INTRODUCTION

TO HUMAN
RESOURCES
1
DEVELOPMENT
 CHAPTER OBJECTIVES
 Define HRD
 Relate development of HRD

 Distinguish between HRD and HRM

 Identify & describe major HRD functions

 Describe how HRD links with corporate goals and

strategies
 Recognize various competencies of an HRD
professional
 Cite contemporary challenges

 Identify major phases of HRD process

2
 DEFINING HUMAN RESOURCE
DEVELOPMENT (HRD)
 ―…a set of systematic and planned activities
designed by an organization to provide its
members with the opportunities to learn
necessary skills to meet current and future job
demands.‖
 Learning is the core of all HRD efforts

3
 HRD ACTIVITIES IN THE
WORKPLACE
Should start with employee joining
organization
Should continue throughout
employment
Must be responsive to work and
job changes
Must reflect corporate goals and
strategies 4
 PROGRESSIONS TOWARDS
HRD DEVELOPMENT - 1
Apprentice training programs
 Apprentice
 Yeoman
 Master
 Guilds

5
 PROGRESSIONS TOWARDS
HRD DEVELOPMENT - 2
Vocational education programs
Factory Schools

 Needed engineers, machinists

and skilled mechanics
 Had to develop their own--
shorter and more narrowly
focused than apprenticeships
6
 TRAINING FOR SKILLED AND
SEMI-SKILLED WORKERS
 Needed for production lines
 Demand for military goods
 Job Instruction Training (JIT) based
at first on
 Show
 Tell
 Do
 Check 7
 THE HUMAN RELATIONS
MOVEMENT
Factory system sometimes
abused workers
―Human relations‖ advocated
more humane working
conditions

8
 ESTABLISHMENT OF THE
TRAINING PROFESSION
 World War II required massive retooling
for military goods
 Training Within Industry was developed

 Many companies developed own TWI

programs
 1942: American Society of Training
Directors formed
 Intent was to standardize training
profession
9
 EMERGENCE OF HRD
 T&D expanded to encompass
 coaching and counseling
 Group Process Facilitation
 Problem solving
 ASTD becomes American Society for
Training and Development
 Move to high performance work
systems 10
 HUMAN RESOURCE
MANAGEMENT (HRM) AND HRD
HRM: The effective selection and
utilization of employees to best
achieve
 The goals and strategies of the
organization
 The goals and needs of the
individual
11
 ORGANIZATION CHART OF LARGE
HRM DIVISIONS
 Figure 1-1

Vice President
Human Resource Management

EEO Officer

HR Research and Staffing Employee Relations HRD Compensation and

Plannin g Director Director Director Director Benefits Director
12
 PRIMARY HRM
FUNCTIONS
Obtaining employees
Maintaining employees
Developing employees

13
 SECONDARY HRM
FUNCTIONS
 Human resource planning
 Equal employment opportunity
 Staffing (recruitment and selection)
 Compensation and benefits
 Employee (labor) relations
 Health, safety and security
 HRD activities

14
 OTHER HRM FUNCTIONS
Organizational design
Performance management and
appraisal systems
Research and information
systems

15
 LINE VS STAFF AUTHORITY
 Authority to make decisions and use
resources
 Line Authority:
 Given to line managers and units directly
responsible for production of goods and
services
 Staff Authority
 Given to units that advise and consult line
units
 Generally, line authority supersedes staff 16
authority
PRIMARY HRD FUNCTIONS
Training and development (T&D)

Organizational development (OD)

Career development

17
 TRAINING & DEVELOPMENT
 Changing or improving the employees
 Knowledge
 Skills
 Attitudes
 Training

 Provides skills & knowledge to job or task

 Development

 Prepares for future employment needs

18
 T&D ACTIVITIES
Startwhen employee joins
organization

Continues throughout employment

and career

19
SPECIFIC T&D ACTIVITIES
Employee orientation

Skills and technical training

Coaching

Counseling
20
 COACHING
Employees learn unit’s values and
norms
Establish working relationships
Learn how to function in their jobs

21
 COUNSELING
 Helpemployees deal with personal
problems
 Substance abuse
 Stress management
 Smoking cessation
 Fitness, nutrition, weight
management
 Etc….. 22
 MANAGEMENT TRAINING AND
DEVELOPMENT
 Toensure managers and supervisors
have the KSAs needed to be effective
 Supervisory training
 Job rotation
 Seminars
 College/university courses

23
 ORGANIZATIONAL
DEVELOPMENT
 Process
of enhancing the effectiveness of
an organization and its employees
through planned interventions that apply
behavioral science concepts
 Macro changes affecting entire organization
 Micro changes affecting individuals, small
groups & teams
 InOD, the HRD professional works as a
―change agent‖ to facilitate the change
process
24
 CAREER DEVELOPMENT
 Ongoing process by which individuals progress
through a series of stages, each characterized by
a relatively unique set of issues, themes and
tasks
 Career Planning: Assessing individuals skills and
abilities in order to establish a realistic career
plan
 Career Management: Taking necessary steps to
achieve that plan

25
 THE NEW LEARNING AND
PERFORMANCE WHEEL
 Business strategy is at hub
 Upper right spokes depict traditional
HRM functions
 Lower right spokes depict other
functions driving performance
 Left side is expanded view of HRD

26
 THE NEW LEARNING AND
PERFORMANCE WHEEL
 Figure 1-2 The New Learning and Performance Wheel

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SOURCE: Davis, P., Naughton, J., & Rothwell, W. (2004). New roles and new competencies 27
for the profession. T&D, 58(4), 26-36
 STRATEGIC MANAGEMENT AND
HRD
Strategic Management includes
 Strategy formulation
 Strategy implementation
 Control

28
 STRATEGIC MANAGEMENT
ACTIVITIES
 Assess viability of current mission,
objectives, strategies, policies, programs,
technology, workforce and other
resources
 Monitor and assess external environment
for threats and opportunities
 Identify strategic factors that need to be
changed or updates
29
 ALIGNMENT OF THE
ORGANIZATION
Management practices
Organizational structure
Human resource systems
Other work practices & systems

30
 A MAJOR HRD CHALLENGE
 To play a more strategic role in the
functioning of their organization
 Participate directly in strategic
management
 Provide education and training in concepts
and methods of strategic management and
planning
 Providing training to all employees that is
aligned with goals and strategies
31
 HRD STRATEGY
 Contribute ideas, information and
recommendations
 Ensure HRD strategy is consistent with
corporate strategies
 Provide education and training to
support corporate strategies
 Ensure all training is linked to goals and
strategies of organization
32
 ROLE OF SUPERVISORS IN
HRD
 HRD implementation
 Orientation
 Training
 Coaching
 Career development
 Identifying training needs

33
 ORGANIZATIONAL STRUCTURE OF
HRD FUNCTION
Director
 Figure 1-3 Human Resource Development
HRD Research and
Program Developer
Evaluation Specialist

Management Skills Organization Career

Development Training Development Development
Specialist Administrator Specialist Counselor

On-the-Job Training Safety Trainer Sales Trainer

Coordinator

34
 SAMPLE HRD ORGANIZATION
CHART
 Figure 1-4 Vice President
Human Resource Development

Assistant Vice President

District Training

Manager, Manager, Customer Manager, Safety

Management/Executive Sales Training Training
Development
Manager, Manager, Store Management Manager, Driver
Support Services Training Training

Manager, Manager, Training Manager,

Organization Development Facilities and Facilities and
and Change Equipment Equipment
Manager,
Research, Planning,
and Evaluation 35
 COMPETENCY

Mastery of a skill

36
 HRD MANAGER
COMPETENCIES
A non-exclusive list
Personal
Interpersonal
Business/Management

37
 THE 2004 ASTD COMPETENCY
MODEL
 Fig 1-5

Learning
Strategist

Business
Partner

Profes-
Project sional
Manager Specialist

Designing Learning
Improving Human Performance
Delivering Training
Measuring and Evaluating
Facilitating Organizational Change
Managing the Learning Function
Coaching
Managing Organizational Knowledge
Career Planning and Talent Management

Areas of Expertise: Supported by Technology

• Interpersonal
> Building Trust
> Communicating Effectively
> Influencing Stakeholders
> Leveraging Diversity
> Networking and Partnering
• Business/Management • Personal
> Analyzing Needs and > Demonstrating
Proposing Solutions Adaptability
> Applying Business Acumen > Modeling Personal
> Driving Results Development
> Planning and Implementing
Assignments
> Thinking Strategically

Competencies • Competencies • Competencies

SOURCE: Davis, P., Naughton, J., & Rothwell, W. (2004). New roles and new
competencies for the profesion. T&D, 58(4), 26-36
38
 THE HRD EXECUTIVE
MANAGER

 Formerly ―Training Director,‖ sometimes

the ―Chief Learning Officer‖
 Integrates HRD with goals and strategies
of organization
 Assumes leadership role in executive
development
 Promotes value of HRD functions
39
 MAJOR TASKS OF HRD
MANAGER
 Promoting HRD as means of ensuring
employees have competencies to meet
current and future job needs
 Establishing link between HRD
performance and organizational
effectiveness
 Developing measures of HRD
effectiveness tied to profit
40
ROLES AND OUTPUTS FOR HRD
PROFESSIONALS - 1
 HR Strategic Advisor-
 Strategic planning for training and
education
 Outputs
HR strategic Plans

Strategic planning education &

training programs
41
ROLES AND OUTPUTS FOR
HRD PROFESSIONALS - 2
 HR Systems Designer and Developer-
 Assists management in organizational
HR design and development
 Outputs

 HR program designs
 Intervention strategies
 Implementation of HR programs
42
ROLES AND OUTPUTS FOR HRD
PROFESSIONALS – 3
 Organization Change Agent-
 Design and implementation of change
strategies
 Outputs
 More efficient work teams
 Quality management
 Intervention strategies
 Change reports
43
ROLES AND OUTPUTS FOR
HRD PROFESSIONALS – 4
 Organizational Design Consultant-
 Advises on work system design and
implementation of change
 Outputs
 Intervention strategies
 Alternative work designs
 Implementation

44
ROLES AND OUTPUTS FOR
HRD PROFESSIONALS – 5
 Learning Program Specialist
 Instructional Designer
 Develops and designs appropriate
learning programs
 Prepares materials and training
aids
 Outputs
 Program objectives
 Lesson plans 45

 Intervention strategies
 ROLES AND OUTPUTS FOR
HRD PROFESSIONALS – 6
 Instructor/facilitator
 Presents materials and leads and
facilitates structured learning
experiences
 Outputs
 Selection of appropriate methods and
techniques
 Actual HRD program itself
46
 ROLES AND OUTPUTS FOR
HRD PROFESSIONALS – 7
 Individual Development and Career
Counselor
 Assists employees in assessing
competencies and goals
 Outputs
 Individual assessment sessions
 Workshop facilitation
 Career guidance
47
 ROLES AND OUTPUTS FOR
HRD PROFESSIONALS – 8
 Performance Consultant
 Advises on appropriate interventions
to improve individual and group
performance
 Outputs
 Intervention strategies
 Coaching design
 Implementation
48
 ROLES AND OUTPUTS FOR
HRD PROFESSIONALS – 9
 Researcher
 Assesses HRD programs and practices
to determine overall effectiveness
 Outputs
 Research Designs
 Research Findings and
Recommendations
 Reports
49
CERTIFICATION AND EDUCATION
FOR HRD PROFESSIONALS
 To increase credibility of HRD filed
 ASTD began ―Certified Professional in
Learning and Performance‖ program
 150 item multiple choice test
 Submission of ―Work Project‖
 Described on ASTD website

50
 HRM CERTIFICATIONS
 Human Resource Certification Institute
(HRCI)
 Professional in Human Resources (PHR)
 225 item multiple choice exam, 17% are HRD related
 Senior Professional in Human Resources
(SPHR)
 225 item multiple choice exam, 17% are HRD related
 Global Professional in Human Resources
GPHR)
 165 M/C items, 14% HRD related
 Must
pass test and have at least 2 years
exempt-level HR work experience 51
 EMERGING WORKPLACE TRENDS - 1
 1. Drastic times, drastic measures: Uncertain
economic conditions force organizations to
reconsider how they can grow and be profitable.
 2. Blurred lines—life or work? New
organizational structures are changing the
nature of work for employees and HRD
professionals.
 3. Small world and shrinking: Global
communication technology is changing the way
people connect and communicate.
 4. New faces, new expectations: Diversity in the
workplace continues to rise.

SOURCE: Davis, P., Naughton, J., & Rothwell, W. (2004). New roles and new
competencies for the profession. T&D, 58(4), April, 26–36. Copyright © 52
April 2004 from T+D
 EMERGING WORKPLACE TRENDS - 2
 5. Work be nimble, work be quick: The
accelerated pace of change requires more
adaptable employees and nimbler organizations.
 6. Security alert! Concerns about security and
about the ability of governments to provide
protection have increased individual anxiety
levels worldwide.
 7. Life and work in the e-lane: Technology,
especially the Internet, is transforming the way
people work and live.
 8. A higher ethical bar: Ethical lapses at the
highest levels in large organizations have shaken
employees’ loyalty, trust, and sense of security.
SOURCE: Davis, P., Naughton, J., & Rothwell, W. (2004). New roles
and new competencies for the profession. T&D, 58(4), April, 26–
36. Copyright © April 2004 from T+D 53
 SIX CHALLENGES FOR HRD
Increasing workforce diversity
Eliminating the skills gap
Meeting need for lifelong
learning
Facilitating organizational
learning
Addressing ethics

54
 A FRAMEWORK FOR THE
HRD PROCESS
Needs Assessment
Design
Implementation
Evaluation

55
 ASTD CODE OF ETHICS
 Recognize individual  Maintain confident-iality
rights and dignities and integrity
 Develop human potential  Support peers
 Provide highest level of  Behave ethically and
quality honestly
 Comply with laws and  Improve public
copyrights understanding of HRD
 Keep up-to-date in HRD  Honestly reveal
qualifications and abilities
 Contribute to continued
growth of the profession
PARAPHRASED from American Society for Training and Development (ASTD), ASTD Certification Institute, November 2005.
Accessed on June 5, 2007 at: http:/www.astd.org/NR/rdonlyres/5DBEF5A-EC0E-4C5C-9FA5-
4DD47C19A4A8/8544/CodeofEthics.pdf
56
 TRAINING AND HRD PROCESS
MODEL
 Fig 1-7

Assessment Design Implementation Evaluation

Assess needs

Prioritize Define Select

needs objectives evaluation
criteria

Develop
lesson plan Determine
evaluation
design
Develop/acquire
materials
Conduct
Deliver the
Select evaluation
HRD program
trainer/leader of program
or inter vention
or inter vention

Select methods
and techniques Interpr et
res ults

Schedule the
program/intervention

57
 NEEDS ASSESSMENT
Establish priorities for
expending HRD resources
Define specific training and
HRD objectives
Establish evaluation criteria

58
 DESIGN PHASE
 Define objectives
 Develop lesson plan
 Develop/acquire materials
 Select trainer/leader
 Select methods/techniques
 Scheduling

59
 IMPLEMENTATION PHASE
 Deliver program as designed
 Create atmosphere that promotes
learning
 Resolving emergent problems as
they occur

60
 EVALUATION PHASE
 Must be able to quantify results of
trainings and determine impact on
―bottom line‖
 Evaluate participant reaction
 Evaluate how much was learned
 Evaluate transferability of learning to
workplace
 Evaluate if program contributes to
organization’s effectiveness
61
 USE OF EVALUATION DATA
Whether or not to continue use of
program or vendor

Whether or not to offer in the future

Budgeting and resource allocation

Using alternative methods to

solving problem(s) 62
 EMERGING WORKPLACE ISSUES - 1
 Drastic times, drastic measures:
Uncertain economic conditions force
organizations to reconsider how they can
grow and be profitable.
 Blurred lines—life or work? New
organizational structures are changing
the nature of work for employees and
HRD professionals.
 Small world and shrinking: Global
communication technology is changing the
way people connect and communicate.
 New faces, new expectations: Diversity in
the workplace continues to rise.
63

SOURCE: Davis, P., Naughton, J., & Rothwell, W. (2004). New roles and new competencies for the profession.
T&D, 58(4), April, 26–36. Copyright © April 2004 from T+D
EMERGING WORKPLACE ISSUES -
2
 Work be nimble, work be quick: The accelerated
pace of change requires more adaptable
employees and nimbler organizations.
 Security alert! Concerns about security and about
the ability of governments to provide protection
have increased individual anxiety levels
worldwide.
 Life and work in the e-lane: Technology,
especially the Internet, is transforming the way
people work and live.
 A higher ethical bar: Ethical lapses at the highest
levels in large organizations have shaken
employees’ loyalty, trust, and sense of security. 64