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Purpose: This chapter explores the strategic role of human resource development (HRD) as a function of talent management (TM) and discusses how HRD activities can help to facilitate more creative behaviours, in the international hospitality industry.

Approach: We focus on TM and HRD research exploring how these lenses are conceptually positioned given our current knowledge on creativity. We draw on the system-based approach to creativity and reconceptualise the creativity components by levels of flexibility/plasticity and outline how such approaches can help creative practice development.

Findings: We rationalise the existing conceptual approaches to creativity and propose a simplified model considering the developmental aspects of creativity. First, we theorise the TM/HRD strategies, such as training and development via learning, as a mechanism to connect TM/HRD to creativity in the organisational setting. We inform the current literature on whether and how creative processes emerge at work and affect creative flow in the bottom-top and top-bottom directions. Second, we advance the development of creativity theory by reconceptualising the established creativity components by degrees of flexibility/plasticity. Such re-conceptualisation allows for more nuanced examinations of organisational stimuli (i.e. training and development) on developmental conceptions of creativity.

Originality: This is the first piece of work that has investigated the fit between TM/HRD and creativity research. Our conceptual model illustrates that creativity can be promoted and developed at work by incorporating developmental initiatives such as TM/HRD.

We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings students together in collaborative institution-based teams to compete with other teams in competitions to achieve goals and practice effective leadership skills. Our goal was to assess leadership capacity growth over the course of a four-month team practice period through the daylong inter-team competition and evaluate participant leadership assessed several months later. Results suggested students made significant and sustainable gains in leader-self-efficacy and short-term gains in leadership skill and motivation to lead. Our results also indicated the team’s coach played a significant role in student leadership development.

Leadership development programs for students in educational settings are proliferating in number and design. Curricular programs range from academic minors and certificates to doctoral programs in a variety of academic homes (e.g., education, business, healthcare). Co-curricular programs often take the form of drop-in workshops, day-long experiences, alternative spring breaks, service-learning trips, and other programs housed in student affairs and administrative offices (Guthrie & Jenkins, 2018). Moreover, the number of programs has steadily increased over the last 15 years from just under 1,000 in 2006 (Brungardt, et al., 2006) to more than 2,000 (ILA Program Directory, 2021). And while there is some commonality among the approach of these leadership programs in terms of content and delivery (see Harvey & Jenkins, 2014), vast differences exist in the structure and learning goals of student leadership programs compared to other social science disciplines. A potentially fruitful area in which to explore its effectiveness in supporting leadership development is the environment of competitive teams, where individuals work together as a group to compete against other teams. The purpose of our research was to investigate the degree to which such a competitive environment might support or detract from student leadership group, employing a potentially effective example of a formal program that utilizes the innovative approach of team competitions to motivate learning (the CLC).

This study aims to investigate the impact of Hofstede’s six national cultural dimensions on informal learning behaviors (ILBs) and how they moderate the prediction of these behaviors by workplace interaction (WI), autonomy (WA) and readiness to learn (RtL).

Cultural scores were extracted from The Culture Factor Group in 2023. Data on ILBs and their antecedents were selected from a Program for the International Assessment of Adult Competencies sample of 59,103 workers – 33 Countries. The authors applied hierarchical linear modeling (HLM) to analyze data.

None of those cultural dimensions had significant direct relationships with ILBs. The moderations were significant for power distance (ILBs with WA and RtL), individualism (ILBs with WI) and motivation toward achievement and success (ILBs with WA).

The cultural dimensions were limited to Hofstede’s model, and scores at the country level did not consider individual perceptions of them. The results provide empirical evidence for solid theoretical development on the impact of national culture on informal learning and the development of public policies to promote it.

The authors are unaware of other studies that have quantitatively investigated relationships between ILBs and their antecedents and the cultural dimensions using HLM. Findings from different countries allow for better generalization and may provide directions for research and the expansion of the nomological network on the impact of national culture on ILBs.

This study sought to provide a more comprehensive understanding of how managers' coaching skills can affect individual performance through the mediating role of affective commitment.

The sample included 198 employees from diverse organizations. Based on an online survey, respondents assessed their managers' coaching skills and reported their own individual performance and affective commitment to their organization.

The findings show that managers' coaching skills have a positive impact on individual performance and affective commitment, with the latter mediating the relationship between the first two variables.

Additional studies with larger samples are needed to understand more fully not only the impact of managers' coaching skills on individual performance but also other psychosocial variables affecting that relationship.

Organizations can increase employees' affective commitment and individual performance by encouraging managers to integrate more coaching skills into their leadership styles.

This study is the first to integrate managers' coaching skills, affective commitment and individual performance into a single research model, thereby extending previous research on this topic.

The purpose of this paper is two-fold: to identify the reliability and content validity of two popular managerial coaching scales – the Ellinger Behavioral Scale and the Park Skills-based Scale – to determine the extent to which the construct, coaching, is more accurately measured as a behavioral construct or a skill-based construct from the perspective of the coach, and from that of his or her direct reports using a single data set.

This research utilized survey research which tested the reliability and validity of two existing coaching scales. Analyses included correlation matrices, principle axis factor analysis, and confirmatory factor analysis.

Results of this research indicate that neither scale is perfectly reliable and valid. However, given the results of the analysis, the authors recommend the Park scale for leaders and the Ellinger scale for team members.

This research indicates that investment in valid scales for use by direct reports to measure the coaching expertise of their managers is warranted.

There are several implications that are evident as a result of this research. First, there are implications for the training and development of employees. Too, many organizations look to coaching and coaching skills as a benchmark for selecting future leaders – the understanding of how current scales are able to identify coaching expertise is important to the manager selection process.

This research offers one of the first comparative analyses of currently available coaching scales. It contributes to the literature on coaching by providing a clear and thorough review and analysis of scales currently available for testing managerial coaching expertise. Practitioners and scholars can benefit from this research by developing a better understanding of the contexts in which these two coaching scales are most reliable and valid.

This chapter describes the disordered eating in sport problem and provides a critical overview of research in the area. It offers specific insights into how cultural practices in elite sport may be implicated.

In contrast to dominant medical perspectives, disordered eating in sport is discussed as a product of high-performance cultural contexts. The ways that practice commonplace in elite sport might contribute to disordered eating onset and maintenance are described. In turn, I also consider the experiential struggles of athletes with eating disorders and how this relates to dominant discourses in elite sport.

Elite sport culture, with its emphasis on surveillance, sacrifice, and success, reinforces disordered eating practices. Much of what is conventionally considered disordered eating, can be normalized when situated in the context of high-performance sport. Nevertheless, when functional disordered eating slides into mental illness, the mental toughness ethos works to silence and stigmatize athletes.

Research must broaden its focus to explore how social practices in elite sport normalize disordered eating and how prevention approaches can become more culturally informed and less individually driven.

A learning-focused culture promotes creativity, innovativeness and the acquisition of novel insights and competencies. The study aims to explore the relationship between human resource development (HRD) practice and employee competencies using organizational learning culture as a mediating variable.

Data were collected from 828 employees of 37 health care institutions comprising 24 (internationally-owned) and 13 (indigenously-owned). Construct reliability and validity was established through a confirmatory factor analysis. The proposed model and hypotheses were evaluated using structural equation modeling.

Data supported the hypothesized relationships. The results show that training and development and employee competencies were significantly related. Career development and employee competencies were significantly related. Organizational learning culture mediates the relationship between training and development and employee competencies. However, organizational learning culture did not mediate the relationship between career development and employee competencies.

The generalizability of the findings will be constrained due to the research’s health care focus and cross-sectional data.

The study’s findings will serve as valuable pointers to policy makers and stakeholders of health care institutions in developing system-level capacities that promote continuous learning and adaptive learning cultures to ensure sustainability and competitive advantage.

By evidencing empirically that organizational learning culture mediates the relationship between HRD practices and employee competencies the study extends the literature.

Workplace well-being has emerged as an important aspect in the field of health care. Therefore, this paper aims to investigate the role of managerial coaching on nurses’ well-being through psychological ownership and organizational identity.

The authors approached 284 nurses working in both public and private hospitals (between December 2019 and February 2020) on convenience basis, and data were collected through an online questionnaire-based survey.

The data were analyzed using AMOS version 24 and structural equation modeling confirmed psychological ownership and organizational identity as explanatory variables between managerial coaching and well-being.

The study used self-reported data using convenience sampling which may raise a question on causality. The findings suggest the management to consider the importance of managerial coaching in shaping positive workplace behaviors of employees.

Drawings on social exchange theory, this study extends past studies to examine the mediating roles of psychological ownership and organizational identification between managerial coaching and workplace well-being among nurses. The study has theoretical and practical implications.

This study applies self-determination theory to investigate how motivations to participate in LinkedIn would influence a professional's intention to leave an organization for professional advancement (ILPA).

The authors randomly sampled 5810 professionals who are actively participating in LinkedIn for at least six months and collected 379 completed questionnaires.

This study examines the effect of motivation to participate in LinkedIn on ILPA. Perceived autonomy support, perceived competence support and perceived relatedness support have positive influences on intrinsic motivation. Introjected regulation is positively influenced by perceived autonomy and competence support but unaffected by perceived relatedness support. External regulation is positively influenced by perceived autonomy and competence support but has no relationship with perceived relatedness support. ILPA from using LinkedIn is positively influenced by intrinsic motivation, introjected and external regulations.

Future research should consider other professional network sites as well as longitudinal research designs to address external validity and causality issues.

Organizations should understand that professional network sites play an important role for professional advancement. The motivations to participate in professional network sites are supports on autonomy and competence. For platform designers, it is vital to enhance supports on autonomy and competence to sustain users' participation in professional network sites.

This study extends the scope of self-determination theory to understand the motivations to participate in professional network sites, which will have impacts on professionals' ILPA.