An analysis of the Certified Human Resources Professional model: Through the lens of adult education.

摘要

This study focused on analyzing the Certified Human Resources Professional (CHRP) certification process, through the lens of adult education, to determine the purposefulness of adult education philosophies and practice in providing effective professional development. Specifically, this study distilled the manner in which the CHRP process employs the concepts of lifelong learning, reflective inquiry and self-directed learning (SDL) and why these concepts are important in understanding and facilitating HR professional competence. The literature review reported: (1) The importance of adult education to the human resource development (HRD) strategy of the Canadian government, (2) that human resources (HR) has risen in prominence in a knowledge-based society where people are increasingly viewed as an organization's competitive advantage, and (3) that increased calls for maintaining and improving professional competence have led to the importance of continued professional development and certification for HR professionals. The qualitative study utilized a model for certification analysis, which employed a tri-partite lens (conceptual, contextual, and pragmatic analysis) to guide the data collection and data analysis process and link critical theory with functionality. The findings of the study revealed that HR professionals engaged in the CHRP process must: (1) Commit to career-long learning, (2) adopt a reflective perspective, and (3) engage in self-directed professional development, all means of facilitating HR competence. The conclusion was drawn that understanding the philosophies and practices of adult education are essential to providing effective professional development for professional certification, disputing common findings regarding the importance of adult education to HRD.