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This study aims to address the reliability and validity of the shortened versions of the Arabic dimensions of the learning organization questionnaire (DLOQ) to provide evidence on the learning organization (LO) concept in Lebanon and to draw attention to the applicability of the LO concept to facilitate the development and operationalization of the LO in the Lebanese context.

A total of 298 cases from five Lebanese firms were analyzed. Rigorous translation procedures have been applied to ensure the relevance of this instrument in the Arabic context. Confirmatory factor analysis, item-internal consistency estimates and item intercorrelation analysis showed that the 21- and the seven-item versions of the Arabic DLOQ have produced reliable measurement scores with a construct validity adequate to measure the LO culture in the Lebanese context.

The results of the current study confirmed that the shortened 21- and seven-item versions of the Arabic DLOQ are reliable, validated and applicable in the Lebanese context. This study also added to the stability of this foundation and pointed out weak areas that can be addressed by refining and developing the research, theory and practice of the LO.

The results of this study based on the shortened versions contributed to operationalizing a conceptually developed LO theory, which is an appropriate example of theory building in an applied discipline. The results also suggest that the LO comprised interdependent building blocks that need to be integrated at the individual, team and organizational levels to promote change and development in a system.

This study provides managers and HR practitioners, especially in the Lebanese context, with a sound model of the LO theory to be applied in their organizations.

This study provides scholars with an understanding of the potential value of the LO in the Lebanese context. The results present evidence of the cultural impact on the perceptions of the LO in the Lebanese context, confirm the applicability of the shortened Arabic DLOQ and provide HR practitioners in Lebanon with a tool to diagnose LO characteristics accurately and consistently and to determine if there is a link between the LO and organizational performance.

Previous studies have not integrated the impact of the area of study into the notion of employee engagement. The purpose of this study is to empirically measure the association between employee engagement and the two antecedent factors of perceived organizational support (POS) and employee loyalty across different areas of study.

A nationally representative survey of 2,408 adults in the USA collected by the worker representation and participation survey (WRPS) was used. A multinomial logit regression was used to estimate the impact of POS and loyalty across different areas of study.

The findings of this study consistent with the previous studies showed that POS and employee loyalty are positively and significantly associated with employee engagement. This study found by a decline in the level of support from a “lot of support” to “somewhat support,” the degree of engagement declines by about 50 per cent. Further, it found that the level of engagement changes across different areas of study. For instance, professional and skilled workers are more engaged compared to other groups of workers. The findings were similar for the variables of loyalty to supervisors and loyalty to organizations. Moreover, the findings showed that conditioned on being loyal, women are more engaged than men.

This is the first study that uses WRPS to understand how the level of engagement varies across different kinds of study.

The purpose of this paper is to present a method to find a generally accepted employee engagement scale, particularly in the presence of various alternatives and objectives.

To find the measurement scales, seminal works encapsulating organizational engagement, job engagement and work engagement in Cinhal, PsycINFO and ABI/INFORM database have been reviewed. For finding the optimal choice from available scales, multi-criteria decision-making (MCDM) method was used.

An agreed-upon measurement scale is achievable through the knowledge of alternatives and consequences, as well as consistent preference ordering and a decision rule. However, choice of the most effective scale varies according to the preference of decision makers.

This study proposes MCDM method as an intervention for practitioners who aim to assess the level of employee engagement in their organizations. It also provides a decision-making method to scholars to surmount conflicting objectives in their measurement.

While previous studies have developed manifold measurement scales, there is no study to indicate which scale best measures employee engagement. This paper attempts to define how to choose one scale among the various existing gauges of engagement.

This paper aims to explore the career aspirations of individuals belonging to the Gen Z cohort, i.e. born between 1995 and 2012.

This paper is a systematic review of the literature. The authors accessed four databases to collect literature for review. The databases included were Academic Search Ultimate, Business Source Ultimate, ERIC and Google Scholar. Keywords used to conduct the search process were as follows: career development, career aspiration, generation Z, Gen Z and iGen. The authors imported all articles to RefWorks, read article abstracts and decided on whether to include or exclude the article in the review.

Based on this systematic review, the authors found that intrinsic and extrinsic factors determine Gen Z's career aspirations. Further, based on past studies' predictions, the authors concluded that Gen Z has well-defined career expectations and career development plans.

Gen Z is the newest generation to enter the workforce. With limited research on this cohort, this study synthesized the existing knowledge of Gen Z students' career aspirations and their future employers' expectations. All research around Gen Z is currently focused on students, and hence, it is challenging to predict their workplace behavior. In this work, the authors provided organizations and practitioners guidelines to be prepared with Gen Z's expectations as they enter the workplace.

This systematic literature review synthesizes empirical research from around the world on career aspirations related to Gen Z.

The purpose of this study was to use Watkins and Marsick model of a learning organization (1993, 1996), the dimensions of the learning organization questionnaire as a framework for interdisciplinary network collaboration and knowledge sharing.

The research team used a mixed-methods approach for data collection. Survey data was collected from 181 networks. In addition, data was collected from two focus groups with six participants each.

Results, in general, showed that the learning organization culture could be used as a framework for interdisciplinary network collaboration. In particular, results showed that shared vision, imbedded systems and knowledge sharing were key driving forces required for successful collaboration.

Theoretical and practical implications were discussed, and conditions for learning organization culture for networks were established.

People in a network era need more than training; they need ongoing, interdisciplinary, collaborative support to solve complex problems. Organizations can only work effectively if barriers to organizational learning were removed. This originality of this paper lies in applying learning organization framework at the network level.

Learning and development are critical to a business’s success. This paper aims to focus on organizational factors at multiple organizational levels that facilitate learning culture in a small- and medium-sized enterprise (SME) in northwestern China.

This study is qualitative in nature. A single case study method is used to explore an SME’s organizational factors that facilitate learning culture.

This paper categorizes the organizational factors into seven dimensions: shared vision, creating continuous learning opportunities, informal learning that promotes inquiry and dialogue, collaboration and team learning, knowledge management systems, work–family enrichment and encouragement and support. This paper also compares the findings with learning culture models from Western research.

Chinese culture has far-reaching and fundamental effects on many East Asian countries and regions. For SMEs in similar cultural settings with a collectivist orientation, future research may focus on the effect of the work–family enrichment on learning culture.

Work–family enrichment was found to be an important factor that influences learning effectiveness in this Chinese small business based on traditional values in Chinese culture.

The purpose of this paper is twofold: first, to point out the importance of having an ethics-related course for human resource development (HRD) graduate programs; and second, to highlight HRD potential to minimize ethical misconducts through an ethical filter in organizations.

This paper is conceptual in nature. The authors used their own experiences in HRD programs, looked at HRD graduate programs’ curricula in different universities and reviewed literature on ethics and HRD to develop a conceptual model. The model is to guide future studies and identify the role of HRD practices to create an ethical climate in organizations.

In this paper, the authors illustrate the connection between HRD practices and ethical climate in organizations by providing a conceptual framework. In the concluding paragraphs, the authors provide a discussion, implications and recommendations for future studies.

The authors highlight the limited research conducted on how ethics and ethical dilemmas need to be represented in HRD practitioners’ activities and practices. Many graduate-level HRD students do not receive enough training on ethics, whereas it is their responsibility to help improve organizational ethical climate and educate and prepare human resources to minimize ethical misconducts and wrongdoings. The paper provides a framework for HRD practitioners to create a strong ethical climate in their organizations.

The purpose of this paper is to provide an overview of human resource development (HRD) education in Middle Eastern countries. In particular, the authors discuss the current state of HRD education, country readiness and challenges that hinder HRD progress in Middle Eastern countries. They argue that HRD programs need to prepare young employees for leadership roles through adapting constructivist pedagogy, including problem-solving, critical thinking and creativity.

The design of this paper followed a qualitative approach. The authors conducted in-depth interviews with five HRD experts in Middle Eastern countries and conducted integrative literature review and secondary data analysis.

Data analysis provided an overview of HRD education, looked at options individuals interested in HRD education might have, provided views on constructivism vs instructivism as education pedagogies and discussed cultural factors that impede critical reflection in the workplace.

To understand how to introduce constructivist elements to instructivist learning cultures, and to sustain it, HRD scholars in the Middle Eastern countries need to diminish the misalignment between instructional philosophies of trainers, trainees and national or institutional systems.

Understanding how policy, resources, infrastructure and culture influence learning expectations is vital to introducing innovative training activities or scaling them up to other workshops and systems.

This research sheds light on HRD education in the Middle Eastern countries; provides an overview of employment challenges and opportunities to improve workplace learning; and provides scholars, practitioners and other stakeholders interested in HRD with suggestions to develop successful workforce education.

The purpose of this study is to get the perspectives of human resource development (HRD) scholars about connections among HRD, corporate social responsibility and ethics. The authors also sought to discover if HRD academic programs need to have ethics-related courses for their graduate students.

In this paper, the authors reviewed the literature and interviewed ten HRD scholars who substantially contributed to the field of HRD and have influential publications related to ethics or corporate social responsibility to find out the relationship between HRD, ethics and corporate social responsibility. A semi-structured interview method was adopted to collect data and purposeful sampling technique was used for analyzing data into identified themes.

The results from the interviews were categorized into seven different themes. While some scholars argued that ethics-related discussion needs to be integrated within every course, most scholars stated that ethics can be a required standalone course for HRD graduate programs.

Despite ongoing consideration of the ethical nature of HRD, little research has been conducted on how ethics and corporate social responsibility are represented in the field of study and practice. To the best of the authors’ knowledge, this study is the first empirical paper in HRD that collected and analyzed experts’ perspectives in this topic.

Research studies on training‐job relevance continuously discuss the extent of transfer being found limited. This study aims to focus on exploring trainees' perceptions about the effects of a “Western” professional training program on their skill development and how cultural factors specific to Lebanon influence the learning.

This research adopted a mixed method study design. It was conducted in the context of a training services program offered by an HRD department in a large Lebanese financial institution. The sample frame consisted of service employees who were conveniently selected after enrolling in the professional training program. The sample was composed of 120 participants. A total number of 107 questionnaires were completed and 101 questionnaires were usable (82.5 percent response rate). Analysis of the quantitative data was through descriptive statistics. Qualitative data collection was included to corroborate the quantitative data in answering the research questions. The researcher conducted 15 interviews with participants and stakeholders in the training program to get their perceptions of how well the training workshops were helping them develop new skills.

This study yielded a broad perspective on issues related to formal training and training transfer in the Lebanese context. The issues explored are related to trainees' attitudes towards the training activities they were exposed to, their perceptions of the impact of training activities on their career development, and their attitudes towards work environment that might predict the transfer of training.

While professional training programs may lead to motivating trainees to become more committed to work, and enhancing learning skills relevant to individual career development and life‐long learning, such trainings fail to tackle problems specific to a trainee's organizational or cultural needs. In particular, it is often hard to integrate generic training ideas into specific workplace settings.

This paper provides original information on a topic that is not well researched in the Lebanese context. It identifies needs and offers practical help to HRD practitioners and international consultants, and provides theoretical insights to HRD scholars to better understand the field of HRD in international contexts.