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System Theory and HRD
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System Theory Implications of System Theory Applying System Theory to HRD Conclusions
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... Human resource development aims to improve employee abilities and performance through training practices, career development, performance appraisal, and organizational development (Yuvaraj & Mulugeta, 2013). A similar opinion explains that HRD is defined as improving organizational performance and increasing individual capacity through employee development, organizational development, and career development programs (R. L. Jacobs, 2014). Previous studies have identified training and development programs, performance appraisals, rewards, organizational development, career development, feedback and counseling, potential development, and job rotation as human resource development practices (Otoo & Mishra, 2018;Swanson, 1995). ...
... A system consists of parts, each of which has unique attributes, relationships, and interactions with each other, and each part functions as a whole (R. L. Jacobs, 2014). The context of human resource development at UNIRA Malang as a system can be seen in the recruitment process for lecturers and education staff. ...
... ined by the lecturer are disseminated to other lecturers. The HRD practices described previously regarding recruitment and training design are in line with the systems theory that the HRD process consists of a series of different sub -processes; each phase is interrelated and arranged in such a way as to achieve the desired output (R. Jacobs, 2003;R. L. Jacobs, 2014). ...
This study examines human resource development techniques at Raden Rahmat Islamic University in Malang, Indonesia, using a multidisciplinary approach that integrates systems theory, economics, psychology, organizational development, anthropology, sociology , and communication. Employing a qualitative, exploratory descriptive design, data was collected through structured interviews, field observations, and supporting documentation analysis. Informants were selected through purposive and snowball sampling meth ods, and data was analyzed using an interactive approach, involving data collection, reduction, presentation, and conclusion drawing. Triangulation ensured research validity and reliability. The findings reveal that the university adopts a holistic human resource development strategy, combining various disciplines to enhance employee skills and performance. This approach not only helps the institution achieve its performance goals but also contributes to advancements in human resource development theory and practice.
... To arrive at such an integrated picture, we will start by presenting the two underlying categorisations that form the framework for our meta-review: The T&D three-phase process model (adapted from Jacobs, 2014;Salas et al., 2012) and the digitisation-automation differentiation regarding technology employed in HR (adapted from Meijerink et al., 2021). Subsequently, we discuss technological applications employed in each of the three phases and present the related opportunities and challenges discussed in application-specific reviews. ...
... To ensure that employees are continuously provided with the necessary and appropriate T&D activities, organisations should ideally align their practices with a three-phase process consisting of (1) assessment/planning, (2) design/implementation and (3) evaluation (adapted from Jacobs, 2014;Salas et al., 2012). Each of these three phases is associated with specific questions that an organisation should ask itself when planning and implementing T&D activities: (1) Assessment/planning: What are the developmental needs based on the organisation's strategy, specific job roles and existing KSAs of the organisation's employees? ...
... In the third and final phase of the T&D process, the success of the T&D activities is evaluated based on the T&D objectives defined in the Assessment/Planning phase. The evaluation thereby provides the necessary information for decisions on which T&D activities should be continued or even expanded, which activities should be adapted and optimised, and which should be discontinued, and is thus the starting point for the future allocation of the resources that an organisation invests in T&D (Jacobs, 2014;Salas et al., 2012). ...
Purpose
To remain competitive, efficient and productive, organisations need to ensure that their employees continuously learn and develop. This is even more challenging and critical in times characterised by volatility, uncertainty, complexity and ambiguity (VUCA). Hence, several technological applications have been introduced with the promise to make organisational training and development (T&D) more efficient and targeted through digitisation and automation. However, digitising and automating processes in the sensitive field of T&D also poses challenges and perils for employees and organisations as a whole.
Design/methodology/approach
Structured by the T&D process of (1) assessment/planning, (2) design/implementation and (3) evaluation, the authors present different digitisation and automation possibilities and discuss the specific opportunities and challenges they pose. Subsequently, the authors identify and discuss overarching themes of opportunities and challenges of technology use in T&D via a meta-review.
Findings
This synthesis revealed three central topics that decision-makers in T&D should carefully consider when it comes to the implementation of technological applications: opportunities and challenges of (1) data collection, (2) decision-making and (3) the value of human contact.
Originality/value
This review integrates previously fragmented research on specific technologies applied to specific T&D functions and provides researchers and practitioners with a fuller picture of the opportunities and challenges of technology applied in T&D.
... As noted by Ackoff (1999), the core of understanding system theory is the singular meaning of system. According to Jacobs (2014), there are real systems that represent observations of actual things or conceptual systems that may correspond with reality, but the components are meant to be symbolic or abstract, such as logical schemes. A system has component parts and each of the parts has unique attributes. ...
... The parts have relationships, interact with one another and function within an environment as a whole. What this means is that all objects, events, or combination of actions with things are considered systems and what this means is that everything possible is, in fact, a system (Jacobs, 2014). Systems are themselves comprised of sub-systems and the interaction among these subsystems often brings about changes in the way things operate. ...
... A system is made up of a set of inputs, processes, outputs, and feedback or feed forward. As noted by Jacobs (2014), inputs are the various elements that a system uses as resources from which to function. Inputs are not homogeneous and the objective for the existence of any given system determines the type of input as that differentiates one system from another. ...
... The mainstream human resource development (HRD) literature displays a diverse array of theoretical views, perspectives, and frameworks. These include the HRD systems view (Jacobs, 2014;Yawson, 2013), the HRD functional view (e.g., McLagan, 1989), community and family HRD concepts (Lynham & Cunningham, 2006), the organizational HRD framework (Swanson, 2007(Swanson, , 2022, the national HRD view (McLean, 2004(McLean, , 2014, and global and international HRD perspectives (Garavan & Carbery, 2012), to name just a few. These views share two salient characteristics that affect HRD theorizing. ...
Mainstream human resource development (HRD) views are based on assumptions derived from organizations and societies in the western open contexts. They are inadequate and misleading in explaining the causality and regularities of HRD practices in non-mainstream closed contexts, which account for majority countries according to the 2022 World Press Freedom Index. As the fourth study in a progressive multi-stage theorizing program, we theorize HRD as multi-level and multi-context practices to decode the causality and regularities from open to closed sociopolitical contexts. We adopt an emancipatory theoretical stance to derive law-like axioms and theorems of HRD with its corresponding host system (HIS) contexts. We do so through formal and theoretical language and abstraction. We provide illustrative cases at the organizational and national levels to demonstrate the applicability of our theorizing. We further discuss implications for HRD theory, research, and practice, as well as limitations and future research directions for continued theorizing.
... These theories provided the basis for the significance of diversity climate in workforce diversity management. Based on general systems theory, Hofkirchner and Schafranek (2011) and Jacobs (2014), different human resource practices are considered under a system of human resource management and the training and development along with performance appraisal of a diverse workforce are drawn in this study as contributing factors of managing the diversity climate. Blau established the social exchange theory, stating that when companies embrace human resource practices, workers feel that their company cares about employees (Blau, 1964), so they acquire favorable attitudes toward the jobs, which leads to job satisfaction (Allen et al., 2003). ...
As the world has turned into a global village, it has created many challenges for human resource departments regarding the management of a diverse workforce in satisfying the employees and creating a diverse yet safe environment for them that does not make them uncomfortable. The current study has investigated the effect of human resource practices on the diversity climate with the mediation of job satisfaction. The data has been collected from human resource personnel of multinationals in China with the help of 316 participants. The study deployed SEM analysis to analyze and measure the effect of training and development along with performance appraisal on the diversity climate. The findings of the study revealed that training and growth or development do not have an impact on the diversity climate, however, performance appraisal has a strong positive impact. Similarly, the mediating role of job satisfaction has been found to ensure the relationship of training and development and performance appraisal with the diversity climate. This study has provided certain implications for the HR managers of multinationals to ensure a secure diversity climate for a diverse workforce.
... A number of sophisticated organizational models exist to assess and develop organizations e.g., McKinsey's 7S Model (Gmelch & Buller, 2015b;Waterman et al., 1980), or system based Human Resources development (Jacobs, 2014). These frameworks for organizational effectiveness require that a number of factors internal to an organization (e.g., strategy, structure, systems, shared values, skills, style and staff) are aligned and mutually reinforcing in order for the framework to succeed, which makes implementation challenging. ...
Universities, particularly those in the United States, administer their operations through a multitude of disparate, siloed initiatives and processes. Approaches toward academic administrative leadership deserve a more concentrated focus. We propose a simple framework to provide a structure for the evaluation and improvement of administrative processes within a university. Based on an analysis of the literature on academic administration, and input from participants in academic leadership programs at Ohio State University, the proposed framework seeks to create a structure to harmonize administrative work across the university, afford consistency while allowing for unit‐specific adjustments, and offer a basis for defining and measuring ongoing improvement. The framework is organized in six domains of competence, with their respective competencies, which enables administrators to talk about their work using a common language. The framework is contrasted with other approaches to the evaluation of academic administrative work and some general conclusions about it uses are drawn.
The aim of the paper is to develop methodological approaches to the formation of a multi-level system of public administration for sustainable development on the example of Russia and China. The proposed approaches include: general characteristics of the sustainable development management system (subject, object, forms, principles, methods, result), formalization of project selection, principles for identifying project relationships, tools for prioritizing projects, a model for monitoring program performance. Multilevel implies integration not only at the national, mezzo and micro levels, but also at the supranational level - the participation of the United Nations and other international organizations, the implementation of joint projects, primarily with friendly countries. Developed on the example of Sustainable Development Goal (SDG) No. 13 “Taking urgent measures to combat climate change and its consequences”, the network management model allows formalizing the choice of projects constituting the program, principles and approaches to identifying the interconnection of projects, tools for prioritizing projects, and can be extrapolated to other SDGs with high network ranks (the degree of mutual influence on other SDGs). To assess the quality of public administration for sustainable development, the following indicators are proposed: the complexity of national programs and the quality of goal setting, adaptability and flexibility of state institutions in implementing sustainable development goals; business involvement in the transition to sustainable development; efficiency and effectiveness of the management system; compliance of legislation and law enforcement with sustainable development objectives; the level of achievement of planned results by the managed system; the degree of publicity when assessment of sustainable projects. Such a set of indicators makes it possible to integrate the assessment of the managed and the management system, to highlight the role of the management system in the results achieved by the managed system.
This structured literature review explores the alignment and potential synergies between human resource development (HRD) and social entrepreneurship within the United States. The study’s guiding questions investigated how social entrepreneurship is characterized in scholarly articles and where HRD research and practice intersect with social entrepreneurship. Based on literature from 2006 to 2021, this study found that social entrepreneurship lacks cognitive legitimacy and is framed as (a) pragmatically legitimate, (b) at both individual and organizational levels, and (c) as a virtuous practice. Building on system theory, the study suggests that social entrepreneurship organizations are adaptive systems, and HRD professionals can support organizational strategies by practicing various processes, including skill development, ethical training, and ensuring personnel alignment with the organization’s social mission. However, research on social entrepreneurship in HRD is rare. The central contribution of this paper is to conceptualize how HRD can contribute to the advancement of social entrepreneurship.
Purpose
The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes that through development of talents, organizations can increase their productivity, performance and competitiveness, little is known so far concerning the development of this research field as a whole and particularly concerning theories prevailing in the area. While research into the field has been ongoing for two decades, the area has not yet been systematized based on key theories used as starting points for the research. The purpose of this paper is to focus on which theories in HRD are used in TD.
Design/methodology/approach
Concerning the topicality of TD, the present article provides a systematic review of literature summarizing current theories in TD based on the currently used typology of theories in HRD, adding the fourth pillar to the existing three, i.e. theories concerning adult learning and education, to increase the stability of the typology.
Findings
The paper argues that the area of TD prevalently uses sociological, psychological and ethical theories, which may be attributed to trends in HRD. The insufficient representation of theories of learning in TD, particularly in view of the fact that adult learning and development is the essence of TD, is an important finding. This finding is particularly important for science concerning adult learning and education.
Originality/value
The benefit of the presented analysis lies in a systematization of the individual theories and a comprehensive overview of the current theoretical framework of TD, as well as suggestions for future research making use of adult learning and education theories.
The following article is an expanded version of the prepared remarks made by Ronald L. Jacobs at the time of his induction recently in the Academy of Human Resource Development (AHRD) Scholar Hall of Fame. Being inducted in the AHRD Scholar Hall of Fame is considered the highest level of recognition for individuals who have made significant and extended contributions to the human resource development field through their research. The induction ceremony is conducted during the Awards Ceremony at the AHRD Annual Conference; at that time, inductees offer brief comments of their own choosing. The remarks made by Jacobs were deemed of sufficient interest to the broader field that he was asked to expand them into the following article.
This study reviews systems theory and thinking (ST&T) as a foundational discipline or theory in human resource development (HRD) research and practice. Using systematic evidence review (SER) of the literature and mapping analysis of HRD curricula across some leading U.S. universities, disconnect between theory and practice of ST&T is discussed. The use of SER of the literature in HRD research is an important aspect of this study. The study recommended the incorporation of more ST&T courses into the HRD undergraduate and graduate curricula. Recommendations of how systems thinking can become more relevant to HRD research and practice are offered.
Over the last three decades the average life expectancy of a corporation in North America has dipped well below 20 years. In fact, by 1983 a full third of the 1970 Fortune 500 companies had been acquired, merged, or broken apart. In this landmark book, one of the business world's foremost pioneers, Russell L. Ackoff, delivers this indispensable guide for those hoping to beat these odds--and to better navigate the corporate challenges of the next millennium. While most business and management schools continue to teach the functions of a corporation separately--production, marketing, finance, personnel--the reality is that for a corporation to endure each division must work with the others to create an effective system. Re-Creating the Corporation is Ackoff's masterful blueprint for understanding and creating these model corporate systems. In four comprehensive sections--Background, Process, Designs, and Change--Ackoff lays out in clear concise prose the five organizational goals of successful corporate systems: plan effectively, learn and adapt rapidly, democratize, introduce internal market economies, and employ a flexible structure that will minimize the need for future restructuring. And through a deft mix of practical and theoretical examples drawn from a wide range of applications in a wide range of firms, this book ultimately guides executives to the system best suited to meet their organizational goals. Re-Creating the Corporation, which is the culmination of a lifetime of innovative and insightful business thought from one of the business world's premier thinkers, is essential reading for those attempting to navigate the rapidly changing economic environment of the next millennium.
The purpose of the study was to compare the practices used by human resource development (HRD) professionals to evaluate web-based and classroom-based training (CBT) programmes within seven Korean companies. This study used four components of evaluation and three factors of evaluation barriers to compare the differences between these two training approaches. This study also explored the key decision factors for determining how HRD professionals evaluated their web-based and CBT programmes. Two data sets were used for the study; one set of data was gathered from a survey questionnaire distributed to HRD professionals and the other was gathered from interviews with HR/HRD directors within the seven companies. The results showed that web-based and CBT programmes were not meaningfully different on the most components of evaluation and evaluation barriers. The results also found six key decision factors determining evaluation for web-based and CBT programmes.
This article asserts the importance of clearly specifying the underlying theory of HRD, and challenges those who do not see this as essential to the profession. The central argument is that HRD must continue to mature as a discipline and that the integration of selected psychological, economic and systems theories serve as the unique theoretical foundation of HRD.
Theory building and theory-building research are starting to draw increased attention from HRD scholars. There is a growing recognition of the importance of theory building in maturing thought and practice in HRD. This article examines what is meant by good theory and theory-building research in HRD through a synthesis of the existing literature and a discussion of the core concepts, issues, and challenges associated with theory building in an applied field. It also highlights the importance of embracing multiparadigm research perspectives for stepping up to the task of theory building in the HRD profession. © 2000 by Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc.
