Summary
Contents
Subject index
The Sage Handbook of Human Resource Development offers a comprehensive exploration of the evolving landscape of HRD, serving as both an orientation to the profession and an analytical examination of HRD as a field of study and research. The handbook addresses key questions, such as the state of HRD globally, its changes over the past decade, and the foundational philosophies and values shaping research and practice in HRD. Across eight sections, the handbook covers foundational aspects, theoretical influences, learning and workforce development, talent and career development, leadership and organizational development, diversity, equity, inclusion, and belonging, technology-enhanced HRD, and emerging issues and future directions. Each section provides insights into diverse topics ranging from workplace learning, action learning, and employee engagement to social media, artificial intelligence, and future trends. With contributions from scholars across the globe, the handbook reflects the global nature of HRD, making it applicable to academic programs worldwide. Designed for academics, graduate students, HR leaders, executives, managers, and consultants, this handbook stands out with its diverse perspectives and insights, making it an indispensable guide for those seeking a deep understanding of the dynamic field of Human Resource Development. A. FOUNDATIONS OF THE DISCIPLINE OF HRD, B. THEORETICAL INFLUENCES ON HRD, C. LEARNING AND WORKFORCE DEVELOPMENT, D. TALENT AND CAREER DEVELOPMENT, E. LEADERSHIP AND ORGANIZATIONAL DEVELOPMENT, F. DIVERSITY, EQUITY, INCLUSION, AND BELONGING, G. TECHNOLOGY ENHANCED HUMAN RESOURCE DEVELOPMENT, and H. EMERGING ISSUES AND FUTURE DIRECTIONS
Apprenticeship and Internship Programs: Developing Careers, Organizations, Talent, and the Workforce
Apprenticeship and Internship Programs: Developing Careers, Organizations, Talent, and the Workforce
Globally, there are documented mismatches between the skills job seekers possess and those businesses and industries require. This phenomenon existed before the COVID-19 pandemic, as evidenced by surveys as early as 2013 (Accenture, 2014; OECD, 2013). Many researchers projected an increase in the skill deficit due to people aging out of the workforce, the growth of artificial intelligence, and increased use of automation (Annunziata& Bourgeois, 2018; Frey& Osborne, 2017; Hirschi, 2018; WEF, 2018). Based on current data, the pandemic exacerbated and may have accelerated those anticipated disruptions. An additional issue for people with college degrees is underemployment, whereby they hold jobs not requiring a college degree. As of November 2021, 33% of college graduates are unemployed, with some college majors experiencing underemployment as high as 60% (Federal Reserve Bank of New York, 2021a; 2021b).
Many skills projected to remain in demand can be best learned on the job through work-integrated learning (WIL). Work-integrated learning (WIL) programs are viable and proven solutions to address critical workforce and talent challenges (Manevska et al., 2018). Work-integrated learning programs combine academic learning with practical workplace applications (Jackson& Collings, 2018; Rose, 2020; Rowe& Zegwaard, 2017). Although work-based learning is synonymous with WIL, WIL is used throughout this chapter. Experience is obtained on the job through WIL. Harrington (2019) found the number one credential employers seek for all skill levels is experience. There are four common WIL programs: apprenticeships, co-ops, internships, and practicums. Apprenticeships and internships are successful approaches to WIL (Manevska et al., 2018) and are the focus of this chapter.
Human Resource Development (HRD) is a field devoted to developing all persons and entities. Thereby, HRD scholars and practitioners play a significant role in maintaining a competent workforce. Pairing HRD's role as a strategic partner with organizations and individuals and the strong growth of internships and apprenticeships suggests these experiential learning opportunities have vital implications for the HRD field. Therefore, the overall aim of this chapter is to position apprenticeships and internships as effective HRD interventions.
Specifically, the authors will describe the background of education systems and explain (a) what apprenticeships and internships are, (b) explore their practical applications, (c) articulate their value, and (d) discuss implications for HRD research and practice. The historical context and theoretical underpinnings of WIL programs are presented first followed by a discussion of how WIL has been applied in the last five to ten years with the related outcomes concerning individual career development, organizational development, talent development, and workforce development. Then the value of apprenticeship and internship programs to HRD practice are presented with suggestions for future research. Finally, the conclusion highlights WIL programs as potential solutions to several organizational and societal problems.
Educating the Workforce
Early in the twentieth century, the United States and other leading economic powers recognized the need for an educated workforce (Goldin, 2001). The working population in these countries had relatively low levels of secondary education (Goldin, 2001). America's approach to education differed from other economic leaders (Great Britain, France, and Germany) in that their effort was primarily academic, embracing science and changes in business practices. America's policies de-emphasized vocational and preparatory schools and focused on colleges and universities. The approach allowed the United States to differentiate its workforce through education; however, the model has not fundamentally changed in 100 years. Furthermore, this model no longer meets all workforce talent and skill demands. Consequently, there is a need for employers, job seekers, and educational institutions to adapt their way of thinking to accommodate greater job mobility, lifelong learning, and reskilling for the modern workforce (Manyika et al., 2017).
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