Papers
• Kopp, D.M, Desiderio, K.P., McAtavey, J.M. (2010) When Job Aids Attack: On the Social History of Dubious Job Aids. Human Resource Development Quarterly, (in press)
In this paper we introduce the job aid as a cultural artifact in specific historical social contexts. Framing job aids as such within a broader context of social history enables human resource development (HRD) researchers and practitioners to critically reflect on training and development with a perspective on social justice vis-à-vis social responsibility. Using a targeted literature review, we present two historical cases of questionable job aids, specifically, in the so-called patent medicines of the early 20th century and the job aids used for training the Hitler Youth. Lessons learned from social history include recognizing the fundamental role that culture has in shaping not only what actions adult learners carry out, but also how the job aids can memorialize their performance. Further, it is posited that introducing the dimension of social history to training offers a more thorough and robust inquiry to critical HRD.
Like• Kopp, D.M, & Desiderio, K.P. (2009) Training's woeful countenance. Human Resource Development Quarterly, 20(1): 135-142.
In this paper we explore how the folk science of physiognomy shaped the training given to salesmen in the early twentieth century. In reviewing training and vocational counseling manuals from the past and utilizing them as cultural artifacts, one theme put forth is that the field of training and development only advances through critical reflection, specifically, questioning training’s role within a broader context including issues of social justice. Lessons learned here include the recurring idea that we in Human Resource Development (HRD) must be vigilant in ensuring not only that training outcomes are ethical, but so too the interventions.
• Kopp, D.M. (2007). Rosie the riveter: A training perspective. Human Resource Development Quarterly, 18(4): 589-597.
Examined is the training context for ‘Rosie the Riveter,’ the fictional female icon created by the U.S. government as propaganda to draw women to working in the wartime industries. An observation is that “ordinary” training was tethered to an extraordinary event. Furthermore, whether as part of sexist ephemera or fervid fundamentalist movements, training has routinely borne witness to and/or aided and abetted human events both in triumph and in ignominy; ethical considerations are also discussed.
• Kopp, D.M. (2006). Trainer self-loathing? Human Resource Development Quarterly, 17 (3): 351-357.
In this article, I address the often lingering and multifaceted issues of trainer accountability, specifically, transfer of training. The significance of transfer came to light for me recently during my research in progress with certified diabetes educators. Because certified diabetes educators lack performance appraisal systems that memorialize their training effectiveness vis-à-vis diabetes education to the patient, undocumented feckless transfer of training here may not only equate to inefficiencies within the clinic but also may be linked to poor health outcomes and shorter life spans for the trainee-patient.
• Kopp, D.M. (2003). Linking differences in self-directed learning to dyadic conflict: An instrumental case study of John Lennon and Paul McCartney within the Beatles. In H.B. Long & Associates (Ed.), Current developments in e-learning and self-directed learning. (pp. 56-74)
This study explored a potential link between differences in self-directed learning competency among actors of a leadership dyad and dyadic conflict using an instrumental case study of John Lennon and Paul McCartney.
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