Strategic Human Resource Development PDF

Strategic Human Resource Development Lesson I: What is human resource development? A process for developing and unleashing human expertise through training and development and organization development for the purpose of improving performance (Richard Swanson). Learning is at the core of all HRD...

Strategic Human Resource Development Lesson I: What is human resource development? A process for developing and unleashing human expertise through training and development and organization development for the purpose of improving performance (Richard Swanson). Learning is at the core of all HRD efforts as the major focus today is on workplace learning and performance. Jacobs and Park define workplace learning as “the process used by individuals when engaged in training programs, education and development courses, or some type of experiential learning activity for the purpose of acquiring the competence necessary to meet current and future work requirements.” 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. HDR seeks to: 1. develop people’s knowledge; 2. expertise 3. productivity; and 4. satisfaction whether for personal or group/team gain, or for the benefit of an organization, community, nation, or ultimately, the whole of humanity. HRD activities should begin when an employee joins an organization and continue throughout his or her career, regardless od whether that is an executive or a worker on an assembly line. HRD programs must respond to job changes and integrate the long-term plans and strategies of the organization to ensure the efficient and effective use of resources. In short, while training and development activities, or “T&D” for short, constitutes a major part of human resource development, activities, such as coaching, career development, team building, and organization development also are aspects of HRD. History of HRD A. Early Apprenticeship Training Programs in 18th Century During this time, small operated by skilled artisans produced virtually all household goods such as furniture, clothing, and shoes. To meet a growing demand for their products, craft shop owners had to employ additional workers. Without vocational or technical schools, the shopkeepers had to educate and train their own coworkers. For little or no wages, these trainees, or apprentices, learned the craft of their master, usually working in the shop for several years until they became proficient in their trade. B. Early Vocational Education Programs In 1809, a man named DeWitt Clinton founded the first recognized, privately funded vocational school, also referred to as a manual school, in New York City. The purpose of the manual school was to provide occupational training to unskilled young people who were unemployed or had criminal records. Manual schools grew in popularity, particularly in the midwestern states, because they were a public solution to a social problem: what to do with “misdirected” youths. Regardless of their intent, these early forms of occupational training established a prototype for vocational education. Today, vocational instruction is an important part of each state’s public education system. In fact, given the current concerns about a “skills gap” (especially for technical skills), vocational education has become even more critical at the present time. C. Early Factory Schools With the advent of the Industrial Revolution during the late 1800s, machines began to replace the hand tools of the artisans. “Scientific” management principles recognized the significant role of machines in better and more efficient production systems. Specifically, semiskilled workers using machines could produce more than the skilled workers in small craft shops. This marked the beginning of factories as we know them today. Factories made it possible to increase production by using machines and unskilled workers, but they also created a significant demand for the engineers, machinists, and skilled mechanics needed to design, build, and repair the machines. Fueled by the rapid increase in the number of factories, the demand for skilled workers soon outstripped the supply of vocational school graduates. To meet this demand, factories created mechanical and machinist training programs, which were referred to as “factory schools.”  D. Early Training Programs for Semiskilled and Unskilled Worker Started after two significant historical events. 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. With the increased demand for the Model T, Ford had to design more assembly lines, and this provided more training opportunities. Most of the other automobile manufacturers who entered the market at this time also used assembly line processes, resulting in a proliferation of semiskilled training programs. E. The Human Relations Movement One of the undesirable by-products of the factory system was the frequent abuse of unskilled workers, including children, who were often subjected to unhealthy working conditions, long hours, and low pay. Led by Mary Parker Follett and Lillian Gilbreth led the campaign that gave rise to the “human relations” movement advocating more humane working conditions. Among other things, the human relations movement provided a more complex and realistic understanding of workers as people instead of merely cogs in a factory machine. Chester Barnard, the president of New Jersey Bell Telephone, in his influential 1938 book The Functions of the Executive, described the organization as a social structure integrating traditional management and behavioral science applications. The movement continued into the 1940s, with World War II as a backdrop. 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. Theories like Maslow’s served to reinforce the notion that the varied needs and desires of workers can become important sources of motivation in the workplace. F. The Establishment of the Training Profession Many defense-related companies established their own training departments. These departments designed, organized, and coordinated training across the organization. In 1942, the American Society for Training Directors (ASTD) was formed to establish some standards within this emerging profession.19 At the time, the requirements for full membership in ASTD included 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. G. Emergence of HRD During the 1960s and 1970s, professional trainers realized that their role extended beyond the training classroom. 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). In 2010, ASTD had approximately 40,000 members in over 100 countries. The Relationship Between HRM and HRD/Training Human resource management (HRM) 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. Organizational Chart of a Large HRM Division Functions of HRM 1. Human resource planning activities are used to predict how changes in management strategy will affect future human resource needs. These activities are critically important with the rapid changes in external market demands. HR planners must continually chart the course of an organization and its plans, programs, and actions. 2. Equal employment opportunity activities are intended to satisfy both the legal and moral responsibilities of an organization through the prevention of discriminatory policies, procedures, and practices. This includes decisions affecting hiring, training, appraising, and compensating employees. 3. Staffing (recruitment and selection) activities are designed for the timely identification of potential applicants for current and future openings and for assessing and evaluating applicants in order to make selection and placement decisions. 4. Compensation and benefits administration is responsible for establishing and maintaining an equitable internal wage structure, a competitive benefits package, as well as incentives tied to individual, team, or organizational performance. 5.. Employee (labor) relations activities include developing a communications system through which employees can address their problems and grievances. In a unionized organization, labor relations will include the development of working relations with each labor union, as well as contract negotiations and administration. 6. Health, safety, and security activities seek to promote a safe and healthy work environment. This can include actions such as safety training, employee assistance programs, and health and wellness programs. 7. Human resource development activities are intended to ensure that organizational members have the skills or competencies to meet current and future job demands. Secondary HRM Functions 1. Organization/job design activities are concerned with interdepartmental relations and the organization and definition of jobs. 2. Performance management and performance appraisal systems are used for establishing and maintaining accountability throughout an organization. 3. Research and information systems (including Human Resource Information Systems) are necessary to make enlightened human resource decisions. Line versus Staff Authority One of the primary components of an organization’s structure is the authority delegated to a manager or unit to make decisions and utilize resources.  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. HRD Functions (McLagan)  Organization Career Training and Development, Development Development, and 1. Training and Development Training and development (often abbreviated as T&D) focuses on changing or improving the knowledge, skills, and attitudes of individuals. 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. T&D  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. The HRD staff and the hiring supervisor generally share the responsibility for designing the orientation process, conducting general orientation sessions, and beginning the initial skills training.  Skills and technical training programs then narrow in scope to teach the new employee a particular skill or area of knowledge.  Coaching encourages individuals 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. Counseling programs may address such issues as substance abuse, stress management, smoking cessation, or fitness, nutrition, and weight control.  Management training and development programs to ensure that managers and supervisors have the knowledge and skills necessary to be effective in their positions. These programs may include supervisory training, job rotation, seminars, or college and university courses. 2. 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. OD emphasizes both macro and micro-organizational changes: macro changes are intended to ultimately improve the effectiveness of the organization as a whole, whereas micro changes are directed at individuals, small groups, and teams 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. It involves two distinct processes: 3.1 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. 3.2 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  Role is a specific set of tasks Foundational competencies fall and expected outputs for a into three areas: particular job, for example, Personal classroom trainer or Interpersonal instructional designer. Business/management Four key roles for HRD professionals: Learning strategist Business partner Project manager Professional specialist Workplace Learning and Performance Roles 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 Other HRD Roles and Outputs for HRD Professionals The HR strategic advisor consults strategic decision-makers on HRD issues that directly affect the articulation of organization strategies and performance goals. Outputs include HR strategic plans and strategic planning education and training programs. The HR systems designer and developer assists HR management in the design and development of HR systems that affect organization performance. Outputs include HR program designs, intervention strategies, and implementation of HR programs. The organization change agent advises management in the design and implementation of change strategies used in transforming organizations. The outputs include more efficient work teams, quality management, intervention strategies, implementation, and change reports. The organization design consultant advises management on work systems design and the efficient use of human resources. Outputs include intervention strategies, alternative work designs, and implementation. The learning program specialist (or instructional designer) identifies needs of the learner, develops and designs appropriate learning programs, and prepares materials and other learning aids. Outputs include program objectives, lesson plans, and intervention strategies. The instructor/facilitator presents materials and leads and facilitates structured learning experiences. Outputs include the selection of appropriate instructional methods and techniques and the actual HRD program itself. The individual development and career counselor assists individual employees in assessing their competencies and goals in order to develop a realistic career plan. Outputs include individual assessment sessions, workshop facilitation, and career guidance. The performance consultant (or coach) advises line management on appropriate interventions designed to improve individual and group performance. Outputs include intervention strategies, coaching design, and implementation. The researcher assesses HRD practices and programs using appropriate statistical procedures to determine their overall effectiveness and communicates the results to their organization. Outputs include research designs, research findings and recommendations, and reports. *Some popular HRD jobs include instructional designer, change agent, executive coach, and multimedia master.* A Framework for the HRD Process a. Needs Assessment - 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. b. Design - This involves the following: 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 c. Implementation - This means that the program or intervention must be delivered or implemented using the most appropriate means or methods (as determined in the design phase). Delivering any HRD program generally presents numerous challenges, such as executing the program as planned, creating an environment that enhances learning, and resolving problems that may arise (missing equipment, conflicts between participants, etc.). d. Evaluation - 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. Evaluation results allow 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