An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students

Purpose The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence. Design/methodology/approach This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases. Findings Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning. Research limitations/implications The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions. Practical implications The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample. Social implications The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts. Originality/value This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.

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Spiritual intelligence research within human resource development: a thematic review

Management Research Review ◽

10.1108/mrr-03-2017-0073 ◽

2018 ◽

Vol 41 (8) ◽

pp. 987-1006 ◽

Cited By ~ 3

Author(s):

Arshad Mahmood ◽

Mohd Anuar Arshad ◽

Adeel Ahmed ◽

Sohail Akhtar ◽

Shahid Khan

Keyword(s):

Content Analysis ◽

Human Resources ◽

Human Resource Development ◽

Human Resource ◽

Resource Development ◽

The Body ◽

Spiritual Intelligence ◽

Content Type ◽

Thematic Review ◽

The Impact

Purpose This study aims to synthesize the rich knowledge on spiritual intelligence (SI) research within the framework of human resource development (HRD) research. Design/methodology/approach Based on the search of multiple electronic databases authors conducted thematic review of the literature on SI and HRD. Themes associated with SI and HRD are extracted while employing the content analysis technique. Findings Five major themes emerged through the process of content analysis on the body of the reviewed literature. The themes which described the presence of SI-related research within the field of HRD, included: Conceptual connections between SI and HRD; SI Holistic Mechanism; SI and Leadership development, SI measurement tools and, finally, the impact of SI on sustainability. Research limitations/implications The inclusion and exclusion criteria are that the search for this review has been limited to peer-reviewed journals that are published SI-related articles. This paper excluded all articles on SI that `do not explicitly discuss the valuable role of human resources. The key words used are spiritual intelligence (SI) and HRD. Originality/value This paper offered new-fangled value and insightful understanding on SI and its implications for other areas, more specifically HRD. It suggests that SI is an important component for organizational development. Such interventions nurture the human resources that can lead to better performance as a whole.

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Does culture or self-directed learning drive online performance?

International Journal of Educational Management ◽

10.1108/ijem-06-2020-0327 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Qian Wang ◽

Chang Xiong ◽

Jiajun Liu

Keyword(s):

College Students ◽

Student Performance ◽

Learning Experience ◽

Cultural Orientation ◽

Self Directed Learning ◽

Scoring Method ◽

Content Type ◽

Team Members ◽

Directed Learning ◽

The Impact

PurposeThe foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.Design/methodology/approachThe explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.FindingsThe findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.Research limitations/implicationsData were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.Practical implicationsThe findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.Originality/valueThis paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

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Immersive live streaming experience in satisfying the learners’ need for self-directed learning

Interactive Technology and Smart Education ◽

10.1108/itse-12-2020-0242 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ree Chan Ho ◽

Bee Lian Song

Keyword(s):

Technology Use ◽

Structural Equation ◽

Tertiary Education ◽

Business Students ◽

Equation Modeling ◽

Live Streaming ◽

Self Directed Learning ◽

Content Type ◽

Directed Learning ◽

The Impact

Purpose This study aims to examine live streaming experiences of business students’ at the tertiary education level, and how the use of this interactive platform satisfies their affective, cognitive, social and hedonic needs in learning. Likewise, it explored the influence of live streaming class on the learning outcome needed in achieving self-directed learning. Design/methodology/approach Drawing on the uses and gratifications theory, a conceptual framework was developed to discover the impact of interactive live streaming platform in meeting learners’ needs required for self-directed learning. A survey was conducted with a sample of 402 business undergraduate students from 5 universities. Data was analyzed with covariance-based structural equation modeling. Findings This study confirmed that learners’ gratifications gained from live streaming encouraged them to collaborate with the instructors in meeting the learning outcomes. The findings also supported that the interactive nature of live streaming offers the opportunity for students to learn independently. Thus, it sheds new light on how a live streaming learning environment can be further developed in promoting self-directed learning. Originality/value This study offers a novel understanding of live stream class adoption by examining learners’ needs from a uses and gratification perspective. It also contributed new insight to the existing literature on live streaming technology use in education to promote self-directed learning.

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Does experience stimulate or stifle creativity?

European Journal of Innovation Management ◽

10.1108/ejim-02-2018-0042 ◽

2019 ◽

Vol 22 (3) ◽

pp. 422-445 ◽

Cited By ~ 2

Author(s):

Han-Kuang Tien ◽

Bang-Lee Chang ◽

Yen-Ku Kuo

Keyword(s):

Life Cycle ◽

Work Experience ◽

Longitudinal Research ◽

Equation Modeling ◽

Cycle Period ◽

Self Directed Learning ◽

Self Monitoring ◽

Content Type ◽

Directed Learning ◽

The Impact

Purpose The purpose of this paper is to explore if experience stimulates or stifles creativity. It shows that accumulation of work experience improves an individual’s judgment and reduces divergent thinking of creativity. Design/methodology/approach This study examines the factors influencing individual creativity, including the impact of work experience, using 509 responses to questionnaires from 500 top construction companies. The research hypothesis is evaluated using structural equation modeling. Findings The main factors affecting individual creativity are a positive mind-set, self-directed learning, and low self-monitoring. Self-directed learning has the greatest influence on the creativity of individuals with accumulated work experience, while low self-monitoring influences the creativity of people with less work experience. Research limitations/implications A better way to study individual creativity is longitudinal research, which involves long-time observation of the life cycle of creativity among organizational members, who are like products with a life cycle. Further study is necessary to show why some members are creative only for a short time (short life cycle) while some are creative for a longer (very long life cycle) period. Originality/value This study finds that employee creativity derives from the self-directed learning process as it helps to accumulate experience. This result indicates that construction firms can train employees to improve their self-directed learning and boost creativity. Experienced workers need more attention because they are trapped in their previous experience and it is difficult to train them.

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Emotional intelligence research within human resource development scholarship

European Journal of Training and Development ◽

10.1108/ejtd-11-2014-0073 ◽

2016 ◽

Vol 40 (2) ◽

pp. 90-110 ◽

Cited By ~ 8

Author(s):

Forouzan Farnia ◽

Fredrick Muyia Nafukho

Keyword(s):

Emotional Intelligence ◽

Content Analysis ◽

Leadership Development ◽

Human Resource Development ◽

Human Resource ◽

Group Process ◽

Resource Development ◽

The Body ◽

Content Type ◽

The Impact

Purpose – The purpose of this study is to review and synthesize pertinent emotional intelligence (EI) research within the human resource development (HRD) scholarship. Design/methodology/approach – An integrative review of literature was conducted and multiple electronic databases were searched to find the relevant resources. Using the content analysis technique, the literature was reviewed and thematically organized. Findings – Seven major themes emerged through the process of content analysis on the body of the reviewed literature. The themes which described the presence of EI-related research within the field of HRD, included: Conceptual connections between EI and HRD; various aspects of EI training and development; the strengths and weaknesses of different EI measurement tools; EI profiles of individuals across various careers; the influence of context in the interpretation of EI; the role of EI in productive interpersonal interactions; and, finally, the impact of EI in leadership development and performance. Research limitations/implications – The search for this review was limited to peer-reviewed published EI-related articles which contained the keywords “human resource development” or “HRD”. While the field of HRD encompasses a wide variety of areas, this study has the limitation of excluding other relevant articles that did not contain the key terms. Originality/value – The originality of this study lies in its focus on EI and developing human resources. It argues that EI is a legitimate organization development intervention that can be effectively utilized to improve performance at individual, group, process and organizational levels.

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Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace

On the Horizon ◽

10.1108/oth-04-2017-0016 ◽

2018 ◽

Vol 26 (4) ◽

pp. 281-290 ◽

Cited By ~ 3

Author(s):

Zamzami Zainuddin ◽

Corinne Jacqueline Perera

Keyword(s):

Undergraduate Students ◽

Flipped Classroom ◽

Self Directed Learning ◽

Content Type ◽

Student Activities ◽

Video Lectures ◽

Flipped Classrooms ◽

Directed Learning ◽

Social Interface ◽

The Impact

Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

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Transforming self-driven learning using action research

Journal of Work-Applied Management ◽

10.1108/jwam-10-2017-0029 ◽

2018 ◽

Vol 10 (1) ◽

pp. 4-18 ◽

Cited By ~ 1

Author(s):

Eamonn Newman ◽

Margaret Farren

Keyword(s):

Action Research ◽

Knowledge Economy ◽

Data Science ◽

Continuous Learning ◽

Self Directed Learning ◽

Science Data ◽

Content Type ◽

Motivation For Learning ◽

Directed Learning ◽

The Individual

Purpose This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and data science. Design/methodology/approach Action reflection cycles with autoethnographic methods are used in this enquiry to examine and transform the self-driven learning in the role of a professional in the context of computing and data science. Data are collected using personal thoughts and emotions in order to determine to what degree the changes that are brought about are improving their learning practice. Findings An incongruity between espoused theory and theory-in-use is identified. In this paper the authors explore how engaging in reflection within the structure of an action research framework can change the learning behaviour of an individual, motivating them to engage more positively and consistently with self-directed learning in their workplace environment. Research limitations/implications Through analysis of reflective journals key aspects of personal and professional life that influences the individual’s approach to the learning tasks is identified. In addition, activity logs are maintained which collect information on the tasks that are undertaken. These activity logs are automatically generated using specific task-tracking software. Double-loop learning (Argyris and Schön, 1974) helps to identify the values that underpin the learning practice. Practical implications By resolving the tension created due to the incongruity of values, the individual has been able to find more motivation for learning and thus become more engaged in the learning process. Social implications Participation in the knowledge economy requires individuals to engage in continuous learning. Organisations that support individuals in continuous learning are best adapted to take advantage of emergent and evolving knowledge and skill requirements. Originality/value This paper examined the behaviour of an individual engaging in self-directed learning and showed how through engagement with reflection and critical self-analysis, he increased his motivation and efficiency for self-directed learning. The authors show how this skill becomes increasingly important in modern knowledge economy workplaces.

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Influence of human resource capital information disclosure on investors’ share investment intentions

Personnel Review ◽

10.1108/pr-07-2014-0166 ◽

2017 ◽

Vol 46 (3) ◽

pp. 551-571 ◽

Cited By ~ 2

Author(s):

Sugumar Mariappanadar ◽

Alma Kairouz

Keyword(s):

Performance Management ◽

Human Resource ◽

Information Disclosure ◽

Banking Sector ◽

Strategic Human Resource Management ◽

Annual Reports ◽

Individual Investors ◽

Content Type ◽

Investment Intentions ◽

The Impact

Purpose The purpose of this paper is to apply the strategic human resource management (HRM) perspective to investigate the schematic relationship between the dimensions of human resource (HR) capital information and intentions to use such information in individual investors’ decisions relating to investing equities in the banking industry. Design/methodology/approach A two-stage empirical study was conducted in 2010 using a four-part HR capital disclosure questionnaire, which was developed and validated in stage 1 (n=145) of the study. In stage 2 (n=157), current or previous shareholders in one of the Australian banking sector corporations participated in the study. The collected data were analyzed using confirmatory factor and logistic regression analyses. Findings The findings of this explorative study highlight that the individual investors’ perception on the importance of performance management dimension of HR capital information has varied impacts on their intentions to use such information in investment decisions to buy, hold on to, or sell stocks. Practical implications This study has made an important contribution to the strategic HRM and behavioral finance literature that the human capital information facilitates the propensity to avoid regrets in selling shares too early (dispositional effect bias) to achieve utility benefits in future which is different from the findings of financial information disclosure study. Originality/value A recent critical review of HR disclosure indicated that most of the published articles on HR capital have used company annual reports for data source. However, this is the first study that attempts to understand the impact of HR capital disclosure information on investment intentions from individual investors’ schema rather than drawing data from company annual reports.

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