Human Resource Development International

Vol. 14, No. 4, September 2011, 493502

PERSPECTIVES
A review of the Ninth International Conference of the Academy of
Human Resource Development (Asia Chapter) in Shanghai, China:
workplace learning and sustainable development for individual,
organization and society
Jessica Lia and Jian Huangb*
a
Department of Education Policy, Organization & Leadership, University of Illinois at UrbanaChampaign, USA; bInstitute of Vocational and Adult Education, East China Normal University,
China

(Received 21 April 2011; nal version received 24 May 2011)

This paper provides a review of the Ninth International Conference of the
Academy of Human Resource Development (Asia Chapter) that took place in
Shanghai, China on 1114 November 2010. In addition to providing a brief
review of the pre-conference workshops and keynote addresses, this paper
presents the outcomes of the conference using four main themes: (1) corporate
training; (2) the development of key personnel; (3) career development and worklife balance; and (4) organizational learning and learning organization. In
conclusion, the authors share their thoughts on the contributions of international
conferences to the eld of human resource development.
Keywords: workplace learning; corporate training; human resource development;
career development; organizational learning; learning organization; AHRD
conference; China

Research has shown that sustainable long term economic development largely
depends on the countrys eort in replenishing its human resources (Becker 1993).
After a tremendous economic growth period, many Asian countries are concerned
about the development of their skilled labour force. China, for example, is
experiencing skilled-labour shortages and facing a major overhaul of its eorts in
developing a knowledge-based workforce (Dahlman and Aubert 2001). Human
resource development (HRD) has emerged as an important eld of study in Asia.
The Academy of Human Resource Development (AHRD)s Asia Chapter has been
holding international conferences for nine years. This year the Ninth AHRD Asia
Chapter conference was held in Shanghai, China, from 11 to 14 November 2010.
This conference was a timely event that has received the attention of Asian and
Chinese HRD scholars; it also oered a platform for international scholarly
exchange that would bring unique contributions to HRD development in Asia and
the rest of the world.

*Corresponding author. Email: jhuang@ses.ecnu.edu.cn

ISSN 1367-8868 print/ISSN 1469-8374 online
2011 Taylor & Francis
DOI: 10.1080/13678868.2011.601599
http://www.informaworld.com

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J. Li and J. Huang

The conference theme was Workplace Learning and Sustainable Development

for Individual, Organization and Society. It started with six pre-conference
workshops for the rst two days, followed by a two-day conference consisting of
27 parallel symposiums and six keynote addresses. A total of 136 presentations were
given in these symposiums, and among them more than 80 papers were selected to be
included in the conference proceedings by a blind peer review process. More than
230 scholars and practitioners attended the conference and 92 of them came from 16
countries outside of China. In the following sections we provide a review of the
keynote addresses and parallel symposiums. We conclude the paper with our
thoughts on how this international conference may contribute to the development of
HRD research and practice.
Keynote addresses
Keynote addresses were carefully selected to highlight the conference theme. Three
keynote addresses were given on the rst day. The rst keynote that immediately
followed the opening ceremony was by Professor Zhong-hai Ye, a renowned scholar
on Chinese talentology, who presented an overview of a thirty years journey of the
development of Chinese talentology. Next, the Deputy Director of the Training
Center of Shanghai Automotive Industry Corporation (SAIC), Jian-hua Jiang,
discussed SAICs innovative practice and learning systems. The rst day was nicely
tied up by Dr. Andrea Ellingers afternoon speech, Harvesting One Hundredfold:
The Integral Role of Managers and Leaders in Workplace Learning and Sustainable
Organizations. Dr. Peter Kuchinke kicked o the second day of the conference with
the speech Human Resource Development and Sustainability: Can the Profession
Provide Leadership? The other two keynote addresses were in the afternoon and
both were on workplace learning practices. Ning Zhu, vice HR director of Amway
China, discussed learning practices in Amway China. The last keynote was by the
vice president of the Technology and Development Center of the Shanghai Electric
Power Company, Hao Lu. He discussed innovative practices of training, learning,
and development in the Shanghai Electric Power Company. These six keynote
addresses provided the conference attendees with an elevated understanding of the
conference theme and stimulated the exchanges and dialogue between the attending
scholars and practitioners.
Parallel symposiums
Twenty-seven parallel symposiums consisting of 136 individual presentations were
the heart of the conference because they provided the much-needed presenteraudience interaction that included the audience in the learning process (Lee, Altman,
and Akdere 2009). Due to the large number of presentations, an aggregated review is
necessary. Hence, the authors of this article took on the task of nding common
themes of the conference papers. First, the authors worked separately to identify the
main themes of the conference, and then the two authors worked together and
nalized four main themes of the conference. These four themes are (1) corporate
training, (2) the development of key personnel, (3) career development and (4)
organization development and organization learning. In the following sections we
provide detailed discussions of these themes.

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Corporate training
Employee training and development within an organization is recognized as an
important strategy in maximizing organizational capabilities and enhancing the
organizations competitiveness (Clardy 2008). In our survey of pre-conference
workshops, keynote addresses and parallel sessions, corporate training emerged as a
main theme of this conference. Here we present a review of some of the papers
presented within this topic in the following subthemes: theoretical innovation, training
systematization, training evaluation and transfer and a discussion with an Asia focus.
Theoretical innovation
Theoretical innovation is when an author introduces a theory from other academic
elds to the eld of HRD or creates a new theory that will advance the eld of HRD.
As an example, in an eort to introduce agency theory to the eld of corporate
training, Azevedo and Akdere (2010) provided a discussion on how agency theory, a
popular concept in business and management literature, might be applied in
corporate training and development.
Training systematization
Training systematization is the eort that aims to develop and implement corporate
training programs and processes in a systematic manner. A number of presentations
addressed this issue. For example, Zhou et al. (2010) discussed their approach to
implementing structured on-the-job training in Shanghai Bao Shan Steel Corporation.
In addition, three keynote speeches addressed this topic. First, Shanghai Automotive
Industry Corporation (SAIC) developed their training systems according to the needs
of three audiences: senior management, senior engineers and technicians. The
presentation on Amway China emphasized a comprehensive learning approach that
takes into consideration a key attribute of the retail business high employee turnover.
Thus, training focused on maintaining sustainable development of the organization.
The third keynote speech addressed the training approach of Shanghai Electric Power
Company (SEPC), a typical state-owned enterprise. SEPC developed its training
system that was highly sensitive to internal and external environmental changes and
sensitive to the reform policies mandated by the Chinese government. Their training
system was established in a way that helped to meet the organizations survival needs
in a rapidly changing environment. In examining the diverse approaches presented in
the conference, we recommend that when establishing corporate training and
development systems, corporations should consider their own unique contexts, adapt
and customize training approaches to meet their own needs.
Training evaluation and transfer
The evaluation of training eectiveness has long been a challenge for HRD scholars
and practitioners. A number of scholars have taken on this topic during the
conference. A few of the representative papers are (1) Thumwimons (2010) paper
Evaluation of Reaction and Learning Levels in Human Resource Development for
Corporate Social Responsibility Activities; (2) Xiao and Rosss (2010) paper A

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Stakeholder Approach to the Evaluation of Management Training and Development in Cross-Cultural Context; and (3) Kim, Kwak, and Parks (2010) paper
Design of an Integrative Model of Transfer of Training in the Context of Koreas
Corporate Training.
The Asia focus
Among the 232 conference participants, 209 were from the Asia-Pacic region (140
were Chinese participants). Among the Asian participants, there was an overwhelming interest in corporate training. The rapid economic development in Asia
over the recent years has resulted in signicant expansion of many business
organizations. In order to keep up with the pace of growth, many of the
organizations have turned their attention to employee training and development.
Some of the presenters and participants shared their concern that Asia might still lag
behind in developing its indigenous models and theories in the area of corporate
training. There was a conscious eort to address this issue. The paper on Bridging
Production and Education: A Case Study of Training Center of East Shanghai
Shipbuilding Company referenced the idea of sandwich courses which could be
traced back to Sunderland Technical College about one hundred years ago (Ge et al.
2010) and related this idea to a unique Chinese approach by incorporating
government guidance, industry support and collaboration with educational
institutions when designing educational curricula.
Many Asian countries have been experiencing fast economic development that left
little time for HRD scholars and practitioners for the design and development of local
training approaches from scratch. It was a common practice to borrow from the West
and look for existing best practices. However, as the eld of HRD matures in Asia,
HRD scholars and practitioners will have to address the challenges of developing
indigenous training models and theories to support future practices. For example, the
understanding of corporate training has evolved from the traditional face-to-face
classroom training to include all forms of informal learning to reinforce the concept of
continuous learning in the workplace. However, some of Asian rms, accustomed to a
centralized and autocratic management style, may nd it dicult to implement and
support a corporate wide decentralized informal learning process in the workplace.
The development of key personnel
The development of key personnel emerged as another key topic during the
conference. The topic focused on the development of leaders, subject matter experts,
and innovators. Participants from developing countries, for example, India and
China, expressed a lot of interest in this topic and they further examined the quality
of teachers, educators and trainers in relation to the learning outcomes of their
students/participants. They believed that the continuous development of teachers,
educators and professional trainers is directly linked to the quality of learning
outcomes of their students/participants.
Leadership development
The inuence of national culture on leadership development was examined by
researchers from dierent parts of the world. Many of the Asian participants

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reected the Western inuence on leadership development theories and practices in

their regional areas and believed it was time to change and develop ingenious
models, theories and practices that could provide a better t to local culture and
customs. One of the representative papers, by Wu and Wang (2010), examined the
relationship between Chinese entrepreneurs leadership skills and organizational
performance. They found that paternalistic and transformational leadership style
was widely practiced by Chinese entrepreneurs. Kjerfve and McLean (2010)
conducted a literature review of articles, books and dissertations published in the
last 15 years to identify local/indigenous leadership practices in Brazil. Based on
their review, they recommended that a careful mixing of the latest trends in
management and leadership practices with the local Brazilian culture and tradition
would lead to ultimate leadership solutions.
The development of subject matter experts and innovators
While the world is entering a knowledge-based economy, knowledge workers have
become the driving force for economic growth and development. The expertise and
innovative capabilities of their knowledge workers are the core competencies that
enable organizations to generate new knowledge and produce dierentiated products
and services continuously. Discussions can be summarized in the following two
areas: what constitutes expertise and the continuing professional development of
experts.
Reporting a qualitative in-depth interview study of 60 Korean best scientists and
engineers, Oh, Sung, and Bae (2010) proposed an Activity Model of Expertise. The
model consisted of a cyclic movement of three stages: input, process, output, and the
quality of the output depended on the quality of the input and the process. The
unique contribution of Oh et al.s study is that they brought the social network
component of expertise development into the discussion.
Continuing professional development (CPD) of subject matter experts was
reported in a study by Brekelmans, Poell, and Wijk (2010) on nurses participation in
CPD. Using a Delphi study of a panel of 38 experts, Brekelmans, Poell, and Wijk
reported that nurses were motivated by opportunity for workplace learning, line
managers as role models, continuing education facilities and new CPD registration
systems. Money, time and management styles, as well as personal factors such as age
and propensity to care for others, are key impending factors for nurses to participate
in CPD. In another study, Hou (2010) discussed a research on CPD for casting
technicians of a factory in Sichuan, China. He discovered that providing sucient
learning resources, a supportive learning environment and a supporting social
network are key aspects of a successful CPD program.
Cultivating creative talents was another important topic discussed under the
topic of key personnel development. Innovation often represents ideas that can
break through the progress of science and technology or advance the development of
the organization and society. Through a study of 94 experts in Shanghai and Beijing,
Zheng and Tian (2010) proposed that there were 12 social environmental factors that
could inuence innovative behaviours. There was some debate on the methodology
used for their study during the discussion; nonetheless, Zheng and Tians study was
unique for China where the expectation is that people will behave according to social
norms which is often impeding innovative behaviour. Providing social environmental support will encourage and nurture innovative behaviours in China.

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The development of teachers and trainers The Asia focus

The development of teachers/educators and professional trainers was of particular
interest to participants from Asia. Professional development of teachers and trainers
is directly related to the learning and development outcomes of their students.
Sagaram (2010) presented a paper using a transformational leadership model to
develop an authentic approach to the sustainable professional development of
teachers in and out of work settings. Luo, Li, and Gui (2010) revealed the
developmental needs of a group of community-based trainers in Shanghai.
Professional trainer or consultant is a new emerging profession in China. Yang,
Wang, and Huang (2010) discussed their ongoing study of three experienced
professional trainers. They found that these individuals were largely depended on
their personal drive, accumulating experiences and network of people to develop
their professional skills and marketing their services.
In summary, the development of leaders, subject matter experts and creative
talents is an important strategy discussed at the conference. It was believed to be a
core competency for organizations to sustain their ability to compete and grow. The
continuous professional development of teachers, educators and trainers emerged as
an issue of special interest to Asian participants of the conference. Many participants
shared the sentiment that the CPD of teachers, educators and trainers was one of the
most important factors in maintaining the quality of training and education
programs. In the end, outputs can only be as good as inputs. Societies that are
inuenced by Confucian ideology often place more emphasis on social hierarchy and
guanxi network (a social network determined by relationships of people) than on
subject area expertise. Development and recognition of leaders, experts or teachers/
educators are often depended on their guanxi network. Hence, social network
support plays an important role in key personnel development in many of the Asian
societies.
Career development
Career development is an important component of HRD. The eld of career
development is evolving because the nature of work and organization are changing
and it will eventually shape a new relationship between the employees and the
organization (Baruch 2006). Career development was one of the key topics that
many participants focused on during the conference. In addition, there was a
signicant emphasis on womens career development by Asian researchers. Due to
cultural tradition, women often are expected to perform most of the chores and
childcare tasks in and around the house. Gender inequality is still a huge challenge
facing women in Asia. Here, we highlight some of the studies that focus on Asian
women.
The wife
In a study by Lee and McLean (2010), the career development issues of foreign wives
who married into Korean families were explored. They identied ve major barriers
for these foreign wives to establish a career in Korea: (1) language barrier; (2) caring
for children; (3) resistance from husbands and parents-in-law; (4) lack of appropriate
jobs; and (5) lack of domestic help. Hansens integrative life planning theory that

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considers issues of ethnicity, race, gender and spirituality was used by authors to
develop their recommendations.
The mother
Barriers to working mothers career progression were investigated in Hamidi and
Kuyuns (2010) paper. The study was conducted in the state of Sarawak, Malaysia. It
examined the relationship between training and career development, perceived
gender discrimination or stereotyping and career progression while using perceived
organizational support as a moderator. The ndings suggested that perceived gender
discrimination or stereotyping and insucient training were negatively related to
working mothers career progression. The study also conrmed that the perceived
organizational support of working mothers could support the career development of
women by providing learning opportunities and career opportunities but fails to
weaken the negative impact of gender discrimination.
The daughter
In a dyadic case study of a Chinese father and his daughter, Xie and Hong (2010)
revealed the conicts of career decision making among two dierent generations, but
more importantly the dierence between the collective orientation of the father and the
individualist orientation of the daughter. The father approached the daughters career
as a family decision and believed that it should t within the social norms of the
community. On the other hand, the daughter was more focused on her personal calling.
The female manager
Silva and Ahmad (2010) from the University Putra Malaysia studied career
aspiration barriers among women in middle management and the mediating role of
coping strategies. In the paper, they provided a detail analysis of dierent types of
barriers that could hinder the upward mobility of the middle level female managers.
They also discussed how the application of a coping strategy might be able to guide
the intervention eorts to sustain and strengthen senior managerial aspirations of
middle level female managers.
Gender inequality still presents signicant challenges to women in Asia, regardless
of the life roles, played by them (being a daughter, a wife, a mother, or a manager).
Organizations can create policies and strategies that support the career development of
female employees by providing necessary training programs and identifying
opportunities for career advancement, but it is almost certain that organizations
cannot change the culture of the society. Gender inequality is not an organizational
issue, it is a societal issue. Women are carrying at least half of the burden of economic
development if not more. In order to fully utilize the potential of women, countries
should tackle the issue of gender inequality for sustainable development.
Organizational learning and learning organization
Learning is the driver for change and performance improvement in organizations. As
many organizations are striving to become learning organizations in order to stay
competitive, organizational learning and learning organizations have become a

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source of interest for many researchers and practitioners. The topic of a learning
organization attracted a lot of interest from Chinese scholars and practitioners as
China is moving toward a knowledge-based economy. Wang, Zhang, and Gao
(2010) proposed a model to establish a sustainable learning organization for higher
education administrative departments. The model has three core components: shared
vision, organization structure, and organizational learning. In order to establish a
shared vision, the organization must consider change forces, competitors, customers
and internal organization environment. While considering organizational structure,
the capabilities of the organization to explore new opportunities, to engage, and to
execute new initiatives must also be addressed. The organizational learning
component should address both creative learning and adaptive learning needs of
the organization.
Organizational learning and learning organization studies originated in Western
societies. The eort in examining the applicability of western models for eastern
countries is another keenly discussed topic. For example, Qiu and Wang (2010)
presented their study in building learning organizations in government agencies in
China. The bureaucratic tradition of Chinese political systems presents a signicant
challenge in transforming government agencies into learning organizations. Liu
(2010) investigated the success of Japanese social and transformational learning
organization models and concluded that building learning organizations in China
must consider the characteristics of the knowledge economy, reform the organization
structure and develop knowledge workers.
The continuation of the Silk Road
The Silk Road has historical signicance in bringing together the East and the West
for cultural and economic exchanges. Today, if you take a Silk Road tour in China,
you may start your journey in Shanghai, a cosmopolitan metropolis representing
Chinas modern development. Shanghai, a city of 23 million is known for its savvy
business people and educational accomplishments. Shanghai was a great place to
hold the Ninth International Conference of the Academy of HRD (Asia Chapter). It
oered the participants a perspective on what a vibrant economy looks like; it also
oered an excellent academic exchange environment at the campus of one of the best
universities in China, the East China Normal University. Many participants were
from dierent parts of Asia, but there was also a large representation of scholars
from the rest of the world. Many formal exchanges have taken place in key note
speeches, pre-conference workshops, parallel symposiums, but there were also many
opportunities for informal exchanges during tea breaks, dinners, opening and closing
ceremonies, and outings. The cultural exchange and learning at the conference were
enhanced through masterful performances by students of East China Normal
University, who demonstrated variety of talents in dancing, singing, and cultural
performances. Often, it is the informal setting that connects people and we are sure
that the exchange between scholars and practitioners will continue beyond the
conference and the Silk Road will be revisited by many international participants in
the near future.
Upon reection after the conference, we can certainly nd areas for improvement. First of all, the conference covered a wide spectrum of HRD related topics;
some of them appeared to diverge from the conference theme. Second, the research
interests of western scholars and eastern scholars appeared to be a bit divergent as

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well. In terms of research directions, eastern scholars exhibited a heightened interest

in training and development. Western scholars, however, focused more on other
aspects of HRD, such as organization development. In terms of scope, western
scholars trended to focus their research on internal HRD issues of an organization,
while the eastern scholars wanted to explore HRD policy issues in a larger scale, such
as the HRD needs of a community, a region, or a nation. The dierence may be
caused by dierent economic situations of these countries or dierent understanding
for what HRD actually stands for. Another fact to consider when understanding
these dierences is that the majority of eastern scholars were from China and the
majority of western scholars were from the USA during the conference.
If we borrow the tree metaphor from the review paper by Lee, Altman, and
Akdere (2009), thinking of HRD eld as a tree, it will have roots and branches all
over the world. One cannot expect all roots and branches to look the same. There
will be variations in understanding, approaches, theories and practices. Eorts at
nurturing any of the roots and branches will make the tree grow stronger and taller.
Thus we need to approach our work with an open mind, support divergence in
practices and theory development, and encourage persistent exchange to expand the
Silk Road. Hence, we like to end the review by saying: see you in Kuala Lumpur,
Malaysia, for the next Academy of HRD Asia conference!
Acknowledgements
Authors wish to acknowledge a Chinese review by the Jian Huang, Gang Wu, and De-en Liu
titled Workplace learning: Foundation for learning organization. Their review provided
support in identifying the main topics for the aggregative review of the conference.

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