Introduction to Human

Resource Development
Chapter 1

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 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

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 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

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 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

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 Progressions towards HRD
Development - 1
• Apprentice training programs
– Apprentice
– Yeoman
– Master
– Guilds

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 Progressions towards HRD
Development - 2
• Vocational education programs
– 1809 – DeWitt Clinton founds first manual
school in NY
– 1917 – Smith-Hughes Act (World War-I)
• Factory Schools
– Needed engineers, machinists and skilled
mechanics
– Had to develop their own--shorter and more
narrowly focused than apprenticeships
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 Training for Skilled and Semi-
Skilled Workers
• Needed for production lines (Ford)
• Demand for military goods (WW-I)
• Job Instruction Training (JIT) based at first
on
– Show
– Tell
– Do
– Check
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 The Human Relations Movement
• Factory system sometimes abused
workers
• “Human relations” advocated more
humane working conditions

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 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
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 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

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 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

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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

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 HRM Functions
• Obtaining employees
• Maintaining employees
• Developing employees

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 Primary HRM Functions
• Human resource planning
• Equal employment opportunity
• Staffing (recruitment and selection)
• Compensation and benefits
• Employee (labor) relations
• Health, safety and security
• HRD activities

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 Other HRM Functions
• Organizational/job design
• Performance management and appraisal
systems
• Research and information systems

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 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
authority

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 Primary HRD Functions
• Training and development (T&D)
• Organizational development (OD)
• Career development

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 Training & Development
(T&D)
• Changing or improving the employees
– Knowledge
– Skills
– Attitudes
• Training
– Provides skills & knowledge to job or task
• Development
– Prepares for future employment needs
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 T&D Activities
• Start when employee joins organization
• Continues throughout employment and
career

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 Specific T&D Activities
• Employee orientation
• Skills and technical training
• Coaching
• Counseling

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 Coaching
• Employees learn unit’s values and norms
• Establish working relationships
• Learn how to function in their jobs

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 Counseling
• Help employees deal with personal
problems
– Substance abuse
– Stress management
– Smoking cessation
– Fitness, nutrition, weight management
– Etc.

CH-1 © 2012 South-Western, a part of Cengage Learning 22

 Management Training and
Development
• To ensure managers and supervisors have
the KSAs needed to be effective
– Supervisory training
– Job rotation
– Seminars
– College/university courses

CH-1 © 2012 South-Western, a part of Cengage Learning 23

 Organizational Development (OD)

• 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
• In OD, the HRD professional works as a “change
agent” to facilitate the change process

CH-1 © 2012 South-Western, a part of Cengage Learning 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
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 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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
for the profession. T&D, 58(4), 26-36

CH-1 © 2012 South-Western, a part of Cengage Learning 27

 Strategic Management and HRD
• Strategic Management includes
– Strategy formulation
– Strategy implementation
– Control

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 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

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Alignment of the Organization
• Management practices
• Organizational structure
• Human resource systems
• Other work practices & systems

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 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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
CH-1 © 2012 South-Western, a part of Cengage Learning 32
 Role of Supervisors in HRD
• HRD implementation
• Orientation
• Training
• Coaching
• Career development
• Identifying training needs

CH-1 © 2012 South-Western, a part of Cengage Learning 33

 Organizational Structure of HRD
Function
• Figure 1-3

Director
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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 35

 Competency
• Mastery of a skill

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 HRD Manager Competencies
• A non-exclusive list
• Personal
• Interpersonal
• Business/Management

CH-1 © 2012 South-Western, a part of Cengage Learning 37

 The 2004 ASTD Competency
Model
• Fig 1-5

Lea rn ing
Stra tegist

Bu siness
Pa rtner

Profes-
Project sion al
M a nager Sp ecialist

Designing Learning
Im proving Hum an P erform ance
Delivering Training
M easuring and Evaluating
Facilitating O rganizational Change
M anaging the Learning Function
Coaching
M anaging O rganizational Knowledge
Career Planning and Talent M anagem ent

Areas of E xpertise: Supported by Technology

• Inte rp erson al • Bu siness/M anag em en t • Pe rsona l
> Bu ildin g Trust > An alyzing N eeds an d > D em onstra tin g
> C om m unica ting Effectively Prop osing S olutio ns Ad aptab ility
> Influen cing S takeholders > Ap plyin g Bu siness Acum e n > M o deling Personal
> Leveraging D iversity > D rivin g R esults D evelopm e nt
> N etw o rkin g an d Pa rtn ering > Plann ing and Im plem en ting
Assign m ents
> Thinking S trategically

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
CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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
CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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
– Intervention strategies

CH-1 © 2012 South-Western, a part of Cengage Learning 45

 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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

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 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

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 Emerging Workplace Trends - 1
• Fig 1-6

• 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 © April 2004 from T+D by Davis, P., Naughton, J., & Rothwell, W. Reprinted with permission of American Society for Training
and Development

CH-1 © 2012 South-Western, a part of Cengage Learning 52

 Emerging Workplace Trends - 2
• Fig 1-6 cont’d

• 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 by Davis, P., Naughton, J., & Rothwell, W. Reprinted with permission of American Society for Training
and Development

CH-1 © 2012 South-Western, a part of Cengage Learning 53

 Six Challenges for HRD
• Competing in a global economy
• Eliminating the skills gap
• Increasing workforce diversity
• Meeting need for lifelong learning
• Facilitating organizational learning
• Addressing ethics

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 A Framework for the HRD
Process
• Needs Assessment
• Design
• Implementation
• Evaluation

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 ASTD Code of Ethics
• Recognize individual rights • Maintain confident-iality and
and dignities integrity
• Develop human potential • Support peers
• Provide highest level of quality • Behave ethically and honestly
education • Improve public understanding
• Comply with laws and of HRD
copyrights • Honestly reveal qualifications
• Keep up-to-date in HRD and abilities
• Contribute to continued growth
of the profession

PARAPHRASED from American Society for Training and Development (ASTD), Accessed on July 14, 2010 at:
http:/www.astd.org/ASTD/aboutus/missionAndVision.

CH-1 © 2012 South-Western, a part of Cengage Learning 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 Interpret
results

Schedule the
program/intervention

CH-1 © 2012 South-Western, a part of Cengage Learning 57

 Needs Assessment
• Establish priorities for expending HRD resources
• Define specific training and HRD objectives
• Establish evaluation criteria

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 Design Phase
• Define objectives
• Develop lesson plan
• Develop/acquire materials
• Select trainer/leader
• Select methods/techniques
• Scheduling

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 Implementation Phase
• Deliver program as designed
• Create atmosphere that promotes learning
• Resolving emergent problems as they occur

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 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

CH-1 © 2012 South-Western, a part of Cengage Learning 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)

CH-1 © 2012 South-Western, a part of Cengage Learning 62