transfer learning into the real world — implementing new habits and transforming environments.

And, SMART 4.0 learners learn along these learning Paths: in the moment, retroactively from past experience, and forward to goals. They do this in these important Contexts: Alone, with others, and while helping others.

This movement is about upgrading learners’ abilities and mindsets in addition to doing everything we can to create better learning programs and support. It’s LEARNER-ABILITY as well as LEARNABILITY. I hope that you will join me in this important work.

Here are some things you can do — and of course you will have many of your own ideas:

  • Make the book, Unstoppable You: Adopt the New Learning 4.0 Mindset and Change Your Life, a part of your students’ “must read” list. Incorporate it into your programs both to help your students launch themselves as SMART learners, and as part of what you teach regarding creating and implementing learning programs. The book presents the SMART 4.0 Framework and is for LEARNERS — about how to learn today. You can get the book on Amazon, or ATD is offering an educator discount of 10% in addition to their member discount. Go to https://www.td.org/books/unstoppable-you and enter SPRINGBOOKS18.
  • ATD also will provide you with a free desk copy of Unstoppable You. The request form is at this link.
  • Consider also bringing the workbook, Unleash Unstoppable Learners with SMART Learning 4.0, into your programs. It will help you integrate 4.0 thinking and framework into what you teach. I have created a special discount for academics (discount code: Educate10 ) for more than 6 copies (otherwise it is also available on Amazon at the individual copy rate).
  • In order to help people everywhere to learn better every day (and become SMARTER learners along the way) I’ve also created a FREE App, Brighter Every Day (available in iTunes and Google Play). Please sign up for it yourself, and if you like it, recommend it to others. You get a very simple, brief learning tip for the day — plus a little teaching point. Try it!

I know this is a rather “salesy” note. Please know that I offer these all to you in the spirit of supporting significant improvements in how people learn and how they think about and approach learning — how they learn on their own, in teams, in formal programs; how they help others learn. It’s a way to truly bring lifelong learning to life in the age of AI.

I hope you will join me in pursuing this goal and that you will help evolve this idea through fresh ideas, research, critique, dialogue…and more. Do keep me posted.


In-Conference SMART Learning Survey Results

By Pat McLagan
patmclagan@mclaganint.com

I asked you to think about two questions as part of an exploration of a “smarter” framework for learning — a framework that I contend is an essential asset for learning in this emerging age of AI, continued interconnectedness, and information complexity (and manipulation!).

I hope the following summary of your answers will stimulate more thought as well as action to help upgrade how people will learn today and in the future. I also hope you will keep me in the loop as you explore and investigate this very important topic.

I really appreciate your enthusiasm and critical thinking about this concept and look forward to your taking some of these ideas forward and helping to develop them further.

Question #1: What are research questions to investigate the relationship between SMART Agency and ROI: for individuals, teams, organizations, value networks (e.g., supply chains), society?

Here are your responses to this question — I’ve done a draft categorization to help you process your data:

  • Related to the SMART 4.0 framework, concepts and developing 4.0 capabilities:
    • What difference does critical thinking make when dealing with important issues?
    • How does this framework differ from Sandra McGuire's work on meta-cognition?
    • How to define the concept of being SMART?
    • What are the enemies of 4.0 Learning?
    • How do you define "smart" learner? and how does that differ from "smart" agency?
    • Why do we need to use the words impact and ROI to describe learning?
    • What, if any states of development (i.e. Kegan) support the development of SMART agency?
    • Psychology of mindfulness in mediating the learning process?
    • What are successful techniques to enable learning?
    • How does one develop informal learning abilities better in learners?
    • Is technology an integral part of smart learning?
    • What are the system conditions that facilitate or inhibit the development of 4.0 learners?
    • Are there winners/losers?
    • Relationship with Network theory?
  • Related to individual learners and differences:
    • How can we know the learning stage of an individual?
    • What does emergence look like in a SMART agency environment?
    • What conditions would support an individual to become a smart learner?
    • How do people in marginalized groups learn?
    • What difference do personality, culture or cognitive ability make?
    • What about the lived experiences of the learner?
    • How do you overcome resistance to change in moving from Learning 2.0 towards 4.0? Where is the resistance, i.e., at what level?
    • What is the impact of self-reflection and silence to evaluate learning?
    • Are there characteristics of individuals that lead to better 4.0 outcomes?
  • Related to learning and approaches in formal, school, academic programs:
    • What incidental learning do smart learners do within traditional and online graduate courses?
    • How are HRD programs developing agile learners — in terms of content and process skills for achieving that?
    • How do we work against the current western design of K-12 education?
    • How do we develop critical thinking from bite-size chunks?
    • Look at medicine for guiding through a problem solution model — PICO
    • What is the role of SMART agency in Leadership Development?
    • What are schools doing to develop smart learners?
    • What are the implications for K-12 education and SMART learning?
    • What is the role of HRD professionals to help individuals realize their power to develop these qualities and use these practices?
    • How can we teach online with SMART 4.0 when using Canvas LMS?
    • How does Learning 4.0 affect student progressive grade rates and retention rates?
  • Related to coaching and helping others; the helping relationship:
    • How does role modeling the 4.0 change the relationship between the trainer or mentor or coach and learner?
    • How does one help learners draw on all of their intelligences? Even in stressful and emotional situations?
    • How can an educator create learner self-awareness in the role the learner plays in learning process?
  • Team related:
    • What is the project team experience when teams start with learning goals?
    • Impact of ROI on teams?
    • How do we set up the team simulations and team learning?
    • How does team engagement facilitate Smart Learning?
    • What is the relationship with team building in organizations?
    • How to make my individual capacities work in 4.0 group learning?
    • Team directed learning — Can you do self-directed learning in teams?
  • Related to organization design and functioning:
    • How can we create space for SMART learning by adopting more systemic organizational structures?
    • How can we expect to get 4.0 learners when the institution pushes 2.0?
    • How are the characteristics of SMART agency being incorporated in the organizations?
    • How SMART agency facilitates organizational learning?
    • How would you coordinate multiple SMART agencies?
    • To what extent does SMART help in the organizational settings?
    • How would an organization promote smart learning in its organization?
    • How could access be provided to all individuals detached of status?
    • How does the organizational size affect 4.0 Learning?
    • How are we developing our employees to be SMART learners?
    • Impact of organization affiliations?
    • How does SMART agency affect lower jobs?
    • How do we create spaces for the SMART learner on the job?
    • How can we apply the SMART framework from a traditional learning point of view, bearing in mind the issue of the global workforce?
    • What are the characteristics of a SMART learning organization?
    • What if the workplace does not want critical thinkers?
  • Related to impact and evaluation:
    • What is the relationship between facilitating team learning practices, transfer of learning, and ROI on the individuals, groups, organization?
    • How does my CEO determine ROI of my 4.0 Learning program?
    • Does the use of this framework actually contribute to the development of SMART learners?
    • What implications would SMART Learning have on Org. Productivity?
    • Identify learning objectives and then test learners.
    • Who benefits from 4.0 learning, besides the individual?
    • Is there a relationship between 4.0 rankings and organization's profit margin?
    • What’s the learning baseline today? 1,2,3, or 4.0
    • What the relationship between scores on 4.0 qualities and increase in sales?
    • What subtle, critical indicators can interviewers use to detect SMART learners among job applicants?
    • To what extent do learners in my workplace adapt these qualities and practices?
    • Does SMART agency actually lead to organizational improvement?
    • How are individuals or teams already agents of their own learning?
    • What is the relationship between engagement and SMART learning?
    • What is the lived experience of employees with imagination in the workplace?
    • How do we evaluate SMART agency outcomes?
    • How do different levels within an organization benefit?
    • Is there a relationship between 4.0 rankings and customer service ratings?
    • What are organizations currently doing to evaluate learning 4.0?
    • Learning transfer to life and learning transfer to work: What critical incidents have been salient to learners to get to the two types of learning transfer that can occur?
    • How do we assess ROI? How do we measure it?
    • What is the org impact of investing in the development of smart learners?
    • What is the societal impact of 4.0 learning?
    • Is there a relationship between 4.0 rankings and organization's performance management rankings?
    • Is there a relationship between 4.0 rankings and employee retention?
    • What data are available concerning where individuals in the workplace are today in terms of Learning 2.0, 3.0, and 4.0?
  • Environmental, societal, cultural, technological influences:
    • What societal influences promote or deter development as a smart agency?
    • What cultural implications does SMART Learning have on individuals, teams, organizations and societies as a whole?
    • Impact of cultural background
    • Are there cultural differences that affect learning?
    • How may learners be 4.0 when the technology companies like Google, YouTube, etc., have the power?
    • Is SMART Learning adaptable across society and the global?
    • What is stopping that or acting as barriers?
  • General comments/questions:
    • We like the task but we think the task is impossible! SMART Learning 4.0 is great, ambitious, but ROI is a reductionist approach. We should challenge what we measure if we want to expand the human capacity to learn and get better use of our 100 billion neurons and 300 billion connections.
    • What will happen to this data?
    • Is SMART agency still an object approach?

Question #2: What are the implications of SMART Learning 4.0 and a bigger focus on Learner Agency for HRD academic programs?

The following are your uncategorized responses. I think it is better to just scan these and come to your own conclusions about how you can help learners become more conscious and competent partners with you in your learning programs — simultaneously helping them become SMART 4.0 learners and providing a highly effective set of learning experiences: great design PLUS great learners EQUALS SMART.

  • How to redesign higher education to promote SMART learning?
  • Conduct applied research
  • The power concentrated in just a few big companies like Google and Facebook is a big risk
  • How do we challenge cultural norms of the Academy to model what we know is most effective?
  • Change grading from A-F to pass-fail
  • What would a curriculum around process rather than content look like?
  • We are barely moving in this direction—how can we move in this direction?
  • To engage the learners more in reflecting and thinking more about their own learning. It’s their responsibility.
  • Listening to learners in the moment of learning as well as long term
  • Redesign and find topics and articles — share that
  • How could the SMART agency be incorporated in the HRD academic programs to help influence future practitioners?
  • What competencies are essential for 4.0 learning?
  • How to create awareness of academic programs to learning seeking individuals
  • Could we develop a course based on the 10 qualities of 4.0 Learning?
  • Technology should be just a means of learning. Learning itself is still the center.
  • Stop trying to achieve numbers
  • Impact on Learning 4.0 on student progressive grade rates and retention rates.
  • Design our programs to respond to the future.
  • Methods the faculty can use for a SMART learning platform to enhance learning experiences in their academic program.
  • Does HRD have a SMART learning platform?
  • Access
  • Developing models
  • Students are encouraged to be 4.0 learners
  • It will make learning process easier
  • How do these ideas apply for those with less access to technology?
  • How might our focus on competencies detract from SMART learning?
  • How do we get input from learners and industry?
  • Increase the discussion about technology
  • Help learners think about how they think about using new language, execution, design of their work
  • Studying empowerment.
  • What implications does this have for curriculum design, to provide
  • Incorporating SMART learning in studies learning organizations
  • Incorporate the qualities into each of our courses
  • We should give them the tools to be successful
  • A shift in focus toward individual learning, versus strong focus on organizational outcomes.
  • How does learning approach in HRD contribute to the programs?
  • Support?
  • Developing theories
  • Courses would be designed differently
  • Facilitate the process
  • What if learners don’t want to be SMART learners?
  • How do we better embrace ambiguity?
  • How can we build in time to do these best practices?
  • Understand teaching methods to elicit reflection on their learning
  • It will allow us to adapt
  • Replace scaffolding (push) with a SMART agency model (pull)
  • Creating a learning ecosystem which enables learning in all forms.
  • Awareness
  • Instructors would need to be 4.0 learners
  • Make it more effective
  • How can we manage the volume of information expected to deal with these concepts?
  • Values that the programs (through faculty) bring and being mindful about what values bring to the program and nurturing a culture that supports the integration
  • How can we manage the volume of information expected to deal with these concepts?
  • How can we move administrators in this direction?
  • Values that the programs (through faculty) bring and being mindful about what values bring to the program and nurturing a culture that supports the integration

THANK YOU!


News for Members

University Forum for Human Resource Development (UFHRD) Annual Conference 2018

www.northumbria.ac.uk/ufhrd2018

We invite you to join us for the 19th International Conference on Human Resource Development, Research and Practice across Europe is being hosted in Newcastle upon Tyne, UK, by Newcastle Business School, Northumbria University.

Our theme, “Power and possibility: Unleashing the potential of HRD” reflects the regional location of the conference. The industrial North-East of England emerged on the back of power engineering with steam locomotive, railway and marine power pioneers such as George Stephenson and Charles Parsons manufacturing in the region. Today the region hosts one of Europe’s largest and most efficient auto plants and the world’s largest manufacturer of electric vehicles.

Recently, in efforts to attract greater investment into northern cities and towns the ‘Northern Powerhouse’ has entered the English political lexicon. This initiative is intended to provide a significant financial boost for the region, while the new Mayor will oversee a range of powers devolved from government, enabling them to build for the region’s future.

The term power also provides the opportunity for us to consider a more critical perspective to our field. Effective HRD requires knowledge sharing and empowering others. The conference will thus offer the opportunity for us to further examine the implications of power relations within organisations and the implications for learning and development interventions. Therefore, researchers will be encouraged by this conference theme to consider the possibilities and potential of HRD for transforming individuals at work and reshaping the future of organisations.

Papers will be presented across the following key stream areas of Human Resource Development:

  1. Leadership Management and Talent Development
  2. Coaching and Mentoring
  3. Global, Comparative and Cross-cultural Dimensions of HRD
  4. Employee Engagement
  5. Diversity Issues in HRD
  6. Learning in Small and Medium Enterprises
  7. Workplace Learning Training and Development
  8. Scholarly Practitioner Research
  9. Learning and Teaching and HRD
  10. Critical Approaches to HRD
  11. Bridging Practice and the Academy — challenges facing HRD practitioners

‘Wi gandie forward te seeing yee’.


UFHRD Conference Hotel Accommodations

The Newcastle Gateshead Conference Bureau has negotiated preferential rates with local hotels and accommodation across a range of budgets for delegates attending the UFHRD conference. However, they have advised us that availability at a number of these hotels is now very limited, especially on Friday night and beyond.

For further information on accommodations within Newcastle and Gateshead, and to make a booking through the Newcastle Gateshead conference bureau, please refer to their dedicated UFHRD conference website here, or via our conference website here.

If you are not able to secure the accommodation that you are looking for centrally, Newcastle has an unusually good public transport system, a Metro train system, via the Nexus Metro system. ‘Manors’ Metro station is just a 2 minute walk from the conference venue (and 7 minutes from the Gala dinner venue) meaning that a number of hotels and distinctive local bed and breakfast places towards the coast (e.g. Tynemouth and Whitely Bay) and at the airport are good options. There are also hotels in Durham which is around 12 minutes by train from Newcastle and the Metro system connects the railway station with the conference venue station.


AHRD Foundation News

The AHRD Americas Conference in Richmond was quite a success. The Foundation raised some funds through its $25 for 25 years. Those who made contributions during the conference or before were able to wear a special ribbon celebrating AHRD and the Foundation. Even though you will no longer receive the ribbon, you can still support the Foundation.

The AHRD Foundation uses its influence and financial resources to support and sustain the efforts of established scholars and emerging scholars. The funds have helped to provide research grants to established scholars and awards of recognition to emerging scholars. At the Conference, the Foundation provided monetary support to the Dissertation Award winners and to the recipients of the Korean SIG award.

Please go to the AHRD Foundation website and donate whatever amount you can in order to further HRD scholarship and scholars. A few dollars from each of us can add up to substantial support for our community: www.ahrdfoundation.com

Note that the AHRD Foundation is a 501(c)(3) organization, and your donations are considered charitable contributions.


International Federation of Training and Development Organizations

AHRD is a member organization of the International Federation of Training and Development Organizations (IFTDO). Click here to learn more about IFTDO. AHRD members may also access the latest IFTDO newsletter here.


Journal News

Human Resource Development Review (HRDR)

Jia Wang, Editor

Below is a sneak peek for our June 2018 issue! This issue features the following editorial and four articles:

    Editorial

    Second Time Around: AHRD Standards on Ethics and Integrity
    Russ-Eft, Darlene

    Theory and Conceptual Articles

    70-20-10 and the Dominance of Informal Learning: A Fact in Search of Evidence
    Clardy, Alan

    The Psychology of Diversity Resistance and Integration
    Wiggins-Romesburg, Christine; Githens, Rod

    Organizational Social Capital: Ties between HRD, Employee Voice, and CEOs
    Cumberland, Denise; Alagaraja, Meera; Shuck, Brad; Kerrick, Sharon

    Integrative Literature Review

    Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions
    Jeong, Shinhee; Han, Soojeong; Lee, Jin; Sunalai, Suravee; Yoon, Seung Won

HRDR Tip of the Month

A literature review is a research type in which one works through the same processes as in other types of research and reports key elements in a manuscript including introduction, methods, findings, discussion, and conclusion. In the introduction section, the authors must answer the driving question: What is the motivation for this literature review? To that end, readers are themselves motivated regarding the topic. In the methods section, the authors identify the relevant literature following the Six Ws (Callahan, 2014) including (a) where (databases) the literature was found; (b) when the search was conducted; (c) who conducted the search; (d) how the literature was found (keywords); (e) what number of articles (data set) appeared; and (f) why particular articles were selected (inclusion/selection criteria). In the findings section, the authors tell readers what patterns (themes) they see in the literature. Tables (e.g., Cho & Egan, 2009) and figures (e.g., Anderson & Shattuck, 2012) are effective means of communicating major findings. In the discussion section, the authors highlight the discrepancies between what we know and what we need to know, demonstrate how their own work extends previous research, and provide a future research agenda or conceptual framework (e.g., Cho & Egan, 2009) In the conclusion section, the authors draw a brief and pointed conclusion.

References

Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25.

Callahan, J. L. (2014). Writing literature reviews: A reprise and update. Human Resource Development Review, 13(3), 271-275.

Cho, Y., & Egan, T. M. (2009). Action learning literature: A systematic review and conceptual framework. Human Resource Development Review, 8(4), 431-462.

Stay in touch with HRDR!

To learn more about HRDR’s announcements, Table of Contents, and updates, please sign up here for e-alerts from us.

Join our conversation on Facebook @HRDRjournal and Twitter @hrdrjournal.


Job Postings

Instructor, Learning & Organizational Change

Northwestern University | Evanston, Illinois

NORTHWESTERN UNIVERSITY'S Master of Science in Learning and Organizational Change (MSLOC) program invites applications for a full-time, benefits-eligible, teaching-track (non-tenure eligible) appointment as MSLOC Lecturer, beginning August 1, 2018.

We seek applications from candidates with excellent academic records, outstanding writing and editing skills, and experiences that demonstrate their potential for excellence in teaching. A successful applicant must have a Ph.D. in a related field (e.g., I-O psychology, organizational behavior, organizational development, etc.) and strong experience as a learning and organizational change practitioner. We prefer those applicants who have at least three years of LOC practitioner experience, as well as those who have prior teaching experience. We encourage applications from those who would add to the diversity of our faculty.

Read More

Manager, Talent Acquisition

Center for Reproductive Rights | New York, New York

The Manager, Talent Acquisition will be responsible for owning and managing the full recruitment life cycle for various positions at different levels within the organization. Responsibilities will include serving as a talent partner to hiring managers to identify organizational hiring needs proactively. They will develop and execute recruitment strategies to network and hire the most qualified candidates, manage candidates through the interview process, measure and optimize various recruitment programs, and act as primary contact for recruitment systems, tools, and processes. This position reports to the Director of Talent & Organizational Development.

Read More

Instructor

Louisiana State University | Baton Rouge, Louisiana

The School of Leadership and Human Resource Development announces the availability of a full-time Instructor position in Human Resource & Leadership Development to teach undergraduate courses in human resource and leadership development. The candidate will have a commitment to scholarly teaching excellence and service to the profession. The appointment will be effective August, 2018.

Read More

Interdisciplinary Postdoctoral Research Assistant/Associate

Purdue University | West Lafayette, Indiana

The selected postdoctoral researchers will carry out original research with 2 or more faculty members in the college, building interdisciplinary partnerships within and across research impact areas. These positions are expected to begin in Fall 2018, and are planned to be a one-year appointments with the possibility of a one-year extension, subject to annual performance, progress review and funding. These are 12 month appointments, beginning August 2018.

Read More

Job-Secured Track Special Instructor

Oakland University | Rochester, Michigan

Responsibilities: a) Teaching courses in the field of Human Resource Development in the following order of preference: 1) organizational development (including process & performance improvement); 2) training and development; 3) employment systems and standards; 4) career and leadership development. There is also a strong possibility of teaching at the graduate level in the Master of Training and Development and/or Doctor of Education programs. b) Engaging in institutional and professional service, including coordinating the undergraduate HRD program. Those with a terminal degree (Ph.D., Ed.D. or J.D.) in a field relevant to Human Resource Development and with prior teaching experience at the undergraduate and graduate levels are especially encouraged to apply.

Read More

Vice President of Human Resources

Lighthouse for the Blind, Inc. | Seattle, Washington

Reporting to the Chief Executive Officer and overseeing a department of 16, the Vice President of Human Resources (VP of HR) will join The Lighthouse Strategic Leadership team during a period of growth that includes expansion to its new South Carolina location. The VP of HR will work collaboratively across departments to ensure that The Lighthouse has the HR infrastructure, policies and procedures, systems, and people in place to accommodate continued growth.

Read More

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Final Thought

By Tomika Greer, Digest Editor

Tomika Greer

Tomika Greer

Technically, Spring was supposed to have sprung several weeks ago. But, for many of us in the U.S., the weather did not necessarily get that memo! But, one thing is for sure, those of us who are sensitive to the academic calendar are starting to feel that spring crunch that comes as May approaches.

Just for fun, I want to add one more thing to your plate! Remember that excitement, encouragement, and energy that you felt immediately following the AHRD conference two months ago in Richmond? I want you to keep that momentum going...follow through on those collaboration projects that you brainstormed in the hotel lobby, email that presenter whose presentation sparked an idea that changed the direction of your research, text that friend with whom you reunited during the opening reception, and check in on the new LinkedIn and Facebook connections that you met that week.

You see, what makes AHRD special is the connections that we make throughout the year, not just at conference time. And if you’re reading this and aren’t sure how to stay connected throughout the year, send me an email…now.

About the Digest

Moving?

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 office@ahrd.org.

Contributors to this Issue

  • Tomika Greer, Editor
  • Rajashi Ghosh
  • Pat McLagan
  • Jia Wang

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 editor@ahrd.org by the 10th day of the month previous.

Academy of Human Resource Development
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Phone: 1+(651)290-7466 | FAX: 1+(651)290-2266