آموزش و توسعه منابع انسانی به عنوان یک رشته دانشگاهی: تجربیات گذشته و چشم‌اندازهای آینده
محورهای موضوعی :داود قرونه 1 * , فاطمه ثنائی پور 2 , کبری امامی 3
1 - دانشگاه فردوسی مشهد
2 - مؤسسه آموزش عالی صنعت آب و برق
3 - دانشگاه فردوسی مشهد
کلید واژه: آموزش و توسعه منابع انسانی, رشته دانشگاهی, شایستگی‌های محوری.,
چکیده مقاله :
آموزش و توسعه منابع انسانی به عنوان یک حوزه مطالعاتی بین‌رشته‌ای، امروزه به یک رشته دانشگاهی مهم تبدیل شده است؛ اما درباره ترکیب و حدود این رشته اتفاق نظر کاملی وجود ندارد. این پژوهش با هدف مطالعه وضعیت موجود و تعیین قلمرو این رشته ، با استفاده از رویکرد پژوهش کیفی و روش مطالعه موردی انجام شده است. جامعه مورد مطالعه در این پژوهش کلیه منابع مربوط به پیشینه موضوع، برنامه‌های درسی دانشگاه‌های معتبر و همچنین متخصصان و متولیان حوزه آموزش و توسعه منابع انسانی بود. در این راستا، پس از مطالعه مبانی نظری، برنامه درسی 10 دانشگاه برتر دنیا مورد مطالعه قرار گرفت. همچنین با هفت نفر از اساتید خبره و باتجربه مصاحبه انفرادی صورت گرفت و از طریق گروه کانونی چهار جلسه مصاحبه گروهی با کارفرمایان و متولیان آموزش و توسعه منابع انسانی در سازمان های مختلف انجام شد. مصاحبه‌شوندگان به شیوه هدفمند و با روش گلوله‌برفی انتخاب شدند و برای تحلیل و تفسیر داده ها از روش کدگذاری استفاده شد. نتایج حاصل از این سه مرحله پژوهش نشان داد که مهم‌ترین محورهای مطالعاتی رشته آموزش و توسعه منابع انسانی عبارتند از: طراحی آموزش، راهبردهای توسعه منابع انسانی، کاربرد فناوری‌های نوین یادگیری در توسعه منابع انسانی، مدیریت برنامه‌های یادگیری، ارزیابی اثربخشی یادگیری، مدیریت استعداد، مربیگری و منتورینگ، مدیریت دانش، مدیریت تغییر و نوآوری، و مدیریت بهبود عملکرد. همچنین شایستگی‌هایی همچون توسعه رهبری، مدیریت استراتژیک منابع انسانی، شم کسب‌وکار، تحلیل رفتار سازمانی، مهارت‌های ارتباطی، و بهینه‌کاوی توسعه منابع انسانی به عنوان موضوعات پایه در این حوزه شناسایی گردید.
Human resource training and development (HRD) has become an interdisciplinary field of study as an important academic discipline. But the literature review shows that there is no consensus on components of this field. This research was conducted with the aim of studying the existing situation and determining the scope of HRD, using qualitative research approach and case study method. The population in this study was all resources related to the subject, curriculum of the top universities in this field, as well as specialists of HRD. Therefore, after studying theoretical fundamentals, the curriculum of the top 10 universities was studied. Also, with seven experienced professors interviewed, and four group interviews with employers and proctors of HRD were conducted through the focus group. The interviewees were selected in a purposeful way and systematic coding was used to analyze the data. The results of these three stages of research have shown that the most important areas of study in HRD are: training design, HRD strategies, application of modern learning technologies in HRD, managing learning programs, evaluating learning effectiveness, talent management, coaching and mentoring, knowledge management, change and innovation management, and performance improvement management. Also, competencies such as leadership development, strategic human resource management, business intelligence, organizational behavior analysis, communication skills, and benchmarking of HRD have been identified as core topics in this field.
1. Davies P, Delvin R. Disciplines and the Outcomes of Learning in Social Science Education. Journal of Social Science Education. 2006; 5(2): 25-47.
2. Kuchinke KP. Why HRD is not an academic discipline. Human Resource Development International. 2001; 4(3): 291-294.
3. Chalofsky N. Human and Organization Studies: The Discipline of HRD. Human Resource Development Internationa. 2004; 3: 327-341.
4. Abbas Zadegan M, Turkzadeh J. Educational Needs Assessment in Organizations. 2010. Tehran: Publication Joint Stock Company.
5. Mehta S. Human Resource Development for Competitive Advantage. International Journal of Multidisciplinary Research. 2011; 11(1): 1-13.
6. Ghahramani M. Organizational Training Management. 2011. Tehran: Shahid Beheshti University Press.
7. Abtahi H. Training and Development of Human Capitals. 2004. Tehran: Payvand Publication.
8. Noe RA. Employee Training and Development. 2012. New York: McGraw-Hill.
9. Chalofsky N. The seminal foundation of the discipline of HRD: People, learning, and organizations. Human Resource Development Quarterly. 2007; 18(3): 431–442.
10. McGuire D, Cseh M. The development of the field of HRD: a Delphi study. Journal of European Industrial Training, 2006; 30(8), 653-667.
11. Swanson R. The theory challenge facing the human resource development profession. In Aliaga OA, (Ed.), Academy of Human Resource Development 2001 Conference Proceedings. 2001. UK: Tulsa.
12. Kuchinke KP. Institutional and curricular characteristics of leading graduate HRD programs in the United States. Human Resource Development Quarterly. 2002; 13(2): 127-144.
13. Torrington D, Hall L. Human Resource Management. 1998. London: Prentice Hall.
14. Harrison R. Employee Development. 1997. London: Institute of Personnel and Development
15. Hanson H, McLean G. Wayne Pace, first president of the AHRD: An historical perspective. In Proceedings of the Academy of HRD Conference. 2002. London: Kogan Page.
16. Alagaraja M, Dooley LM. Origins and historical influences on human resource development: a global perspective. Human Resource Development Review. 2003; 2 (1): 82-96.
17. Ruona WA. The foundational impact of training within industry project on the human resource development profession. Advances in Developing Human Resources. 2001; 3(2): 119-26.
18. Ruona WA, Gibson SK. Exploring the evolutions of HRM, HRD and OD. In Academy of Human Resource Development Conference. 2003. Minneapolis St Paul: February.
19. McLean LD. People, forces, and events that contributed to the formation of the Academy of Human Resource Development. In Academy of Human Resource Development. 2003. London: Kogan Page.
20. Kormanik MB, Shindell TJ. Future directions for HRD. Handbook of human resource development. 2014. 688-708.
21. Association for Talent Development. CPLP Certification Handbook. 2017. Retrieved from: www.td.org/cplp
22. Stewart J, Sambrook S. The historical development of human resource development in the United Kingdom. Human Resource Development Review. 2012; 11(4): 443–462.
23. Wang X, McLean GN. The dilemma of defining international human resource development. Human Resource Development Review. 2007; 6(1): 96–108.
24. Creswell JW. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 2005. Upper-Saddle River, N. J.: Merrill.
25. Sambrook SA. Critical Time for HRD. Journal of European Industrial Training. 2004. 28 (8/9).
26. McGoldrick J, Stewart J, Watson S. Understanding HRD: a Research Based Approach. International Journal of Human Resources Development and Management. 2002; 2(1-2): 17-30.
27. Lee M. A refusal to define hrd. Human Resource Development International. 2001; 3: 327-341.
28. Watkins KE. Aims, roles, and structures for human resource development. Advances in developing human resources. 2000; 2(3): 54-59.
29. McLagan PA. Models for HRD practice. Training & development journal. 1998; 43(9): 49-60.
30. Dilworth L. Searching for the future of HRD. Advances in Developing Human Resources. 2003; 5(3): 241-244.
31. DeSimone RL, Werner JM, Haaris DM. Human Resource Development, 2002. Harbor Drive, Orlando: Harcourt College.
32. Hargreaves P, Jarvis, P. The human resource development handbook. 2000. Kogan Page Publishers.
33. Armstrong M. Strategic Human Resource Management: A Guide to Action. 2006. London: Kogan Page.
34. ISO/DIS 29990. Learning services for non-formal education and training – Basic requirements for service providers. 2017.
35. Harrison R. Employee Development. 1997. London: Institute of Personnel and Development.
36. Garavan TN, Heraty N, Barnicle B. Human resource development literature: current issues, priorities and dilemmas. Journal of European Industrial Training. 1999; 23(4/5): 169-179.
37. Gilley JW, Maycunich A. Organizational learning, performance, and change: An introduction to strategic HRD. 2000. Cambridge, MA: Perseus.
38. Gold J, Rodgers H, Smith V. The future of human resource development? Proceedings of the Third Conference on HRD Practice and Research across Europe, 2002. Edinburgh.
39. Kuchinke KP. Why HRD is not an academic discipline. Human Resource Development International. 2001; 4(3): 291-294.
40. Gray K. Seeking a "Tie That Binds" Integrating Training and Development/Human Resource Development and Teacher Preparation. 1997; 34 (4).
41. Kuchinke KP. Debates over the nature of HRD: an institutional theory perspective. Human Resource Development International. 2000; 3(3): 279-283.