1. Challenges for HRD
1.1. Changing workforce demographics
1.2. Competing in global economy
1.2.1. - New technologies
1.2.2. - Need for more skilled and educated workers
1.2.3. - Cultural sensitivity required
1.2.4. - Team involvement
1.2.5. - Problem solving
1.2.6. - Better communication skills
1.3. Eliminating the skills gap
1.3.1. - Employees need to be taught basic skills like Mathematics, Reading and Applied subjects
1.4. Need for lifelong learning
1.4.1. - Organizations change
1.4.2. - Technology change
1.4.3. - Product change
1.4.4. - Process change
1.4.5. - People
1.5. Need for organizational learning
1.5.1. - Systems thinking principle
1.5.2. - Personal mastery principle
1.5.3. - Mental models principle
1.5.4. - Shared visions
1.5.5. - Team learning
2. HRD Jobs/ Roles
2.1. - Executive/manager
2.1.1. - Integrates HRD with organizational goals and strategies
2.1.2. - Promotes HRD as a profit enhancer
2.1.3. - Tailors HRD to corporate needs and budget
2.1.4. - Institutionalised performance enhancement
2.2. - HR Strategic Advisor
2.2.1. - Consults with corporate strategic thinkers
2.2.2. - Helps to articulate goals and strategies
2.2.3. - Develops HR plans
2.2.4. - Develops strategic planning education and training programs
2.3. - HR Systems Designer/Developer
2.3.1. - Assists HR manager in the design and development of HR systems
2.3.2. - Designs HR programs
2.3.3. - Develops intervention strategies
2.3.4. - Plans HR implementation actions
2.4. - Organization Change Agent
2.4.1. - Develops more efficient work teams
2.4.2. - Improves quality management
2.4.3. - Implements intervention strategies
2.4.4. - Develops change reports
2.5. - Organization Design Consultant
2.5.1. - Designs work systems
2.5.2. - Develops effective alternative work designs
2.5.3. - Implements changed systems
2.6. - Learning Program Specialist
2.6.1. - Identifies needs of learners
2.6.2. - Develops and designs learning programs
2.6.3. - Prepares learning materials and learning aids
2.6.4. - Develops program objectives, lesson plans and strategies
2.7. - Instructor/Facilitator
2.7.1. - Presents learning materials
2.7.2. - Leads and facilitates structured learning experiences
2.7.3. - Selects appropriate instructional methods and techniques
2.7.4. - Delivers instructions
2.8. - Individual Development and Career Counsellor
2.8.1. - Assists individuals in career planning
2.8.2. - Develops individual assessments
2.8.3. - Facilitates career workshop
2.8.4. - Provides career guidance
2.9. - Performance Consultant
2.9.1. - Advises line management on appropriate interventions to improve individual and group performance
2.9.2. - Provides intervention strategies
2.9.3. - Develops and provides coaching designs
2.9.4. - Implements coaching activities
2.10. - Researcher
2.10.1. - Assesses HRD practices and programs
2.10.2. - Determines HRD program’s effectiveness
2.10.3. - Develops requirements for changing HRD programs to address current and future problems
3. Critical HRD Issues
3.1. Strategic Management & HRD
3.1.1. - Strategic management aims to ensure organizational effectiveness for the foreseeable future.
3.1.2. - HRD aims to get managers and workers ready for new product, procedures, and materials.
3.2. Supervisor’s role in HRD
3.2.1. - Implement HRD programs and procedures.
3.2.2. - On-the-job Training (OJT)
3.2.3. - Coaching/mentoring/counselling
3.2.4. - Career and employee development
3.2.5. - A “front-line participant” in HRD
3.3. Organizational Structure of HRD Departments
3.3.1. - Depends on company size, industry and maturity.
3.3.2. - No single structure used
3.3.3. - Depends in large part on how well the HRD manager becomes an institutional part of the company.
4. Framework for HRD Process
4.1. Need Assessment
4.1.1. - Establishing HRD priorities
4.1.2. - Defining specific training and objectives
4.1.3. - Establishing evaluation criteria
4.2. Design
4.2.1. - Selecting who delivers program
4.2.2. - Selecting and developing program content
4.2.3. - Scheduling the training program
4.3. Implementation
4.3.1. - Implementing or delivering the program
4.4. Evaluation
4.4.1. - Determining program effectiveness
5. HRM & HRD
5.1. Primary functions
5.1.1. Human resource planning
5.1.2. Equal employment opportunity
5.1.3. Staffing
5.1.4. Compensation & benefits
5.1.5. Employee and labour relations
5.1.6. Health, safety and security
5.1.7. Human resource development
5.2. Secondary function
5.2.1. Organization and job design
5.2.2. Performance management/ Performance appraisal system
5.2.3. Research and information systems
5.3. Line vs Staff Authority
5.3.1. Line Authority- given to managers directly responsible for the production of goods and services.
5.3.2. Staff Authority - given to units that advise and consult the units.
5.4. Limits of Authority
5.4.1. - HRM & HRD units have staff authority (overhead function)
5.4.2. Line authority takes precedence
5.5. HRD Functions
5.5.1. Training
5.5.1.1. - Employee orientation
5.5.1.2. - Skills & technical training
5.5.1.3. - Coaching
5.5.1.4. - Counselling
5.5.2. Development
5.5.2.1. Management training
5.5.2.2. Supervisor development
5.5.3. Organizational development
5.5.3.1. - The process of improving an organisation’s effectiveness and member’s well-being through the application of behavioural science concepts.
5.5.3.2. - Focuses on both macro and micro levels.
5.5.3.3. - HRD plays the role of a change agent.
5.5.4. Career development
5.5.4.1. - Career planning
5.5.4.2. - Career management
6. Definition & History of HRD
6.1. A set of systematic and planned activities designed by an organisation to provide its member s with necessary skills to meet current and future job demands.
6.2. Evolution of HRD
6.2.1. Early apprenticeship programs
6.2.1.1. - Artisans in 1700 had to train their own workers.
6.2.1.2. - Guild schools
6.2.1.3. Yeonmaries (early workers unions)
6.2.2. Early vocational educatiom programs
6.2.2.1. 1809 - DeWitt Clinton’s manual school
6.2.2.2. 1863 - President Lincoln signed the Land-Grand Act promoting A&M colleges.
6.2.2.3. 1917 - Smith-Hughes Act provides funding for vocational education at the stage level.
6.2.3. Early factory schools
6.2.3.1. - Industrial Revolution increases need for trained workers to design, build and repair machines used by unskilled workers.
6.2.3.2. - Companies started machinist and mechanical schools in-house.
6.2.3.3. - Shorter and more narrowly-focused than apprenticeship programs.
6.2.4. Early training for unskilled/semiskilled
6.2.4.1. Mass Production
6.2.4.1.1. - Semiskilled and unskilled workers
6.2.4.1.2. - Production line - one task = one worker
6.2.4.2. World War I
6.2.4.2.1. - Retool and retrain
6.2.4.2.2. - “Show, tell, do, check”
6.2.5. Human relations movement
6.2.5.1. - Promotes better working condition
6.2.5.2. - Tied to Maslow’s hierarchy of needs
6.2.6. Establishment of training profession
6.2.6.1. - Federal government started the Training Within Industry (TWI) program.
6.2.6.2. - 1942 : American Society for Training Directors (ASTD) was formed
6.2.7. Emergence of HRD
6.2.7.1. Employees need extend beyond the training classroom which include :
6.2.7.1.1. Coaching
6.2.7.1.2. Group work
6.2.7.1.3. Problem solving