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The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on the perceptions that shape their beliefs about student bullying.

The authors used interpretative phenomenological analysis to understand how participating teachers were using peer coaching in the action learning meetings to make sense of their subjective experiences with student bullying.

The authors report three themes (power, categories/labels and diversity/differences) explaining the perceptions that guided participants’ understanding of student bullying, and for each theme, describe how peer coaching enabled the participants to re-shape their interpretation of experiences with student bullying.

This study showed how peer coaching has the potential to empower teachers to devise meaningful action plans to address bullying. Future research using longitudinal quantitative research design could shed more light on the sustainability of those action plans.

Knowledge of teacher perceptions identified in the study can enrich anti-bullying interventions in schools. Furthermore, building a peer coaching action learning community can provide a form of systemic support to help teachers gain resilience in acting against student bullying in schools.

The study reveals the potential of peer coaching as a transformational learning tool to support teachers when dealing with student bullying.

The purpose of this paper is to conduct a critical review of the mediation studies published in the field of Human Resource Development (HRD) to discern if the study designs, the nature of data collection and the choice of statistical methods justify the causal claims made in those studies.

This paper conducts a critical review of published refereed articles that examined mediation in Human Resource Development Quarterly, Human Resource Development International, Advances in Developing Human Resources and European Journal of Training and Development. Mediation studies published in these journals from 2000 to 2015 were identified and coded. The four journals sampled were chosen to provide breadth of coverage of the different types of empirical studies published in the field of HRD.

The review findings imply that HRD scholars are not employing experimental or longitudinal designs in their studies when randomized experiments and longitudinal studies with at least three waves of data collection are regarded as the golden standards of causal research. Further, the findings indicate that sophisticated statistical modeling approaches like structural equation modeling are widely used to examine mediation in cross-sectional studies and most importantly, a large number of such studies do not acknowledge that cross-sectional data does not allow definite causal claims.

Although the findings urge us to rethink the inferences of mediation effects reported over the past 15 years in the field of HRD, this study also serves as a guide in thinking about framing and testing causal mediation models in future HRD research and even argues for a paradigm shift from a positivist orientation to critical and postmodern perspectives that can accommodate mixed methods designs for mediation research in HRD.

This paper presents a critical review of the trends in examining mediation models in the HRD discipline, suggests best practices for researchers examining the causal process of mediation and directs readers to recent methodological articles that have discussed causal issues in mediation studies.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

For quite a while now the business world has been ferociously self‐critical of its poor performance in ensuring that women take their share of the top jobs, trying to figure out why the upper echelons of business are still so male‐dominated, and how to redress the balance. But should business be beating itself up quite so much over the issue?

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

The purpose of this paper is to explore the relation between emotional intelligence (EI), team learning and team psychological safety, using a context sensitive approach.

Using an internet survey‐research design, employees embedded inside work teams were asked to respond to an anonymous survey battery. Careful attention was paid to the collection of data from members of ad hoc teams currently engaged in projects within their respective organizations.

Post analysis, evidence suggested EI was significantly and positively related with team psychological safety and team learning. Likewise, team psychological safety was significantly associated with team learning. Q‐Sorting technique was used to establish discriminant validity between the three scales. Bootstrapping revealed that team psychological safety mediated the relation between EI and team learning.

The paper’s results extend current theoretical bounds of organization learning theory and focus on actionable leverage points for management development. Moreover, by connecting previously disparate literature in both management and human resource development, new frameworks are encouraged as consideration points.

The paper's findings could serve as the basis for new focal points in management development and perhaps shed new light on the role of emotions in work, as well as the role psychological climate plays as a specific leverage point for managers.

This is the first paper to explore the relationship between EI and team learning amongst individual members of real world ad hoc organizational teams. Findings indicate a positive association and further delineate the process in which EI affects team learning.

The purpose of this study is to identify how themes and contributions featured in the four scholarly journals sponsored by the largest human resource development (HRD) research association (the Academy of Human Resource Development, AHRD) reflect the changing identity of the HRD field.

A frequency and content analysis of articles published during the period 2002-2011 was conducted to identify the dominant themes and research trend. Further, comments were made on the aims and scope and editorial discretion for each journal to understand how the journals influence the direction of scholarship in HRD.

It was found that the boundaries of the field are constantly expanding with some of the older and mature themes losing momentum and new themes coming to the forefront of scholarly interest. The journals were found to play a critical role in setting the future direction for the field.

Future researchers can examine if the waxing and waning themes identified in the findings remain same after analyzing contributions featured in journals that are not sponsored by the AHRD, but publish articles on topics closely related to HRD. Also, the findings can guide further examination of the editors’ leadership role in driving the evolution of the HRD field.

Considering the characteristics of HRD as an applied discipline, the findings can guide future researchers to explore if the thematic changes as identified in the study are associated with the needs of HRD practice.

The study attempts to understand the landscape of HRD research by looking at how the field’s identity boundaries have shifted over time and how different entities, like authors and editors publishing scholarly articles in the four HRD journals in the past decade, have interacted to contribute to the shift.

The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for developing leaders confronted with challenging experiences.

The article utilizes constructive developmental theory (C‐D theory) to explore and address the implications of an adult development lens for leader development, especially as they confront complex leadership challenges that trigger anxiety.

Theoretical propositions suggest different kinds of holding behaviors (e.g. confirmation, contradiction, and continuity) necessary for enabling growth and effectiveness for leaders located in different developmental orders.

Propositions offered can guide future researchers to explore how leaders confronted with different kinds of leadership challenges sustain responsive developmental networks over time and how the developers in the leader's network coordinate to provide confirmation, contradiction, and continuity needed for leader development.

Leaders and their developers should reflect on how developmental orders may determine which types of holding behaviors are necessary for producing leader effectiveness amidst challenging leadership experiences. Organizations should provide assessment centers and appropriate training and development interventions to facilitate this reflection.

This paper demonstrates the important role that developmental relationships play in leadership effectiveness and growth over time. Individuals and organizations are urged to attend to the quality and availability of high quality developmental relationships for purposes of continuous learning and development.

This article re‐conceptualizes developmental networks as holding environments that can enable leader's growth as an adult and, hence, increase their effectiveness as leaders amidst complex leadership challenges.