Bridging Worlds: Developing Interdisciplinary STEM Competencies in HR Professionals for Sustainable Education

An Integrated Framework for Interdisciplinary Competency Development

• HR competency theory (Ulrich et al., 2021) provides the professional context and functional domains where technical competencies must be applied.
• Interdisciplinary learning theory (Repko & Szostak, 2020) offers insights into the cognitive and social processes through which professionals integrate knowledge across disciplinary boundaries.
• Sustainable education principles (Sterling, 2021) provide the framework for ensuring development approaches create lasting capabilities while addressing broader sustainability concerns.

Conceptualizing STEM Fluency for HR Professionals

Sustainable Education in Professional Development

Experiential Learning and Mentorship

Research Design

Researcher Positionality

Phase 1: Survey Research

Measures

• STEM Fluency. STEM fluency was measured using the 24-item assessment instrument developed in pilot research (see Appendix A, items 12-35). Items assessed three dimensions (cognitive, functional, and integrative) across eight STEM domains relevant to organizational contexts. The scale demonstrated strong internal consistency (Cronbach’s α = 0.87). Confirmatory factor analysis supported the three-dimensional structure (CFI = 0.92, RMSEA = 0.06), with all items loading on their intended factors above 0.60.
• Development Approaches. Participants reported their experiences with seven different development approaches: cross-functional rotations, action learning projects, technology labs/simulations, bidirectional mentorship, communities of practice, external expert networks, and digital learning platforms. For each approach, participants rated both exposure (duration and intensity) and perceived effectiveness (see Appendix A, items 36a-g).
• Organizational Context Factors. Multiple contextual factors were measured including organization size, industry, learning culture (using Yang et al.’s (2022) Learning Organization Questionnaire, α = 0.91), resource availability, and technical leadership engagement (see Appendix A, items 8-11).
• Demographic and Control Variables. The researchers collected data on participants’ gender, age, educational background, prior STEM experience, organizational tenure, and geographic location to analyze potential demographic patterns in development experiences and outcomes (see Appendix A, items 1-7).

Procedure

Phase 2: Semi-Structured Interviews

Interview Protocol and Procedure

Phase 3: Organizational Case Studies

Data Collection

Case Analysis Approach

Data Analysis

Survey Results: Effectiveness of Development Approaches

Demographic Patterns in Development Experiences and Outcomes

Organizational Context as Moderator

Key Implementation Mechanisms

1.

Contextual knowledge acquisition: Direct exposure to technical contexts created tacit understanding of how STEM knowledge is applied in practice.

"You can't learn the language just from reading about it. Being embedded in the R&D team showed me how scientists actually think and communicate, which completely changed how I approach talent development for those teams."

(Participant 14, Pharmaceutical HR Business Partner)

2.

Identity boundary-spanning: Effective approaches helped HR professionals expand their professional identity without threatening core HR identity.

"The mentorship wasn't about turning me into a pseudo-engineer. It was about helping me become a better HR professional who can understand and engage with engineering contexts."

(Participant 7, Manufacturing HR Director)

3.

Psychological safety: Successful implementation created safe spaces for exploring unfamiliar concepts and acknowledging knowledge gaps.

"In our action learning project, everyone recognized we were learning together. That safety to ask 'basic' questions was critical—I wouldn't have engaged otherwise."

(Participant 23, Technology HR Specialist)

4.

Practical application scaffolding: Immediate application opportunities with appropriate support reinforced learning.

"The community of practice gave me concepts on Tuesday that I could apply in my talent planning meeting on Wednesday, with experienced colleagues to help me translate between worlds."

(Participant 19, Healthcare HR Manager)

Implementation Barriers

1.

Resource constraints: Limited time, budget, and staff availability constrained implementation, particularly in smaller organizations.

"We know cross-functional rotation would be valuable, but we simply don't have the HR headcount to release someone for even a week."

(Participant 29, Startup HR Lead)

2.

Disciplinary identity concerns: Some HR professionals expressed concerns about diluting HR expertise or professional identity.

"There's pushback from HR colleagues who worry we're trying to turn everyone into tech people rather than strengthening our core HR expertise."

(Participant 11, Professional Services HR Director)

3.

Measurement challenges: Organizations struggled to measure development outcomes, particularly for integrative competencies.

"We know something valuable is happening, but our metrics don't capture it well, which makes it hard to justify continued investment."

(Participant 34, Technology L&D Manager)

4.

Access inequities: Development opportunities were often unevenly distributed, with certain groups having limited access.

"Our remote HR team members have much less access to these informal learning opportunities with technical teams, creating a significant gap in development."

(Participant 8, Pharmaceutical HR Business Partner)

Case Study Insights: Contextual Implementation

Small Organization Context (Biotechnology Startup, 45 Employees)

Large Organization Context (Pharmaceutical Company, 8,000+ employees)

Comparison of Effectiveness Across Contexts

Unexpected Findings

Theoretical Implications

Practical Implications

Ethical Implications and Sustainability Connections

Limitations and Future Research

Appendix A: STEM Fluency Assessment and Development Survey

1.

Gender:

□ Female

□ Male

□ Non-binary/third gender

□ Prefer to self-describe: _______________

□ Prefer not to say

2.

Age range:

□ 21-29

□ 30-39

□ 40-49

□ 50-59

□ 60+

3.

Years of experience in HR:

□ 1-5 years

□ 6-10 years

□ 11-15 years

□ 15+ years

4.

Current HR role (select best match):

□ HR Business Partner

□ Talent Acquisition Specialist

□ Learning & Development Professional

□ Compensation & Benefits Specialist

□ Organizational Development Consultant

□ HR Director/Executive

□ HR Generalist

□ Other: _______________

5.

Educational background (highest degree):

□ High school diploma

□ Associate's degree

□ Bachelor's degree

□ Master's degree

□ Doctoral degree

6.

Field of study for highest degree: _______________

7.

Prior STEM experience (select all that apply):

□ Formal education in STEM field

□ Previous work experience in STEM role

□ STEM-related certifications

□ Self-directed learning in STEM topics

□ None

8.

Organization size (employees):

□ <100

□ 100-499

□ 500-999

□ 1,000-4,999

□ 5,000+

9.

Industry sector:

□ Technology

□ Healthcare/Pharmaceuticals

□ Manufacturing

□ Financial Services

□ Professional Services

□ Retail/Consumer Goods

□ Energy/Utilities

□ Education

□ Government/Public Sector

□ Other: _______________

10.

How would you characterize your organization's technological intensity?

□ Very high (technology is core to business strategy and operations)

□ High (significant technology integration across functions)

□ Moderate (standard technology adoption for industry)

□ Low (minimal technology integration beyond basics)

11.

Learning Culture Assessment

12.

Understanding of foundational data science concepts (e.g., statistical analysis, data visualization)

1 □ 2 □ 3 □ 4 □ 5 □

13.

Knowledge of artificial intelligence and machine learning fundamentals

1 □ 2 □ 3 □ 4 □ 5 □

14.

Understanding of software development processes and methodologies

1 □ 2 □ 3 □ 4 □ 5 □

15.

Knowledge of cybersecurity principles and their workplace implications

1 □ 2 □ 3 □ 4 □ 5 □

16.

Understanding of digital transformation concepts and technologies

1 □ 2 □ 3 □ 4 □ 5 □

17.

Knowledge of scientific research methods and evidence evaluation

1 □ 2 □ 3 □ 4 □ 5 □

18.

Understanding of human-computer interaction principles

1 □ 2 □ 3 □ 4 □ 5 □

19.

Knowledge of emerging technologies relevant to your industry

1 □ 2 □ 3 □ 4 □ 5 □

20.

Ability to evaluate technical skills during recruitment processes

1 □ 2 □ 3 □ 4 □ 5 □

21.

Skill in designing learning pathways for technical talent

1 □ 2 □ 3 □ 4 □ 5 □

22.

Ability to develop competency models for technical roles

1 □ 2 □ 3 □ 4 □ 5 □

23.

Skill in creating compensation structures appropriate for technical roles

1 □ 2 □ 3 □ 4 □ 5 □

24.

Ability to facilitate knowledge sharing between technical teams

1 □ 2 □ 3 □ 4 □ 5 □

25.

Skill in adapting HR processes to accommodate technical work requirements

1 □ 2 □ 3 □ 4 □ 5 □

26.

Ability to anticipate workforce implications of technological change

1 □ 2 □ 3 □ 4 □ 5 □

27.

Skill in measuring performance in technical roles

1 □ 2 □ 3 □ 4 □ 5 □

28.

Ability to translate technical concepts into human capital implications

1 □ 2 □ 3 □ 4 □ 5 □

29.

Skill in facilitating collaboration between technical and non-technical teams

1 □ 2 □ 3 □ 4 □ 5 □

30.

Ability to contribute HR perspective to technology implementation decisions

1 □ 2 □ 3 □ 4 □ 5 □

31.

Skill in addressing ethical implications of technologies in HR practices

1 □ 2 □ 3 □ 4 □ 5 □

32.

Ability to integrate technological and human considerations in strategic planning

1 □ 2 □ 3 □ 4 □ 5 □

33.

Skill in developing inclusive practices for technical talent from diverse backgrounds

1 □ 2 □ 3 □ 4 □ 5 □

34.

Ability to advocate for human needs in technology-driven changes

1 □ 2 □ 3 □ 4 □ 5 □

35.

Skill in balancing innovation and wellbeing in technical work environments

1 □ 2 □ 3 □ 4 □ 5 □

36.

Please indicate your experience with the following development approaches:

37.

What barriers have you experienced in developing STEM competencies? (Select all that apply)

□ Limited time available

□ Insufficient organizational resources

□ Lack of access to technical specialists

□ Limited learning opportunities

□ Concerns about diluting HR expertise

□ Difficulty measuring development outcomes

□ Lack of support from leadership

□ Technological intimidation or anxiety

□ Unclear development pathways

□ Other: _______________

38.

What has most enabled your development of STEM competencies? (Select up to three)

□ Supportive organizational culture

□ Mentorship relationships

□ Clear development pathways

□ Resources and time allocation

□ Personal motivation and interest

□ Visible application opportunities

□ Leadership support

□ Inclusion in technical projects

□ Psychological safety for learning

□ Other: _______________

39.

How have you applied interdisciplinary STEM competencies in your HR role? (Select all that apply)

□ Improved talent acquisition for technical roles

□ Enhanced development programs for technical talent

□ Better collaboration with technical departments

□ More effective organizational design for technical teams

□ Improved input on technology implementation decisions

□ Enhanced diversity and inclusion in technical roles

□ More strategic workforce planning for technological change

□ Better performance management for technical roles

□ Other: _______________

40.

What business outcomes have resulted from your interdisciplinary competencies? (Select all that apply)

□ Improved technical talent retention

□ Reduced time-to-hire for technical roles

□ Enhanced technical talent performance

□ Better alignment between HR and technical departments

□ More successful technology implementations

□ Improved diversity in technical teams

□ Cost savings in technical talent management

□ Enhanced innovation in HR practices

□ Other: _______________

Appendix B: Semi-Structured Interview Protocol

• Introduction of researcher and explanation of the study purpose
• Review of confidentiality, recording procedures, and informed consent
• Confirmation of interview duration (45-60 minutes)
• Any questions before beginning?

• Could you briefly describe your current role and responsibilities?
• What has been your career path in HR, and how has your role evolved in relation to technical functions?
• What educational or professional experiences shaped your understanding of STEM fields prior to your current role?

• How would you describe your current level of comfort and competence in working with technical concepts and STEM professionals?
• What specific development experiences have been most valuable in building your understanding of STEM fields? Could you describe one particularly impactful experience in detail?
• [If applicable based on survey] You indicated experience with [specific development approach]. Could you tell me more about how that experience was structured and what made it effective or ineffective?
• How has your organization supported your development of interdisciplinary competencies? What formal or informal learning opportunities have been available?
• What barriers or challenges have you encountered in developing STEM-related competencies? How have you addressed these challenges?
• How has developing these competencies affected your professional identity as an HR practitioner? Has there been any tension between your HR identity and developing technical knowledge?

• Could you share a specific example of how you've applied STEM knowledge in your HR role? What was the situation, what actions did you take, and what was the outcome?
• How has your understanding of technical concepts changed the way you approach HR functions like talent acquisition, development, or organizational design?
• In what ways has developing these competencies changed your relationships or interactions with technical specialists in your organization?
• Have you encountered any resistance from either HR colleagues or technical specialists when applying interdisciplinary approaches? How have you navigated this?
• What organizational outcomes or benefits have you observed resulting from interdisciplinary approaches?
• How have you approached measurement or demonstration of value from these interdisciplinary competencies?

• How would you describe your organization's learning culture, particularly regarding cross-functional or interdisciplinary development?
• What role have organizational leaders (both HR and technical) played in supporting or hindering interdisciplinary competency development?
• How do resource availability and constraints in your organization affect development opportunities?
• [For participants from small/medium organizations] How have you adapted development approaches to work within the constraints of a smaller organization?
• How does your industry context influence the need for and approach to developing STEM competencies among HR professionals?

• How do you see the relationship between HR and STEM fields evolving in the future? What new competencies might be required?
• What advice would you give to other HR professionals seeking to develop interdisciplinary STEM competencies?
• What recommendations would you make to organizations wanting to build more effective development systems for interdisciplinary competencies?

• Is there anything else about your experience developing and applying interdisciplinary competencies that we haven't covered that you'd like to share?
• Do you have any questions about the research or how your input will be used?
• Thank participant for their time
• Explain next steps in the research process
• Provide contact information for any follow-up questions

Appendix C: Organizational Case Study Protocol