HRD Chapter 1
Human Resource Development (HRD) can be defined as 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.
HRD seeks to develop people’s “knowledge, expertise, productivity, and satisfaction, whether for personal or group/team gain, or for the bene fit of an organization,
community, nation, or, ultimately, the whole of humanity
History
• Early Apprenticeship Training Programs
18th century
Skilled artisans sab karte the. They hired unskilled workers. Trained them until they became master in their craft.
Apprentices who mastered all the necessary skills were considered “yeomen,” and could leave their master and establish their own craft shops. But still mostly uske under hi kaam karte the kyunki vo gareeb the.
Yeomen ka number badh raha tha toh master created private franchise so they could regulate qualtiy, wages, hours,etc. These made difficult for yeomen to establish independent craft shops. By forming separate
guilds called “yeomanries,” the yeomen counterbalanced the powerful craft guilds and created a collective voice in negotiating higher wages and betterworking conditions.
• Early Vocational Education Programs
DeWitt Clinton founded the first vocational school The purpose of the manual school was to provide occupational training to unskilled young people who were unemployed or had criminal [Link] passed
the Smith-Hughes Act, which recognized the value of vocational education by granting funds (initially $7 million annually) targeted for state programs in agricultural trades, home economics, industry, and teacher
training.
• Early Factory School
New Factories came up for the first time. Uske liye chaiye they mechanics. To meet this demand, factories created mechanical and machinist training programs, which were referred to as “factory schools.
The first documented factory school, in 1872, was located at Hoe and Company, a New York manufacturer of printing presses. Factory school programs differed from early apprenticeship programs in that they
tended to be shorter in duration and had a narrower focus on the skills needed to do a particular job.
• Early Training Programs for Semiskilled and Unskilled Workers
The first was the introduction of the Model T by Henry Ford in 1913. The Model T was the first car to be mass-produced using an assembly line, in which production required only the training of semiskilled workers
to perform several tasks. The new assembly lines cut production costs significantly and Ford lowered its prices, making the Model T affordable to a much larger segment of the public. Another significant historical
event was the outbreak of World War I. To meet the huge demand for military equipment, many factories that produced nonmilitary goods had to retool their machinery and retrain their workers, including the
semiskilled. For instance, the U.S. Shipping Board was responsible for coordinating the training of shipbuilders to build warships. To facilitate the training process, Charles Allen, director of training, instituted a four-
step instructional method referred to as “show, tell, do, check” for all of the training programs offered by the Shipping Board. This technique was later named job instruction training (JIT)
• The Human Relations Movement
Factories mein frequently abuse hota tha unskilled workers ka long hours, low pay, bad working conditions. Led by Mary Parker Follett and Lillian Gilbreth, the campaign gave rise to the “human relations”
movement advocating more humane working conditions. This was also addressed by Chester Barnard, the president of New Jersey Bell Telephone, in his influential 1938 book The Functions of the
[Link] described the organization as a social structure integrating traditional management and behavioral science applications. Abraham Maslow published his theory on human needs, stating that
people can be motivated by both economic and noneconomic incentives. He proposed that human needs are arranged in terms of lesser to greater potency (strength), and distinguished between lower order (basic
survival) and higher order (psychological) needs
• The Establishment of the Training Profession
The federal government established the Training Within Industry (TWI) Service to coordinate training programs across defense-related [Link] 1942, the American Society for Training Directors (ASTD) was
formed to establish some standards within this emerging profession. At the time, the requirements for full membership in ASTDincluded a college or university degree plus two years of experience in training or a
related field, or five years of experience in training. A person working in a training function or attending college qualified for associate membership
• Emergence of Human Resource Development
The move toward employee involvement in many organizations required trainers to also coach and counsel employees. Training and development (T&D) competencies therefore expanded to include interpersonal
skills such as coaching, group process facilitation, and problem solving. This additional emphasis on employee development inspired the ASTD to rename itself as the American Society for Training and Development
(ASTD).Influential books by individuals such as Leonard and Zeace Nadler appeared in the late 1980s and early 1990s, and these helped to clarify and define the HRD field.
International Society for Performance Improvement, or ISPI
Human resource management (HRM)
It can be defined as the effective selection and utilization of employees to best achieve the goals and strategies of an organization, as well as the goals and needs of employees. An important point to stress is that the
responsibility for HRM is (or, at least, should be) shared by human resource specialists and line management.
HRM can be divided into primary and secondary functions.
Primary functions
1. Human resource planning
2. Equal employment opportunity
3. Staffing (recruitment and selection)
4. Compensation and benefits
5. Employee (labor) relations
6. Health, safety, and security
7. Human resource development
Secondary HRM Functions
1. Organization/job design
2. Performance management and performance appraisal systems
3. Research and information systems
Line versus Staff Authority
Line authority is given to managers and organizational units that are directly responsible for the production of goods and services. Staff authority is given to organizational units that advise and consult line units.
Traditionally, HRM functional units, including HRD, have staff authority. In general, line authority supersedes staff authority in matters pertaining to the production of goods and services
HUMAN RESOURCE DEVELOPMENT FUNCTIONS
1. Training and Development (T&D)
Training typically involves providing employees the knowledge and skills needed to do a particular task or job, though attitude change may also be attempted (e.g., in sexual harassment training). Developmental
activities, in contrast, have a longer-term focus on preparing for future work responsibilities while also increasing the capacities of employees to perform their current jobs.
Employee orientation is the process by which new employees learn important organizational values and norms, establish working relationships, and learn how to function within their jobs. Skills and technical
training programs then narrow in scope to teach the new employee a particular skill or area of knowledge. In the coaching process, individuals are encouraged to accept responsibility for their actions, to address
any work-related problems, and to achieve and sustain superior levels of performance. Coaching involves treating employees as partners in achieving both personal and organizational goals. Counseling techniques
are used to help employees deal with personal problems that may interfere with the achievement of these goals. HRD professionals are also responsible for coordinating management training and development
programs to ensure that managers and supervisors have the knowledge and skills necessary to be effective in their positions. Eg may include supervisory training, job rotation, seminars, or college and university
courses.
2. Organization Development
Organization development (OD) is defined as the process of enhancing the effectiveness of an organization and the well-being of its members through planned interventions that apply behavioral science concepts.
Macro changes: poori organization
Micro changes: directed at individuals,small groups,teams.
The role of the HRD professional involved in an OD intervention is generally to function as a change agent. Hrd proffesional meeetings karwate hai iske liye.
3. Career Development
Career development is “an ongoing process by which individuals progress through a series of stages, each of which is characterized by a relatively unique set of issues, themes, and tasks.
Career development involves two distinct processes.
Career planning involves activities performed by an individual, often with the assistance of counselors and others, to assess his or her skills and abilities in order to establish a realistic career plan.
Career management involves taking the necessary steps to achieve that plan, and generally focuses more on what an organization can do to foster employee career development.
ROLES AND COMPETENCIES OF AN HRD PROFESSIONAL
The HRD Executive/Manager
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The HRD Executive/Manager
Pehle Training Director
Ab Chief Learning Officer ( CLO)
this individual must integrate the HRD programs with the goals and strategies of their organization and normally assumes a leadership role in the executive development program, if one exists.
The outputs of this role include long-range plans and strategies, policies, and budget allocation schedules.
One of the important tasks of the HRD executive is to promote the value of HRD as a means of ensuring that organizational members have the competencies to meet current and future job demands. If senior managers
do not understand the value of HRD, it will be difficult for the HRD executive to get their commitment to HRD efforts and to justify the expenditure of funds during tough times
Other HRD Roles and Outputs for HRD Professionals
1. HR strategic advisor
2. HR systems designer and developer
3. organization change agent
4. organization design consultant
5. learning program specialist (or instructional designer)
6. instructor/facilitator
7. individual development and career counselor
8. performance consultant (or coach)
9. Researcher
Certification and Education for HRD Professionals
1 This certification is called the Certified Professional in Learning and Performance™ (or CPLP™), and is offered by the ASTD Certification Institute.
For the field of human resource management in general, there are three certification examinations offered by the Human Resource Certification Institute (HRCI) (in conjunction with the Society for Human Resource
Management). They are called the Professional in Human Resources (PHR), Senior Professional in Human Resources (SPHR), and Global Professional in Human Resources (GPHR) examinations.
Over the past twenty years, the HRD profession has become better connected to and involved with the academic community. Three developments illustrate this relationship: (1) ASTD changed its governance structure to
include a Professor’s Network and an Academic Relations Committee; (2) The Human Resource Development Quarterly, a research journal focusing on HRD issues, began publishing in 1990; (3) Another organization has
been formed, the Academy of Human Resource Development, to further advance scholarly research concerning human resource development issues.3 additional HRD journals: Advances in Human Resource
Development, Human Resource Development International, and Human Resource Development Review.
Challenges to HRD
(1) competing in a global economy
Competing in the global economy requires more than educating and training workers to meet new challenges. In addition to retraining the workforce, successful companies will institute quality improvement processes
and introduce change efforts (for example, high involvement programs). The workforce must learn cultural sensitivity to better communicate and conduct business among different cultures and in other countries.
Developing managers into global leaders has been identified as a major challenge for organizations.
(2) eliminating the skills gap
the Los Angeles public school system is offering a guarantee to employers, stating that if any high school graduate is found to be deficient in basic skills, such as computation and writing, the school system will retrain the
graduate at no cost to the employer. Germany emphasizes vocational education and school-to-work transition programs so that school-age children can begin apprenticeship programs as part of their formal education
(3) increasing workforce diversity
First, organizations need to address racial, ethnic, and other prejudices that may persist, as well as cultural insensitivity and language differences . Second, with the increasing numbers of women in the workforce,
organizations should continue to provide developmental opportunities that will prepare women for advancement into the senior ranks and provide safeguards against sexual harassment. Third, the aging of the
workforce highlights the importance of creating HRD programs that recognize and address the learning-related needs of both younger and older workers.
(4) meeting the need for lifelong individual learning
The challenge to HRD professionals is to provide a full range of learning opportunities for all kinds of employees. One way that organizations are meeting this challenge is by establishing multimedia learning centers
(sometimes on the organization’s intranet). These centers offer a variety of instructional technologies that can be matched to each trainee’s unique learning needs. Individual assessments can determine deficiencies or
gaps in employees’ performance capabilities while also pointing out their preferred learning styles
(5) facilitating organizational learning
One challenge for HRD professionals is facilitating a transition from traditional training programs to emphasizing three things: learning principles and tactics; how learning relates to performance; and more importantly,
the relationship between learning and fundamental change.74 To do this, HRD professionals must develop a solid understanding of learning theory and be able to devise learning tools that enhance individual
development.
One challenge for HRD professionals is facilitating a transition from traditional training programs to emphasizing three things: learning principles and tactics; how learning relates to performance; and more importantly,
the relationship between learning and fundamental change.74 To do this, HRD professionals must develop a solid understanding of learning theory and be able to devise learning tools that enhance individual
development.
(6) addressing ethical issues and dilemmas in a proactive and effective manner.
17 page report “Standards on Ethics and Integrity,” produced by a sub-committee of the Academy of Human Resource Development.
A FRAMEWORK FOR THE HRD PROCESS
Needs Assessment Phase
HRD interventions are used to address some need or gap within an organization. A need can be either a current deficiency, such as poor employee performance, or a new challenge that demands a change in the way the
organization operates. Identifying needs involves examining an organization, its environment, job tasks, and employee performance. This information can be used to:
• Establish priorities for expending HRD efforts
• Define specific training and HRD objectives
• Establish evaluation criteria
Design Phase
The second phase of the training and HRD process involves designing the HRD program or intervention. If the intervention involves some type of training or development program, the following activities are typically
carried out during this phase:
• Selecting the specific objectives of the program
• Developing an appropriate lesson plan for the program
• Developing or acquiring the appropriate materials for the trainees to use
• Determining who will deliver the program
• Selecting the most appropriate method or methods to conduct the program
• Scheduling the program
Once the assessment phase has been completed, it is important to translate the issues identified in that phase into clear objectives for HRD programs. This should also facilitate the development of clear lesson plans
concerning what should be done in the HRD program.
The design phase also involves selecting and developing the content of the program. This means choosing the most appropriate setting for the program (e.g., on the job, in a classroom, online, or some combination), the
techniques used to facilitate learning (such as lecture, discussion, role play, simulation), and the materials to be used in delivering the program (such as workbooks, job aids, web-based or web-enhanced materials, films,
videos, Microsoft® PowerPoint® presentations, etc.) Inherent in these decisions is the issue of whether to develop the program in-house or purchase it (or parts of it) from an outside vendor.
Implementation Phase
The goal of the assessment and design phases is to implement effective HRD programs or interventions. This means that the program or intervention must be delivered or implemented using the most appropriate means
or methods
Evaluation Phase
This is where the effectiveness of the HRD intervention is measured. This is an important but often underemphasized activity. Careful evaluation provides information on participants’ reaction to the program, how much
they learned, whether they use what they learned back on the job, and whether the program improved the organization’s effectiveness. HRD professionals are increasingly being asked to provide evidence of the success
of their efforts using a variety of “hard” and “soft” measures, that is, both bottom line impact, as well as employee reaction. This information allows managers to make better decisions about various aspects of the HRD
effort, such as:
• Continuing to use a particular technique or vendor in future programs
• Offering a particular program in the future
• Budgeting and resource allocation
• Using some other HR or managerial approach (like employee selection or changing work rules) to solve the problem
It is important that HRD professionals provide evidence that HRD programs improve individual and organizational effectiveness. Armed with this information, HRD managers can better compete with managers from
other areas of the organization when discussing the effectiveness of their actions and vying for organizational resources
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other areas of the organization when discussing the effectiveness of their actions and vying for organizational resources
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