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Designing and managing holistic HRD projects: Subjective theories of human resources development professionals
Type
conference paper
Date Issued
2013-08-27
Author(s)
Abstract
Corporate Human Resource Development (HRD) has broadened its scope from a training provider to a business partner, change agent or specialized expert. However, a global study of Lawler III and Boudreau (2012) emphasizes that “the kind of game-changing change” (p. 163) in Human Resources has not happened yet. Although researchers (e.g. Poell 2012, p. 2 f.; Garavan, 2007, p. 16 ff.) point out that HRD should develop from a “tool-of-management” to a facilitator of all learning and development activities, the progress of implementing a coherent, vertically and horizontally integrated system of learning and development differs cross companies and is often not very advanced.
Therefore, HRD professionals should shape organizations actively by pressing ahead with projects that emphasize a holistic approach of HRD. To act holistically, HRD professionals have to pro-actively integrate the strategic and normative dimensions of the company as well as take over leadership for all activities of learning and development in the company. Unfortunately, a lot of HRD professionals lack in competencies to guide such projects to success.
In order to advance the professionalization of HRD professionals by developing a didactic design on the basis of a thorough understanding of their preconditions and pre-knowledge, the research project, firstly, aims to describe and understand the subjective theories that guide the actions of HRD professionals. On the basis of a case study approach the empirical analysis focusses on the reconstruction of these subjective concepts by using problem-centred reconstruction interviews. This results in a classification of action patterns cross cases and the construction of an intersubjective theory that displays the (implicit) pre-knowledge of the target group and develops HRD theory further. By a comparison of the status quo in theory and in practice, recommendations for professionals and a target group specific competence development can be given.
Award for the 2nd Best Round Table of the Conference (JURE 2013)
Therefore, HRD professionals should shape organizations actively by pressing ahead with projects that emphasize a holistic approach of HRD. To act holistically, HRD professionals have to pro-actively integrate the strategic and normative dimensions of the company as well as take over leadership for all activities of learning and development in the company. Unfortunately, a lot of HRD professionals lack in competencies to guide such projects to success.
In order to advance the professionalization of HRD professionals by developing a didactic design on the basis of a thorough understanding of their preconditions and pre-knowledge, the research project, firstly, aims to describe and understand the subjective theories that guide the actions of HRD professionals. On the basis of a case study approach the empirical analysis focusses on the reconstruction of these subjective concepts by using problem-centred reconstruction interviews. This results in a classification of action patterns cross cases and the construction of an intersubjective theory that displays the (implicit) pre-knowledge of the target group and develops HRD theory further. By a comparison of the status quo in theory and in practice, recommendations for professionals and a target group specific competence development can be given.
Award for the 2nd Best Round Table of the Conference (JURE 2013)
Language
English
HSG Classification
contribution to scientific community
Refereed
Yes
Book title
JURE Pre-conference 2013: Responsible Teaching and Sustainable Learning
Publisher
European Association for Research on Learning and Instruction (EARLI)
Publisher place
Leuven
Event Title
JURE 2013: Preconference of the 15th Biennial EARLI Conference
Event Location
München
Event Date
26.-27.08.2013
Subject(s)
Division(s)
Eprints ID
221116