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The purpose of this paper is to analyze the extant human resource development (HRD) definition research literature and theorizes a new definition of HRD.

The authors adopted keyword and content analyses to examine selected 32 HRD definitions in relation to different organizational and sociopolitical contexts base on theory development criteria and methodology for definition research.

From a theoretical perspective, the extant definitions were mostly empirical descriptions of HRD practice with conceptualization being absent. From a context perspective, the definitions were based on HRD phenomena indigenous to the western world, especially the USA and Western Europe. They can hardly explain HRD phenomena in a non-western context. The glaring gaps lead to theorizing a new definition by focusing on the hard core of HRD in defining and criterial attributes. The defining attribute of HRD is its host-system-dependence, and the criterial attributes are its shaping and skilling mechanisms.

This study unveils that HRD is a means to support the ends defined by the corresponding host system, and not an end in itself. This definition is applicable to different sociopolitical, cultural, and organizational contexts. It provides clear criteria and boundaries to gauge the relevance of HRD research and shows the unique identity of HRD, thus offering new directions to expand the landscape of HRD research.

The new definition can help human resources practitioners better understand the role and mechanism of HRD that the worldwide practitioners can resonate in various sociocultural and political contexts. Communicating the definition and goals of HRD will enhance internal clients’ understanding and appreciation of the value of HRD.

This study fills important research gaps in HRD definition research. It is the first HRD definition derived through a rigorous theory development process. The new definition connects the HRD research niche to the general human resource literature and lead to new HRD research.

To reconcile the mixed findings on commitment-oriented human resource management (HRM) on employee job performance, this study tests whether commitment-oriented HRM has a threshold effect on employee job performance and when this threshold effect matters. The authors further tested the role of employees' age in the relationships.

The authors conducted a survey and collected data from 601 employees in 32 firms in China, and used a multilevel approach to test the hypothesis.

The results showed that the association between commitment-oriented HRM and employee job performance was J-shaped, meaning that commitment-oriented HRM was positively related to job performance when the degree of commitment-oriented HRM exceeded a threshold. Moreover, the authors found that employee age moderated this J-shape relationship. Specifically, the curvilinear relationship between development commitment-oriented HRM and job performance was stronger in younger employees. Contrary to our prediction, the results showed that younger employees reacted more strongly to improve job performance than older employees when maintenance commitment-oriented HRM exceeded a moderate degree.

The findings on the J-shape effect and moderating role of employee age on the J-shape provided critical insights into understanding the mixed results of the effect of HRM. Additionally, this study provided new insight in the linkage between HRM practices and employee outcomes.

Based on the sociotechnical systems theory, we examined the human–technology interactions in the context of future works conditioned by machine learning (ML) and artificial intelligence (AI). Skills needed to support career sustainability and the future of the workforce, particularly for the middle-skilled workforce in the contemporary United States America (USA) context, were also studied.

We conducted a scenario analysis to demonstrate the potential roles that human resource professionals may perform to fill the skill gaps given their expertise in the shaping and skilling processes.

Assessing the success of the integration of AI and ML into the middle-skilled workforce requires a multi-faceted approach that considers performance metrics, cost-effectiveness, job satisfaction, environmental impact and innovation. Employees with AI skills can be more competitive in the workforce and forward to high-skilled positions.

Empirical research and related studies focusing on evaluations of reskilling and upskilling processes and outcomes would support career sustainability and the future development of middle-skilled workers.

Through a proactive strategic career development plan with AI integration, middle-skilled workers may enhance their career sustainability and be prepared for future higher-skilled work.

The economic downturn caused by technology-induced unemployment may be addressed by unleashing middle-skilled workforce potentials for future work created by AI and robotics and sustaining economic competitiveness.

This article offers important implications for human resource development theory-minded researchers and scholarly practitioners.

This study aims to examine human resource development (HRD) research as represented by the citations to the publications in the four journals sponsored by the Academy of Human Resource Development (AHRD) from 2005 to 2011.

The authors collected citation data from Google Scholar (GS) using Publish or Perish 3 (PoP3) and compared the four journals on the metrics of h, hc, g, e and other Social Science Citation Index (SSCI) commonly reported indexes.

Citation data during the seven-year period provided an overall picture on the status of HRD research and publications. It showed that while HRD journals have made impressive research impact by generating worldwide scholarly citations in multiple languages, additional effort in improving the quality and the impact of research and publications is needed.

This study offers new insights on a number of important issues related to HRD research assessment, research quality, journal impact and editorial performance.

This is an initial effort in the HRD literature that comprehensively analyzes and compares the four AHRD journals. It offers new insights on the assessment of HRD research and journal impact.

The purpose of this paper is to test and explain the context where motivation to learn (MTL) reduces innovative behavior in the organizational context.

The authors used questionnaire survey to collect data in a field study. In order to test the moderating effect of transfer climate, MTL on the relationship between MTL and innovative behavior, a sample of 606 employees was analyzed to examine the theoretical expectation by using multiple regression and bootstrapping.

The authors found employees motivated to learn showed less innovative behavior when perceived transfer climate is less favorable. The authors further revealed that motivation to transfer mediates the moderating effect of transfer climate for the relationship between MTL and innovative behavior.

One suggestion for further research is to investigate the relationship among the four constructs by using multi-source, multi-wave and multi-level method.

This study provides several useful guidance of how organization and manager avoid the negative effects of MTL through encouraging employees to learn new knowledge and skills, and providing employee opportunities to use their acquired knowledge and skills.

The authors contribute to the motivational literature by taking a step further to understand the effect of MTL. The authors propose and confirm that employee MTL can lead to negative outcomes when individuals perceived transfer climate is low. The results offer new insight beyond previous findings on positive or non-significant relationship between MTL and innovative behavior. The results further show that this interactive effect is induced by motivation to transfer. Particularly, low transfer climate reduces individuals’ motivation to transfer, and individuals with high MTL have low innovative behavior when they are less motivated to transfer.

This study sets out to investigate the e‐learning participation and completion phenomenon in the US corporate HRD online communities and to explore determinants of e‐learning completion.

Based on the HRD Learning Participation Theory (LPT), this study takes a two‐stage approach. Stage one adopts an interview approach to selected e‐learning managers and to bridge the LPT with empirical data for stage two; stage two develops a survey questionnaire for collecting e‐learning completion related data. Statistical techniques are used for data analysis.

The study finds that the e‐learning completion rate is significantly higher in the online HRD communities than those reported in the popular media. The results show that e‐learning completion is influenced by individual, organizational, and learning process factors and variables. Environmental factors also influence the completion rate to a certain degree.

The data were obtained from HRD online communities in the USA. Generalization of the results should be exercised with caution. The study offers implications to HRD research and theory building as an example covering the conceptualization, operationalization, and application phases.

Organizational policies, workload during learning process, e‐learning location in terms of home vs workplace, among others, are significant determinants of the e‐learning completion rate. Organizations should consider these factors when implementing e‐learning interventions.

The study fills a gap in the HRD e‐learning literature. While most research on corporate e‐learning is focused on technology features or instructional design, little attention has been paid to whether learners can complete planned e‐learning. The study also contributes to HRD theory building.

This paper seeks to address the recent challenges in the international human resource development (HRD) research and the related methodological strategy.

This inquiry is based on a survey of literatures and integrates various comparative research strategies adopted in other major social science disciplines.

Based on comparative strategies found in other disciplines, the authors propose a framework to advance comparative HRD research and theory development.

The proposed framework emphasizes methodological consistency in HRD research and improving the relevance and rigor in theory development. It also highlights the required qualities of comparative researchers.

This is an initial effort in analyzing the emerging comparative HRD literature for an alternative framework to advance methodological research on HRD theory building.

The multidisciplinary research on the phenomena of voluntary career transition (VCT) and voluntary turnover (VTO) remains disparate. This integrative review examines literatures in these two areas in relation to research in the Chinese context. The purpose of this paper is to identify future research directions for Chinese indigenous research in this area.

This review adopted an integrative literature review approach.

The authors found that research on VCT and VTO in different disciplines has shared identical or similar constructs and produced complementary empirical findings. This suggests that combining the disparate research in VCT and VTO in the Western literature to address the large‐scale career phenomenon in China may produce unexpected research outcomes, particularly when integrating the research with Chinese‐specific contexts in socioeconomic, cultural, and organization dynamics.

Taking advantage of, and linking existing literature in, VCT and VTO while considering the Chinese context may generate new knowledge to understand the massive career phenomenon in China. The authors offer a number of specific research questions based on the review and analysis of the literatures.

This paper offers insights for organizations to develop strategies and policies in balancing talent management and employees career concerns.

The paper is the first in the literature proposing an integrated research strategy on VCT and VTO to study the same phenomenon in organizations, particularly in the Chinese context.

This paper aims to emphasize the importance of Chinese institutional contexts beyond “culture” by analyzing a few non-cultural institution-dependent contexts in Chinese HRM research, using an institutional theory perspective.

The authors review existing Chinese indigenous management research from an institutional theoretical perspective and provide a critique of the research from that perspective.

Chinese contexts are more than Confucianism. Focusing on this aspect of culture without integrating other institutional contexts, while informative, is unlikely to identify and explain the uniqueness of Chinese individual and organizational behaviors. Informed by institutional theory, the authors examine how institutional language context influences Chinese institutional behavior. The authors also argue that the guanxi phenomenon is more strongly dependent on institutional forces than on culture in the recent Chinese history. Incorporating these “non-cultural” institutional contexts in research enables us to describe the “what” and explore the “why” and “how” in theory development, rather than placing value judgments on the institutional arrangements.

While societal culture provides an important institutional context, China’s broad culture is not unique among countries with similar Confucian traditions. Chinese management scholars are encouraged to be mindful of pervasive institutional contexts in exploring and theorizing local organizational phenomena. Research without considering non-cultural institutional contexts may prevent a finer-grained understanding of Chinese organizational phenomena for developing Chinese management theory, and it is unlikely to identify the uniqueness of Chinese organizational phenomena among countries influenced by similar Confucian cultural traditions.

Built on previous literature, this paper is among the first to specify and examine explicitly non-Confucian Chinese institutional contexts as a basis for the exploration of Chinese organizational phenomena.