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Summary
Summary
Traditionally, Human Resource Development (HRD) was focussed on enabling staff to pursue competitive advantage, but with the occurrence of high profile corporate scandals people recognising the dangers of limiting management training and development to 'technical' managerial activities have led to a surge in interest in Critical HRD.
This book is a compilation and discussion of the latest thinking and research in Critical Human Resource Development from subject-leading Editors and Contributors. It examines and analyses the success of attempts to actually implement critical HRD in the workplace and is suitable for Postgraduate students at diploma, masters and doctorate level on both specific HRD courses, such as the CIPD modules 'Learning & Development' and 'Managing the Training and Development function' and on specialist HRD modules within generalist HRM courses.
Author Notes
This collection from 15 contributors has been edited by Clare Rigg - Senior Lecturer, Institute of Technology, Tralee; Jim Stewart - Professor of Human Resource Development at Nottingham Business School; and Professor Kiran Trehan - Head of Management, University of Central England. List of Contributors:
Dr Sally Sambrook - University of Wales Bangor
Professor Time Hatcher - North Carolina State University, USA
Professor Russ Vince, University of Glamorgan
Beverley Metcalfe, Manchester Business School
Helen Francis, Napier University
Jean Kellie, University of Hull
Lisa Anderson & Richard Thorpe, University of Salford
Claire Valentin, The University of Edinburgh
Brendon Harvey, Coventry University Business School
Dr Valerie Owen-Pugh, University of Leicester
Len Holmes, London Metropolitan University
Professor Monica Lee, University of Lancaster
Table of Contents
| About the contributors | p. vii |
| Acknowledgements | p. x |
| Introduction. A critical take on a critical turn in HRD | p. 1 |
| Part 1 A Critical Turn in Human Resource Development | p. 17 |
| Introduction to Part One | p. 19 |
| 1 Exploring the notion of 'time' and 'critical' HRD | p. 23 |
| 2 The fallacy of ethics and HRD: how ethics limits the creation of a 'deep' profession | p. 43 |
| 3 The ethics of HRD | p. 59 |
| Activities for Part One | p. 79 |
| Part 2 In the Workplace | p. 81 |
| Introduction to Part Two | p. 83 |
| 4 Feminism, gender and HRD | p. 87 |
| 5 The mutation of HRD and strategic change: a critical perspective | p. 107 |
| 6 Shifting boundaries in work and learning: HRD and the case of corporate education | p. 129 |
| Activities for Part Two | p. 145 |
| Part 3 Constraints in the Classroom | p. 147 |
| Introduction to Part Three | p. 149 |
| 7 Putting the 'C' in HRD | p. 153 |
| 8 How can I teach critical management in this place? A critical pedagogy for HRD: possibilities, contradictions and compromises | p. 169 |
| 9 Chuck out the chintz? 'Stripped floor' writing and the catalogue of convention: alternative perspectives on management inquiry | p. 181 |
| Activities for Part Three | p. 197 |
| Part 4 Critique of Critical Orthodoxies | p. 199 |
| Introduction to Part Four | p. 201 |
| 10 Acknowledging conflict in 'communities of practice': a figurational perspective on learning and innovating in the workplace | p. 205 |
| 11 The learning turn in education and training: liberatory paradigm or oppressive ideology? | p. 221 |
| 12 Going beyond a critical turn: hypocrisies and contradictions | p. 239 |
| Activities for Part Four | p. 251 |
| References and further reading | p. 253 |
| Index | p. 289 |
