The Problem

The COVID-19 pandemic required many college and university faculty members to transition quickly from traditional classroom instruction to virtual, online learning. Aside from mastering technical skills needed to maintain an uninterrupted learning environment, faculty were challenged with mastering social-emotional competencies for maintaining continuity in relationships (e.g. student/peer, student/instructor). This dilemma highlights transdisciplinary relationships between the fields of human relations (HRL) and human resource development (HRD).

The Recommendation

In this article, a framework is introduced and recommended for understanding the experiences of a university faculty member who, in addition to mastering technical competencies (e.g., coaching, care, collaboration), was also challenged with developing social-emotional support behaviors (e.g., emotional, instrumental, informational) while maintaining continuity in established relationships as a transdisciplinary HRL/HRD response to the pandemic.

The Stakeholders

This article offers faculty, higher education administrators, human relations professionals, and human resource development scholars/practitioners a model for ways in which to work professionally within the “new normal.”

中文翻译：

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在COVID-19大流行期间开发情感，工具和信息学生支持的能力：一种人际关系/人力资源开发方法

问题

COVID-19大流行需要许多大专院校的教员迅速从传统的课堂教学过渡到虚拟的在线学习。除了掌握维持不间断学习环境所需的技术技能外，教师还面临着维持社交情感能力以维持人际关系连续性的挑战（例如，学生/同伴，学生/导师）。这一难题突出了人际关系（HRL）和人力资源开发（HRD）领域之间的跨学科关系。

建议

本文介绍并推荐了一个框架，用于理解大学教员的经验，该教员除了掌握技术能力（例如，指导，护理，协作）外，还面临着发展社交情感支持行为（例如，情感，工具性和信息性），同时保持已建立关系的连续性，作为对大流行的跨学科HRL / HRD反应。

利益相关者

本文为教师，高等教育行政管理人员，人际关系专业人士和人力资源开发学者/从业人员提供了一种在“新常态”内专业工作的方式的模型。