The purpose of this study was two-fold. The first was to explore, describe and define the emerging construct of Human Resource Development (HRD) in the Republic of Kazakhstan (RKZ). The second was to examine specific national contexts and associated challenges affecting the necessary nature for thought and practice of HRD at the national level (NHRD) in the RKZ. The second chapter was focused on exploring HRD—how it was constructed, and currently practiced and needed—in Kazakhstan. The third chapter examined National Human Resource Development (NHRD) in the Republic of Kazakhstan. This study was exploratory and descriptive in nature. A systematic literature review approach was adopted to serve the nature of the inquiry, address the overarching research question and sub-questions, and fulfill the two-fold purpose of the study. The findings of the study are: 1. Government structures, the educational system, and business utilization are environmental factors which appear to be influencing and shaping the emergence and definition of HRD in the RKZ. The driving forces are interdependently economic, political, and social in nature. 2. HRD and NHRD are emerging constructs in the RKZ. 3. A working definition of HRD in the RKZ is the first step towards developing and defining a construct of HRD at the national level. 4. Sound HRD and NHRD strategies have the potential to improve the educational system of the country. 5. Factors impeding successful implementation of NHRD in the RKZ include: a) problems in the system of education; b) issues related to the current knowledge and understanding of HRD; and c) socio-economic problems; 6. Factors enhancing successful implementation of NHRD in the RKZ include: a) recognition by the government of the RKZ of the importance of education; b) an estimated literacy rate of around 99%; and free secondary education; c) a transfer of expertise by international agencies. 7. The challenges of development, implementation, and evaluation of HRD strategies are: a shortage of high-level manpower, an outflow of talented people, and a constantly changing demographic situation. Evaluation of NHRD strategies is hampered by an underdeveloped system of data collection and imprecise HRD concepts and definitions.

This study performed a literature review of five crossfields (economic, educational, medical, political, and socio-cultural) utilizing human resource development (HRD) models, tools, definitions, and theories to understand how the findings of HIV and AIDS impacts on Uganda can be managed with HRD importance to improve the workforce and decrease HIV and AIDS incidence and prevalence. The study concerns Uganda’s (1) HIV and AIDS history, (2) workforce demographics, (3) decentralized government for diffusion capabilities, (4) AIDS fundings, international nongovernmental organizations (INGOs), and their effectiveness, and (5) utilization of change agents to overcoming socio-cultural barriers in the prevention and treatment of HIV and AIDS. Human Resource Development (HRD) theories examined are Lewin Field Theory involving leadership identification characteristics as they interact with the group dynamics in force fields, Nadler’s Hierarchal Order for Training and Development, and Organizational Development in Systems, Swanson’s Systems Ringland, and Shoemaker’s Performance Improvement Performance Needs Model, Swanson and Holton’s Basic Human Resource Development Model, Kuhn’s use of paradigms, Dubin’s Theory Building Model, and The Body of Knowledge Model. Findings indicate ten major areas where the workforce could be improved and decreases in HIV and AIDS incidence and prevalence could occur. These areas are: (1) overcoming socio-cultural stigmas, (2) increased verifiable HIV testing and treatment, (3) HRD instructions, strategies, tools, and skills for training and development, organizational development, and cultural sensitivity for Westerners; (4) evaluation tools for measuring INGO activities: accountability needed, (5) implementation of the ABC Program transnationally, (6) advocacy for maintaining philanthropy, (7) building of infrastructures and schools - increasing teachers, managers, and engineers and apprenticeships, 8) empowering women and orphans with skills and education, (9) partnering resources and decision making amongst stakeholders and (10) outlining areas for further research.

This study focused on the issue of paradigms in Human Resource Development (HRD). Its purpose was to validate the HRD Cube as a synthesized model of HRD and to explicate some of the extant paradigms of HRD. The study was carried out by examining the text of articles published in Academy of Human Resource Development (AHRD)-sponsored journals. Purposeful, stratified, and random sampling was used to select 16 articles published in AHRD-sponsored journals. Articles were treated as if they were the representative voice(s) of their author(s). Data units from within each article were identified and coded using two sequential techniques. First, units were axially coded and sorted into one of seven pre-determined categories based on the axioms of theory, research, and practice. Second, units were open coded using the constant comparative method, and themes and sub-themes were developed. Axial coding results identified a heavy emphasis on practice. The accumulation of units representing research and theory were comparatively smaller. Evidence of shared perspectives was found that emphasized the practice axiom. The accumulation of units emphasized research-practice, followed by theory-practice, and concluded with theory-research. Data units were also found that described all three axioms concurrently, theory-research-practice. Open coding results identified representative themes and sub-themes within each of the axiom-based categories of theory, research, and practice. Six themes developed in the theory category, 9 themes and 1 sub-theme developed in the research category, and 6 themes and 10 sub-themes developed in the practice category. The results provide evidence to support the overall construction of the HRD Cube. Theory, research, and practice perspectives of HRD were represented within the 16 articles used. The results also support the components described on each side of the HRD Cube. On the theory side, people, processes, and outcomes, and informing disciplines of HRD, were identified. Post-positive, interpretive, and critical epistemologies were identified on the research side. Individual, group, organizational, national, and global levels were identified on the practice side. Given the initial validation and support of the HRD Cube and of the components described within theory, research, and practice sides, within these 16 articles published in AHRD-sponsored journals, at least 18 prospective paradigms of HRD were identified.

This study of an Indonesian company, Telkom Indonesia, identifies how human resource development (HRD) practitioners view or define HRD, what factors they consider critical for HRD practice, and specific issues related to training. Interviews with 20 practitioners in the company's Training Division were used as the primary vehicle for gathering information, while observations and documents supplemented the interviews. The practitioners essentially equate HRD with training and development (T&D), but the company's practice reflects the presence of considerable attention not only to training and development but also to organization development (OD) and career development (CD). The practitioners' comments about critical factors for HRD can be categorized into four broad groups: corporate, workplace, supplier, and internal; and the company's training interventions are classified into three major clusters: telecommunications technology, business management, and leadership. This study also underscores the presence of some forces that lead HRD practice to stick around the training area and some other forces that promote a movement toward a more strategic HRD orientation.

This study of an Indonesian company, Telkom Indonesia, identifies how human resource development (HRD) practitioners view or define HRD, what factors they consider critical for HRD practice, and specific issues related to training. Interviews with 20 practitioners in the company's Training Division were used as the primary vehicle for gathering information, while observations and documents supplemented the interviews. The practitioners essentially equate HRD with training and development (T&D), but the company's practice reflects the presence of considerable attention not only to training and development but also to organization development (OD) and career development (CD). The practitioners' comments about critical factors for HRD can be categorized into four broad groups: corporate, workplace, supplier, and internal; and the company's training interventions are classified into three major clusters: telecommunications technology, business management, and leadership. This study also underscores the presence of some forces that lead HRD practice to stick around the training area and some other forces that promote a movement toward a more strategic HRD orientation.

This phenomenological study explored how HR professionals who identified themselves as facilitators of strategic HRD (SHRD) perceived the experience of being an organizational agent-downsizing survivor. Criterion and snowball sampling were used to recruit 15 participants for this study. A semi-structured interview guide was used to interview participants. Creswell’s (2007) simplified version of Moustakas’s (1994) Modification of the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data was used to analyze the data. Four main themes and corresponding sub-themes emerged from an inductive data analysis. The four main themes were a) the emotionality of downsizing, b) feeling responsible, c) choice and control, and d) possibilities for growth. Participants perceived downsizing as an emotional organizational change event that required them to manage their own emotions while helping others do the same. They performed their roles within an organizational atmosphere that was perceived as chaotic and filled with apprehension, shock, and a sense of ongoing loss, sadness and grieving. They sometimes experienced guilt and doubt and felt deceptive for having to keep secrets from others when planning for downsizing. Participants felt a strong sense of responsibility to protect employees emotionally, balance employee and organizational interests, and try to ensure the best outcomes for both. Often being there for others meant that they put on their games faces and took care of themselves last. Participants spoke of the importance of choosing one’s attitude, being proactive rather than reactive, and finding ways to regain control in the midst of organizational crisis. They also perceived that although downsizing was emotionally difficult to go through that it provided possibilities for self, employee, and organizational growth.

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Studies have acknowledged various conceptualisations of diversity management. These studies have also provided guidance for better and effective ways for managing diversity at the organisational, national and global levels. Nonetheless, it has been argued that focus on conceptualising diversity management has mainly been within the context of the Global North: reflecting mainly Anglo-centric and neo liberal structuring. As a result, this has limited the growth of management styles in Africa. To this effect, this research explores the nature and concept of diversity in Nigeria; it examines diversity management approaches by Shell and General Electric (GE) subsidiaries in Nigeria, and evaluates the broader role of these diversity management practices in contributing to the National Development Plans in Nigeria. Though starting from an Anglo-centric and neo liberal position, I go beyond this structuring as I critically examine the diversity management practices from a Nigerian context and by conducting interviews about the significance of these practices in Nigeria. This research adopts a feminist lens that gives voice and unveils power relations. In addition, I draw on four Western diversity frameworks, including Cox Taylor organisational types and dimensions, Ely and Thomas model of diversity, relational framework by Syed and Ozbilgin and intersectionality theory. These frameworks and approaches analyse the implication of diversity management within these MNC systems in Nigeria as they promote social equality and foster development. In addition, evaluating the broader roles of these MNCs in contributing to national development planning emphasises the need for incorporating diversity management in human resource development theorizing.

Hållbarhet är en organisationsidé som utgår från både ekonomiska, sociala och ekologiska dimensioner. Länge har den sociala och ekologiska dimensionen åsidosatts till fördel för den ekonomiska, då organisationer i dagens konkurrensutsatta samhälle gör vad de kan för att nå ekonomisk lönsamhet. För att skapa en balans mellan hållbarhetsbegreppets tre dimensioner har högre utbildning setts som det främsta verktyget. Dock har flera rapporter utförda av regeringen visat att svenska högskolor och universitet misslyckas med att föra in en balanserad bild av hållbarhetsarbete för att studenten ska kunna använda sina kunskaper i framtida yrke. Syftet med denna studie är att undersöka hur personalvetare upplever att personalvetarutbildningen har utvecklat deras kunskaper kring att arbeta socialt hållbart, samt att få en förståelse för vilka utmaningar det finns för personalvetare att arbeta socialt hållbart i en organisation. För att besvara syftet har två frågeställningar tillämpats: Vilka kunskaper från personalvetarutbildningen anser personalvetaren att denne har mest användning för i sitt arbete? Samt, hur arbetar personalvetaren med jämställdhet, förebyggande av stress, mångfald och arbetsmiljö? Den metod som använts i studien är kvalitativ med en fenomenologisk ansats och sju intervjuer med yrkesverksamma personalvetare har utförts. Resultatet visar på att personalvetare inte anser sig ha fått konkreta verktyg från sin utbildning i att arbeta socialt hållbart men framhåller samtidigt att utbildning har gett dem förmågan att byta perspektiv och förstå mänskliga beteenden vilket de säger sig ha användning för i deras arbete. Vidare framställs en splittrad bild av informanternas yrkesutövning i relation till de sociala hållbarhetsaspekterna jämställdhet, mångfald, stress och arbetsmiljö. Det synliggörs även upplevelser av utmaningar med att arbeta socialt hållbart vilka anknyts till personalvetarens upplevda yrkesroll, identitet och status. De slutsatser som dras utifrån studiens resultat är att informanterna trots sina upplevelser av att inte ha kunskaper för att arbeta socialt hållbart, utför handlingar med kritisk HRD som förhållningssätt vilka går att anknyta till social hållbarhet. Detta har kunnat urskiljas i informanternas redogörelser för hur de arbetar med jämställdhets-, mångfalds-, stress, - och arbetsmiljöfrågor samt de utmaningar som detta arbete medför.

The core competency of the most effective organizations will be their capacity to learn in an increasingly complex and unpredictable business environment and HRD should expand its role to become a partner in the transformation of the entire organization. Organizational learning style, therefore, is an important research topic for the field of HRD (human resource development). This study had four primary purposes, which were germane to the corporations in the Republic of Korea: 1) to identify what organizational learning styles exist; 2) to identify the factors that differentiate the organizations with different organizational learning styles; 3) to identify the roles of HRD to facilitate organizational learning within the organizations in each organizational learning style; and 4) to identify the differences in the roles of HRD to facilitate organizational learning among the organizations with different organizational learning styles. The population for this study was the key informants at the corporations in the three industry areas: wholesale and retail trade; manufacturing; and hotels and restaurants. The survey instrument was delivered to 353 key informants, i.e. HR persons, at 240 corporations and 237 key informants at 166 corporations returned the survey instrument for a return rate of 67.1%. The findings of this study revealed the followings: 1) there are four types of organizational learning styles and the characteristics of each type of organizational learning style is determined by the combination of the organizations?? learning orientations, i.e. Knowledge Source, Learning Content, Dissemination Mode, and Learning Scope; 2) types of organizational culture, industry classification, and the size of an organization are the factors that differentiate the organizations with different organizational learning styles; 3) all roles of HRD are necessary for facilitating organizational learning; and 4) there are not differences in the roles of HRD to facilitate organizational learning among the organizations with different organizational learning styles.