Journal of Profession Education, 5.
, 2025, 13-23 Available at: https://journal.
id/index.
php/jpe EISSN: 2798-6527 Human resource management and lecturersAo professional performance: The moderating role of continuing professional development Wayan Sri Maitri*.
Ni Wayan Lasmi.
Komang WIdhya Sedana Putra P Universitas Pendidikan Nasional.
Bali.
Indonesia *) Corresponding Author .
-mail: srimaitri@undiknas.
Abstract This study examines the effect of Human Resource Management (HRM) practices on lecturersAo professional performance and investigates the moderating role of Continuing Professional Development (CPD) in this relationship.
A quantitative research design was employed using a structured questionnaire distributed to lecturers at higher education institutions that have implemented formal HRM policies and CPD programs.
The collected data were analyzed using Partial Least SquaresAeStructural Equation Modeling (PLS-SEM).
The findings indicate that effective HRM practices significantly enhance lecturersAo professional performance.
In addition.
Continuing Professional Development is found to strengthen the relationship between HRM practices and professional performance, suggesting that lecturers who actively engage in continuous learning are better able to translate HRM policies into improved professional These results are consistent with Human Capital Theory and Social Exchange Theory, which emphasize the importance of sustained investment in employee development and organizational support.
Practically, the study highlights that professional development initiatives are most effective when integrated with supportive and well-structured HRM Keywords: Human Resource Management.
Continuing Professional Development.
LecturersAo Professional Performance Abstrak Penelitian ini bertujuan untuk menganalisis pengaruh manajemen sumber daya manusia (MSDM) terhadap kinerja profesional dosen serta menguji peran moderasi Continuing Professional Development (CPD) dalam hubungan tersebut.
Penelitian ini menggunakan pendekatan kuantitatif dengan penyebaran kuesioner terstruktur kepada dosen pada perguruan tinggi yang telah menerapkan kebijakan MSDM dan program CPD secara formal.
Data dianalisis menggunakan Partial Least SquaresAeStructural Equation Modeling (PLSSEM).
Hasil penelitian menunjukkan bahwa praktik MSDM yang efektif berpengaruh positif terhadap kinerja profesional dosen.
Selain itu.
CPD terbukti memperkuat hubungan antara MSDM dan kinerja profesional dosen, yang mengindikasikan bahwa keterlibatan dosen dalam pengembangan profesional berkelanjutan membantu mengoptimalkan implementasi kebijakan MSDM dalam praktik kerja akademik.
Temuan ini mendukung Human Capital Theory dan Social Exchange Theory yang menekankan pentingnya investasi berkelanjutan dalam pengembangan kompetensi serta dukungan organisasi.
Secara praktis, penelitian ini menegaskan bahwa program CPD akan memberikan hasil yang lebih optimal apabila diintegrasikan dengan sistem MSDM yang terstruktur dan suportif.
Kata kunci: Manajemen Sumber Daya Manusia.
Pengembangan Profesional Berkelanjutan.
Kinerja Profesional Dosen How to cite: Wayan.
Lasmi.
, & Putra P.
Human resource management and lecturersAo professional performance: The moderating role of continuing professional development: English.
Journal of Profession Education, 5.
, 13Ae23.
https://doi.
org/10.
53088/jpe.
Copyright A 2025 by Authors.
this is an open-access article under the CC BY-SA License .
ttps://creativecommons.
org/licenses/by-sa/4.
Journal of Profession Education, 5.
, 2025, 14 Introduction In an increasingly globalized academic environment, higher education institutions play a pivotal role in shaping societal progress and knowledge development (Jihane El Moussaddar et al.
, 2.
Lecturers, as key academic professionals, are central to the implementation of the Tri Dharma of Higher Education, which encompasses teaching, research, and community service (Khasanah et al.
, 2.
These three functions are inherently interconnected and cannot be separated, as the quality of academic outcomes is directly influenced by the effectiveness with which lecturers perform their The competencies acquired by university graduates largely reflect the quality of educational services delivered by lecturers.
As such, institutional credibility, academic relevance, and scholarly contribution in the contemporary era are closely tied to lecturersAo professional performance.
This condition highlights the necessity of managing and enhancing lecturer performance through structured and effective human resource management practices.
In practice, however, many higher education institutions continue to experience difficulties in managing lecturersAo professional performance effectively (Sukanti, 2.
These challenges are often manifested in limited research productivity, low publication rates in high-impact journals, minimal involvement in community engagement activities, and stagnant teaching innovation.
Such shortcomings are not solely attributable to individual lecturers but are frequently linked to institutional weaknesses in human resource management (HRM).
These include non-merit-based recruitment and selection processes, inconsistent training programs, subjective performance appraisal mechanisms, and reward systems that fail to motivate academic staff.
addition, institutional commitment to Continuing Professional Development (CPD) remains insufficient, both in terms of policy formulation and practical implementation.
From an organizational standpoint, the relationship between HRM practices and lecturersAo professional performance is critically important, as lecturers constitute the core intellectual capital of universities.
Effective HRM practices are expected to create a supportive environment that fosters competence development, motivation, and professional accountability among academic staff (Hoang Dang et al.
, 2.
Nevertheless, the effectiveness of HRM practices is not automatically guaranteed.
Their impact is closely associated with lecturersAo engagement in ongoing professional CPD serves as a primary mechanism through which lecturers renew their knowledge and skills while reorienting their professional competencies to respond to changes in educational policies, technological advancement, and evolving global academic standards.
Despite the recognized importance of these relationships, a notable research gap Previous empirical studies have predominantly examined the relationship between HRM practices and employee performance within corporate or industrial settings (Suhail et al.
, 2025.
Wongsansukcharoen & Thaweepaiboonwong, 2.
Research focusing on HRM practices in the context of higher education, particularly involving lecturers, is still limited.
Moreover, existing studies tend to conceptualize Journal of Profession Education, 5.
, 2025, 15 training or professional development as a mediating variable, rather than as a moderating factor that shapes the strength of the relationship between HRM practices and professional performance.
Consequently, the role of CPD as a moderating variable that enhances or constrains the effectiveness of HRM practices on lecturersAo professional performance in higher education has not been sufficiently explored.
In response to this gap, the present study introduces a conceptual framework that integrates human resource management and continuing professional development within the higher education context.
Unlike prior studies that focus primarily on shortterm training initiatives or administrative aspects of HRM, this study emphasizes the strategic alignment between HRM practices and CPD aimed at strengthening lecturersAo academic, pedagogical, and research competencies.
By doing so, the study extends beyond examining the direct impact of HRM practices on performance to investigating how CPD can reinforce the effectiveness of HRM in shaping professional outcomes.
Based on these considerations, this study seeks to examine the effect of human resource management practices on lecturersAo professional performance, while also analyzing the moderating role of Continuing Professional Development (CPD) in this The study aims to contribute to the development of HRM models within higher education and to provide empirical evidence that can assist universities in designing integrated professional development strategies to enhance academic quality and institutional performance.
Literature Review Resource-Based View Theory The Resource-Based View (RBV) theory explains that an organizationAos competitive advantage is derived from its ability to effectively manage internal resources that are valuable, rare, inimitable, and non-substitutable (Mailani et al.
, 2.
Within the context of higher education, lecturers represent strategic organizational resources whose knowledge, skills, and professional capabilities directly determine the quality of teaching, research productivity, and community service outcomes.
From an RBV perspective, sustainable competitive advantage in universities is closely linked to the effectiveness of human resource management (HRM) practices (Pahuja et al.
, 2.
HRM functions such as merit-based recruitment and selection, continuous capacity-building initiatives, fair performance evaluation systems, and reward mechanisms that recognize academic achievement contribute to the development and retention of high-performing lecturers.
These practices enable institutions to optimize their human resources and strengthen institutional performance.
Accordingly.
RBV theory provides a strong theoretical foundation for examining the relationship between HRM practices and lecturersAo professional performance.
viewing lecturers as core strategic assets.
RBV emphasizes that effective HRM practices are essential for transforming individual capabilities into organizational excellence and long-term institutional sustainability.
Journal of Profession Education, 5.
, 2025, 16 Human Capital Theory Human Capital Theory posits that investments in education, training, and professional development enhance individual productivity and performance by increasing knowledge, skills, and competencies (Sumual et al.
, 2.
The theory assumes that individuals who continuously develop their capabilities are better equipped to contribute to organizational objectives and adapt to dynamic environmental demands.
In the context of higher education.
Continuing Professional Development (CPD) reflects an ongoing investment in the human capital of lecturers.
CPD programs enable lecturers to refine their pedagogical approaches, strengthen academic and research competencies, and respond effectively to changes in educational policies, technological advancement, and global academic standards (Jaafar, 2.
Through structured and continuous learning activities, lecturers are better prepared to apply institutional policies and professional standards in their daily academic roles.
Importantly.
Human Capital Theory supports the view that CPD does not operate independently but functions as a reinforcing mechanism that enhances the effectiveness of human resource management practices.
Lecturers who actively engage in CPD are more capable of translating HRM policiesAisuch as performance evaluation, career development pathways, and competency-based managementAiinto improved professional performance.
In this sense.
CPD strengthens the relationship between HRM practices and lecturersAo professional performance by ensuring that institutional investments in human resources yield meaningful and sustainable The Effect of Human Resource Management Practices on LecturersAo Professional Performance The Resource-Based View asserts that effective HRM practices stand out as one of the primary factors that drive improvement at all organizational and individual levels.
Within higher education institutions.
HRM practices that consist of structural training, recruitment on the basis of merit, and the objective appraisal and evaluation of performance are key pillars in enhancing lecturers' competencies and motivation (Mattjik et al.
, 2.
Research conducted in the context of higher education has continued to emphasize the affirmative impacts of HRM on individual.
Improved post-secondary HRM policy frameworks, help garner lecturer and staff commitment, esteem, and dedication to their staff-posts (Pausits et al.
, 2.
This, in effect, translates to the attainments of social responsibility, educational facilitation, and research.
Hence, the first hypothesis (H.
Human resource management practices have a positive and significant effect on lecturersAo professional performance.
Continuing Professional Development (CPD) Moderates the Relationship Between HRM Practices and LecturersAo Professional Performance According to Human Capital Theory, staff competencies and performance effectiveness are multiplied by well orchestrated education and training initiatives.
Active CPD curricula lecturers, engaged in HRM workshops, professional seminars Journal of Profession Education, 5.
, 2025, 17 and collaborative scholarship, possess the required knowledge to execute HRM frameworks and policies.
Moreover, at the intersection of HRM policy frameworks and professional performance CPD is a moderator that strengthens the relationship.
HRM
policies coupled with high CPD engagement, clearly surpasses the performance of Poor CPD engagement, irrespective of the policies in place.
HRM or otherwise, performance outcomes are below target.
Badaruddin et al.
and Swaroop & Verma .
corroborated these findings by showing that involvement in professional development increases the impact that HRM policies have on personal performance.
Based on this reasoning, the second hypothesis (H.
: Continuing Professional Development (CPD) moderates the relationship between human resource management practices and lecturersAo professional performance Research Method This study employs a quantitative research design with a survey-based approach to examine the relationship between human resource management (HRM) practices and lecturersAo professional performance (LPP), as well as the moderating role of continuing professional development (CPD).
The higher education sector was chosen as the research setting because lecturers play a central role in the realization of institutional quality through teaching, research, and community engagement.
Effective management of academic human resources is therefore essential for ensuring that universities remain competitive and responsive to changing educational demands.
The target population of this study includes all lecturers working at public and private universities in Bali Province.
These institutions were selected to represent the diversity of academic and managerial contexts within Indonesian higher education.
The sampling technique applied was purposive sampling, with specific inclusion criteria:
lecturers who have served for at least one year, are actively engaged in teaching, research, or community service, and are willing to participate in the study by completing the research questionnaire.
Based on the minimum sample size recommendation for PLS-SEM analysis (Hair et al.
, 2.
, a total of 200 lecturers were determined as adequate for testing the proposed research model.
Data were collected using a structured online questionnaire distributed to eligible Each construct in the study was measured using items developed from previous validated instruments and rated on a five-point Likert scale, ranging from 1 .
trongly disagre.
to 5 .
trongly agre.
The questionnaire was designed to capture respondentsAo perceptions regarding the implementation of HRM practices in their institutions, their participation in CPD activities, and their level of professional performance as lecturers.
Prior to full distribution, the questionnaire was reviewed by academic experts to ensure content validity and clarity of wording.
Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 4.
0 to test both direct and moderating relationships among variables.
This analytical technique was chosen because it allows Journal of Profession Education, 5.
, 2025, 18 for simultaneous estimation of complex causal relationships between constructs and is suitable for prediction-oriented models.
The bootstrapping procedure with 5,000 resamples was applied to assess the statistical significance of path coefficients and the moderating effect of CPD.
The use of this quantitative methodological design enables empirical testing of how HRM practices influence lecturersAo professional performance, and how CPD participation may strengthen this relationship.
By integrating organizational and individual perspectives, the findings of this study are expected to provide theoretical contributions to the development of HRM models in higher education and practical insights for policymakers seeking to enhance lecturer performance through strategic professional development initiatives.
Results and Discussion Results Table 1 presents the results of the measurement model assessment, focusing on construct reliability and convergent validity.
The evaluation demonstrates that all constructs meet the recommended criteria, indicating that the measurement instruments used in this study are both reliable and valid.
Variable Continuing Professional Development Human Resource Management LecturersAo Professional Performance Table 1.
Construct Reliability and Validity Outer Cronbach's Composite Composite Indicator Loading CPD1
CPD2
CPD3
HRM1
HRM2
HRM3
LPP1
LPP2
LPP3
AVE
For the Continuing Professional Development (CPD) construct, the outer loading values of the three indicators range from 0.
74 to 0.
81, exceeding the minimum threshold of 0.
This indicates that each indicator contributes meaningfully to the measurement of CPD.
The CronbachAos alpha value of 0.
785 and composite reliability values (Aa = 0.
Ac = 0.
further confirm strong internal consistency.
In addition, the AVE value of 0.
585 surpasses the recommended cut-off of 0.
50, providing evidence of adequate convergent validity.
Similarly, the Human Resource Management (HRM) construct shows satisfactory measurement properties.
The outer loadings of HRM indicators vary between 0.
72 and 79, suggesting acceptable indicator reliability.
Although the CronbachAos alpha value is relatively moderate at 0.
717, both composite reliability measures (Aa = 0.
Ac = .
exceed the minimum acceptable level, indicating consistent measurement.
The Journal of Profession Education, 5.
, 2025, 19 AVE value of 0.
576 confirms that the construct explains more than half of the variance of its indicators, thereby meeting the criterion for convergent validity.
For LecturersAo Professional Performance (LPP), all indicators demonstrate adequate outer loading values ranging from 0.
74 to 0.
The construct exhibits strong reliability, as reflected by a CronbachAos alpha of 0.
790 and composite reliability values 866 (A.
858 (A.
The AVE value of 0.
571 further indicates that the indicators collectively provide a valid representation of the underlying construct.
Overall, the results confirm that all constructs in the model satisfy the requirements for indicator reliability, internal consistency reliability, and convergent validity.
Consequently, no indicators were removed, and the measurement model is considered suitable for further structural model analysis.
Table 2.
R-Square R-square LecturersAo professional performance R-square adjusted From Table 2, the R-square value of 0.
942 indicates that 94.
2% of the variance in LecturersAo Professional Performance is explained by the independent and moderating variables included in the model.
This demonstrates an exceptionally strong predictive The adjusted R-square of 0.
941 further confirms this accuracy by accounting for the number of predictors in the model, with only a minimal reduction.
Together, these values suggest that the model is highly robust and provides a very good fit for predicting lecturersAo professional performance.
Figure 1.
Structural Equation Model Testing The structural model assessment reveals a significant direct effect of Human Resource Management (HRM) on LecturersAo Professional Performance .
ee Table .
The path coefficient shows a positive value ( = 0.
, indicating that improvements in HRM practices are associated with higher levels of lecturersAo professional This relationship is statistically significant, as evidenced by a T-statistic 919, which exceeds the critical value of 1.
96, and a p-value of 0.
These findings suggest that effective HRM practices play an important role in enhancing lecturersAo performance across teaching, research, and community service activities.
Journal of Profession Education, 5.
, 2025, 20 Table 3.
Regression Weight Structural Equational Model.
Original Sample Standard sample mean deviation statistics values HRM >> LPP CPDx HRM >> LPP In addition to the direct effect, the results also demonstrate a significant moderating role of Continuing Professional Development (CPD) in the relationship between HRM and lecturersAo professional performance.
The interaction term between CPD and HRM exhibits a positive path coefficient ( = 0.
, with a T-statistic of 2.
594 and a p-value This indicates that CPD strengthens the positive influence of HRM practices on lecturersAo professional performance.
In other words, when lecturers are more actively involved in professional development activities, the effectiveness of HRM practices in improving performance becomes more pronounced.
Overall, these results confirm that HRM practices not only have a direct and substantial impact on lecturersAo professional performance but also exert a stronger influence when supported by continuous professional development.
This highlights the importance of integrating strategic HRM policies with ongoing professional learning initiatives to achieve sustainable improvements in academic performance.
Discussion This study highlights the central role of Human Resource Management (HRM) in shaping lecturersAo professional performance within higher education institutions.
The findings suggest that effective HRM practices provide the structural and managerial foundation necessary for lecturers to perform optimally in their academic roles.
Through transparent evaluation systems, recognition of academic achievements, career development opportunities, and supportive working conditions.
HRM creates an environment that encourages professional accountability and sustained performance.
The results further indicate that Continuing Professional Development (CPD) plays a critical moderating role in this relationship.
Rather than acting as an independent driver of performance.
CPD strengthens the effectiveness of HRM practices by enhancing lecturersAo capacity to translate institutional policies into tangible professional Lecturers who actively engage in continuous learning activities are better prepared to respond to academic demands, pedagogical innovation, and evolving institutional expectations, thereby maximizing the benefits of well-implemented HRM From a theoretical standpoint, these findings are consistent with Human Capital Theory, which emphasizes that investment in knowledge and skills enhances individualsAo productive potential.
CPD represents a sustained investment in lecturersAo human capital, enabling them to update their competencies and align their professional practices with institutional standards.
When combined with effective HRM practices, this investment becomes more impactful, as lecturers possess both the capability and the organizational support needed to improve their performance.
Journal of Profession Education, 5.
, 2025, 21 In addition, the moderating role of CPD can be explained through Social Exchange Theory.
Supportive HRM practices signal organizational commitment to lecturersAo professional growth, while CPD provides the means for lecturers to reciprocate this support through increased dedication, innovation, and professional responsibility.
This reciprocal relationship strengthens the link between HRM and performance, demonstrating that organizational support and individual development function synergistically rather than independently.
From a practical perspective, the findings suggest that CPD initiatives are unlikely to yield optimal outcomes if implemented in isolation.
Without coherent HRM systems that recognize, support, and reward professional growth, the benefits of CPD may not be fully realized.
Higher education institutions are therefore encouraged to adopt an integrated approach that aligns CPD programs with strategic HRM policies to enhance teaching quality, research productivity, and community engagement.
Overall, this study contributes to the higher education literature by demonstrating that lecturersAo professional performance is shaped not only by the presence of HRM practices but also by the extent to which these practices are reinforced through continuous professional development.
This integrated perspective provides a more comprehensive understanding of performance enhancement in academic institutions.
Conclusion This study concludes that Human Resource Management (HRM) plays a significant role in enhancing lecturersAo professional performance, particularly when supported by Continuing Professional Development (CPD).
While CPD does not function as a direct predictor of performance, it serves as a strengthening mechanism that amplifies the effectiveness of HRM practices.
These findings reinforce Human Capital Theory, which emphasizes the importance of sustained investment in skills and competencies, as well as Social Exchange Theory, which highlights the role of organizational support in fostering reciprocal professional commitment.
The results suggest that higher education institutions seeking to improve lecturersAo performance should not treat CPD as a standalone initiative.
Instead.
CPD should be strategically embedded within broader HRM frameworks that promote fairness, recognition, and long-term career development.
Institutions that successfully integrate CPD with robust HRM practices are more likely to cultivate competent, committed, and high-performing lecturers.
Despite its contributions, this study has certain limitations.
The research was conducted within a specific institutional and regional context, which may limit the generalizability of the findings to other higher education settings.
In addition, the crosectional research design does not capture changes in professional performance over Future studies are therefore encouraged to adopt longitudinal or mixed-method approaches and to incorporate additional organizational factors, such as organizational culture, leadership style, and digital competencies, as moderating or mediating Journal of Profession Education, 5.
, 2025, 22 Such efforts would further enrich understanding of lecturersAo professional performance in an evolving educational landscape.
References