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Human Resource Development Quarterly, Volume 17, Number 2, Summer 2006

Human Resource Development Quarterly, Volume 17, Number 2, Summer 2006

Timothy Gary Hatcher (Editor)

ISBN: 978-0-787-98734-3

Jul 2006, Jossey-Bass

120 pages

Select type: Paperback


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Academic Journals Are Products of Professional Organizations (Baiyin Yang).


Learning in Interactive Work Situations: It Takes Two to Tango; Why Not Invite Both Partners to Dance? (Hanneke Koopmans, Anja J. Doornbos, Ilse M. van Eekelen)
Learning that arises from interactions at work is the focus of this study. The similarities and differences among three occupational groups (teachers, financial service professionals, and police officers) were examined and explanations sought based on the nature of work and power. The results can help adult learners and their interaction partners enter into a more equal, dyadic, and reciprocal learning process.

Making Subjective Judgments in Quantitative Studies: The Importance of Using Effect Sizes and Confidence Intervals (Jamie L. Callahan, Thomas G. Reio Jr.)
Many social science journals featuring quantitative research require authors to provide effect sizes and confidence intervals. This article provides an overview, review, and critique of these research aspects in support of the authors’ recommendation for a more systematic reporting of effect sizes and confidence intervals as supplemental to null hypothesis significance testing.

Roles of Informal Workplace Trainers in Different Organizational Contexts: Empirical Evidence from Australian Companies (Rob F. Poell, Ferd J. Van der Krogt, A. A. Vermulst, Roger Harris, Michele Simons)
One avenue in which employees learn what they need to know on the job is through informal workplace trainers. The purpose of this study was to provide an empirical basis for actions by informal workplace trainers. Based on 350 telephone interviews, the authors identified three core role dimensions and several differences in role conception. They also offer suggestions for future research.

Learning to Become a Machine Operator: The Dialogical Relationship Between Context, Self, and Content (Julie L. Brockman, John M. Dirkx)
This qualitative study explored the perceived learning on the part of twenty machine operators in three organizations. Specifically, the authors examined informal learning processes associated with problemsolving contexts. Their findings suggest that operators perceive learning as integral to problem solving, relational and dialogical in nature, and intimately bound to their own evolving job identity.

Strategic HRD and the Relational Self (Mona Ericson).


Moral Intelligence: Enhancing Business Performance and Leadership Success, by D. Lennick and F. Kiel.