ERIC ED474324: Characteristics Orientation, Needs and Expectations. Symposium.

28 Pages·2002·0.56 MB·English

by  ERIC

DOCUMENT RESUME
ED 474 324
CE 084 648
Characteristics Orientation, Needs and Expectations.
TITLE
Symposium.
No-11
REPORT NO
2002-00-00
PUB DATE
26p.; In: Academy of Human Resource Development (AHRD)
NOTE
Conference Proceedings (Honolulu, Hawaii, February 27-March
2002); see CE 084 635.
3,
Reports
PUB TYPE
Research (143)
Speeches/Meeting Papers (150)
EDRS PRICE
EDRS Price MF01/PCO2 Plus Postage.
DESCRIPTORS
Administrators; Adult Education; Adult Learning; *Business
Administration Education; Definitions; Developed Nations;
Educational Attitudes; *Educational Needs; Educational
Planning; Educational Policy; Educational Practices;
Educational Research; Educational Theories; Emerging
Occupations; *Employment Qualifications; Expectation; Fashion
Industry; Foreign Countries; Government School Relationship;
Graduate Study; Human Resources; Information Technology; Job
Skills; *Labor Force Development; Literature Reviews;
Longitudinal Studies; Management Development; Needs
Assessment; Policy Formation; Postsecondary Education;
*Prediction; *Professional Continuing Education; Program
Effectiveness; Qualitative Research; Real Estate; Research
Methodology; Skill Analysis; Student Educational Objectives;
Teacher Student Relationship
IDENTIFIERS
France; United Kingdom; United States
ABSTRACT
This document contains three papers from a symposium on
characteristics orientation, needs, and expectations. "Characteristics
Orientation of Emerging Professions: Implications for Research, Policy, and
Practice of Continuing Professional Education" (William H. Young, Margot B.
Weinstein) reports on a qualitative study that examined emerging professions
in U.S. society through the characteristics orientation presented by Gilley
and Eggland and related the implications to continuing professional
education. Special attention was paid to the fields of information
technology, real estate, and human resource development. "Managers' Needs and
Expectations of Management Education" (Carole Elliot) presents the findings
of a study that examined the relationship between six managers who were
enrolled part-time in a masters of business administration program and their
teachers. The study findings cast doubt on the effectiveness of large-scale
programs of management development for individual managers that occur away
from the workplace and the validity of more quantitative approaches to needs
analysis that generalize management development needs. "Predicting Future
Skill Needs in the Clothing Sector (Ian Taplin, Jonathan Winterton, Ruth
Winterton) discusses a project during which future skill needs in the British
clothing sector were identified as part of efforts to implement the British
government's policy of averting skill shortages and remedying skill gaps. All
three papers include substantial bibliographies.
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
2002 AHRD Conference
Characteristics Orientation, Needs and
Expectations
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Symposium 11
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1
Honolulu, Hawaii
March 3, 2002
February 27
-
BIEST COPY AVAHEABILE
Policy and
Professions: Implications for Research,
Characteristics Orientation of Emerging
Practice of Continuing Professional Education
William H. Young
University of South Florida
Margot B. Weinstein
Kingston Group Inc.
through the
emerging professions in American society
The purpose of this qualitative study was to examine
to
and Eggland (1989), and relate the implications
characteristics orientation presented by Gilley
the
first defines the orientation. Second, it describes
Continuing Professional Education (CPE). The paper
discusses the
HRD in relationship to the model, and third, it
fields of Information Technology, Real Estate, and
and practice of CPE.
issues and trends for the research policy
Education, Professionalization of HRD
Keywords: Professionals, Continuing Professional
of their workforces"
in the 20th century has been the professionalization
"A central feature of North American societies
profession
of the American workforce claims membership in a
(Cervero, 1988, p. 3). It has been estimated that 25 percent
society (Cervero,
professionals are central to the functioning of American
(Cervero, 1988). There is little argument that
American society, it is
Associates, 1993). Because of their importance in
1988; 2000; Houle, 1980; Curry, Wergin and
tremendous
throughout their careers, and to meet this challenge, a
assumed that professionals will continue to learn
improve practice for these
human, are used to create education programs to
amount of resources, both financial and
settings across the
"present a picture of rapidly changing practice
practitioners (Cervero, 1988). These practitioners
professionals for
education response that is up to the task of preparing
professions, and thus, the need for a continuing
(CPE) has undergone
added, "although continuing professional education
this world" (Cervero, 1998, p. x). Daley (2000)
in developing an
little current literature that assists practitioners
significant changes in the past decades, yet there is
p.1). Several
trends, and future needs of this important segment"
expanded understanding of the new issues, developing
from a pre-
their programs by understanding the continuum
authors believe that CPE providers can strengthen
2000). The
(Gilley and Eggland, 1989; Young, 1998; Knox,
professional through professionalization in the literature
professional status in American
Resource Development (HRD), use to achieve
process practitioners, such as Human
professions, and it will
arise for CPE is applicable to many if not all
society as professions, and the trends and issues that
1989; Young, 1998; Knox, 2000).
add to the literature of CPE (Gilley and Eggland,
(IT), Real Estate
examine how the fields of Information Technology
The purpose of this qualitative study was to
"Characteristics Model"
in North American society through the
(RE) and HRD attempt to achieve professional status
in the
fields were chosen because they represent varying stages
explained by Gilley and Eggland (1989). The three
the issues and
believed that the findings would add to the literature on
professionalization process, and the researchers
CPE.
trends for the research policy and practice of
Theoretical Framework
definingthe
professions, professionalism, and professionalization,
Although sociologist have done extensive studies on
1989; Cervero, 1988). Three
(Ruona and Rusaw, 2001; Gilley and Eggland,
term "profession" is still a challenge
approach, it
professions and professionalization. First, is the process
approaches have dominated the literature about
Second, is the trait
speeds toward full professional status through a process.
states that professions move at different
and professions reach full
all share traits or characteristics in common,
approach; this approach explains that professions
"which differentiates
characteristics, and third, is the power approach,
professional status when they acquire specific
with society and individual
by practitioners in their social exchanges
professions based on the power relationships held
clients" (Ruona and Rusaw, 2001, p 221).
consistent with other
definitions include several elements that are
While the terms are difficult to define, all the
(1) a specialized body of
A profession must have four components:
definitions of a profession (Gilley and Eggland, 1989).
principles, and (4) dedicated to the public interests.
knowledge, (2) a set of competencies, (3) common
B. Weinstein
Copyright © 2002 William H. Young and Margot
approach
literature, " the trait or characteristics
definitions of the terminology in the
Although there are many different
consistent with
2001, p. 221). This approach is
referenced in literature" (Ruona and Rusaw,
has been the most commonly
American
the importance of the occupation to
(Gilley and Eggland, 1989). Based on
other definitions of a profession
quasi-profession, skilled, and
profession, semi-profession, Para-profession,
society, the occupation can be classified as: a
between classifications of occupations
is a service component, "the difference
unskilled. Within each classification, there
1987). An examination of professions such as
of the service (Gilley and Galbraith,
is not the service itself, it is the nature
issues and challenges faced by
provide insight into the evolutionary process,
HRD by the characteristics orientation, can
Galbraith, 1987). According to this
(Ruona and Rusaw, 2001; Gilley and
the profession to gain professional status
characteristics,
society, it must contain eight
viewed as a profession in American
orientation, for an occupation to be
eight
from one occupation to another. The
gives to a characteristic can vary
although the importance each occupation
essential characteristics are:
and a code of ethics for the purpose
share a common set of knowledge
1. A Code of Ethics. "Professional groups
of society" (Cervero, 1988).
people and working toward the betterment
of providing high-quality services to
establish a set of core knowledge or
body of knowledge. Each profession must
2. An organized and accepted
must learn in a profession.
theory that is the foundation professionals
theories that guide practice,
In addition to general concepts and
Specialized skills or identified competencies.
3.
enhance practitioners in six ways:
have specialized competencies that
Bratton (1984) stated professionals must
professional growth, (b) they give a common
with tools for self-assessment and
(a) they provide practitioners
professionals and professional groups, (c)
vocabulary to improve communication among
set of concepts and
(d) "they can be used as a
be used to develop professional programs,
they provide information that can
identify qualified
with information to
(e) they provide employers
foundation for a certification program,
(pp. 1-2).
for defining an emerging field of study
applicants, and (f) they provide a basis
members.
Minimum education requirements for
4.
that the certification
achieve. Gilley and Eggland (1989) stated
Certification of the proficiency members must
5.
Professional certification is a voluntary
societies involves three types:
criteria that is commonly used by these
organization.
field by a professional association or
competence of practitioners in a
process that measures the
field, and is usually
regulation of voluntary programs in a
is term used to describe the
Accreditation
by individuals and is
Licensure is a required credential received
administered by an association or agency.
Eggland, 1989).
political body in the field (Gilley and
administered by a governing group or
fulfillment of responsibilities.
6. An orderly procedure in the
communication usually
of ideas among members. This open
Opportunities for dissemination and discussion
7.
associations and education programs.
happens through organizations,
and to be "out" of the
and failure leads to "malpractice"
Enforcement of disciplines of the profession,
8.
307).
professions" (Gilley and Eggland, 1989. p.
the status of an occupation to
professions go through to move from
Professionalization refers to "the process that
"(a)
Gilley and Eggland (1989), three areas are:
(Gilley and Eggland, 1989). According to
that of a profession in society"
occupation, (b) level of importance that
in order to participate in an
knowledge/competency required of each member
and
occupation place on others prior to entering
level of control members of the
society places on the occupation, (c)
practicing the occupation" (p.300).
practitioners, regardless of their
refers to the education of professional
Continuing professional education (CPE)
their careers" (Queeney, 2000).
learning and ability to practice throughout
practice setting, that imp roves their
trends and
characteristics: IT, RE, and HRD and the
in relationship to these eight
The following fields are analyzed
of CPE.
related to research, policy and practice
issues that arise from this study are
Research Questions
study:
three general questions guided the
facing the field for professionalization,
In order to gain insight into issues
achieve professionalization?
1. Why does the field want to
field for professionalization?
2. What are the issues facing the
of CPE in the professions?
improve the policy, research and practice
3. How could these themes be utilized to
Methodology
The fundamental characteristics of
methodology as a primary research design.
The study used qualitative research
and Lincoln, 1994). This
of a phenomenon in its context (Denzin
qualitative research is its in-depth exploration
interviews, and gain new insights
the subject through formal and informal
methodology allowed the researchers to explore
used for the
The qualitative research methodology was
and Lincoln, 1994).
from the themes that emerged (Denzin
the interplay of significant
and analysis of the phenomenon would uncover
research because an intensive description
fields were chosen because
(Merriam and Simpson, 1995). The three
factors that are characteristic of the phenomenon
professionalization. RE practitioners have
a continuum towards
they represent fields that are at different stages on
in society; HRD practitioners are
field has not yet reached profession status
enacted all eight characteristics, but the
beginning stages of deciding with
establishing characteristics, and IT is in the
attempting to reach professional status by
moved towards professionalization, the
should seek professionalization. As fields
its members whether or not the field
the implications of the policy,
these three fields, it is hoped to shed light on
implications for CPE are many. By examining
practice, and research of CPE.
purposeful sampling (Denzin and
36 participants were selected through
By means accorded in the methodology,
of the three fields of IT, HR and RE.
educators were purposely selected in each
Lincoln, 1994). Six professionals and six
thirties to early sixties, (b) who
18 women, (b) between the ages of early
Participants characteristics were: (a) 18 men and
degree in their field, ten
(c) each had completed a minimum of a masters
had each worked in the field for over ten years,
had a Ph.D., and (d) all took CPE regularly.
and telephone, were taped with
24 informal interviews, both face-to-face
In addition to 12 formal taped interviews,
questions to explore participants' perceptions
research used structured, open-ended
consent of the participants. The
validated through documents,
that emerged from the interviews were
regarding the subject matter. The characteristics
the field.
with other professionals and educators in
journals, a literature review and discussions
for themes, was begun.
another phase of data analysis, a search
After the completion of the data analysis process,
tool. "A concept map depicts in a
and Associates, 1990) as a diagnostic
The process used "concept mapping" (Smith
The center or core idea is
and implications about a particular concept.
diagrammatic form, ideas, examples, relationships,
lines leading to other concepts
radiating from it are a number of spokes or
placed at the center or top of the page, and
mapping enabled the researchers
(Smith and Associates, 1990, p. 49). Concept
related to, or indicated of the central idea"
aside until they could be integrated
together, and smaller concepts were set
to group similar examples of large concepts
data.
the dominant themes to emerge from the
into the larger themes; this process allowed
Limitations
of HRD, IT and RE, the study
with 36 participants from the three professions
Since the study was limited to interviews
The researchers believed that the insights
information is utilized by all emerging professions.
can not predict if this
lead to further research on the subject.
gained in this study should be the first step to
Results and Findings
all
established as a profession, it must contain
Model," in order for a field to become
As indicated in the "Characteristics
is on the continuum towards
presented based on where the field
eight characteristics. The three fields are
of characteristics, to the field
which has received the greatest number
professionalization, beginning with the field of RE
the characteristics in each field,
criterion as a profession. This section first presents
of IT, which has established the least
major findings from the research study.
and then it provides a summary of the
Field of Real Estate Practitioner (RE)
characteristics, the field has not yet
RE field has established all eight
Characteristics of the Field. Although the
he/she
practitioner is licensed by the state in which
American society. A real estate
been recognized as a profession in
Association of REALTORS® (NAR),
and the code of ethics of the National
practices, abides by all governmental rules
(2001) "has a membership of 750,000 real estate
acquire and maintain a license. NAR
and must take minimum education to
RE has a literature base that is
association in the United States" (p. 1).
professionals, and it is the largest professional
established throughout the country in
university degree programs have been
accepted and utilized for licensure. Many
field in RE; however, a degree based
finance, international RE, or some specialty
the last 20 years with concentrations in
number of years to obtain a consensus
in the other fields, has attempted for a
entirely on the field does not exist. RE, as
of
but studies concluded that the body
of knowledge for university programs,
of opinions to determine its body
IME11' COPY AVAIILABILIE
from one degree to another (Rabianski and Black,1998;
knowledge in degree programs at universities varies tremendously
recognized knowledge base for licensure.
Epley, 1996; Weinstein, 1998). However, the field has a
said they were interested in gaining
All the participants interviewed in RE (12 out of 12)
Summary of the Findings.
with
and requirements for practitioners that comes
professional status; they wanted the prestige, recognition
in its power to establish itself as a profession.
professionalism, and they believe that the field is doing everything
field for acceptance as a profession: (1) The field has
Participants said (12 out of 12) that there are two issues facing the
that adequately responds to constant changes in specialized
had difficulty in designing a knowledge base in a university
Participants statements reflected thoughts in the literature
knowledge, technology, and expansion of its client's growth.
in most cases
is out of touch with the practitioners and the industry, and
on RE that the majority of academic research
really want (Souza, 2000; Weinstein, 1998). In order to
conflicts with the information that practitioners in the industry
by all users in RE, there needs to be more research and
define a body of knowledge in universities that is acceptable
continue to establish the connection of the value of
discussion on the subject (Epley, 2000). (2) RE practitioners must
and
in NAR. "Under all is the land. Upon its wise utilization
their services to society as expressed in their code of ethics
free institutions and of our civilization" (NAR, 2001, p. 8).
widely allocated ownership depend the survival and growth of
professionalization by passing a mandatory ethics
Participants commended NAR's efforts to move the field towards
REALTORS® are required to complete one course every
training course for members. Beginning in January of 2001,
"The purpose of this training is not only to promote the
three years specifically in CPE in ethics to maintain a license.
(NAR, 2001, p. 1). Since RE practitioners are viewed by
professionalism of REALTORS®, but also to protect the public"
providing service, participants said that it will still be difficult for
the public as more interested in making money instead of
the field to reach professional status in American society.
Field of Human Resource Development (HRD)
that are an important milestone of the
HRD has created Standards and Ethics and Integrity
Characteristics of Field.
2001). HRD has professional societies and associations that
field towards evolution as a profession (Ruona and Rusaw,
Administration
its participants: the American Society for Personnel
promote research and interchanges of ideas from
(ASTD) or the National Society of Performance and
(ASPA), the American Society for Training and Development
in Human Resource Development, but they vary in many
Instruction (NSPI). There are many degrees with concentrations
graduate programs in HRD; he found that HRD has not yet
fundamental ways. Kuchinke (2001) analyzed data from 55
several associations and societies to develop and implement
devised a core curriculum content. HRD has established
enhance professionalization. These programs were
professional certification procedures for their memberships to
within the field, mainly in areas of specialization as
established to advance or increase the competency of practitioners
Several HRD-related
designers and consultants (Gilley and Eggland, 1989).
managers, instructors, instructional
certification procedures to enhance professionalization of the
professional
associations and societies have established
competencies can be used to develop guidelines, appropriate course
field (Gilley and Eggland, 1989). "The identified
(Gilley and Eggland, 1989, p. 289).
work, internships, practicums, and independent projects"
expressed a strong desire towards
The participants interviewed in HRD (12 out of 12)
Summary of Findings.
for the field to become a profession lies on issues
professionalization, and they said that the biggest obstacle
the
basis for credentials, licensure and certifications. Due to
surrounding credentialing. Members need to agree on a
participants (11 out of 12) believed that this presents a
diversity of practitioners and areas of practice, generally
because
members in the field must first understand terminology,
tremendous obstacle for the field. Furthermore,
professional certification, creates enormous problems for
confusion among the three terms accreditation, licensure,
and delivery system related to each (Gilley and Eggland,
practitioners. Practitioners often confuse the purpose, nature
the field
professionalization are: (1) Participants (12 out of 12) said that
1989). Participants added further challenges for
legitimize itself and its professionals. (2) Participants (11 out
needs to better describe its service component to society to
by the entire field, because "an HRD
foundation that is
accepted
of 12) added that HRD must support a literature
maturation of the profession" (Swanson and Holton, 2001,
discipline around the proposed theories is fundamental to the
improve CPE on preceding
of 12) that more research should examine how to
p. 100). (3) Participants believed (12 out
subjects.
Field of Information Technology (IT)
study to examine whether the field
part of the newest field in this
Characteristics of the Field. IT practitioners are
demand in the workplace due to recent
professional status. IT practitioners are in
should or should not attempt to gain
of
been a tremendous increase in number
everyone's lives. As a result, there has
changes in technology that impact
The Association of Information
field. IT has two professional organizations:
practitioners and education programs in the
profession, and the Association of
has established a code of ethics for the
Technology Professionals (AITP) which
and practitioners do not need a
licensure procedures in place in the field,
Computing Machines (ACM). There are no
of Certification of
re-certification program by The Institute
IT has a voluntary certification and
degree to practice.
Microsoft's NT operating system,
offer certification programs such as
Computer Professionals. Several vendors
by Microsoft certified instructors
Microsoft products. The classes are taught
application development, or one of several
highly valued by employers
receive the certification; these certifications are
and a test must be taken by participants to
for most starting positions in the field,
information technology is usually required
(Branigan, 1998). A degree in IT or
occasionally accepted
mathematics, accounting, or engineering, are
although degrees in associated fields such as
but there is no consensus
have been established within the last twenty years,
(Branigan, 1998). Many degree programs
Wergin and Associates (1993) referred to
wide utilization of technology Curry,
of what needs to be curriculum. With
education that is based on special
professionals because the field requires collegial
computer sciences practitioners as
"as a discrete profession that needs
good. IT is referred to by Branigan (1998),
knowledge, and the field serves the social
continuing professional education
education, applicable certification, and
for "content-related continuing professional
improvement of computer technology skills"
content-related material applied directly to the
that goes beyond the specific
(p. 331).
the professionalization of the field.
participants in IT, four were not interested in
Summary of the Findings. Of the 12
that they had entered the field to make
interested in professionalization of IT, stated
The' four participants who were not
said
restrictions and costs to do business. They
professionalization would lead to increased
money, and they felt that
in the field, the content of the field is
degree or credential to obtain a position
that although most IT practitioners seek a
themselves as professionals if it means
have little interest in establishing
changing so rapidly that most IT practitioners
participants who were interested in IT
within a subscribed curriculum. The eight
that they must have licensure and CPE
(1) IT would increase the prestige, the
improve the field in the following ways:
seeking professionalization said it would
(2) Professionalism would force
and the quality of education programs.
training required to maintain a license
Fuhrman (1993) to: (a) learn critical
information as stated by Armour and
practitioners to take CPE to learn important
(c) and become skilled at communication
that are valuable in field (ethics), and
thinking skills, (b) create context areas
(1) IT must connect the field to a
obstacles towards professionalization are:
skills. Participants said the two biggest
knowledge base in a university that
society, and (2) IT must maintain a
service component that is acceptable by
and expansion of its clients' growth.
the specialized knowledge, technology
adequately responds to constant changes in
Pro essions.
Table 1. Synthesis of Characteristics of
Information
Resource
Human
Real Estate
Technology
Development
Characteristic
Yes
Yes
Yes
Ethics/states provides service to Society
No
No
Yes
Accepts a Body knowledge
Yes only for some
Yes only for some
Yes for license
Identified competencies for all
positions
positions.
some
for
Yes,
Yes for some positions
for
Yes
Minimum education Requirements
positions only.
only.
members
some
for
Yes
Yes by some programs
Yes
Certification Process
specialties
No
No
Yes
Process to fulfill duties
Yes
Yes
of
Yes
Opportunities for interchange of ideas
members
No
No
Yes
Demand acceptance of disciplines, failure
is to be "out" of field
313,57 COPY MAMA
Conclusions and Recommendations
the study for professionalization and CPE.
This section discusses the conclusions drawn from
goal for their
of 36) believed that professionalization should be the
First, generally participants interviewed (32 out
the process and its
organizations and societies need to continue to discuss
field, and that CPE providers, professional
and credibility
professionalization of the fields would increase the prestige
implications for CPE. The study suggests that
and standards to
and educators who must follow ethics, principles
for its members and insure better trained practitioners
characteristics
difficulty for AHRD to establish the necessary
remain in the field. Six participants from HRD expressed
that
specialties in the field. Four IT practitioners believed
professionals due to the diversity of practitioners and
restrictions for
work and profit, would result in unnecessary
professionalization of IT would decrease opportunities for
Second,
keep pace with changes in the business.
practitioners and creation of education programs that can not
field to reach professional status, practitioners must support a
participants (32 out of 36) stated that in order for their
its practice.
services to society and the standards and ethics that guide
code of ethics that clearly explains the value of its
of
of knowledge and a code of ethics for the purpose
Participants believed that "Professional groups share a common set
Participants
toward the betterment of society" (Cervero, 1988).
providing high-quality services to people and working
society though
towards professionalization, it must define value to
constantly stated that in order for their field to move
participants believe
fields in this study have established a set of ethics,
its service instead of profits. Although all three
do further
for the value of their services to society. Each field must
that the fields have not made a sufficient argument
that guide
society, and to insure that members practice principles
research studies to define the value of its services to
CPE as was
towards mandatory CPE in ethics in addition to other
their field. In addition, CPE should examine trends
instituted by RE this year.
accepted
itself as a profession, a field must subscribe to an
Third, participants agreed (32 out of 36) that to establish
each field there
universities. However, several participants said that in
body of knowledge that has been established in
task to design one body of
diverse participants, that it is an almost an impossible
are so many areas of practice and
ability to link
felt that generally universities do not have the
knowledge that is representative of the field. All participants
expansion
changes in specialized knowledge, technology, and
theory and practice and to adequately respond to constant
improve
expressed by IT participants. Therefore, CPE providers must
of it client's growth; this thought was fervently
with practice.
theory and practice and to keep knowledge current
how they design and update programs to link
field must
for practitioners to be successful in today's workplaces, a
Fourth, participants (35 from 36) believed that
"Competencies should
practice of professionals. They suggested that
establish a set of competencies that improves the
opposed to the
oriented, reflect the skills of the experienced practitioners as
be performance oriented rather than academic
their position, title or
of professionals such as HRD, regardless of
entry-level of individuals and be reflective of the skills
in their ability
28). Participants said that for CPE to play a major role
academic degree held" (Galbraith and Gilley, 1986, p.
challenge facing
address the following two issues: First, "The greatest
for continued competence in their field, it must
beyond simply providing
and skills within a practice context that must go
CPE is to address the application of knowledge
judgment, reflective,
help professionals build their collaborative
information and teaching technical procedures; it must
essential for CPE to teach
379)." Therefore, participants believe that it is
and integrative capabilities, (Queeney, 2000, p.
skills as defined by
problem solving, critical thinking, reflection-in-action,
such competencies as: team work, collaboration,
different in different
(1988) expressed concerns that artistry maybe
(Schon, 1987; Houle, 1980, Cervero, 1988). Cervero
develop a continuum
of 36) stated that it would be beneficial for CPE to
professions. Second, several participants (16 out
pre-professional throughout their careers.
assist in education for professionals from
system of professional education to
by Knox and others.
such as the evolution of expertise as expressed
This continuum could address difficult topics
professors,
establish a certification process for professionals,
Fifth, participants agreed (32 out of 36) that a field must
by Gilley and
Generally, participants articulated thoughts in literature
trainers and educators to establish professionalism.
competencies and skills
in providing feedback and evaluation of the
Eggland (1989) that certification programs assist
terminology, because
in a field. Members must first understand
attained by those individuals aspiring to practice
problems for
licensure, professional certification, creates enormous
confusion among the three terms accreditation,
related to
often confuse the purpose, nature and delivery system
practitioners. Especially in HRD, because practitioners
participants expressed there is an
Further arguments on the subject were: (a) Ten
each (Gilley and Eggland, 1989).
licensure and re-licensuit
take recognized programs at universities for
increased trend for practitioners to be required to
to require more
there will continued to be a movement towards a convergence
to be a professional. "Towards this aim,
(Curry, Wergin and
fields want to require a doctoral degree for entrance"
and more degrees for entrance to the field; many
be answered around
said that there are other questions that must
Associates, 1993 p. 302). (b) Two participants
MOT COPY AVAELABILIF,
instructors need the same credential as
would credential practitioners, and would
credentials in a field are as follows: Who
education requirements for members?
practitioners? What would be the minimum
play a vital role in their
societies, governing bodies, and schools to
Finally, participants expect their associations,
CPE . The majority of participants (33
professional status; this has many implications for
acceptance and maintenance to
calls for competence and
explosion, new technologies, and increased
from 36) added that with the knowledge
collaboration across work
need for professional partnerships and
accountability for professionals, there is a growing
providers need to join together to develop
and education of practitioners. CPE
settings to add to the research, literature,
regularly bodies and independent providers to
schools, professional associations, and/or
new strategies with employers,
al., 1993).
professional practice (Queeney, 2000; Curry et
provide improved CPE that ensures competent
Study Contributions to HRD
in the field that most
disciplines, this research supports the literature
Although HRD professionals come from diverse
2001). Due to the efforts
(Ruona and Rusaw, 2001; Swanson and Holton,
practitioners want to obtain professional status
and societies, as well as to the importance
of HRD-related professional associations
to increase the professionalization
comparative data on issues related
this research provides descriptive and
placed on human resources with organizations,
is on the continuum of becoming a
field. By understanding where an area of work
to the professionalization of the
understand the needs of the
and others, educators can more clearly
profession as set forth by Gilley and Eggland
strategies and
should lead to the development of educational
workers/professionals in the field. This understanding
This
in a new and developing profession.
and maintain themselves as professionals
programs to help people become
has developed a set of ethics
focus on the following areas: (1) "since HRD
research supports literature that HRD should
the Academy to use
profession, a next step in this journey is for
and standards which will aid in development as a
HRD must examine
them" (Ruona and Rusaw, 2001 p. 227), (2)
Standards to further commitment for members to act upon
foundation of theories that is
society, (3) HRD must support a literature
how it can better define its service component to
building the HRD discipline
performance improvement mission through
accepted by the entire field. "Fulfilling HRD's
(Swanson and Holton, 2001, p. 100),
the maturation of the profession"
around the proposed theories is fundamental to
certification procedures for members of HRD.
and (4) HRD must proceed to establish
of work into professional status, the
the painstaking steps to bring an area
As people in a field such as HRD take
growth changes dramatically.
professional maintenance, and professional
education necessary for professional entry,
degree requirements. In many
change from no requirements to certificate or
Professional entry education requirements
and developing field. These
multiple degree requirements are required to enter a new
cases multiple certification and
themselves. Certification
within the field and within the professionals
educational changes set forth new expectations
and re-licesuie. Forthemihions
HRD via CPE for re-certification, licensure,
and degree requirements lead to the need for
testing, more education, and more
transformations in the field will require more
of people involved in RE, IT and HRD,
credentialing.
in the transition of an area of work
and demanding for the people involved
The road to professionalization is complex
literature in any big way yet are very
involve components that don't appear in the
to a profession. The complexity can
technology has mystery attached to it
For example, the field of information
important to the development of a profession.
at a much slower pace
full professional status. Fields such as real estate move
and; therefore, may move much faster into
of these workers/professionals. This
become a client and receive the services
because all of us at one time or another
have to work with frequently than
which there is little respect for people we
familiarity can bring about a condition in
judges, clergy, professors, and physicians.
these groups from pre-continuing
dollars per year are used on education of
However, it is estimated that billions a
that will aid all fields in practice
paid to establishing education programs
education through CPE, attention must be
the information from this research
continues to strive for acceptance as profession,
(Cervero, 2000; Knox, 2000). As HRD
policy and practice of HRD.
provide valuable insight to the research,
on other emerging professions can
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