Download Outcome 1 - Reflection

Running Head: 1 - NATURE, FUNCTION, AND SCOPE OF ADULT
EDUCATION
Reflection 1:
Nature, Function, and Scope of Adult Education
Human Resource Development Analysis Paper
by
Lacey Piekarski
University of Wisconsin-Milwaukee
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1 - NATURE, FUNCTION, AND SCOPE OF ADULT
EDUCATION
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Outcome 1: Nature, Function, and Scope of Adult Education
Why the Artifact was Selected
The following reflection reviews my Human Resource Development Analysis Paper
completed in the AD LDSP 605 Survey for Human Resource Development course. This
outcome requires alignment for the identification and analysis of human resource development
theories, principles, concepts, and practices. The chosen paper focuses on human capital theory
and human resource development definitions, which relate directly to my current professional
role in the employment and training field working with economically disadvantaged individuals.
The paper analyzes the 2014 journal article “A Critique of Human Capital Theory from
an HRD Perspective,” which outlines the assumptions of human capital theory in relation to
human resource development (HRD) and is critiqued by HRD field experts. The analysis
reviews research methodologies, human capital theory assumptions, and recommendations for
improvement. Another reason for my interest in the topic of human capital theory, specifically
relating to the development of the workforce, is the lack of research on the topic. With the recent
United States economic recession and now upswing, more focus has been related to employment,
sustaining companies in local communities, and bridging the skills gap for employees. After
researching this topic, I believe the development of human capital, an intangible asset, will soon
receive the attention it deserves.
As an employment and training professional, development of the workforce, decreasing
the skills gap, and providing advantageous employment and training programs are priorities
while planning for future options in our expanding program region. The possibility of enhancing
human capital to address these priorities while considering the theory’s assumptions critiqued in
the focus paper should be considered by my current employer.
1 - NATURE, FUNCTION, AND SCOPE OF ADULT
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Alignment of the Artifact to the Outcome/Standard
The nature, function, and scope of adult education include human resource development
and the impact of human capital theory’s value in the workforce. This project is an analysis of a
journal critique by human resource development experts, yet relates to the regional area our
employment and training program operates when considering the human capital theory
assumptions challenged by the researchers’ views.
I chose the journal article because of my personal humanistic values and belief the
development of human capital provides to our local economy. Gary S. Becker stated,
“Education, training, and health are the most important investments in human capital” (Becker,
2008). Education and training are also priorities in my current role and the human capital theory
assumptions in the focus article were typically statements I would have immediately agreed with.
After analyzing the assumptions further, I can now see why the human resource development
views should also be considered.
Impact on Candidate’s Continued Learning for Professional Development
In April 2015, my role as Food Share Employment and Training Program Case Manager
changed to incorporate mentoring and training new employees in our nine county region. As my
career continues in the human service field, I strive to utilize knowledge of human resource
development, foundations of adult education, and continue research on human capital theory to
benefit the future labor force our program assists.
The journal article critiqued five of Gary S. Becker’s human capital theory assumptions
from the human resource development (HRD) perspective. In my analysis, I found each theory
critiqued included sound arguments from both author and HRD experts but lacked significant
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research to base their conclusions, relying solely on their field expertise. Of the five theories,
two will greatly impact my role in planning adult and continuing education programs.
From the human capital viewpoint, Gary S. Becker assumes, “Expenses associated with
education and training should be treated as an investment rather than a cost” (McLean and Kuo,
2014, p. 15). The experts argue an investment in continuing education may be a negative cost to
an individual or organization if not invested wisely. I have to agree. Using our current program
model as an example, the basic education courses offered to voluntary individuals are free of
charge and offer a multitude of supportive services to ensure successful completion. The
investment in the program was considered by a variety of perspectives with funding provided by
federal, county, and non-profit organizations. Although the funding and program options are
available to potential program participants, this has not always resulted in positive outcomes.
Investment in the program can be measured in a variety of methods but using participant
program completion, participants continuing their education, or entering gainful employment,
our program numbers can be low in relation to comparative programs. For this reason, we have
to assume the investment in the program will develop human capital, or program participants,
who also invest their time commitment to successfully attending courses and completing their
obligations to succeed. When the participants commit to an investment in their education, then I
do believe the investment is an expense rather than a cost, resulting in positive outcomes.
The second assumption I have to consider when program planning is, “Economic growth
emanates from education” (McLean and Kuo, 2014, p. 17). Although I completely agree the
investment in continuing education will reap more positive than negative outcomes, McLean and
Kuo also argue other factors determine economic growth. I work in central Wisconsin counties
ranging from very rural, farming communities to more urban, student-oriented cities. The
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economy of the counties range from one extreme to the next and the program options available to
our program participants must be considered. As we attempt to bridge the skills gap of
economically disadvantaged participants, additional obstacles to obtaining education or obtaining
gainful employment must also be considered. In relation to the previously mentioned
assumption, supportive services we offer must be considered to address these obstacles. A
majority of the participants I work with are hoping to continue their education with the goal of
bettering their economic status. At this point in their lives, there are usually other aspects to
consider including health, housing, transportation, and other areas of social reproduction.
Although I agree education assists in growing our local economy, I also know the programs
offered must cater to the local economies and participants in order to educate and grow the labor
market.
Evidence of Artifact use in Professional Practice and Changes Resulting from the
Experience
The journal article by Kuo and McLean analyzes Gary S. Becker’s human capital theory
assumptions, many of which can be directly correlated to adult education program planning or
workforce planning. I found the human capital theory assumptions relevant from both the
human resource development and human service field perspective. As an employment and
training professional, developing human capital in order to effectively assist individuals obtain
and maintain gainful employment effects the entire economy. The link between local economy,
organizational resources, and the community can be related to the development of the workforce
by considering and potentially applying the human resource development assumptions reviewed.
1 - NATURE, FUNCTION, AND SCOPE OF ADULT
EDUCATION
References
Gary S. Becker. (2008). Human capital. The Concise Encyclopedia of Economics. Retrieved
January 18, 2015 from http://www.econlib.org/library/Enc/HumanCapital.html
McLean, G. N., & Kuo, M. C. (2014). A critique of human capital theory from an HRD
perspective. HRD Journal , 5(1), 11-21.
Swanson, R. A., & Holton III, E. F. (2009). Foundations of human resource development (2nd
ed.). San Francisco: Berrett-Koehler.
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