I received a copy of the book “Management Learning Theory: Scientizing Human Resource Development” from Professor Nakahara of the University of Tokyo, with whom I worked on “Narikiri English!!”. Thank you very much.

As this book was published to mark a milestone in Professor Nakahara’s research in the field of corporate human resource development, it truly feels like a culmination of his work. Seeing the research of students from the Nakahara Lab cited also conveys their vibrant energy and the positive atmosphere of their laboratory.

The book touches on the relationship between theories studied in Educational Technology and the Learning Sciences within the context of corporate human resource development, making it an accessible and educational read for those approaching corporate HR from the perspectives of Educational Technology and the Learning Sciences. While unfamiliar terms like “organizational socialization” appear, they are easy to grasp if you have a general understanding of social constructivist views on learning. The research on the impact of reality shock on prospective employees after they join a company is particularly interesting.

In the chapter on experiential learning, the research of Nakahara Lab students and Professor Nakahara’s workshop practices are incorporated. It includes a review of Kolb’s experiential learning model and presents interesting content based on empirical research using numerical data and covariance structure analysis. The multiple regression analysis on the relationship between work experience provided by supervisors and the improvement of subordinates’ abilities is fascinating. The chapter on workplace learning also provides descriptions based on actual numerical data. It delves into the inner workings of OJT, explaining the relationship between organizational climate and learning from others (seniors, etc.) based on analytical data.

There is also a chapter on organizational re-socialization. This likely pertains to mid-career hires, transfers, and M&As—the process of leaving one’s organization and undergoing socialization again in a different one. There are various difficulties involved, such as the culture of a company or its departments (I know this well from my own experience, as I transferred to a place with a very different atmosphere during my time in the corporate world), and the issues involved are analyzed thoroughly based on data. The chapter on boundary-crossing learning is also interesting. This is a style of learning where one seeks out learning environments beyond their own boundaries to conceive ideas that transcend conventional thinking. Social media is popular these days, and people from various fields are collaborating and organizing events based on connections made there. I think that can also be called a form of boundary-crossing learning. The book explains boundary-crossing learning and also touches on the development of global human resources, which has been a hot topic in recent years.

In my opinion, this book should be read by university administrators and faculty members who want to help students acquire practical skills. It offers hints on what students should acquire in their classes and how to design those classes.

It is refreshing to see a book that cites research by people I am not familiar with. In research that claims to be about learning theory, I usually see familiar names and prior studies cited, so it was surprising to see how different things can be just by shifting the field.

I learned a great deal. Thank you very much.

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