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The Chief Learning Officer: Pursuing a Grounded Theory Of THE CHIEF LEARNING OFFICER: PURSUING A GROUNDED THEORY OF EXECUTIVE LEADERSHIP AT THE TOP OF THE HUMAN RESOURCE DEVELOPMENT FIELD Thesis submitted for the degree of Doctorate in Social Science. at the University of Leicester by Richard C. Douglas, B.A. (USNY), MBA (National), PhD (Union) Centre for Labour Market Studies University of Leicester December 1, 2014 ii Abstract THE CHIEF LEARNING OFFICER: PURSUING A GROUNDED THEORY OF EXECUTIVE LEADERSHIP AT THE TOP OF THE HUMAN RESOURCE DEVELOPMENT FIELD The Chief Learning Officer (CLO) of an organization is the executive responsible for learning and workplace performance, and is often a member of its top management team. Practicing human resource development (HRD) strategically, the CLO creates and conducts learning and development activities designed to increase workers’ capabilities and outcomes. This thesis establishes a theoretical description of the path HRD practitioners take to become CLOs, examines how they perform strategic HRD and where they go when finished in that role, and delineates the structure-agency dynamics they function within. Additionally, the thesis explores and explains the CLO phenomenon through the use of sociological theories of structure and agency. Particularly, it applies strong structuration theory to the CLO. Combining these theories provides a thorough theoretical explanation of the basic social process of the CLO phenomenon, grounded in the data. Using grounded theory as its qualitative research method, it gathers and analyzes the lived experiences of CLOs. The results from 20 semi-structured interviews with current and former CLOs are presented and analyzed to explore how HRD practitioners become CLOs, how CLOs practice strategic HRD, and where CLOs go in their careers. A foundational theoretical model for the CLO is offered, which includes several contributing theories. It is demonstrated that CLOs are constructing their roles and the social structures while simultaneously performing in them. Also, CLOs are shown to come from a variety of vocational backgrounds with varying degrees of experience in HR. They practice strategically whether or not they are members of their organizations’ top management teams. When they leave the CLO role, they also tend to move away from organizationally defined careers and towards self- defined ways of practice. Also offered are recommendations for further research and implications for HRD scholarship and practice. iii Acknowledgements The author wishes to express his deep appreciation to several individuals and organizations that were vital in the process of this thesis and its outcomes. Chief Learning Officer magazine was vital in identifying potential participants for the study, as were the Federal Chief Learning Officer Council and the heads of several chapters of the American Society for Training and Development. Thanks also to Ms. Susan Walker and the rest of the staff at the Centre for Labour Market Studies for their inspiration and support throughout. The author’s thesis advisor, Dr. Jason Hughes, earns particular praise for his patience and in challenging the author throughout the process to produce the best research possible. Finally, heartfelt thanks go to the author’s wife, Paula, without whose love, support, and understanding this thesis would not have been completed. iv Table of Contents Abstract ii Acknowledgements iii List of Tables and Figures v Chapter 1—Introduction to the Topic 1 Chapter 2—Literature Review 21 Chapter 3—Research Method 39 Chapter 4— The Chief Learning Officer Described 58 Chapter 5— Analysis, Conclusions, Limitations, and Recommendations 107 References 120 Appendices Appendix 1—Codes and Categories 159 Appendix 2—Participants’ Invitation 161 Appendix 3—Project Description 162 Appendix 4—Interview Questionnaire 163 Appendix 5—Participant Consent 164 v List of Figures and Tables Figures Figure 2-1. Theories Contributing to the Chief Learning Officer Phenomenon 21 Figure 3-1. Data Gathering and Analysis Process 44 Figure 4-1 Basic CLO Model 58 Figure 4-2. The Chief Learning Officer Theoretical Model—Category 1 and 61 Axial Code 1-2 Figure 4-3. The Chief Learning Officer Theoretical Model—Category 2 and 64 Axial Code 2-3 Figure 4-4. The Chief Learning Officer Theoretical Model—Category 3 71 Figure 4-5. The Chief Learning Officer Theoretical Model—Axial Code 3-4 96 and Category 4 Figure 4-6 Basic CLO Model 106 Tables Table 1. Coding Structure 44 Table 2. Participant Characteristics 51 1 Chapter 1—Introduction to the Topic Overview of the Results—Putting the Ending at the Beginning Organizations and businesses are placing greater emphasis on understanding the value of learning and performance in the workplace, as well as the need to make investments to improve performance (Elkeles & Phillips, 2007). Increasingly, the person responsible for managing this is the Chief Learning Officer, or CLO (Elkeles & Phillips, 2007). The CLO role, along with the people who fill it, is the topic of this thesis. This thesis considers several questions related to the CLO role. The research was undertaken because of the seeming emergence of this new CLO phenomenon. “Seeming” because the big question is, does the CLO represent a new type and level of human resource development (HRD) practitioner? Or is it just a new title, “old wine in new bottles”? From that initial question, several others emerged, along with the data needed to answer them. What is the Chief Learning officer, and can it be researched as a social group? This chapter will conclude that yes, the CLO is a researchable phenomenon. It will also show that it is not just a new title for training managers, but instead represents a new way of practicing HRD. The substantial literature review in Chapter 2 answers the question of what makes the Chief Learning Officer distinct from other HRD practitioners. HRD literature is examined to establish the context for the CLO’s practice. The question of whether or not the CLO should or can be on the organization’s top management team (TMT) with other ‘C-level’ executives is examined as well. Particular emphasis was given to strategic human resource development (SHRD) (McCracken & Wallace, 2000). It is the practice of SHRD by the CLO that suggests a distinct and unique HRD role for the CLO (Harburg, 2007). This is clearly demonstrated in Chapter 4, where 19 of 20 study participants were shown to be practicing SHRD, whether or not they held a position on their respective organizations’ TMTs. By identifying this gap in the literature, Chapter 3 provides the rationale for the best method to answer the research questions outlined above. Because the CLO is an emergent phenomenon, there is not a great deal of extant literature on it. This indicated an inductive approach—gathering data towards building theory—would be most effective. The inductive approach also gave room to emergent concepts unanticipated at 2 the outset of the research. Using constructive grounded theory methods (Charmaz, 2006) encouraged an open-ended inquiry using semi-structured interviews with current and former CLOs. This, in turn, produced complex and highly varied life stories from these extremely qualified participants. A qualitative analysis of data provided was analyzed using a coding and theory building paradigm (Saldana, 2009), which led to a description of the CLO phenomenon in Chapter 4. The description could have emerged in a variety of ways. For example, a model of the CLO could be competency-based (Navickas, 2005) or described by a set of roles CLOs perform (Bersin, 2009). Yet, because of the inductive approach used, and the semi-structured nature of the interviews—including the types of questions asked (See Appendix 4)—the participants were encouraged to tell their work life stories. This, in turn, led to a model based on the career development of the CLO, not merely a description of being one. This model describes the process of becoming and then being a CLO, as well as where CLOs go after leaving the role. Still, the model was descriptive. In Chapter 5, a deeper understanding of the dynamics involved with the phenomenon was sought—“What is actually happening here?” In grounded theory, this is referred to the Basic Social Process (BSP; Glaser & Strauss, 1967). Examining the actors (CLOs acting as ‘agents’) operating in their environments (“structure”) (Smith & Madon, 2007) led to a review of sociological theories regarding structure and agency (Stones, 1998). Structure and agency are ontological assumptions under which this thesis operates (Smith & Madon, 2007). “Social structures are the rules and resources implicated in action by agents” (Yuthas, Dillard, & Rogers, 2004, p. 230). Agency is the ability of a person (an agent) to choose to act within the structure (Yuthas et al., 2004). So, structure is the environment in which the agent acts. Bourdieu’s ‘habitus’ (Nash, 1999) was considered initially. While this theory helps one understand how structures limit agency, it does not fully explain the agent’s impact on the structure. For example, during the course of the research, a key finding emerged: CLOs often created their positions in their organizations and were continuously working to buttress the establishment of it as a strategic contributor to the success of their respective organizations. It is as if the CLO was a train engineer faced with driving the train while simultaneously laying down the train tracks. This back-and- forth between the CLO and his/her structures (organizational and professional) could be better understood by ‘structuration’ theory (Giddens, 1984). In structuration, the agent’s 3 contributions and changes to the structure are considered alongside the impact and limitations the structure poses to the agent. Unfortunately, as an ontology, structuration is limited in its use in analyzing a phenomenon (Cohen, 1998). Something more robust was needed to explain and understand the phenomenon’s BSP: ‘strong structuration.’ Described in greater detail in Chapter 5, strong structuration provides the best fit for the CLO phenomenon, especially when described as a career development model.
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