We shall review how our data inform the trends and themes noted here, and apply the neo-institutionalist lens to our data, in the Discussion section that follows the data analyses. Research Design There are two components to the research design. In order to address our first project objective, following initial work reported at UFHRD 2014 (Stewart et al., 2014) an audit of UK HRD programme provision was undertaken to establish current provision (e.g. modules, programmes and providers). Secondary sources comprise the basis for the quantitative data presented here. CIPD accredited course provision was identified from the CIPD website between June and September 2014. Once this information had been gathered further data were obtained from websites of provider organizations. The data relating to non-accredited programmes were further extended through an on-line search directed at: Google, and making use of ‘FindAmasters.com’ ‘Prospects.ac.uk’ the following search terms, in recognition that HRD curricula provision does not necessarily employ the title HRD.: and development’, ‘Training ‘Coaching’, Development’, design’, ‘Mentoring’, ‘Organization ‘Instructional ‘E-learning’, development’, development’, development’, ‘Workforce ‘Leadership ‘Management learning’. We acknowledge that the view that these titles belong to ‘Organizational HRD is our interpretation. Others for example, people operating within OD and – coaching might well contest this. –
We shall review how our data inform the trends and themes noted here, and apply the neo-institutionalist lens to our data, in the Discussion section that follows the data analyses. Research Design There are two components to the research design. In order to address our first project objective, following initial work reported at UFHRD 2014 (Stewart et al., 2014) an audit of UK HRD programme provision was undertaken to establish current provision (e.g. modules, programmes and providers). Secondary sources comprise the basis for the quantitative data presented here. CIPD accredited course provision was identified from the CIPD website between June and September 2014. Once this information had been gathered further data were obtained from websites of provider organizations. The data relating to non-accredited programmes were further extended through an on-line search directed at: Google, ‘FindAmasters.com’ and ‘Prospects.ac.uk’ making use of the following search terms, in recognition that HRD curricula provision does not necessarily employ the title HRD.: ‘Training and development’, ‘Coaching’, ‘Mentoring’, ‘Organization Development’, ‘Instructional design’, ‘E-learning’, ‘Workforce development’, ‘Leadership development’, ‘Management development’, ‘Organizational learning’. We acknowledge that the view that these titles belong to HRD is our interpretation. Others – for example, people operating within OD and coaching – might well contest this.
HRD-Programme-Provision-in-the-UK-Past-Present-and-Future.docx