Chief Human Resource Officers in Higher Education: An Examination of Conceptual HR Work and Its Applicability to Academic CHROs

摘要

Purpose: The purpose of this study was to examine the effectiveness of chief human resource officers in higher education. More specifically, examine the roles, competencies, and leadership styles CHROs in higher education call upon to effectively lead and manage the HR function.;Conceptual Frameworks: To properly frame, conceptualize, and operationalize the study, three frameworks were utilized. The three frameworks included: a) the Typology of CHRO Roles developed by Patrick M. Wright, b) the HR Competency Model (Round 6) proposed and developed by Dave Ulrich and Wayne Brockbank, and c) the Full Range Leadership Model developed by Bruce Avolio and Bernard M. Bass.;Methodology: A 70-item questionnaire (survey) distributed nationally via Qualtrics was used to collect data from chief human resource officers employed at: Associate's Colleges, Baccalaureate Colleges, Master's Colleges/Universities, Doctoral-Granting Universities, and Special Focus Institutions. To address research questions and corresponding hypotheses three types of statistical techniques (i.e. descriptive, correlational, and inferential) were utilized.;Findings: Descriptive statistical analysis revealed CHROs in higher education: a) play four roles to effectively lead and manage the HR function: HR Leader, workforce sensor, talent architect, and strategic advisor; b) master six competencies to effectively lead and manage the HR function: credible activist, strategic positioner, capability builder, technology proponent, HR innovator/integrator, and change champion; and c) adopt three leadership styles to effectively lead and manage the HR function: transformational style, contingent reward style, and active management-by-exception style. Correlational statistical analysis revealed all roles, all competencies, and all leadership styles called upon by CHROs to effectively lead and manage the HR function were significantly associated with indicators of CHRO effectiveness. Inferential statistical analysis revealed effective CHROs differed significantly from less effective CHROs in terms of the roles, competencies, and leadership styles they call upon to effectively lead and manage the HR function.;Conclusions: Findings from this study fell very much in line with previous HR research which found effective CHROs play multiple roles, master six competency domains, and adopt leadership styles that are both transformational and transactional in nature to lead and manage the HR function. Overall Conclusion: CHROs in higher education are effective at leading and managing the HR function when they call upon the roles, competencies, and leadership styles associated with effectiveness in the HR literature.