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ADHXXX10.1177/1523422316660148Advances in Developing Human ResourcesRuss-Eft
Article
Advances in Developing Human
Resources
Controversies That Shaped 2016, Vol. 18(4) 512535
The Author(s) 2016
the Field of Human Resource Reprints and permissions:
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Development: Town Hall DOI: 10.1177/1523422316660148
adhr.sagepub.com
Forums of the Academy
of Human Resource
Development
Darlene F. Russ-Eft1
Abstract
The Problem.
There is a dearth of information concerning the various controversies that have arisen
within human resource development, as encapsulated within the Town Hall Forums
provided at the annual meetings of the Academy of Human Resource Development
(AHRD). Turnover and growth in the field result in a loss of institutional memory,
which can provide vital context for current practices and decisions.
The Solution.
This article summarizes the Town Hall Forums that have been presented at AHRD
from 1995 to 2015. The Forums are grouped into related themes. Following the
summary for the Forums within each theme, there is a brief statement as to the
current status of that issue. The conclusion section identifies some of the research
needs that still exist around some of the topics. By documenting the discussion and
resolution of important issues, we can see how AHRD and its members have had an
impact on the field and have led the field through research.
The Stakeholders.
These include the scholars and scholar-practitioners within AHRD and those
undertaking research related to HRD.
Keywords
human resource development, HRD, Academy of Human Resource Development,
AHRD, HRD issues
Corresponding Author:
Darlene F. Russ-Eft, Oregon State University, Furman Hall, Corvallis, OR 97331, USA.
Email: darlene.russeft@oregonstate.edu
Russ-Eft 513
Most academic fields, whether purely research oriented or applied, tend to be shaped
by specific controversies. Kuhn (1962), for example, described the paradigms that
capture a field for a period of time only to be replaced by other paradigms. The field
of human resource development (HRD) is not immune to such controversies. Indeed,
the Academy of Human Resource Development (AHRD) recognized the importance
of these controversies as a means of defining the field. As a result, the AHRD confer-
ences have tended to highlight certain controversies through the Town Hall Forum, a
plenary session typically held at the beginning of the conference.
This article presents an overview of the Town Hall Forums, which began in 1995
through the last conference in 2016. Its purpose is to highlight the controversies that
shaped and are continuing to shape the field. These controversies have included debates
on learning versus performance; collegiality versus critique; research versus practice;
the issue of diversity and inclusion from the performativity, critical, and radical perspec-
tives; and several others. In addition, the Town Hall Forums have examined the role of
ethical guidelines as one marker of a profession and the development of academic stan-
dards as guidance for programs. Table 1 provides a chronological listing of these Forums.
Given the revisiting of certain topics over time, the discussion of these Forums has
been organized by the following topics: (a) What HRD Is, Now and Future (1995,
2002, 2003, 2008, 2012), (b) Research to Practice (1997, 2004, 2006, 2014, 2016), (c)
Ethics and Integrity (1996, 1998, 2000, 2001), (d) Practitioner Certification (1999,
2009), (e) HRD Program Accreditation and Standards (2005, 2013), (f) Concerns With
Diversity (2007, 2015), and (g) Networking (2010, 2011). The content of the topical
subsections consists of a discussion of each related Town Hall Forum, the controver-
sies, and the participants or presenters. It also includes some selected literature related
to the topic. In some cases, the controversy may no longer be of concern or may have
been resolved. In other cases, the controversy may still be engaging some debate.
Thus, the status of the controversy, at the present time, is described. Whether the con-
troversy has been resolved or not, the article identifies the practical implications
emerging from that controversy or its different sides, as well as any remaining research
issues that might be explored.
514
1994 San Antonio, TX No Town Hall Forum Presented
1995 St. Louis, MO HRD: Learning Versus Performance Richard A. Swanson Manuscripts
Karen E. Watkins
1996 Minneapolis, MO HRD With Integrity Ronald L. Jacobs Manuscripts
Victoria J. Marsick
1997 Atlanta, GA HRD Research: Is Anyone Listening? Michael Leimbach Manuscripts
Gary N. McLean
1998 Oak Brook, IL Collegiality Versus Critique Timothy T. Baldwin Manuscripts
Darlene F. Russ-Eft
1999 Washington, DC HRD Certification Michael Leimbach Manuscripts
Catherine Sleezer
2000 Raleigh-Durham, NC Should AHRD Have a Code of Ethics AHRD Task Force on Related manuscript
Ethics & Integrity
2001 Tulsa, OK HRD Professionals as Global Citizens: HRD Jamie Callahan Manuscript (as addendum)
Ethics and Integrity in the Global Era Darren C. Short Powerpoint slides and notes
2002 Honolulu, HI Debate on Efficacy of the Term HRD Wendy E. A. Ruona Manuscripts
John S. Walton
2003 Minneapolis, MN Adult Education and HRD: The Individual, Baiyin Yang Brief description in proceedings
the Organization, and the Community Phyllis Cunningham and emails with one author
Joseph Kessels
2004 Austin, TX Which Informs MoreTheory or Practice? Jerry Gilley Powerpoint slides and notes
Darlene F. Russ-Eft
2005 Estes Park, CO Accrediting HRD Programs? K. Peter Kuchinke Brief description in Proceedings
Richard A. Swanson and emails with one presenter
2006 Columbus, OH Beyond Good Practice Jean Woodall Powerpoint slides and emails with
Tom J. Shindell one presenter
2007 Indianapolis, IN Measuring Diversity Initiatives Ann K. Brooks Powerpoint slides and emails with
Terrence E. Mattbia two presenters
Martin B. Kormanik
Anthony A. Wade
(continued)
Table 1. (continued)
515
Note. AHRD = Academy of Human Resource Development; HRD = human resource development.
516 Advances in Developing Human Resources 18(4)
thereof of adult education with HRD (2003), (d) the use of enterprise-wide technology
in HRD (2008), and (e) the future of HRD (2012). Each of these will be discussed below.
Watkins suggested that the capacity to learn represented the organizations strategic
advantage, and she indicated the importance of concepts such as work redesign,
employee involvement, boundary spanning, free time, and informal and incidental
learning.
Swanson (1995a, 1995b) proposed that the theoretical foundations of HRD are
drawn from psychological theory, system theory, and economic theory (Swanson,
1995a, 1-2, p. 1), and he offered the image of these three theories as a three-legged
stool. Furthermore, he defined HRD as a process of developing and/or unleashing
human expertise through organization development and personnel training and devel-
opment for the purpose of improving performance (1-2, p. 2). He stated that one
aspect of expertise involved learning and that organizations were concerned with
worthy performance (Rummler & Brache, 1990; Swanson, 1994, 1995a, 1-2, p. 2).
For HRD to be considered as a major business process, or something that an organiza-
tion must do, HRDs contribution should be connected to the internal and external
customer. He stated that, in the ideal, learning leads to expertise, which leads to per-
formance. It follows, then, that critical measures of performance in business and
industry should be used to measure the effectiveness of HRD.
Russ-Eft 517
For Walton the difficulty with HRD rested with the words human resource which
viewed humans as assets or resources.
Enterprise-Wide Technology
The 2008 AHRD conference, held in Panama City, Florida, featured a Town Hall
Forum titled Enterprise-Wide TechnologyIs HRD Harnessing the Potential? The
presenters were Margaret ODriscoll of IBM Global Services, Donna Petherbridge of
518 Advances in Developing Human Resources 18(4)
North Carolina State University, and William Railer, Deputy Director for DnDLearn,
Department of National Defense in Canada. The panel members represented corporate
executives who had implemented enterprise-wide technologies, and they discussed the
technical, organizational, and cultural challenges that they faced in introducing tech-
nology in organizations. The session recognized that e-learning technology promises
to change the way in which HRD practitioners deliver training. Furthermore, learning
management systems promise to automate many of the administrative functions and to
broaden the reach of HRD initiatives within organizations. Unfortunately, the imple-
mentations of such technologies have not been as promised. The technologies did not
address the tasks needed, the HRD groups were unable to use all of the capabilities, or
the organizational acceptance was lacking. The questions that were asked were as
follows:
Jacobs, & McLean, 2014), with each presenter reflecting his or her interests. Russ-Eft
suggested that future HRD research should focus on the conceptualization of compe-
tencies and various approaches to their measurement, on approaches to program eval-
uation and accountability, on the use of technology and its effects on interpersonal
interactions, and on sustainability, as related to social responsibility, but also related to
continuation permanence.
Watkins and Marsick focused on developing individual and organizational learning
capacity. They indicated a need for research to address how informal learning affects
work satisfaction, worker retention, performance, and productivity (p. 12). They also
recommended research to foster a learning culture within an organization. Another
area of concern involved approaches to developing the contingent workforce.
Jacobs proposed a conceptual framework that describes the roles of the HRD prac-
titioner and researcher (p. 14). He recommended that HRD researchers and practitio-
ners focus on areas that bring them together. At the same time, however, HRD researchers
should seek interested practitioners and should become more strategic in their research.
Finally, McLean emphasized the continuing importance of national HRD or
National HRD. He suggested a need for more conceptual work on the meaning of
National HRD and the need for both single-country and cross-country case studies.
With a greater array of such case studies, it may eventually be possible to create a
model of National HRD.
what it means to go beyond good practice (2006), (d) how one can go from research to
practice in various fields (2014), and (e) how to make a difference in the world through
actionable theorizing (2016). The sections below describe each of these.
Russ-Eft of Oregon State University argued that theory provides the major direction to
both research and practice. Theory attempts to explain and predict phenomena
(Kerlinger, 1986). Not only does it predict, but it helps to make the current complex
world simpler; it interprets what has happened and why it has happened. Thus, Russ-
Eft argued that theory informs practice and practice, in turn, informs theory.
[Unfortunately, no manuscripts were prepared for this Forum.]
How can we move scholars and practitioners closer together in strategic and
productive collaborations to enhance the field?
How can we best utilize scholar-practitioners as a linking pin or bridge between
researchers and practitioners in HRD?
Research to Practices
The 2014 AHRD conference was held in Houston, Texas. The Town Hall Forum
focused on the issue of research to practice, a continuing concern from previous Town
Hall Forums. In this case, a panel of researchers from other fields was asked to discuss
their approaches. The major question was as follows: What is the relationship between
research and practice in other applied fields? What can we learn from their experi-
ences? The presenters included Leanne Atwater, Department of Management from the
University of Houston; Robin Hardwicke, Internal Medicine and Maternal Fetal
Medicine/Reproductive Health from the University of Texas Health Medical School;
Patrick Leung, Graduate College of Social Work from the University of Houston; and
Steven Craig, Department of Economics from the University of Houston. [No manu-
scripts or Powerpoint slides were available.]
522 Advances in Developing Human Resources 18(4)
have this journal provide some of the translation of the research into practice, similar
to the Harvard Business Review. The journal has appeared to have partially filled that
need, as well as a separate niche, that of a topical journal. More recently in 2016, the
University Forum for HRD (UFHRD) and the International Federation of Training &
Development Organisations (IFTDO) launched a research-to-practice journal,
International Journal of HRD Practice, Policy & Research. Nevertheless, AHRD and
UFHRD both continue to wrestle with the practical use of its research.
a code be constructed that would enable Technicians and Achievers to follow a minimum
set of core guidelines, but that would allow some leeway so that the Strategist could
argue, case by case, that an alternative solution would be more appropriate in a given
situation. (sec. 0-2, p. 12)
524 Advances in Developing Human Resources 18(4)
acknowledged and resolved its responsibility to society (p. 7). They identified two
approaches: (a) a rational economic stance, which is morally neutral and suggests that
there is no moral responsibility beyond helping the organization to achieve profits, and
(b) a moral stance, which suggests that there is a moral responsibility to assist com-
munities as well as the organization. They began by examining economic theory, indi-
cating that it does not connect easily with HRD. Furthermore, traditional capitalist
economics views resources as endlessly sustainable, while, in fact, there is growing
awareness of the limitations and lack of sustainability. They then turned to psychology,
and they suggested that HRD practices are incorporated blindly . . . in the name of
increased efficiency . . . (p. 9). The authors then discussed the effect of worldviews,
including logical positivism and systems theory. They posited that logical positivism
leads to determinism and reductionism and the disastrous effects of capitalism. In
contrast, systems theory sees the world as an integrated whole rather than a detached
collection of parts (p. 10). They concluded that organizations must serve society, and
HRD has a moral responsibility to individuals, organizations, and society.
What are the good ends toward which human resources develop?
Which of our responsibilities and values have the deepest roots?
How do our feelings and intuitions define ethical dilemmas?
526 Advances in Developing Human Resources 18(4)
HRD Certification
The 1999 AHRD Conference, held in Washington, DC, featured a Town Forum
focused on the issue of HRD certification. Michael Leimbach (1999) of Wilson
Learning argued that AHRD should approach certification, particularly of products,
with caution. He began by identifying three steps to such certification: (a) defining
standards, (b) data sharing, and (c) endorsement (pp. 2-3). Furthermore, the defining
of standards and the endorsement can be at the technical level, the process level, or the
utility or impact level. The reasons for some caution included
(a) talk of certification is premature, as there had been no development of standards; (b)
important characteristics are largely qualitative; (c) the responsibility and liability is too high;
(d) certification is inconsistent with the AHRD mission of inclusion; (e) certification could
consume the Academy; and (f) certification reinforces a static product orientation. (p. 4)
(a) Would the HRD profession benefit from a new practitioner certification that
emphasizes understanding HRD research and theory and applying them in practice? (b)
Given AHRDs mission, should AHRD offer a practitioner certification that emphasizes
understanding HRD research and theory and applying them in practice? (c) What are the
three most critical components of an AHRD certification process that would need to be in
place in order for you to value it / recommend it / use it? and (d) What three pieces of
feedback or advice would you like to share with the AHRD Board as it considers options
for its role in certifying HRD professionals? (ppt., pp. 10-11)
Following the data collection from the attendees, the presenters described the
results of a convenience sampling of 40 organizations. Employers expressed that they
valued certification because it provides a demonstration of professional knowledge
and employee attributes. The task force then described some of the features of a certi-
fication process: (a) be challenging/not easy to attain, (b) demonstrate business acu-
men and include verifiable job experience, (c) include current/relevant content to
business world, and (d) demonstrate professional knowledge and employee attributes.
528 Advances in Developing Human Resources 18(4)
Finally, the goal would be to have the certification process accredited by the National
Association for Certification Agencies.
[No manuscripts were available; information appeared in Powerpoint slides and
some handouts from the session.]
needs, resources, and traditions; difficulty of agreeing on common content; and the
nature of HRD as interstitial, making it hard to codify. [Unfortunately, no manuscripts
were available for this Forum.]
responsibilities and limitations for diversity and inclusion in relation to the issues for
HRD (such as relating, learning, changing, and organizing) and in the various contexts
that HRD serves (such as individual/career, relational/workforce, organizational/
workplace, and structural/community).
Participants were encouraged to grapple with questions about how responsive HRD
in organizations is or should be to problems and issues in the surrounding communi-
ties. After a period of presentations from panelists from each perspective and engaging
in a question/answer session, participants were divided up into groups representing the
Performative, Critical, and Radical perspectives to discuss key issues and problems
posed by HRDs incorporation or rejection of diversity and inclusion conversations.
Whether one sees diversity and inclusion as additional means for improving perfor-
mance or as an ethical and moral obligation that should be undertaken regardless of
impact on performance or profitability, the consensus across the groups was that HRD
does have a responsibility to promote and enhance diversity and inclusion in organiza-
tions. The conversation marked an open acknowledgment of and attentiveness to the
plurality of diversity perspectives present in the field and thus enhanced the conversa-
tion by making it more accessible to a wider range of individuals.
with others based on some guiding questions. Participants were given time to discuss
the following questions with others at different tables:
What single piece of advice or resource would you recommend to someone new
to the profession?
What role should HRD play in the economic recovery?
What was the best meal you ever had at a restaurant?
[No manuscript was available; questions came from Powerpoint slides from the session.]
Conclusion
The AHRD members have examined a number of issues through the Town Hall
Forums. At the time, these issues were of concern and potentially needed some resolu-
tion. Indeed, some of these Forums highlighted task forces that were examining that
issue. Specific actions were undertaken to develop the Standards on Ethics and
Integrity, the Standards for Graduate Program Excellence, and the Award for Scholarly
Practice. In addition, new journals have been created to bridge the gap between
research and practicespecifically Advances in Developing Human Resources and
International Journal of HRD Practice, Policy & Research. Thus, wrestling with each
of these controversies has advanced the field. For HRD researchers and HRD scholar-
practitioners, some lingering questions remain:
How can technology be best used for HRD practice? What are the short-term
and long-term effects of such use on individuals, groups, and organizations?
How are the AHRD Standards on Ethics and Integrity used both in the United
States and in other countries? What are some of the needed changes to these
standards to reflect changes in society as well as the global nature of the field?
Hopefully, future AHRD Town Hall Forums will address these and other emerging
issues. To facilitate future examinations of these Forums, I strongly recommend that
the Board consider establishing an archive of all of the AHRD Proceedings. This
would require gathering those Proceedings from the earliest years of the organization
(presumably from some of the founding members). In addition, all future Town Hall
Forum should provide a manuscript for the Proceedings, even if somewhat brief, and
those manuscripts and any PowerPoints should be included in such an archive. Such
an archive will enable further development of the field. As attributed to George Santana
those who cannot remember the past are condemned to repeat it.
Acknowledgments
I would like to thank the following individuals for providing manuscripts or other documents
related to the AHRD Town Hall Forums: Timothy T. Baldwin, Ann Brooks, Laura Bierema,
Marilyn Byrd, Jamie Callahan, Joshua Collins, Andrea D. Ellinger, Jerry Gilley, Rajashi Ghosh,
Tim Hatcher, Ronald L. Jacobs, Martin Kormanik, J. Peter Kuchinke, Victoria J. Marsick,
Michael Leimbach, Gary N. McLean, Wayne Pace, Rob Poell, Tom Shindell, Darren C. Short,
Catherine Sleezer, Julia Storberg-Walker, Richard J. Torraco, John Walton, Karen E. Watkins,
Jean Woodall, Baiyin Yang, and Lyle York. In addition, many of these individuals provided
member checking on my summaries. And I would like to thank all those who participated in and
contributed to the Town Hall Forums throughout the years.
Authors note
This article was subjected to a two-tier, blind review process that did not involve any of the
contributing authors who are currently members of the editorial board.
Funding
The author received no financial support for the research, authorship, and/or publication of this
article.
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Author Biography
Darlene F. Russ-Eft, PhD, is professor and discipline liaison of Adult Education and Higher
Education, College of Education at Oregon State University, where she teaches masters and
doctoral courses in research, program evaluation, and learning theory. She also serves as faculty
member in Human Resource and Organization Development Program at the National Institute
for Development Administration (NIDA) in Bangkok, Thailand. She was previously director of
research at AchieveGlobal and division director of research for Zenger-Miller.