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Planning Human Resource Development and Continuing Professional Education Programs That Use Educational Technologies: Voices That Must be Heard

North Carolina Institute for Public Health at the Univesity of North Carolina-Chapel Hill School of Public Health; Department of Health Policy and Administration

Larry M. Dooley

Human Resource Development Program in Texas A&M University–s College of Education and Human Development; Board of the Academy of Human Resource Development(AHRD); Board of the Academy of Human Resource Development Foundation

The problem and the solution. Many human resource development and continuing professional education programs that use technology lack quality and are not fully implemented because development and delivery processes do not work well thereby alienating learners and/or faculty. Many others are implemented but not sustained, often because the program design is fundamentally unsustainable. One general way of describing the problem is to say that when planners design the program, processes, and business model, they often do not take into account the interests of all internal and external stakeholders. This article focuses on how planning models that foreground learning but neglect faculty, staff, and organizational interests undermine learning, because they undercut implementation and sustainability. Planning models that foreground and balance stakeholder interests support learning because they support implementation and sustainability.

Key Words: continuing professional education • human resource development • program planning models • technology

Advances in Developing Human Resources, Vol. 6, No. 1, 86-100 (2004)
DOI: 10.1177/1523422303260419


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