Learning, Experienced Emotions, Relationships and Innovation in HRD

Autor/inn/en	Anderson, Valerie; Gilmore, Sarah
Titel	Learning, Experienced Emotions, Relationships and Innovation in HRD
Quelle	In: Journal of European Industrial Training, 34 (2010) 8-9, S.753-771 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-0590
DOI	10.1108/03090591011080959
Schlagwörter	Human Resources; Teaching Methods; Constructivism (Learning); Labor Force Development; Experiential Learning; Foreign Countries; College Students; College Faculty; Influences; Evaluation Methods; Expectation; Teacher Student Relationship; Emotional Response; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Humankapital; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitskräftebestand; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Collegestudent; Fakultät; Influence; Einfluss; Einflussfaktor; Expectancy; Erwartung; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Qualitative Forschung; Großbritannien
Abstract	Purpose: This paper aims to explore the introduction of a new experience-based learning process in the learning and teaching of human resource development (HRD) within a professionally accredited curriculum in a UK University. Design/methodology/approach: An action enquiry approach is taken, and qualitative data gathered over a full academic year from tutors and students are analysed to examine how those involved made sense of and learned about HRD. Findings: Influences on the experience of an innovative HRD pedagogy are identified as: assessment processes and expectations; relationships and behaviours within the learning and teaching process; the experienced emotions of those involved; and the extent to which students feel clarity about what is expected. Research limitations/implications: The qualitative nature of the data and the focus on one particular UK institutional taught module limits the generalisability; in particular, the experience of full-time students or those involved in courses that focus exclusively on HRD outside of UK are not incorporated. Practical implications: Attention to assessment processes is an essential pre-requisite to any pedagogic innovation, as is effective and transparent team-working by tutors and careful thought about tutor behaviours in settings where experienced emotions and relationships directly affect the innovative process. Originality/value: The inherent tension between the constructivist and exploratory HRD curriculum and the requirement for "performative clarity" in HRD pedagogy is explored. Experienced emotions and relationships are shown to mediate a student-centred and critically reflexive HRD pedagogy, something that is currently insufficiently recognised in much of the literature. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10