2 Dissertation Title A Descriptive Study Of Human Resource Operations In Higher Education: Are They Value Added?
3 Dissertation Purpose The purpose of this study was to examine the perceptions of CEO's in 1,422 higher education institutions as to whether human resource operations have adopted value-added service delivery strategies as defined by the Value Proposition Model (Ulrich & Brockbank, 2005).
4 Topic Background Takes up where Brault & Beckwith (2003) left off in their book Human Resources Adding Value in Higher Education.
5 Topic Background Builds on the work of Dave Ulrich and Wayne Brockbank (2005) from the University of Michigan who are experts in the area of human resources.
6 Value-Proposition Model Note. From The HR Value Proposition (p.10), by D. Ulrich and W. Brockbank (2005), Boston: Harvard Business School Press. Copyright 2005 D. Ulrich and W. Brockbank. Used with permission of the copyright holders.
7 Dissertation Questions 1.What five elements that define the HR Value Proposition have been adopted by HR in higher education? 2.Which of the 14 criteria presented in the Value Proposition Model are reflected in higher education HR? 3.What differences exist in overall levels of HR value-added adoption in different types of higher education institutions?
8 Variables 32 Variables 32 Variables – (click to view Code Book) 5 Elements of VPM 14 Criteria Overall Value-Added Score Institution Size, Type, and Control
9 Survey Adapted with permission from Ulrich & Brockbank (2005) Field Tested with Expert Panel of Higher Ed and HR Professionals On-Line Administration Final Instrument
10 Sampling 1,422 random sampled from stratified sample of Carnegie Institutions Institutions selected then CEO addresses purchased from Higher Education Publications, Inc. Sample size utilizing probability sampling, 95% confidence Assumed a 20% response rate
11 Data Collection Based on Tailored Design Method (Dillman, 2000) Initial invite (no survey) Ethic statement and survey link Survey reminder Survey thank you
12 Return Demographics Sample Size N% Institution Type Two-year Four-year Graduate/Professional 659 a Institution Control Public Private, for-profit Private, not-for-profit Institution Size Very Small <500 FTE Small, 500-1, Medium, 2,000-4, Large, 5,000-9, Very Large, >10, b Totals 1,
13 Survey Reliability Total Overall Level of Value Added Adoption Reliability:.90 Element 2Element 3Element 4Element 5 Number of Survey Questions44211 Alpha Reliability
14 Initial Results N% Composite Score was low level of adoption82.7 Composite Score institution was in transition Composite Score was high level of adoption Overall Level of Value-Added Adoption
15 Question 1 Element 1Element 2Element 3 NPctN N Do Not Know No Extent Low Extent Medium Extent High Extent Very High Extent Element 4Element 5 NPctN Do Not Know-- No Extent Low Extent Medium Extent High Extent Very High Extent
16 Crafting HR Practices Low Level of AdoptionInstitutions in Transition High Level of Adoption NPctN N Total N Do Not Know No Extent Low Extent Medium Extent High Extent Very High Extent
17 Question 2 Link to Criteria Results
18 HR Roles StatisticsEmployee Advocate Human Capital Developer Functional Expert Strategic Partner HR Leader Mean Median3.00 Mode SD
19 HR Competencies Business knowledge Strategic contribution HR delivery Personal credibility HR technology StatisticsStrategic Contribution HR Delivery Business Knowledge Personal Credibility HR Technology Mean Median Mode SD
20 Implications The analysis of Criteria 12 and 13 have implications for HR professionals who are attempting to transform their operations by adopting value-added approaches. Research has shown that developing competency in strategic contribution can enhance the role of HR professionals as a strategic business partner, and thus, have an impact on their ability to connect with key stakeholders or help line managers deliver strategy through increased organizational capabilities. HR professionals are encouraged to adopt HR roles other the functional expert, and develop additional HR competencies before they will be able to transform HR operations from traditional HR functions to value- added service delivery functions (Kemper, 2001; Brault & Beckwith, 2003; Ulrich & Brockbank, 2005).
21 Question 3 Size: (F (4, 288) =.798, p =.528) Type: (F (2, 290) =.154, p =.857) Control: (F (2, 290) =.205, p =.815)
22 Implications The impetus for adopting value-added service delivery strategies may not be related to any institutional characteristics, or may be related to other institutional characteristics such as institutional culture. Because there were no differences in the level of value- added adoption between public and private institutions, it also would appear that the VPM is equally applicable to all types of institutions, institutions with different missions, and both small and large institutions. This would support the premise that the VPM, while developed within the private, corporate sector, can also be adapted to the public environment of higher education.
23 Limitations Snap Shot Picture in Time CEO Perspective Corporate terminology Response rate anomaly
24 Future Research How do the five elements interface during transition? Is there a natural progression of elements during transition? What did HR operations do differently when crafting HR practices from low value-added to high value-added? Do HR professionals need to transform themselves before moving from traditional to value-added? If so, what steps do they take during transformation? How is the level of value-added service delivery different for institutions of different cultures (Berquist, 1994) How do the 60 highly adapted HR operations compare to those in transition and those who had low ratings? What significant differences exist?
25 Conclusion A value-added paradigm of HR holds a great deal of prospect for the future of higher education HR. The results of this study support the applicability of the Value Proposition Model, and its potential to serve as a blueprint for HR transformation in higher education. HR has never before had an opportunity for greater influence in the organization. By taking a proactive approach to HR service delivery and adopting value-added approaches, HR professionals can have a direct and powerful influence on the future of their organization, and gain a seat at the higher education leadership table.