Theory development and convergence of human resource fields: Implications for human performance technology

Abstract

This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT). Differentiated HR fields are converging to improve organizational performance through knowledge‐based innovations. Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR‐related fields: human resource management (HRM), human resource development (HRD), and organization development (OD). A field left out in their analysis is HPT. Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006). However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields. This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective.

The current state of human performance technology: A citation network analysis of Performance Improvement Quarterly , 1988-2010

“…Only recently have some HPT scholars produced a series of survey studies that provide an overview of the field. For instance, Cho and Yoon (2010) have suggested that HPT can learn from other theory development efforts in other HR fields.…”

“…Although HPT has been growing and providing solutions for organizations, whether it has become as a full-fledged field is still questioned (Cho & Yoon, 2010). Many HPT researchers have made efforts to pinpoint the state of the field using traditional research methods such as content analysis (Klein, 2002), the Delphi technique (Huglin et al, 2007), and web-based survey (Pershing et al, 2008).…”

“…As Rummler (2007) noted, however, the field of HPT was not advancing because too many HPT professionals ''were trying to build a personal brand'' using different HPT models ''to distinguish themselves from each other in the marketplace'' (p. 9). Because of a lack of empirical research to determine if different models were working in the organization, it became obvious that a balance between theory and practice was rarely achieved in the field (Cho & Yoon, 2010). Previous reviews of HPT have shown a strong need for producing more empirical research using different methods, such as content analysis (Klein, 2002), web-based surveys (Pershing, Lee, & Cheng, 2008), Delphi (Huglin, Johnsen, & Marker, 2007), and citation analysis (Huglin, 2009a(Huglin, , 2009bJohnsen, Huglin, & Marker, 2008).…”

Strategic Human Resource Development Alignment from the Employee's Perspective: Initial Development and Proposition Testing of a Measure

“…SHRD alignment emphasizes the need for the HRD function to be proactively responsive to external environmental demands existing for the organization, including economic, regulatory, social, labor‐force, and technological change factors (Alagaraja & Shuck, ; Cho & Yoon, ; McGuire, Garavan, O'Donnell, & Watson, ; Werner & DeSimone, 2012). At the same time, SHRD alignment requires the HRD function to be clearly connected and responsive to internal environmental factors in the organization such as organizational culture, stakeholder involvement, reward structure, and job demands, using a systems approach (Guerra‐Lopez, ; McGuire et al, ; Werner & DeSimone, ).…”

Systemizing Virtual Learning and Technologies by Managing Organizational Competency and Talents

“…The main goal is to suggest how technologies should be conceptualized and implemented within an organization to improve the effectiveness of employees' learning, performance, and development. Although topics, such as talent management and HR planning can be seen as the domain of human resource management (HRM), HR and closely related fields (e.g., HRD, HRM, organizational development, human performance technology, and instructional technology) are converging to become strategic partners for leading organizational competitiveness through human learning and performance (Cho & Yoon, 2010;Ruona & Gibson, 2004). Components and practices of virtual learning and technologies were drawn from several related topics, in particular, the learning and performance architecture (Rosenberg, 2006); strategic blended learning (Yoon & Lim, 2007); a holistic view of informal learning (Marsick, 2009); and technologies for HRD (Benson, Johnson, & Kuchinke, 2002;Yoon, 2008).…”