What Can Grounded Theory do for Human Resource Development? An Approach for Post-Pandemic Research and Beyond

Abstract

As employee preferences change and organizations adapt and transform as a result of the Covid-19 pandemic, new research opportunities are present for HRD scholars interested in training and development, organizational behavior, job design, change management, the creation of healthy and productive workplaces, and more. In the face of new opportunities for research, we discuss the value of revisiting grounded theory methodology as a resource for generating theory in HRD contexts. As a methodology, grounded theory is a useful tool for exploring processes and building theory grounded in data. In this paper, we examine the potential of grounded theory to contribute meaningfully to the research and practice of HRD by discussing the historical development of grounded theory, the current state of grounded theory research in HRD, and the implications of grounded theory work on the future of HRD scholarship.

Interorganizational Learning: A Conceptualization of Public-Private Learning Communities

“…As conceptual papers are “a step in the process of building theory, providing a bridge to practitioners and broadening our ability to think, design, and have a meaningful impact on the field” (Rocco et al, 2022), we proposed a framework for PPLCs as a means to address the rapidly changing landscape of work and the transformation of the HRD discipline (Brandhorst et al, 2023; Schruijer, 2021; Scully-Russ & Torraco, 2020). We argued that the recent technological and societal developments (e.g., the energy transition) place increasing emphasis on new models of workplace learning in public-private arrangements, which fundamentally change the role of HRD professionals in terms of designing and implementing new learning ecosystems that focus on the continuous improvement of employees’ skills and work performance (Pereira et al, 2022; Scully-Russ & Torraco, 2020; Seeg et al, 2022).…”

“…Human Resource Development (HRD) – as a legitimate discipline (Ruona, 2016) – finds itself at a critical juncture given the rapidly changing landscape of work on the one hand, and a shift of focus in HRD research and practices on the other hand (Brandhorst et al, 2023; Han et al, 2017; Torraco & Lundgren, 2020). Regarding the former, employers and employees are confronted with complex challenges due to unprecedented breakthroughs in digital technologies and AI, the increasing urgency to act on climate change, geopolitical and demographic shifts, and lasting effects of the COVID-19 pandemic which led to abrupt shifts in work arrangement and dynamics (Rotatori et al, 2021; Snell et al, 2022; Torraco & Lundgren, 2020).…”

Understanding the Epistemic Diversity and Essential Components of the Grounded Theory Method: Empowering Human Resource Development Researchers

“…Finally, it can help reviewers evaluate research processes and results using a set of defined criteria. As pointed out by Brandhorst et al (2023), a clear understanding of GTM's various approaches, study design, data collection and coding methods, and theory construction is essential for HRD researchers to effectively apply this methodology in their work. In the following section, I will provide a brief overview of the six main components of GTM.…”

“…However, when compared to other well-established social science disciplines such as sociology, psychology, and management, HRD has not yet achieved the same level of success in terms of theory building. As Brandhorst et al (2023) also acknowledged, HRD, by its definition, is about process (McLean & McLean, 2001;Swanson & Holton, 2009). GTM was born as a methodology specifically designed for theory development (Glaser & Strauss, 1967), and one of the most effective methodologies for delving into a processual phenomenon (Charmaz, 2006(Charmaz, , 2014.…”

“…Illustrations of these fresh approaches comprise the use of critical theory as a foundation (Hense & McFerran, 2016), integration with quantitative research (Glaser, 2008), comparison with topic modeling (Baumer et al, 2017), and fusion with machine learning (Nelson, 2020). Nevertheless, as recent reviews of GTM (Brandhorst et al, 2023;Lester et al, 2022;Stough & Lee, 2021) revealed, the fields of education, management, and HRD have predominantly relied on specific types of GTM (e.g., Glaserian and Staussian) over the past 20 years, with limited adoption of new schools of thought. Strauss and Corbin (1994) asserted that GTM is a methodology that is constantly advancing and evolving to adapt to new situations.…”