med culminating exit paper

Running head: UNCONVENTIONAL STRATEGIES FOR HR PROFESSIONALS 1

Unconventional Strategies for Human Resources Professionals

I Learned from the M.Ed. Program

Corina Sumaway CHRP, B.Comm., M.Ed.(c)

Faculty of Education, Brock University

St. Catharines, Ontario

UNCONVENTIONAL STRATEGIES FOR HR PROFESSIONALS 2

Abstract

This exit paper is a personal critical reflection of the tools and strategies that resonated

with me through the various courses I took in the Master’s of Education (M.Ed.) program as

a Human Resources (HR) professional. Through my journey in the program, I am able to

explore my goals, mission, values, embedded beliefs, and most importantly, my identity.

The critical reflections I wrote enlightened a newfound identity which infused my lived

experiences; thus influenced my constructivist, humanist, progressivist, and fundamentally

my holistic worldviews. My de-constructed personal narratives provided opportunities for

me to find the voice I suppressed as a child with separated parents with two (of three)

bipolar siblings, a college drop-out, and one lost HR practitioner.

As I opened my Pandora’s Box through the lens of my newfound identity, all

personal and professional baggages allowed me to see them from a whole positive

perspective. Given the strength in exploring my deepest emotions, I am able to focus on my

professional identity as an HR practitioner. I then start to question the strategies I can

utilize to improve my professional practice. I seek to find ways of engaging and leading

employees that ultimately affect organizational policies and practices.

In this paper, I will discuss the tools and strategies that not only HR professionals

can benefit from. I envision members and leaders in all organizations, as well as all

professionals to benefit from reading my paper which predominantly enhances finding

one’s professional and personal identity.


Acknowledgements

The M.Ed. program is a humbling and liberating experience for me. It helped me find my

voice as I entrenched my personal and professional experiences in the readings that

resonated with me and the reflections and personal narratives I wrote. However, I would

not be able to write this exit paper without the help of the following people who I could not

thank enough to make this happen.

First of, to my loving and supportive partner, Derek; you are my rock. As our third

year anniversary just passed, I could not be happier and feel complete. It feels like we have

been together for a while and I love the feeling of comfort every time we are together.

Thank you for your constant support, generosity, and uplifting spirit as we go through life

everyday together. I love you.

To my mom, we had our differences but those are all over now. I am grateful for all

the sacrifices you have endured for my siblings and I to have a good future.

To my father’s spirit, you have raised me well. I would not have been here if it

weren’t for your strength and support.

My sister Carmela and my brother Roderick, you both have instilled patience in me.

Our relationship is one that is full of love and understanding. Thank you for loving me

despite my stubbornness.

To Derek’s parents and family members, you all have been there for me since Derek

and I started dating. I can’t thank you enough for your support and understanding while

I’m completing my master’s.


To my professors, thank you for your patience in giving me feedback to improve

myself, not just my writing. I have become a better person and a lifelong learner through

your encouragements.

My M.Ed. closest friends, the master’s program wouldn’t be the same without you!

To God, thank you for your guidance and for making sure things work out in the end.


Table of Contents

Page #

Abstract ..................................................................................................................................................... 2

Acknowledgements .............................................................................................................................. 3

Who am I? ............................................................................................................................................................... 7

Background of the Problem ............................................................................................................................. 8

Problem Statement … ..................................................................................................................................... 9

Purpose of the Study ...................................................................................................................................... 9

Research Questions .......................................................................................................................................10

Rationale and Theoretical Framework ..................................................................................................10

Definitions of Terms .....................................................................................................................................11

Scope and Delimitations of the Study ....................................................................................................11

Outline of the Remainder of the Proposal ............................................................................................13

The Core Reflection Model ..............................................................................................................................13

My Personal Baggage ...................................................................................................................................13

My family (environment) ........................................................................................................................14

Myself (behaviours) ...................................................................................................................................15

Why I have Become? .....................................................................................................................................16

Feeling Incompetent ....................................................................................................................................16

Feeling competent (competencies) .....................................................................................................17

My Professional Identity .............................................................................................................................17

My mission ....................................................................................................................................................18

Other Theories Supporting the Core Reflection Model ...................................................................19


Holistic Education .........................................................................................................................................19

Transformational Learning Theory ........................................................................................................20

Cultural Proficiency Theory ......................................................................................................................21

HR as a Change Agent Reforming Organizational Culture .............................................................23

Discussions and Implications ....................................................................................................................24

Conclusion ........................................................................................................................................................25

References ........................................................................................................................................................28

Appendix ............................................................................................................................................................32

APPENDIX A: Canadian Unemployment Rate.....................................................................................32

APPENDIX B: Core Reflection Model .....................................................................................................33

APPENDIX C: An Aboriginal Approach to Learning .........................................................................34

APPENDIX D: An Aboriginal Person’s World View...........................................................................35

APPENDIX D: The Cultural Proficiency Continuum .........................................................................36


Unconventional Strategies for Human Resources Professionals I learned from the M.Ed.

Program

The quote by Katz, Aldrich, Welbourne, and Williams (2000) is nicely stated to

introduce the important role HR plays in organizations. Katz and colleagues wrote: “Human

resources are critical for new organizations in ways often unappreciated by researchers

who study only established organizations” (p. 7). As now soon-to-graduate master’s

student, I gained a clear understanding of the pivotal role research plays in today’s global

world. Having learned about adult education and the holistic theory, I found the gap in the

adult education literature exists in HR’s holistic role within the workplace. I argue that in

using the Core Reflection Model (CRM) to professionally and personally develop

employees, organizational leaders along with HR will gain a better understanding of their

employees in a holistic view.

This paper will demonstrate the need for HR professionals to explore the connection

between employees’ personal and professional identity using the CRM from a holistic

perspective. In light of the transformative learning and cultural proficiency theories, I aim

to demonstrate the critical role HR can play in today’s organization.

Who am I?

Graduating from George Brown College with an HR diploma in 2004, my overall

mission was to make a difference in the workplace using the policies and procedures

governing the employees. I had many insights to contribute to the overall HR strategy of my

department. However, my work experience did not actualize what I was hoping to achieve.

Instead, I was at the bottom of the totem pole working hard to get noticed by management.


I tried to make the best of the situation and learned from my colleagues. I felt like an

impostor in my role because I knew what I needed to do but I was not allowed to. Was I

inauthentic at times? Yes, like what a professor said, “I had to play the game.”

I could not just sit at my desk wondering when I would be able to make that

difference. This is why I pursued my undergrad in Management and later on, my M.Ed. with

a focus on Teaching, Learning, and Development. Ever since I stepped foot at George Brown

College, I have always enjoyed learning. I am a lifelong learner. The M.Ed. program shifted

my understanding of humanity from managing to embracing people immersed in their

learning, transformed or not. As Cranton (2002) stated: “We cannot teach transformation.

We often cannot identify how or why it happens. But we can teach as though the possibility

always exists that a [learner] will have a transformative experience” (p. 70). Thus, this

leads me to my topic of writing the need for HR to re-frame its role in organizations

through the holistic approach to teaching and learning. Holistic education helped me

“reframe” (Mabey, 2003) my understanding of what I believe to be a necessary paradigm

shift in the field of HR.

Background of the Problem

Bridle (2010) could not say it as eloquently as I could when he stated “HR has

become an escape route for many organizations and they dump the responsibility for

people issues on the HR department with an attitude of, “You deal with this while we get on

the real business” (p. 5). Another problem with the traditional perception of HR’s role in

organization is that: “HR has traditionally been thought of as a pure cost centre, not a profit

centre” (Patel, 2003, p. 26).


These problems permeate negative perceptions on the value that can be placed on

the role of HR within organizations. As an HR practitioner, I want to be equipped with tools

and strategies to develop, and perhaps change people’s epistemologies. I believe that

everyone is capable of change provided they are given some guidance and taught how to

reflect on their practice.

Problem Statement

I am always sceptical when I hear organizations claim that “people are the ultimate

source of competitive advantage in [their] business[es]” (Barron & Hannan, 2002, p. 29). If

this was true, why is unemployment still on the rise (see Appendix A)? Why is that I have

worked with a lot of miserable people in the workplace? Why are (some) executives over-

compensated when they just delegate a lot of the tasks to those under-compensated

employees? Why could I not stay longer at some of the workplace I have worked at? There

are so many more questions I have regarding power, inequality, and changes in the

workplace.

Although Cole and Knowles’ (2000) work is primarily concerning teachers, the

statement “teachers increasingly are challenged to do; little emphasis is placed on thinking,

challenging, or questioning educational policies or practices” (p. 49) is also applicable to

employees in organizations. I contend that this paper will lead me to answer the questions

above as well as address issues regarding employees’ frenetic life in the workplace.

Purpose of the Study

As an HR practitioner, I deem it necessary to change HR’s role to focus more on

strategies by looking holisitically within and outside the paradigm of the organization in


order to inform professional practice. A holistic view means looking at the external

environment that employees are involved in, as well as their inner selves. The M.Ed.

program enabled me look at “a range of interpretive lens” (Mabey, 2003, p. 432) equipping

me with tools I can use to affect change.

Research Questions

My overarching research question is: what are the strategies that HR professionals

can employ using the Core Reflection Model in order to engage employees? Ultimately, I

would like to positively affect organizational policies and practices and to conduct an action

research in the workplace I will be working at to improve employee performance. Also, I

have always wondered that could one of the many reasons why organizations fail is

because their lack of authentic concern on employees’ well-being? Further, I would have to

wonder if the following recommendations I will discuss in this paper will actually improve

employee performance in the organizations.

My overall objective is to positively affect employees’ professional as well as

personal lives as they are the ones that drive the business in organizations.

Rationale and Theoretical Framework

My theoretical framework is built around the Core Reflection Model (CRM) by

Korthagen and Vasalos (2005). The model encompasses the environment, behaviour,

competencies, beliefs, identity, and mission. I propose that each component be explored as

a professional (as well as personal) development tool for all employees in the organization

as it provides a holistic approach to develop employees. I will be including a personal


narrative I wrote from my Reflective Practice course in order to provide an example of

using the CRM and how it helped me find my mission as well as my professional identity.

Reflective practice is a helpful tool that HR practitioners, and other professionals,

need to know in order to be able to clearly think about strategies to perform their jobs

effectively as well as engage employees within organizations. By using the CRM, HR

practitioners will be able to identify employees’ missions and professional identities. This

will enable HR professionals to positively influence organizational members as they will

also be able to identify the significance of their roles within the organization. I am

suggesting that HR professionals also use the CRM as a professional development tool for

themselves in order to effectively use it for employees’ development.

Definitions of Terms

Holistic education: refers to a whole person within the context of his or her own

life—physically, emotionally, mentally, spiritually, and socially (Brown, n.d.). It is

addressing learning through the mind, body, and soul (Palmer & Scriber, 2007).

Onion model: is the same as the Core Reflection Model or CRM (see Appendix B).

Adult learner/Employee: is “a person old enough to be held responsible for his or her

acts” (Cranton, 2000, p. 6).

Scope and Delimitations of the Study

I would like to be able to write a paper that will offer “a great contribution to the

body of adult education [in the workplace] by presenting the power of aesthetic

dimensions of knowing, learning, and meaning making” (Kucukaydin, 2009. pp. 86-87). The

M.Ed. program provided opportunities for me to gain a better understanding of the human


psychology in order to influence people’s behaviours. This is an art in itself. My classes

which are focused on adult learning principles enabled me to have a greater awareness of

how I am going to deal with adults in the workplace. I believe I will be able to help educate

and train employees in the organization I will be working in; therefore, I will put the

theories that resonated with me to practice as an HR professional.

My intended audience is vast in nature. Specifically, I am calling out to adults in all

the workplaces to have a change of heart and mind in their desire to maintain status quo. I

would like to challenge them to question their epistemologies (and perhaps their

ontolgies); and hope that they gain power to change their ways of doing things that may be

stagnating their growth and development, not only within their workplace but also in their

personal lives.

I am cognisant of the difficulty in changing people’s behaviours, especially if they are

set in their ways. Therefore, I would agree with Kucukaydin (2008) when he stated:

If the reader might get an impression that I value one way of learning over another, I

must emphasize that I have no intention to dismiss or undermine any ways of

knowing. I only salute and espouse creativity in education, research, and learning. (p.

90).

This paper serves as an invitation to consider the path of personal growth as a

matter of choice (Senge, 1990, p. 172). I deem it necessary for professionals to be able to

connect who they are with what they do in order “to rejoin soul and role” (Palmer &

Scribner, 2007, p. 2).


Outline of the Remainder of the Proposal

In the remainder of the paper, I will discuss the Core Reflection Model and how I

was able to use each individual piece (i.e., environment, behaviour, competencies, beliefs,

identity, and mission) to find the meaning of my existence. Next, I will explore various

theories that helped synthesize my understanding of the holistic framework. They are: the

transformational learning theory, cultural proficiency theory, and change agent as

reformers of organizational culture. I approach each theory and concept by defining them

and explaining how I envision HR professionals to use them as professional development

tools.

The Core Reflection Model

In my Reflective Practice course with Dr. Loretta Howard, I was given the

opportunity to write about how I can apply the CRM to my personal and professional

practice. In order for HR practitioners to be able to effectively use it to develop employees,

they should first reflect and use it to find their mission(s) and professional identity(ies). By

being able to demonstrate authenticity in developing employees, resistance is less likely to

develop.

From the paper I wrote, I was able to identify personal baggages that led me to

pinpoint my mission and professional identity.

My Personal Baggage

“How often do we as educators and researchers alike believe we are being critically

reflexive in our practice when our true understanding of our subjectivities is in fact a

limited or surface-level perspective? (Taber, Howard, & Cope, 2010, p. 51). Changing one’s


concept of self (Dunn, 2002) is not going to be evident unless I am brutally honest with my

recollections of the past and not open to others’ feedback about my critical thinking. As

such, I am quoting Cole and Knowles (2000) when they said: “honesty is an important

precursor to real understanding” (p. 58).

In this section, I will discuss the two surface-levels (namely the environment and my

past behaviours) of the CRM based on my lived experiences.

My family (environment). My parents’ separation when I was six years old in the

Philippines resulted from my two older siblings’ (oldest brother and elder sister) diagnoses

of bipolar disease. Our home was consumed with problems, sadness and depression, and

anger at the same time. My mother left us to work in Hong Kong to become a domestic

worker. From my understanding, she could not bear the hardships of having four young

children at the age of 23 with a 25 year old husband still immature who liked to go out

drinking with his friends.

Reflecting on this now, I realize that this transformational experience (Mezirow,

1997) moulded my nurturing characteristic (Pratt & Collins, 2001) of being the caregiver

for my two older siblings and my (deceased) father. Although it felt like I was left without a

choice but to take responsibility to care for my family despite being the youngest, the “five

dimensions1” of my critical thinking developed at a very young age due to the chain of

1 The five dimensions are: (1) having a positive attitude towards learning, such as seeing

the value of learning something; (2) acquiring and integrating declarative knowledge

(knowing what) and procedural knowledge (knowing how); (3) refining and extending

knowledge such as finding analogies; (4) using knowledge for meaningful purposes, such as


events that happened since my mother left. I have come to understand that my

epistemological and ontological perspectives were the fruits of my experiences growing up.

However, this did not come without another piece of baggage—myself.

Myself (behaviours). At the time when my two siblings were experiencing

depression, I have realized that “individuals have different needs and concerns at different

times” (Burns, 1995 as cited in Dunn, 2002, p. 1). Prior to that however, I have always

thought that they were born smarter than I was and my second older brother. There were

four of us in the family—Roderick, Rommel, Carmela, and myself (in order). Roderick and

Carmela did not have to put a lot of effort in studying but they would always end up with

outstanding marks at school. Meanwhile, Rommel and I always had to work harder to

achieve good grades. I was my own worst enemy because I was jealous of my own siblings;

as Brookfield (2001) said: “Foucault reminds us that the enemy is sometimes ourselves” (p.

1). However, everything changed when Roderick and Carmela’s depressions started. My

empathetic soul (Regan, 2008) was saddened yet strong in order to support my siblings’

inability to deal with such emotional distress. As Boud (2001) said:

past experiences profoundly affect perceptions of what does and does not count as

important; they act as a way to sensitize us to some features of our world and blind us

to others, and they shape the intent we have that guides our priorities. (p. 12)

Dunn (2002) drew my attention on my own epistemologies that can either hinder or widen

my perspective in my journey towards learning—emotionally (Hargreaves, 2001; Weiss,

solving problems; and (5) developing productive habits of mind such as thinking creatively

(Brandt, 2000, p. 72).


2000), mindfully (Langer, 1989), spiritually (Fenwick & English, 2004; Groen, 2008), and

physically (Kinsella, 2007). Having experienced caring for Roderick and Carmela during

tough times enabled me to grow as a person—not just an individual member of my family.

Understanding some of the barriers to transformative learning enabled me to step

closer into moving on to becoming a reflective practitioner as a Human Resources

professional.

Why I have Become?

At 19 years of age, while at Ryerson University and having only been in Canada for

three years, I felt incompetent to move on in the Business Management program. I dropped

out after a semester and a half as I did not feel that I belonged there. Also with the passing

of my father in the Philippines on the same year, I felt like I was an impostor (Brookfield,

2002, p. 35; Howard, course notes, 2011) trying to be someone else when I was not ready

to be that someone yet. That someone who I had no idea of; all I knew was that I did not

want to be the person who felt isolated and lonely. I had unknowingly suppressed emotions

(Hargreaves, 2001; Patton, 2004; Weiss, 2000) I needed to deal with in order for me to

“enter the gateway to learning and memory” (Patton, p. 3).

Feeling Incompetent

After I dropped out of Ryerson I worked three part-time jobs for a year that paid

minimum wage. Keeping busy and remembering happy memories with my father enabled

me to move on and shifted my focus on the jobs I had. Career-wise, I needed the time to

figure out what I want to do at school that would eventually lead me to “spiritual

happiness” (Fenwick & English, 2004, p. 57). My own definition of spiritual happiness has


always been congruent with Groen’s (2008); “I profoundly believe that a spirituality […]

woven into our lives everyday and is directed toward a higher good can transform our

world into a place that is more compassionate and ethical” (p. 96). I took the time to be able

to answer what I thought of as life’s most important question at the time (Groen, 2008)

which is: “what is it that I want to do” (Sumaway, 2011, p. 8).

Feeling competent (competencies). I decided to enrol in the HR diploma program

at George Brown College (GBC). While at GBC, I was highly-motivated and certainly felt

competent to be in the program. I remained on the Dean’s List for six consecutive

semesters and graduated with honours in order to be able to start my career flawlessly.

Soon after, I experienced power struggle in the workplace which led me to question my

identity and the meaning of my existence.

My Professional Identity

My professional identity is built around the issues surrounding employees in the

workplace. The role of other(s) almost always affected the decisions I made. I learned the

word “Ubuntu” from Dr. Hilary Brown; it means “I am because we are.” In my search for a

newfound and transformed identity, Ubuntu resonated with me. Consumed with family

problems while growing up, I did not have the chance to seek out my personal identity. I

am now aware that in my determination to help my siblings through their depression, my

mission had been to assist and develop others. My experience of the paradox (Groen, 2008)

between the feelings of belongingness and power to be authentic (Cranton & Carusetta,

2004) brought up an enormous struggle within myself to be able to do what I want to do

(Korthagen & Vasalos, 2005). This paradox however somehow created a tension that


served as an “electric charge” for me to think creatively outside my boundaries (Groen,

2008).

My overarching research question grounds my motivation (i.e., my mission) to

explore unconventional HR strategies to affect change. Employees drive the business in all

organizations. The bottom line is that happy and healthy employees work towards the

betterment of the organization they are working with (as opposed to for). Reading the

article from Strategy+Business called “What are the Measures that Matter?” supports my

values to develop and empower employees. HR’s traditional role on this concept has been

to make employees happy by organizing events such as picnics and the like.

My mission. At the end of the day, I would like to be able to reflect and ask myself

whether I have made a difference in someone’s life. I remember having the t-shirt when I

was a teenager that says: “it is the little things that make the big things happen.” Now as

soon-to-graduate master’s student and HR practitioner, I want to be equipped with tools

and strategies to develop, and perhaps change employees’ epistemologies by role

modelling, mentoring, coaching, and training. It is worth mentioning again that I believe

everyone is capable of change provided they are given some guidance and taught how to

reflect on their practice. Again, I deem it necessary to change HR’s role to focus more on

strategies by looking holistically within and outside the boundaries of the organization in

order to inform professional practice.

To be able to utilize the Core Reflection Model effectively, employees need to be

given time to reflect and be guided on their reflections in order to alleviate negative

emotions associated with the recollections of the past. HR professionals need to remember


that the purpose of the CRM is to be able to identify employees’ professional identities and

missions to find the organizational-job fit criteria that will ultimately lead to productivity.

Other Theories Supporting the Core Reflection Model

In this section, first I will discuss the holistic education framework by Diane Hill

(1999) whose teachings primarily concerns Aboriginal education. Her teachings apply to

non-Aboriginal worldviews as I resonated with her work. Next, I will discuss the cultural

proficiency theory developed by Robins, Lindsey, Lindsey, and Terell (2006). I will then

discuss the transformational learning theory and the ten-step process that can be taught to

employees which can be a part of the organizational culture. Lastly, I will explore HR’s role

as a change agent to reform the organization’s culture.

Holistic Education

Hill’s (1999) cycle of learning (see Appendix C) is a four-step framework which is a

particularly relevant tool to use in influencing employees’ behaviours.

1. The first step is becoming aware of one’s needs relative to one’s self, family,

community, nation, and one’s place within the universe (i.e., the workplace) (see

Appendix D).

2. The second step is the person’s struggles with feelings or emotions due to the new

information known about one’s self, others, and other aspects of one’s total

environment. Sometimes, this “new information contradicts the assumptions,

beliefs, and attitudes that a person already holds” (Hill, p. 101). Moreover, during

this stage, “attitudes and beliefs often change through an internal struggle with the


contradictions present in one’s thoughts and emotions or feelings” (p. 101). Once

resolution is accomplished, the person moves on to the third step.

3. This is the stage wherein new knowledge constructs are formed.

4. “The fourth and final step occurs when a person integrates the new knowledge,

belief, and/or attitude into a new sense of self or self-concept” (p. 102).

A learning cycle completes a full circle when an individual is able to balance his/her

internal capacities and can preserve a new sense of self while facing the external

realities associated with one’s life. The cycle repeats itself with each new awareness,

need, or intuitive sense. (Hill, 1999, p. 102)

Hill’s (1999) teaching applies to non-Aboriginal employees in any organization. It is

similar to the transformational learning theory that involves a ten-step learning phase a

person goes during the process.

Transformational Learning Theory

To transform means to change. Nothing is constant but change; however, this does not

necessarily mean that it is an easy task. Change is a complex and possibly a lengthy process.

Cranton (2000) identifies transformational learning through the ten-step process, namely:

1. Disorienting dilemma triggered by cognitive dissonance;

2. Self-examination from negative to positive; emotions are high during this stage;

3. Experiencing a sense of alienation: the step where an individual experiences

“imposter syndrome” and “pompous2 syndrome” due to fear of being alone;

2 Pompous means pretentious.


4. Relating discontent to others: the step where one experiences barriers and

resistance to learning; this is when interventions are required;

5. Exploring options of new behaviour: individual needs support, encouragement and

reality check; therefore, reflection is critical to success;

6. Building confidence in new ways; this is when a person is less reliant on facilitator;

7. Planning a course of action occurs when he or she has built further confidence;

8. Knowledge to implement plans is when positive affect builds; one must be aware of

“neophyte3 syndrome”

9. Experimenting with new roles: is when the change in behaviour, thinking, and

feeling occur; and

10. Re-integration: is when the individual becomes part of the self (again).

Transformational learning needs to be taught to employees through organizational

orientation periods in order to guide new employees in their transition to their new role in

the workplace. This will help foster a sense of community belongingness as the employee

understands the empathy coming from his or her colleagues. The employee then becomes

more receptive to asking for help when needed.

Cultural Proficiency Theory

Robins and colleagues (2006) defined “culturally proficient instructors [as people

who] do not know everything there is to know, but they […] know what they need to know,

and they know how to ask for help” (p. 102). The cultural proficiency continuum ranges

from cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-

3 Neophyte means beginner.


competence, cultural competence, and cultural proficiency (see Appendix E). These various

definitions are practiced or part of an organization’s policy that may discreetly or

indiscreetly affect employees within that organization.

Cultural destructiveness is an organizational policy, practice, or behaviour that

effectively eliminates all evidence of other people’s cultures (Robins et al., 2007, p. 80).

Cultural incapacity is a practice that disempowers culturally different people with the

presumption that one culture is superior to others (p. 85). Cultural blindness is a behaviour

or policy that ignores existing cultural differences. For example, “people of goodwill speak

proudly of not seeing colour, just human beings” (p. 89). Cultural pre-competence

recognizes that an organization’s skills and practices are limited when interacting with

other cultural groups (p. 94). Cultural competence uses the essential elements4 of cultural

proficiency as the standard for an individual or organization (p. 98). Lastly, cultural

proficiency manifests in organizations and the people in it who value cultural differences,

who know how to learn about individual and organizational cultures, and how to interact

effectively with a variety of cultural groups (pp. 101-102). I believe that cultural

destructiveness, cultural incapacity, and cultural blindness can be shifted to the positive

right side of the continuum if people are more open to learning about different social and

cultural identities and inter-racial relationships.

4 The essential elements are: (1) assessing culture; (2) valuing diversity; (3) managing the

dynamics of difference; (4) adapting to diversity; and (5) institutionalizing cultural

knowledge (Robins et al., 2007, p. 98).


The cultural proficiency theory is a comprehensive professional and educational

development tool that HR can use to facilitate discussions during diversity training of

employees. I believe that organizations will benefit from knowing the cultural proficiency.

Once the employees become aware of destructive and blind behaviours that maybe

offensive to others, they will have a better understanding of what it means to be culturally

competent and ultimately be culturally proficient. For this training to be effective,

employees need to be mindful and respectful of colleagues’ emotions and body languages

in the workplace.

HR as a Change Agent Reforming Organizational Culture

To embed continuous improvement in employees’ practice means to be constantly

adaptable to change. In today’s economic conditions and changing workforce

demographics, employees need to be able to adapt to change quickly. HR needs to be the

constant change agent for the organization as they are the ones responsible for affecting

policy development governing employees. Senge (1990) coined the term learning

organization wherein he defines it as “continually expanding its capacity to create its

future” (p. 14). This needs to be a part of any organization’s culture if it wants to sustain

itself. Senge (1990) claims that we are the prisoners of our own thinking because as we

become experts in our jobs, we tend to create shortcuts and form habits and wishes based

on the belief that those habits and wishes are going to make our jobs and our lives much

easier.


One of the many ways to counter this is for HR practitioners to train employees to

become aware of the “tacit truths” humans take for granted. As Senge (1994) eloquently

stated:

The disciplines of shared vision, systems thinking, and team learning are specifically

aimed at changing organizations. In the end, the premise that organizations are the

product of our thinking and interacting is powerful and liberating. It suggests that

individuals and teams can affect even the most daunting organizational barriers.

These barriers didn’t appear on the landscape like natural formations […]. They were

created by people’s wishes, expectations, and habits. They remained in place because

they were reinforced and never challenged: eventually they become invisible, because

they were so taken for granted. (p. 48)

HR leaders as change agents need to lead and develop employees to continuously

improve the organization and empower employees. These noble acts will ensure that

employees are motivated to do their work. They are aware to give it their all because they

are more mindful of how their actions affect (positively or negatively) their colleagues and

ultimately the life of the organization.

Discussions and Implications

Employees are the core of every organization. They are critical stakeholders who

need to be given the time to reflect and know the meaning of their current roles. This will

drive them to perform to the best of their abilities because they know why they are there.

“People pursue excellence and strive for improvement because they believe in what they

are doing” (Schlechty, 1990, p. 108 as cited in Evans, 2001, p. 172).


Reflection will enable employees to “reform and transform” (Cole & Knowles, 2000, p.

49). The objective of the CRM and the theories discussed is for employees to realize that

they are a part of the larger whole—a learning organization that fosters personal mastery

(Senge, 1990). “Becoming a [professiona] is rooted in the personal” (Cole & Knowles, p.

27); therefore, it is imperative that employees know thyself (Brown, 2002) to find the

meaning of their existence.

The CRM provides a holistic view of employees’ values and beliefs, which need ample

consideration when running an organization. HR professionals need to know what makes

their employees tick, what motivates them, and how to authentically care for them. Also,

management needs to recognize that people come with personal baggages they carry along

with them to work every day. Being able to hear, and perhaps deal, with employees’

personal issues is worth looking into for professional growth.

There are various literature on learning organizations and change theories available.

However, organizations are not utilizing their HR team to help implement strategies I have

identified. Through time, ingraining such (theories into) practice in organizations will likely

create an impact in the organization’s bottom line.

With that said however, the identified strategies cannot be generalizable in all other

organizations (Creswell, 2008, p. 611). Perhaps some of the steps may be adapted but need

to be customized based on the organization’s needs and capacities. It would also depend on

the organization’s different priorities and management’s ability to look at empowering and

engaging employees from an educational point of view. Organizational leaders need to

evaluate the strategies I have outlined. They need to recognize that if such changes are


going to be implemented by HR, time and trial and error in implementing them need to be

considered.

Conclusion

The M.Ed. program provided many different breakthroughs for me to get to know

my epistemological and ontological perspectives as a HR practitioner and a learner. I

believe that the best way to affect change in people’s lives is to get to know my whole self

which largely includes my lived experiences. Perhaps this holistic view of myself and the

theories that resonated with me will enable me to positively influence adults in the

workplace who are seeking their identity in the midst of the organizational chaos they

experience daily.

This personal critical reflection demonstrated:

how I have somehow managed to endure political forces that underpin [systemic

barriers] and how I have attempted to negotiate my career path so that I teach in a

way that, in my experience, [will bring] meaning to the [people] I [will] work with. It

is about self-understanding. More simply put it is the ability to deconstruct my lived

experiences and make them more intelligible in relation to teaching [which is] a

learning practice I have embraced [and] one that I believe aligns with my identity and

integrity as a [HR practitioner]. (Brown, 2010, p. 21)

I have developed a voice that is congruent with my worldview by being honest with

myself as well as being open to my colleagues’ feedback about my reflections. Knowing the

purpose of my existence will enable me to affect positive changes in people’s lives. Being

able to research my own identity gives me the advantage to use the Core Reflection Model


as a professional development tool to employees as I demonstrate authenticity in sharing

my experiences with them.

The blurring of my past created an opening for my journey to acknowledge the

present and look towards the future that is consistent with my worldview. I do not have to

be inauthentic anymore because I know my professional identity and my mission. The

quote: “By and large we omit ourselves from the textual narratives that we produce”

(Coloma, 2008, p. 12) resonated with me because I believe that we are what we think we

are based on the stories we tell. It is important to find ways to connect with others who we

can share our lives and our stories with in order to find the meaning of our existence.


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Appendix

APPENDIX A: Canadian Unemployment Rate

Figure 1. Unemployment Rate in Canada in between 2006 to 2010.

(Statistics Canada, 2010)

(Source: Statistics Canada, 2010)


APPENDIX B: Core Reflection Model

Note. The Onion Model is taken from Korthagen & Vasalos, 2005, p. 54.


APPENDIX C: An Aboriginal Approach to Learning

Note. The Holistic Model is taken from Hill, 1999, p. 100.


APPENDIX D: An Aboriginal Person’s World View

Note. This model is taken from Hill, 1999, p. 91.


APPENDIX E: The Cultural Proficiency Continuum

Cultural

Destructiveness

Cultural

Incapacity

Cultural

Blindness

Cultural Pre-

Competence

Cultural

Competence

Cultural

Proficiency

Policy, practice, or

behaviour that

effectively eliminates

all vestiges

(evidence) of other

people’s cultures

- Part of prevailing practice

Policy, practice,

or behaviour

that presumes

one culture is

superior to

others

- Behaviours disempower culturally different people

Policy, practice,

or behaviour

that ignores

existing cultural

differences or

that considers

such differences

as

inconsequential

- People of goodwill speak proudly of “not seeing colour, just human beings

Recognize that their

skills and practices

are limited when

interacting with

other cultural groups

- People that may have made some changes in their approaches to diversity issues, but are aware of needing assistance & more info

Policy, practice,

or behaviour

that uses the

essential

elements of

cultural

proficiency as

the standard for

individual or

organization

- Assessing culture, valuing & adapting diversity, managing dynamic, & institutionalizing cultural knowledge

Manifest in

organizations and

people who

esteem culture,

who know how to

learn about

individual and

organizational

cultures, & who

interact effectively

with a variety of

cultural groups

- Not a destination, but, rather, a way of being (i.e., ontology)

Note. The terms and definitions are from Robins et al., 2006.

med culminating exit paper

Documents

hr professionals

unconventional strategies

personal identity

professional identity

professional experiences

newfound identity

ones professional

professional baggages