Human Resource Development Achieving Professional Recognition as a Separate Entity - Literature review Example

Topic: HRD achieving professional recognition as a separate entity from HR within the Mining Environment Professional recognition of human resource development as a separate entity from HR is still elusive. Specialists of the subject perceive HRD a paradox although a lot of research into the HRD environment has seen the lime light by contributing to the major stakeholders’ value. Without any substantial and outward impact, HRD research and practice don’t contribute in resolving actual issues faced by organisations. Specialists of other genres provide crucial inputs on HRD rather their own professionals. It is the general perception that still HRD has not advanced fully to acclaim the title of a different subject from HR because of showing no relationship between learning and productivity. One of the macro challenges faced by HRD is attaining professional recognition as a separate entity from HR, which comes through research based theories. Practice of theories is not focused towards client needs. It is because HRD jobs are given to people who don’t possess knowledge of the core HRD theories; HRD as a profession is not given due importance like other departments in an organisation. Strenuous efforts are needed to bring recognition by developing a sense of respect in organisations for HRD as a special area of research and practice. Swanson (2001)) remarked, “HRD practice does not come close to what we know from sound theory" (p. 309). For that efforts should be made in nurturing the ethics, values, standard practices and developing competencies for initiating research and practice in the right direction (Short et al. 2010). For gaining professional recognition (Lynham 2000), some unknowns in the body of knowledge demand attention for building theory in HRD. First, the outwardly philosophical assumptions are missing besides the required structure to lead the function of theory building in HRD. Second unknown is the reported lack of well documented, tested and outward multi-paradigm methods of theory building in HRD. Third unknown is the lack of collective and common comprehension of the basic concepts of theory and theory building in HRD. In discussing methods of research and practice in HRD, the issue of sound and good knowledge of the field needs to be tackled. For meeting the task and challenge of strict and contextual theory building in HRD, a multi-attributed discussion is foremost. So far it has been missing in theoretical practice and scientific research in the absence of multi-paradigm methods. It has highlighted the problem of lack of professionalism needed to bring recognition to HRD as a different entity other than HR within the mining environment. To develop sound theory base (Dooley 2002), case study can help as there is a connection between case study research and theory building. The case study research, a research methodology and by itself not a theory-building methodology, stands in contrast to Dubin’s methodology, which is a theory building research method. It considers all the five phases of theory building. On the other hand, a case study research is a method of theory building in applied disciplines. Theory building has been defined functionally as “the process of modeling real-world phenomena” (Torraco 1997: p. 123)). Eisenhardt, Yin, Soy, and others have also vouched the usage of case study research for building theories. In the context of HRD profession, there are two challenges to theory building. The first challenge is related to researcher-practitioner alliance and second is related to the use of multiple research paradigms to improve theories. The case study approach to theory building offers crucial benefits against the background challenges. The case study approach needs contextual use of the material by the partners, researcher and practitioner. FIGURE 1: The Overarching Role of Case Study Research in Context of the General Method of Theory Building in Applied Disciplines Both develop a partnership; secondly theory building through case study research uses both, quantitative and qualitative data that suits the usage of multiple paradigms of research and explanation. The third is that the case study research approach includes opposing data in cross-case comparison and multi-paradigm data, leading to innovation in theory building (Dooley 2002). Lohman (2010) has reviewed the role of HRD in easing problem solving at the workplace in the context of dogmatism impact. As per his suggestions, HRD professionals should employ instructional designing strategies to promote cognitive reasoning. Like in a design trait found in problem based programmes, prototypic problems are used as a medium to deliver the goods (Bowen, 2006; Lohman, 2002)). A prototypic problem has a number of complex issues, providing a challenge to the HRD professionals by creating enough cognitive dissention to inspire a solution based on facts, thus developing perfect and detail models of problem solutions in their area of expertise. These advanced mental models help in solving problems through right cognitive strategies throughout the problem-solving process. Development programmes should also include strategies that throw light on interrelationships of ideas and principles, explain complex problems of different levels and make a comparative analysis of problems to check the differences in the usage of facts so that learners could justify the hypotheses of the causes and solutions of problems. Thus, problems can be viewed in a number of perspectives by developing links among concepts in different fields. It would help in generating inferences of such problem situations and evoking responses. Such instructional support would help dogmatic HRD practitioners in downgrading the aloofness and upgrading the differentiation in their belief-systems, thus help in framing and judiciously reflecting on complex problems. A popular instructional tactic is critical questioning through a set of questions on happenings, situations and people that encourage people to reconsider the authenticity of their assumptions on their thinking behavior (Lohman 2010). The second suggestion for HRD professionals is to solve problems by following a protocol in team environments. Following a protocol would increase the mental capability of employees in identifying complex work problems, boosting critical reflection that helps them in making better use of cognitive reasoning strategies while resolving workplace issues (Lohman 2010). The third suggestion to HRD professionals is creating informal environment to encourage effective participation in problem solving process. It consists of four such initiatives taken by them to ask for help, to provide help, to reframe reflectively and stressing on the need of inculcating such behaviour of seeking and giving help and restructuring the happenings, situations and people actions reflectively. Dogmatic HRD staff would not like to take these steps; therefore HRD professionals should encourage such behaviour so that development initiatives and work environment systems could add to the employees’ abilities in tackling problems (Lohman 2010). Garavan et al. (2010) has examined HRD through three levels of analysis approach facilitating serious appraisal of the impact of HRD in totality by conducting levels of analysis on individual, organisation and community and found tensions between and within levels of analysis. These levels have been analysed with four sets of parameters. These are: supporting assumptions about individuals; assumptions regarding learning motivations and type of organisations; features of HRD conceived at these different levels; and problems related to delivery of HRD. The delivery of HRD has been attempted on five parameters: the major is learning, its temporary relevance, players of the learning process and type and limit of HRD appraisal. In individual level analysis, learner is the driver and focus of learning with the major issue being personal growth through the journey and endless process of learning. An individual’s learning functions can be planned, live, ever-happening or obstructed. Results are judged through qualitative and explanatory way with less focus on perfection in judging. Although it is a complex phenomenon to measure the three levels but it is evident that all the levels have their specific philosophical assumptions, outlining a different approach to research and practice in HRD. Out of the three levels, the organisational level of analysis is leading in discussion on research in HRD. This matches with the evidence gathered by those who support the notion that organisations’ power has become a crucial tool for organisational economics (Garavan et al. 2010). Vredenburg & Fossen (2010) have drawn attention towards theoretical development of human resources by bringing the concept of evolution for resolving issues related to organisational politics. By going with the evolutionary perspective, according to which human beings have natural behavioural inclinations, all human feelings don’t fade away under pressures of culture, wrong motives prevail and human beings can make independent decisions because evidence exists of the evolution of fossil and latest scientific acknowledgement of genetic dynamics of the brain. There is good scope of defining and theorising the evolved changes in human nature shown in the working of organisations. The attempt at theorising human resource functions by Vredenburg & Fossen (2010) can be substantiated through the management of organisational politics. Due to varying views on a given idea or topic human resources interact on problems like doubtfulness, limited resources and mismatch of opinions, creating possibility of politics in an organisation, compelling for a political needs mapping. There arises the possibility of limited resources to fulfill the needs identified through interviews and questionnaire resulting in political strategies. The training and development programmes of the HR would be prepared with specific practices and inhibitions. Fearing resource misuse, harmful practices would be disabled and new ethics and leadership programmes would be suggested. Other related organisational development programmes might also participate in controlling harmful political action. Particularly, performance appraisal and team building training focussed towards effective use of resources and raising of organisation culture would stress on sharing resources, thus blocking the road to politicisation of the issue. In short, the comparatively traditional mechanisms come to the aid to lessen the harmful effects of politics in organisation, thus helping in theorising the evolved changes in human resources. Kissling & Harvey (2005) have suggested mixed-method research methodology for conducting research in strategic global human resource management (SGHRM) because business is happening at global level. As a result, practitioners and researchers of human resource should use mixed methods to define the problem realistically through culture specific explanation only, providing wanted results. Global research cannot be accomplished with formal research practices. Foreign management will accept such research theories that are near to their culture. Also theories and management model practices differ from country to country. Managers adopt outside their culture practices although some emergency theories could be applicable. The mixed methods approach is flexible, which the researcher employs to walk on the path of reasoning and identification of expected results. It is a better technique to tackle multi-aspect problems because of flexible and open-mindedness. In corporate strategy making, this approach is helpful in developing theoretical and practical international SGHRM applications (Kissling & Harvey 2005). There is no dearth of HRD practitioners developing new theories and creating novel value creation paradigms that have helped in bringing professional recognition to HRD as a separate entity from HR like Hughes (2010) has done by presenting “People as Technology” (PT) for strategic human resource development. The PT conceptual model links five values of HRD with technology development. These values are: location, use, maintenance, modification, and time. The PT conceptual model offers a plan to identify the change and liaison the relationship between organisation workforce and leaders through HRD and technology development. This PT relationship can be better managed through the cognitive, behavioural and/or cultural outlook of the organisation by creating five crucial values that would provide competitive advantage to the organisations. The PT conceptual model offers a theoretical structure for further research and practical usage of management practices, training practices, HRD philosophy, and HRD strategies within organisations. Organisations cannot attain competitive advantage without effectively and efficiently managing their people and technology resources. If people are given equal credit given to technology by the integration of both, value creation and competitive advantage would increase manifold. The aim of the PT model has been to help HRD professionals work systematically in assimilating human and technological skills for adding the five values mentioned above. By researching and testing these values, organisational development and profitability of the organisations would increase (Hughes 2010). Woiceshyn and Falkenberg (2008)) found that “all firms employed a common set of resources (knowledge and value attached to it, networks, technical and managerial systems); however, they varied in the composition of these resources and how they are combined” (p. 86). The PT conceptual model recommends the linking of areas of technology and HRD. Understanding the role of location, use, maintenance, modification, and time value in human resource development as it is predefined in technology management offers a number of opportunities for organisational development (Hughes 2010). After discussing the different approaches and theoretical applications of HRD, it seems that the future of HRD is in the safe hands of professionals who have provided the functions of HRD through principles based theories relevant in the current global environment. HRD as a profession has got enriched through the highly commendable work of its professionals that has helped this specialised field in establishing its different identity from HR.  References: Dooley, Larry M., 2002. ‘Chapter 6: case study research and theory building’, Advances in Developing Human Resources [online], vol. 4, no. 3, pp.335-354. Available from: https://webdisk.ucalgary.ca/~nmstuewe/public_html/CaseStudy/pdf/CStheorybuilding.pdf [Accessed 23 July 2010]. Garavan, T.N., McGuire, D., O’Donnell, D., 2004. ‘Exploring human resource development: a level of analysis approach’, Human Resource Development Review, vol. 3, no. 4, p. 417 - 441. Available from: http://hrd.sagepub.com [Accessed 23 July 2010]. Hughes, Claretha., 2010. “People as Technology” ‘Conceptual model: toward a new value creation paradigm for strategic human resource development’, Human Resource Development Review, vol. 9, no. 1, pp. 48-71. Available from: http://hrd.sagepub.com [Accessed 23 July 2010]. Kiessling, Timothy., Harvey, Michael., 2005. ‘Strategic global human resource management research in the twenty-first century: an endorsement of the mixed-method research methodology’, International Journal of Human Resource Management, vol. 16, no. 1, pp.22–45. Available from: http://www.tandf.co.uk/journals [Accessed 23 July 2010]. Lohman, Margaret C., 2010. ‘An unexamined triumvirate: dogmatism, problem solving, and HRD’, Human Resource Development Review, 9(1). Available from: http://hrd.sagepub.com [Accessed 23 July 2010]. Lynham, Susan A. 2000. ‘Theory building in the human resource development profession’, Human Resource Development Quarterly, vol. 11, no. 2. Available from: http://cisnet.baruch.cuny.edu/phd/tstern/cisu860/lynham.pdf [Accessed 23 July 2010]. Short, Darren C., Bing, John W., Kehrhahn, Marijke Thamm 2003. ‘Will human resource development survive? , Human Resource Development Quarterly, 14 (3). Available from: http://www.itapintl.com/facultyandresources/articlelibrarymain/will-human-resource-development-survive.html [Accessed 23 July 2010]. Vredenburgh, Donald., Fossen, Rita Shea-Van., 2010. ‘Human nature, organizational politics, and human resource development’, Human Resource Development Review, vol. 9, no.1, pp. 26–47. Available from: http://hrd.sagepub.com [Accessed 23 July 2010]. Read More