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The purchase of a car is a highly involved process when compared with other retail experiences. Despite the range of purchase channels available and the increased level of accessible information, the majority of customers still choose to buy a car through a traditional dealer network. The sales process, which is often seen as adversarial, involves a high level of personal interaction and has remained relatively unchanged through the industry’s 100 year history. This paper examines the impact of the introduction of a computer assisted selling process on customers’ perceptions of the overall buying process. This pilot study was undertaken prior to the system’s global roll out and incorporated a range of research methods: CCTV observation, customer and staff interviews. The preliminary findings indicated that the computer assisted buying process was well received by customers.

Understanding of HRD in SMEs has frequently been based on impoverished research resulting from underdeveloped theory. This article argues for the potential offered to researching, understanding and practising HRD in small organisations, of taking a discourse perspective on organisation, learning and development. Through a comparative interpretation, from a traditional and a discourse perspective on HRD, of research material collected ethnographically in three small companies, the article aims to contribute to an approach which can deepen understanding of HRD in SMEs by combining three strands that have not generally been integrated: ideas from recent debates on what HRD comprises, perspectives on learning, and a discourse perspective on organisation. The implications for research indicate a need for methods that enable the study of HRD in action – the micro‐processes of development.

The aim of the paper is to present the findings of a definitional review and comparative study of HRD definitions. It also reports the results of comparing and contrasting a synthesis of the “intended purposes” and “processes” constituting these definitions against various definitions and conceptualisations of organisational development (OD) and coaching.

A targeted literature review was conducted to identify and collate a comprehensive range of HRD, OD, and coaching definitions/conceptualisations. These were then subjected to forms of content and thematic analysis in search of similarities and differences.

The literature review has revealed many “contradictions”, “confusions” and “controversies” concerning the identity of HRD. Results from the definitional review suggest two or more of four synthesised “core purposes” of HRD are embedded explicitly or implicitly within the respective HRD definitions examined. Furthermore, these HRD “core purposes” and “processes” are virtually the same as those associated with OD and coaching

The definitions used in the study were limited to those that define HRD practice at the individual, group and organisational level, and are based on conventional and predominantly western conceptualisations. A challenge and dilemma arising from our findings bring into question the notion of HRD, OD, and coaching as unique and distinct fields of study and practice. Rather, the evidence implies there may be a compelling logic for these three fields to converge into a unified disciplinary domain concerned with “people and organisation development”.

The paper is particularly relevant for scholars interested in HRD theorising and/or developing HRD theories on the basis of empirical evidence. This is because they need to know whether the foci of their studies lie inside or outside the boundaries between HRD and other related domains. It may also be of interest to practitioners who wish to identify themselves as HRD professionals, as opposed to OD or coaching professionals.

This paper aims to advance theoretical understanding of the concept of “critical human resource development”.

This is a conceptual paper.

Foregrounding questions of power, emotions and political dynamics within the analysis of organisational learning and development activity, critical approaches in HRD pay particular attention to the importance of context, interests and patterns of inter‐relationships amongst organisation stakeholders. It is notable that much of the work in this area operates on a theoretical plane, and is often light on practical guidance or recognition of the distinctive contexts of HRD practice, compared to other areas of critical learning.

Empirical investigations that have systematically applied critical approaches to HRD are in short supply, and their potential to enrich HRD practice has rarely been explored. This paper contributes to addressing these gaps.

Firstly, it elucidates the concept of critical HRD through illuminating the diversity of theoretical perspectives; secondly, it demonstrate some of the intricacies and discrepancies within current theorising on critical HRD; thirdly, it raises questions for the practical significance of tools and insights informed by critical HRD.

The purpose of this paper is to examine the relationship between leader‐member exchange (LMX) and human resource development (HRD) to gain a better understanding of the LMX‐performance relationship through connecting LMX and HRD theory.

Dubin's framework is used for the purpose of linking LMX with HRD. Except that the last three steps (empirical indicators of key terms, hypotheses, testing) involved conducting empirical research, the authors employ steps 1 through 5 to build an HRD‐based LMX model, i.e. the first step specifies that the units of the theory be identified; the second step involves establishing the laws of interaction applicable to the units of the theory. The third and fourth steps define boundaries for an HRD‐based LMX model and suggest propositions for future empirical research. In addition, to lessen the likelihood of some redundancy the system states are included with the laws of interaction.

LMX and HRD (as represented by identified outcomes) theories are linked by at least three key factors: trust, empowerment, and performance. A theoretical model linking LMX and HRD also describes the contributions of trust, empowerment, and performance to LMX theory of leadership with the help of two specific HRD interventions – trust building and empowerment facilitation.

The confirmation of the theoretical model through empirical research is still required.

In the aspect of relational performance, this paper proposes a basis for designing and implementing strategic HRD activities and recommends the conceptual model as an intervention technique for organizational change.

This paper illuminates the base of LMX leadership theory and seeks to develop new practical insights of the theory. In so doing, it aims to contribute to reducing the tension between leadership theorists and leadership development practitioners, described as validity versus usefulness.

The paper draws on case‐study research into human resource development (HRD) within three small organizations in the north‐west of England. It positions the investigations within an overall framework of doctoral research, defines how the term small to medium‐sized enterprise (SME) has been used, and summarizes the research design. The main content of the paper discusses the characteristics and values of SMEs in general and explores how these might influence the HRD policies and practices developed by them. A comparison of an HRD model typically found in small organizations with one typically engendered through the adoption of the Investors in People standard is presented. Findings and conclusions about HRD in the three case‐study organizations are reported to include a description and comparison of the three cases’ own HRD models. The paper concludes with some suggestions for further research.

The notion of “learning organisation” is, arguably, gaining credibility. This article takes this position as a starting point and, in the context of the authors’ own declared assumptions and beliefs, explores the meaning and potential application of the concept. This is achieved through examination of the literature on “learning organisations”, especially as it connects with emerging thinking on strategy and strategic management, and postmodern analyses of organising. The examination is then used as a comparison with conventional practices in UK universities. The argument is advanced that universities, as providers of management education, have both privileged opportunities and critical responsibilities to seek to adopt the ideal and practices associated with the concept of “learning organisation”. Some initial suggestions are included on what this might mean, and “look like”, in practice if the attempt to move towards learning organisation status is taken seriously.

This paper seeks to analyse and explore the results of a research project, which aimed to identify recent and current research on TLA within HRD programmes. From that base the project also intended to identify areas for future research and a basis for establishing a Special Interest Group.

A comprehensive review of the literature was undertaken and an electronic questionnaire survey was conducted of academic members of the UFHRD, EHRHD and AHRD databases. This provided coverage of widespread international population.

Findings suggest that while research into HRD as a subject and academic discipline is very healthy, there is a dearth of research into the TLA of HRD educational programmes or at least research that is published. They also suggest that academics involved in delivering HRD programmes would welcome support in TLA through additional and new resources as well as ideas on innovative approaches and methods of TLA. TLA in HRD, though, is subject to some constraints, including the role of the professional body in the UK and parts of Europe, the status of HRD in relation to wider business management as a subject and HRM in particular and the size and diversity of student groups. Respondents to the survey, however, were confident that these problems can be addressed.

A key conclusion drawn is that innovative practice in the TLA of HRD is probably more widespread than is evident from the literature. In addition, the notion of “innovative” does not have a fixed meaning and is context specific. This means that TLA practice, which is considered normal or usual in one context could and probably would constitute an innovation in different contexts.

Provides the first overview of research into the TLA of HRD educational programmes.