Certification and the branding of HRD

F O R U M

Certification and the Branding of HRD

Saul Carliner

Although calls continue to establish certification, several certifications forhuman resource development (HRD) practitioners already exist, although noneuse the name HRD. This Forum explores what those certification programs are and what their availability means to the development of the HRD brand(the impressions of the service derived from its symbolism, meanings, mes-sages, and personifications). Certification is a voluntary credential in which athird-party assessor validates competence in a particular field. Six certificationsand one diploma currently exist in HRD; related certifications exist in humanresources (HR). That so many certifications exist has these implications for thebrand HRD. Certification does not act as a gatekeeper for access to work in the field. Although certification programs recognize degrees in HRD, degreesare not required. Such recognition focuses on coverage of competencies in thecurriculum, not program excellence. Limited academic involvement exists inmost certification programs. Despite the number of certifications, their simi-larities outweigh their differences. But the only way these certification pro-grams can ultimately benefit the profession is by acting collaboratively ratherthan competitively.

Introduction

In his second-quarter 2009 Forum for HRD Quarterly, William Kahnweileraddressed the current state of development of the profession, commenting that,“If there were a process that certified HRD practitioners, this could providesome assurance to those who employ or engage HRD professionals as consul-tants that individuals possess at least rudimentary knowledge and skills topractice HRD effectively” (p. 226). Swanson and Holton (2009) are moredirect: “The HRD profession is challenged to establish standards for providersand consumers in this realm in order to sort out the HRD charlatans. Certifi-cation is one option” (p. 457).

In the most literal use of terminology, no one certifies HRD practitioners. Butif the concept of certifying HRD professionals is expanded to include trainers,

HUMAN RESOURCE DEVELOPMENT QUARTERLY, vol. 23, no. 3, Fall 2012 © Wiley Periodicals, Inc.Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/hrdq.21126 411

412 Carliner

HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq

learning and development specialists, performance technologists, and humanresource professionals, then several certification programs exist, although noneuses the term HRD nor has an affiliation with the Academy of Human ResourceDevelopment (AHRD).

Furthermore, the availability of these certifications plays a significant role in the branding of HRD. Branding is “the sum of the total impressions”(Herzog, 1973, reported in Dobni & Zinkhan, 1990) of a product or service.Among the relevant characteristics of a brand are symbolism, meanings andmessages, and personification of the brand (Dobni & Zinkhan, 1990).

What are those certification programs and what does their availabilitymean to the development of the HRD brand? This Forum explores thoseissues. It provides an overview of certifications available to practitioners in thefield, then it identifies the questions raised by the availability of those certifi-cations to the development of an HRD profession and the implications of thosequestions to the brand HRD. But first, to ensure that readers have a commondefinition of certification, this Forum defines the term and describes its useamong practicing professionals in the field.

About Certifications

Certification is the validation of demonstrated competence in a particular fieldby a third-party assessor (Hale, 2000). Certification candidates demonstratecompetence through one or more of these means:

• Passing examinations that demonstrate familiarity with a body of knowledgecentral to the field.

• Demonstrating skills according to criteria identified and assessed by exter-nal assessors.

• Preparing a portfolio for evaluation by external assessors and that validatesthe originality of the work.

These assessments are based on a body of knowledge, a set of skills and con-cepts with which all workers practicing a particular occupation should befamiliar. In many instances, the body of knowledge is expressed as a set ofcompetencies needed to competently perform the work.

Candidates who successfully complete a certification process are requiredto adhere to the code of ethics for their profession. Most certification programsalso require that professionals maintain their certification by participating inongoing professional development activities or retaking the certification exam.

Certification is voluntary, both on the part of the candidate, who canchoose whether to seek it, and on the part of employers, who can choosewhether to recognize the certification when hiring and promoting individuals.Emphasizing the voluntary nature of certification, ASTD promotes its CertifiedProfessional in Learning & Performance (CPLP) by noting, “It may not be

Certification and the Branding of HRD 413


required but it’s still the right thing to do. Do what you can to show the valueof learning. . . . Get your CPLP!” (American Society for Training and Develop-ment [ASTD], 2010).

Certifications contrast with certificates (which confirm completion of aneducational program), licenses (which governments require to practice certainoccupations), and accreditation (in which a third-party validates that an aca-demic program meets certain qualifications and provides formal recognitionof that program).

Certifications Available in HRD

Although none specifically uses the name HRD in their name or literature,several voluntary certifications serve practicing professionals in HRD. In thepast 10 years alone, professional associations have introduced at least threerelevant certifications. These join four that existed before, as well as broadercertifications addressing the entire field of human resources that were firstintroduced in the United States in 1973 (HR Certification Institute, 2010a)and before the 1990s in Canada (Canadian Council of Human Resource Asso-ciations, 2010).

These certifications include:

• Associate Membership, Specialization in Learning and Development, CharteredInstitute for Personnel Development (CIPD), a certification for a person work-ing in the United Kingdom who works “in a role giving vital support to thekey areas of HR (central HR, learning and development or another profes-sional area of HR). They use their specialist HR skills and knowledge to sup-port HR leaders and managers” (CIPD, 2010a). The CIPD certificationprocess involves first completing the Certificate in Learning and Develop-ment Practice program and reaching minimum levels of work experience.When eligible, practicing professionals participate in a “work-based Profes-sional Assessment of Competence,” which involves “one to one interviewswith an assigned adviser from [a] centre, work-based evidence, a 7,000word Management Research Report on a subject of [their] choice, and evi-dence of [their] Continuing Professional Development (CPD)” (CIPD,2010b).

• Certified Performance Technologist (CPT), the certification offered by the Inter-national Society for Performance Improvement (ISPI), which “recognize[s]practitioners who have demonstrated proficiency in the Standards of Per-formance Technology and . . . promote the adoption of the Standardsthroughout the profession” (ISPI, 2009). Certification involves evaluationof a portfolio. Candidates submit:

a detailed description of work performed in multiple projects in a mannerthat demonstrates the use of each of the Standards with attestations from

414 Carliner


internal/external clients or supervisors. A qualified reviewer will review all thedocumentation received from a candidate and determine if all requirementshave been met. (ISPI, 2009)

Only candidates with at least three years’ experience in the field canapply for certification. Upon receiving certification, candidates mustformally commit to upholding the ISPI Code of Ethics and to recertifyonce every three years.

• Certified Professional in Learning and Performance (CPLP), the certificationprogram of the American Society for Training and Development (ASTD),which “equips [practicing professionals] with the tools to be the best in thefield and lets employers know that [they] have real world, practical exper-tise that can be readily applied to the current work environment. CPLP gives[them] the capability, credibility and confidence to be a high performingcontributor in [their] organization[s]” (ASTD Certification Institute, 2009).Candidates achieve certification by passing a two-part assessment thataddresses these areas of competency: designing learning, delivering train-ing, improving human performance, measuring and evaluating, facilitatingorganizational change, and managing the learning function. The first partof the assessment is a computerized knowledge exam that assesses generalknowledge of all six areas of competency. The second part is a skills assess-ment, in which candidates demonstrate their in-depth proficiency with oneof the areas of competency. Candidates submit work products that addressestablished criteria as well as a supporting statement that explains particu-lar aspects of the work sample. Certification is valid for three years; the orga-nization offers a recertification process.

• Certified Technical Trainer� (CTT), offered by CompTIA, an associationthat administers certifications for information technology (IT) profession-als. This certification recognizes “that an instructor has attained a stan-dard of excellence in the training industry” (CompTIA, n.d., p. 3.).Specifically, it certifies a competency as both a classroom and virtualclassroom instructor. Like the CPLP, receiving the CTT involves a knowl-edge exam (test) and a skill demonstration. Candidate materials for thecertification do not mention an expiration to the certification, or a recer-tification requirement.

• Certified Training and Development Professional (CTDP), the certificationoffered by the Canadian Society for Training and Development (CSTD),which “demonstrates [that the candidate has] a thorough understanding ofthe common body of knowledge of our profession” (CSTD, 2009). Certifi-cation can be achieved through examination-based or portfolio assessments.Both approaches assess five areas of competency: analysis, design, facilita-tion, transfer of training, and evaluation. Applicants who choose the exam-ination take a two-part exam much like the CPLP and CTT: a knowledgeexam, a computerized multiple-choice test that assesses general knowledge

of all five competency areas, and a skills demonstration, in which candidatesdemonstrate their in-depth proficiency with one of the areas of competency.Applicants who choose the portfolio assessment submit a summary of theirqualifications and provide work products (along with verification of authen-ticity) to demonstrate their competencies. Certified professionals mustrenew their certification every three years. Only applicants with three years’or more of work experience are eligible for the examination-based assess-ment; applicants must have a minimum of 10 years’ experience to apply fora portfolio assessment.

• Certified Training Practitioner (CTP), which is a second certification offeredby the Canadian Society for Training and Development, intended primarilyfor full- and part-time instructors (as opposed to training and developmentprofessionals who, under the CSTD definition, also design, manage, evalu-ate, coach, or administer training). The certification process is nearly iden-tical to that of the Certified Training and Development Professional, with afew differences. The knowledge exam and skills demonstration only addressthe facilitation competency (the CTDP process assesses the four other com-petencies).

• Diploma in Training and Development, which is offered by the Indian Societyfor Training and Development. In the context of this article, such a diplomawould be similar to a certificate. This 18-month correspondence program isintended “to meet the long felt need for skill formation in learning/training skills”(Indian Society for Training and Development, 2003a). Students take a pre-scribed set of courses through correspondence, submit several assignments—including theory papers and responses—take examinations, and completean internship (Indian Society for Training and Development, 2003b). Onlythose who already meet eligibility criteria (such as a postgraduate degree oranother professional designation) can take the course. The Indian Ministryof Human Resource Development recognizes this diploma as a qualificationto “superior posts” (Indian Society for Training and Development, 2003c).

• Certifications available to HR practitioners. In addition to the certificationsavailable in training and performance, HRD practitioners can also choose tocertify in the broader field of Human Resources, which covers both humanresource management (HRM) and HRD. Certifications include the Profes-sional in Human Resources (PHR), Senior Professional in Human Resources(SPHR), and Global Professional in Human Resources (GPHR), sponsoredby the U.S.-based HR Certification Institute, the certification arm of theSociety for Human Resource Management (SHRM).

The challenge to HRD practitioners seeking these broader HR certifica-tions is that HR certifications address all of the topics in human resources. Forexample, the HR Certification Institute exams cover strategic management,workforce planning and employment, total rewards, employee and labor relations,risk management, and core knowledge, in addition to HRD (HR Certification



416 Carliner

Institute, 2010b). The Canadian exams cover professional practice in humanresources, organization effectiveness, staffing, employee and labor relations,total compensation, workplace health and safety, and human resources infor-mation management (Canadian Council of Human Resource Associations,2009b). HRD-related questions comprise less than 20 percent of the examina-tion on both of these exams.

The certifications are further customized to address laws and conditionsin local markets. For example, the HR Certification Institute offers specializedversions of its PHR and SPHR designations for California, and the CanadianCouncil of Human Resource Associations offers varieties of its exam for Ontarioand Quebec (in addition to translating the exam into French for Quebec).

Implications for the Brand of Human ResourceDevelopment

On the one hand, anecdotal evidence suggests that employers are open to cer-tification as a preferred credential. For example, in reports to her board, CSTDPresident Lynn Johnston (2010) notes that many employers posting jobsthrough CSTD list certification as a preferred credential, and several employ-ers have adopted the CSTD competency model as a framework for defining thejobs of their learning and development staffs.

On the other hand, the presence of so many certifications raises more fun-damental issues. The first is confusion of certification, which is voluntary, withlicensure, which is not. Licensure is usually compulsory to practice in a field.Governments require licenses to practice certain professions, especially thosein which the potential for physical or financial risk to the recipient of the ser-vice is high. Licensure usually acts as a barrier to entry, which certification gen-erally does not.

Another issue raised by the certifications is that none except for the CIPDcertification require a degree in HRD or a related field to participate in the cer-tification process. However, the CSTD certification program has a formalmeans of recognizing academic programs that cover its competency model intheir curricula. CSTD reduces the residency requirements for applicants whohold degrees from recognized institutions. Note that recognition is not han-dled by an academic committee and focuses solely on the extent to which acurriculum covers the competencies addressed by the certification program.Because recognition solely focuses on the coverage of the competency modelin the curriculum, they do not address the Standards for HRD Program Excel-lence (Chalofsky et al., 2008) established by the Academy of HRD. Nor doesrecognition intend to promote program excellence; doing so is beyond thescope and resources of the certifying organizations.

Other implications of certification raise questions about the “brand” ofHRD. If one of the elements of brand recognition is consistency in terminology,then the use of so many different names for all of the different certifications is


not likely to build the image of the profession as a whole. Furthermore, theabsence of human resource development from any of these names could poseadditional problems to building the “brand” of HRD outside of academia.Indeed, one recent HRD graduate noted the lack of jobs with the name HRD intheir titles (Sepulveda & Nafukho, 2011). Although admittedly a singular anec-dote, the fact that none of the certifications uses the name HRD suggests thatthis reality is the manifestation of larger distinctions in how the profession isbranded.

These differences in terminology mask underlying similarities andapproaches. The certifications tend to fall into one of two broad categories: cer-tification for classroom instructors and certification for more broadly focusedprofessionals, who must demonstrate their competency with a systematicapproach to the design and delivery of HRD programs. All require demonstra-tion of skill rather than the mere passing of a test.

That contrasts with the certifications in human resources. Although thename of these certifications is closer to HRD, their focus goes well beyondHRD. Within the broader framework of HRD, development plays a limitedrole. As noted earlier, less than 20 percent of any of the exam questions coverHRD issues.

More significantly, in the CIPD scheme, HRD professionals are second-tiermembers. Unless these professionals assume responsibilities with a broaderHR focus, they cannot move up the certification ladder.

If HRD professionals see certification as a means toward building the pro-fession, then, continued pursuit of separate certification programs might notbe in the long-term best interests of these groups. Only collaboration will. Suchcollaboration involves developing common visions of the “brand” of HRD—not only in the abstract sense but in terms of the tangible brand identity it pre-sents to others in the field and to those outside of the profession.

HRD need look no further than the field of HR for models of collaborationon certification-related issues. For example, a North American organizationprovides a means of coordinating certifications among organizations in Canada,Mexico, and the USA; a corresponding international organization, the WorldFederation of People Management Associations, provides a framework for shar-ing information about certification programs around the world.

But the most essential characteristic of promoting a brand identity isawareness by the academic community of the activities of the professionalcommunity, and vice versa. With so many certifications, the challenges are notfinding “a process that certified HRD practitioners [to] provide some assuranceto those who employ or engage HRD professionals as consultants that individ-uals possess at least rudimentary knowledge and skills to practice HRD effec-tively” (Kahnweiler, 2009, p. 226) nor “establish[ing] standards for providersand consumers in this realm in order to sort out the HRD charlatans [with] cer-tification [a]s one option” (Swanson & Holton, 2009, p.457) but, rather, howlinked are the efforts of various parties—practicing professionals and academics,



418 Carliner

and different professional associations—in working toward the common goal.If the situation in certification provides any insights, the different parties areonly marginally aware of one another’s efforts, and those efforts work at crosspurposes. And that ignorance and inward focus undermines the greater goal.

References

American Society for Training and Development. (2010). It may not be required. RetrievedNovember 29, 2010, from http://www.astd.org/content/ASTDcertification/

American Society for Training and Development Certification Institute. (2009). Looking to bethe best? CPLP is your ticket to success! Retrieved January 3, 2010, from http://www.astd.org/content/ASTDcertification/

Canadian Council of Human Resource Associations. (2009a). What is the CHRP designation?Retrieved January 3, 2010, from http://www.cchra.ca/Web/certification/content.aspx?f�29771

Canadian Council of Human Resource Associations. (2010.) About us. Retrieved January 3, 2010,from http://www.cchra.ca/Web/CCHRA/content.aspx?f�29752

Canadian Society for Training and Development. (2009). Certification. Retrieved January 3, 2010,from http://www.cstd.ca/ProfessionalDevelopment/Certification/tabid/231/Default.aspx

Chalofsky, N., Ruona, W. E. A., Dooley, L., Hatcher, T., Jacobs, R., Kuchinke, K. P., . . . Marsick, V.(2008). Academy of Human Resource Development standards for HRD graduate programexcellence. Academy of Human Resource Development.

Chartered Institute for Personnel and Development. (2010a). Introducing new Associate mem-ber (Assoc CIPD), New CIPD Membership, Chartered Institute for Personnel and Develop-ment website. Retrieved May 7, 2010, from http://www.cipd.co.uk/Membership/transformingmembership/New-membership-criteria/about-new-Associate.htm

Chartered Institute for Personnel and Development. (2010b). Professional Assessment of Com-petence (PAC). Chartered Institute for Personnel and Development website. Retrieved May 7,2010, from http://www.cipd.co.uk/Membership/choose/pac.htm

CompTIA. (n.d.). CompTIA CTT � candidate handbook of information classroom trainer certi-fication. Oakbrook Terrace, IL: Author.

Dobni, D., & Zinkhan, G. M. (1990). In search of brand image: A foundation analysis. In M. E.Goldberg. G. Gorn, & R. W. Pollay (Eds.), Advances in consumer research (Vol. 17, pp. 110–119). Provo, UT: Association for Consumer Research.

Hale, J. (2000). Performance-based certification: How to design a valid, defensible, and cost effectiveprogram. San Francisco, CA: Jossey-Bass/Pfeiffer.

HR Certification Institute. (2010a). A history of the HR Certification Institute. Retrieved January3, 2010, from http://www.hrci.org/aboutus/history/

HR Certification Institute. (2010b). PHR /SPHR body of knowledge, Appendix A—PHR/SPHRtest specifications. Retrieved January 3, 2010, from http://www.hrci.org/certification/bok/nbok/

Indian Society for Training and Development. (2003a). ISTD diploma: An introduction. RetrievedJanuary 3, 2010, from http://www.istddiploma.org/diploma.asp

Indian Society for Training and Development. (2003b). ISTD diploma: Course structure.Retrieved January 3, 2010, from http://www.istddiploma.org/content.asp

Indian Society for Training and Development. (2003c). ISTD diploma: Employers and profes-sional recognition. Retrieved January 3, 2010, from http://www.istddiploma.org/govt.asp

International Society for Performance Improvement. (2009). CPT FAQs. Retrieved January 3,2010, from http://www.ispi.org/content.aspx?id�426

Johnston, L. (2010). Report to the Board of the Canadian Society for Training and Development.Toronto, Canada.

Kahnweiler , W. M. (2009). HRD as a profession: Current status and future directions. HumanResource Development Quarterly, 20(2), 219–229.


Sepulveda, C., Jr., & Nafukho, F. M. (2011, February 24). Exploring the differences, similarities,and relationships between HRD and HRM disciplines. 2011 Academy of Human ResourceDevelopment Research Conference in the Americas. Schaumburg, IL.

Swanson, R. A., & Holton, E. F. (2009). Foundations of human resource development (2nd ed.). SanFrancisco, CA: Berrett-Koehler.

Saul Carliner is director of the Educational Doctoral Program and an associate professor at Concordia University in Montreal.



Documents

Certification and the branding of HRD