Human Resource Development
SIXTH EDITION
JON M. WERNER
University of Wisconsin-Whitewater
RANDY L. DESIMONE
Rhode Island College
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
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Human Resource Development,
Sixth Edition
Jon M. Werner and Randy L. DeSimone
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FOR BARBARA AND TAINA
“Pass on what you heard from me … to reliable leaders who are competent
to teach others.” (II Timothy 2:2; Message translation)
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BRIEF CONTENTS
Preface
xi
Foundations of Human Resource
Development
1
Chapter 1
Introduction to Human Resource Development
2
Chapter 2
Influences on Employee Behavior
34
Chapter 3
Learning and HRD
65
PART 2
Framework for Human Resource
Development
PART 1
105
Chapter 4
Assessing HRD Needs
106
Chapter 5
Designing Effective HRD Programs
139
Chapter 6
Implementing HRD Programs
166
Chapter 7
Evaluating HRD Programs
200
PART 3
Human Resource Development
Applications
253
Chapter 8
Onboarding: Employee Socialization and Orientation
254
Chapter 9
Skills and Technical Training
287
Chapter 10
Coaching and Performance Management
321
Chapter 11
Employee Counseling and Wellness Services
355
Chapter 12
Career Management and Development
391
Chapter 13
Management Development
439
Chapter 14
Organization Development and Change
476
Chapter 15
HRD and Diversity: Diversity Training and Beyond
516
Glossary
547
Name Index
559
Subject Index
563
Endnotes
577
iv
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CONTENTS
Preface
xi
P A R T 1 Foundations of Human Resource
Development
1
Chapter 1
Introduction to Human Resource Development
2
Introduction
The Progression Toward a Field of Human Resource
Development
The Relationship Between Human Resource Management
and HRD/Training
Human Resource Development Functions
Roles and Competencies of an HRD Professional
Challenges to Organizations and to HRD Professionals
A Framework for the HRD Process
Organization of the Text
3
8
10
16
22
26
29
Influences on Employee Behavior
34
Introduction
Model of Employee Behavior
External Influences on Employee Behavior
Motivation: A Fundamental Internal Influence on
Employee Behavior
Other Internal Factors That Influence Employee Behavior
35
36
38
Learning and HRD
65
Introduction
Learning and Instruction
Maximizing Learning
Individual Differences in the Learning Process
Learning Strategies and Styles
Further Contributions from Instructional and
Cognitive Psychology
66
67
70
83
90
Chapter 2
Chapter 3
5
45
57
94
v
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vi
Contents
P A R T 2 Framework for Human Resource
Development
Chapter 4
Chapter 5
Chapter 6
Chapter 7
105
Assessing HRD Needs
106
Introduction
Strategic/Organizational Analysis
Task Analysis
Person Analysis
Prioritizing HRD Needs
The HRD Process Model Debate
107
112
117
125
132
133
Designing Effective HRD Programs
Introduction
139
140
Defining the Objectives of the HRD Intervention
The “Make-Versus-Buy” Decision: Creating or
Purchasing HRD Programs
Selecting the Trainer
Selecting Training Methods and Media
Preparing Training Materials
Scheduling an HRD Program
143
147
150
156
158
160
Implementing HRD Programs
Introduction
166
167
Training Delivery Methods
On-The-Job Training (OJT) Methods
Classroom Training Approaches
The Lecture Approach
The Discussion Method
Audiovisual Media
Computer-Based Training (Classroom-Based)
Self-Paced/Computer-Based Training Media and Methods
Some Final Issues Concerning Training Program Implementation
Arranging the Physical Environment
Getting Started
168
170
174
174
176
177
187
188
193
193
196
Evaluating HRD Programs
Introduction
200
201
The Purpose of HRD Evaluation
How Often Are HRD Programs Evaluated?
The Evaluation of Training and HRD Programs Prior
to Purchase
202
204
204
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Contents
vii
Changing Evaluation Emphases
205
Models and Frameworks of Evaluation
205
Kirkpatrick’s Evaluation Framework
206
Other Frameworks or Models of Evaluation
208
Comparing Evaluation Frameworks
209
A Stakeholder Approach to Training Evaluation
213
Data Collection for HRD Evaluation
214
Data Collection Methods
214
Choosing Data Collection Methods
217
Types of Data
218
The Use of Self-Report Data
219
Research Design
220
Ethical Issues Concerning Evaluation Research
223
Assessing the Impact of HRD Programs in Monetary Terms 225
How Technology Impacts HRD Evaluation
234
Closing Comments on HRD Evaluation
236
Appendix 7–1
More on Research Design
Research Design Validity
Nonexperimental Designs
Experimental Designs
Quasi-Experimental Designs
Statistical Power: Ensuring that a Change will be
Detected if One Exists
Selecting a Research Design
P A R T 3 Human Resource Development Applications
Chapter 8
Chapter 9
241
241
242
245
248
249
251
253
Onboarding: Employee Socialization and Orientation
254
Introduction
Socialization: The Process of Becoming an Insider
Various Perspectives on the Socialization Process
The Realistic Job Preview
255
257
262
266
Skills and Technical Training
Introduction
Basic Workplace Competencies
287
288
289
Basic Skills/Literacy Programs
Technical Training
Interpersonal Skills Training
290
294
306
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viii
Contents
Role of Labor Unions in Skills and Technical
Training Programs
Professional Development and Education
312
314
Chapter 10 Coaching and Performance Management
Introduction
321
322
The Need for Coaching
Coaching: A Positive Approach to Managing Performance
Coaching and Performance Management
Definition of Coaching
Role of the Supervisor and Manager in Coaching
The HRD Professional’s Role in Coaching
Coaching to Improve Poor Performance
Defining Poor Performance
Responding to Poor Performance
Conducting the Coaching Analysis
Maintaining Effective Performance and Encouraging
Superior Performance
Skills Necessary for Effective Coaching
The Effectiveness of Coaching
Employee Participation In Discussion
Being Supportive
Using Constructive Criticism
Setting Performance Goals During Discussion
Training and the Supervisor’s Credibility
Organizational Support
Closing Comments on Coaching and Performance
Management
Chapter 11 Employee Counseling and Wellness Services
Introduction
An Overview of Employee Counseling Programs
Employee Assistance Programs
Stress Management Interventions
Employee Wellness and Health Promotion Programs
Exercise and Fitness Interventions
Smoking Cessation
Issues in Employee Counseling
Closing Comments
322
323
324
325
327
328
328
329
330
332
340
341
344
345
346
346
346
347
347
347
355
356
359
362
370
374
376
378
381
386
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Contents
Chapter 12 Career Management and Development
Introduction
Defining Career Concepts
Stages of Life and Career Development
Models of Career Development
The Process of Career Management
Roles in Career Management
Career Development Practices and Activities
Issues in Career Development
Delivering Effective Career Development Systems
Chapter 13 Management Development
Introduction
Describing the Manager’s Job: Management Roles and
Competencies
Making Management Development Strategic
Management Education
Bachelor’s or Master’s Degree Programs in Business
Administration
Executive Education Programs
Management Training and Experiences
Examples of Approaches Used to Develop Managers
Designing Effective Management Development Programs
Chapter 14 Organization Development and Change
Introduction
Organization Development Theories and Concepts
Model of Planned Change
Designing an Intervention Strategy
Types of Interventions: Human Process-Based
Types of Interventions: Techno-Structural
Types of Interventions: Sociotechnical Systems
Types of Interventions: Organizational Transformation
Whither Organization Development?
ix
391
392
396
399
404
409
413
415
426
431
439
440
442
453
454
455
457
459
465
471
476
477
478
483
485
492
494
496
502
509
Chapter 15 HRD and Diversity: Diversity Training and Beyond
516
Introduction
Organizational Culture
Labor-Market Changes and Discrimination
Adapting to Demographic Changes
517
518
520
525
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x
Contents
Cross-Cultural Education and Training Programs
Human Resource Development Programs for Culturally
Diverse Employees
Other Human Resource Management Programs and Processes
Closing Comments
535
GLOSSARY
547
NAME INDEX
559
SUBJECT INDEX
563
ENDNOTES
577
538
542
542
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PREFACE
Employee skills and motivation are critical for organizational success. This has
always been true, but the pace and volume of modern change is drawing
increased attention to the ways that human resource development (HRD) activities
can be used to ensure that organization members have what it takes to successfully
meet their challenges. While there is solid evidence that HRD works, it is not a
magic bullet. The challenges many organizations face are complex, and new
dimensions, such as globalization and an increasingly diverse workforce, make it
more difficult to ensure HRD efforts will succeed. Unless those responsible for
training and development make informed choices about the content of a developmental experience and the methods of delivering it, the results of many HRD
efforts will fail to meet expectations.
Fortunately, there is a growing base of theory, research, and practical experience to support HRD efforts. We wrote this book to help students, HRD professionals, and managers at all levels take advantage of this knowledge and experience.
We firmly believe that if they do so, they will increase their effectiveness, along
with that of individuals with whom they work and the organizations of which
they are a part.
Intended Audience. We wrote Human Resource Development to serve primarily as a comprehensive text for undergraduate and graduate courses in business,
management, public administration, educational administration, and other fields
that prepare individuals to train and develop other people. As such, the book:
• Covers the entire field of HRD (as defined by two different competency stud•
•
•
•
ies by the American Society for Training and Development), from orientation
and skills training, to career development and organizational development
Provides a clear understanding of the concepts, processes, and practices that
form the basis of successful HRD
Shows how concepts and theories can and have been put into practice in a
variety of organizations
Focuses on the shared role of line management and human resource specialists
in HRD
Reflects the current state of the field, blending real-world practices and
up-to-date research
In addition to being an appropriate text for academic courses, this book is an
excellent resource for HRD professionals. It can serve as a comprehensive introduction for managers and supervisors who have had limited (or no) coursework
or experience with HRD. Not only can they become better trainers and developers, they will become more informed consumers of the HRD efforts offered
by their organizations.
xi
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xii
Preface
Pedagogical Features. We have included a number of pedagogical aids in
the text to enhance student learning and interest. These aids include:
• Learning objectives and opening questions at the beginning of each chapter
• An opening case in each chapter that places the contents of the chapter into a
•
•
•
•
•
•
meaningful context
Illustrations, examples, and boxed inserts throughout the book to help readers
better assimilate the information
A return to the opening case to provide closure and show how the chapter contents may be used to address the issues in the case
A list of key terms and concepts at the end of each chapter
End-of-chapter discussion questions to stimulate thought and provide students
with an opportunity to discuss and apply the information in the chapter
Exercises have been included in every chapter to provide further experience
with applying materials from the text, or to see how the materials relate to
a real-world setting
A glossary of key terms and concepts is included at the end of the book
Numerous examples from organizations, along with perspectives offered by
organization leaders and HRD professionals, are used to reinforce concepts and
demonstrate the importance of effective HRD to organizational success.
New to the Sixth Edition. The sixth edition of this book has been updated
to reflect the research and thinking on HRD theory and practice that has taken
place since 2008. Information from more than 1,200 new sources has been
added. Some examples of material added to the sixth edition are:
• A new case on the strategic HRD efforts at Kasikorn Bank of Thailand, plus
•
•
•
•
•
•
updated discussions of ethical dilemmas in HRD, as well as certification as a
learning professional (Chapter 1)
Updated discussion of the many influences on employee behavior to include
recent research (Chapter 2)
A new case on learning and development at Caterpillar, Inc., plus a continued
emphasis on individual learning styles and preferences, along with an updated
discussion of how technology changes employee learning (Chapter 3)
Revised discussions of needs assessment activities, especially in relation to
changes caused by technological advances (Chapter 4)
Updated information concerning the use of particular training topics and
approaches used to design training and other HRD interventions (Chapter 5)
A new case on Colliers International, plus updated coverage of major methods of providing HRD programs, with expanded emphasis on experiential
and computer-based training (Chapter 6)
An emphasis on a stakeholder approach to HRD evaluation, and an expanded
Kirkpatrick evaluation framework, while maintaining the emphasis on the use of
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
•
•
•
•
•
•
•
•
xiii
return on investment (ROI) and utility estimates for communicating HRD
effectiveness (Chapter 7)
A new case on orientation at the Mayo Clinic, plus updated content concerning socialization, with expanded discussion of ways to effectively use
technology in orientation programs (Chapter 8)
A new case on customer service at Cisco Systems, Inc., as well as extensive updating concerning the various forms of skills and technical training (Chapter 9)
A revised opening case on coaching scenarios, plus updated coverage of both
coaching and performance management, as well as a new experiential exercise
concerning developing performance management competence (Chapter 10)
A new integrative case on wellness efforts at KPMG LLP, plus updated research
on the need for, and effectiveness of, employee counseling and worksite health
promotion programs to address such issues as alcohol and drug abuse, stress,
hypertension, and fitness (Chapter 11)
Updated discussion of the shifts occurring in career development, including
the changing employment relationship, new models of career development,
team-based career development, learning portfolios, and the individual’s
responsibility in career development, plus a new career planning exercise
called “The five-year resume” (Chapter 12)
Updated discussions of the nature of managerial work, strategic management
development, global management development, competency-based management education, ethics instruction in management education, leadership
development (including transformational leadership and experience-based
approaches), as well as a new integrative case on training general managers
at Bristol-Myers-Squibb (Chapter 13)
Updated discussion of the concept of organizational development and
change management in today’s business environment, plus a new integrative
case concerning promotional problems at a metropolitan transit system
(Chapter 14)
An updated case and web assignment concerning global diversity efforts at
IBM, while addressing current ways that organizations can go beyond diversity training to effectively manage diversity to serve the needs of all employees (Chapter 15)
We have worked hard to maintain the elements that made the previous editions a useful and meaningful resource to students and practitioners, including
clear writing, a comprehensive approach to HRD, a strong research base, and a
balance between theory, research, and practice. To promote ease of reading, yet
still provide easy access to the reference materials, all citations are included as
endnotes at the end of the book.
We welcome questions, comments, and suggestions from users and potential
adopters of this book. You can reach Jon Werner at the Department of Management, University of Wisconsin-Whitewater, Whitewater, WI 53190, by telephone at (262) 472-2007, or by e-mail at wernerj@uww.edu. You can reach
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xiv
Preface
Randy DeSimone at the Department of Management & Marketing, Rhode
Island College, 600 Mt. Pleasant Avenue, Providence, RI 02908, by telephone
at (401) 456-9533, or by e-mail at rdesimone@ric.edu.
Ancillaries. A number of excellent supplements have been developed to
accompany the sixth edition.
• Instructor’s Manual with Test Bank. The Instructor’s Manual with Test
•
•
•
Bank contains chapter outlines, sample syllabi, and follow-up materials for
the opening cases and many of the exercises in the text. An updated test
bank with ExamView is also available for the revision of the textbook.
PowerPoint Slides. A detailed set of PowerPoint slides is available with
the new edition of the textbook. These excellent teaching tools highlight
key concepts from the textbook. The slide set is easy to customize to better
meet the needs of your course.
Student Website. A student support website accompanies the new edition
of the textbook—students have access to flashcards, glossary terms, and brief
quizzes for each chapter.
CengageBrain. All ancillaries can be found at CengageBrain (www.cengagebrain.
com).
Acknowledgments. We are impressed by and grateful to the talented and
dedicated team put together by Cengage Learning. We thank Michele Rhoades
for her ongoing commitment to the project, and the South-Western leadership
team for their support for a sixth edition of this book. We also thank Gretchen
Swann, Marketing Manager, for her superb marketing of the text. Jeffrey Hahn
deserves special thanks for his expert guidance in revising the text for the sixth
edition. We are grateful to Pradhiba Kannaiyan and her team at PreMediaGlobal
for their skill in shepherding the completed manuscript through the production
process. And we also thank Joshua Parish, copyeditor and Lisa Thomas, proofreader
of PreMediaGlobal for their expertise work. Many, many thanks to all of you!
Jon Werner thanks his wife, Barbara, and his children, Hans, Noelle, and
Abigail, for their love and support during the latest revision process. This was
quite a year for all of us! To my wife: you are the best—period! To my children:
as each of you develops into unique and delightful young adults, I want to
express again how much you mean to me. Never forget: Ich liebe Euch—sehr
viel! I thank my mother, Dorothy, for her sacrificial love and support throughout
my life, and for her continued interest in this book. What a model you are of a
successful career professional and loving mother. I thank mentors such as Ken
Wexley, John Hollenbeck, and Dan Ilgen for shaping my academic career, as
well as my uncle, Robert Davis, whose guidance and insights had such an impact
on my life. I am grateful for the encouragement I have received from my department colleagues, and the support provided by my department chair, James
Bronson, and my dean, Christine Clements. I thank Dick Wagner and Roger
Yin for their assistance with particular topics in the text. I thank Ashley White
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
xv
and Timothy Dunst for their valuable research assistance in finding new materials
for the sixth edition.
Randy DeSimone thanks his colleagues at Rhode Island College for their
enthusiasm for this project. In particular, he thanks I. Atilla Dicle, Crist Costa,
and Halil Copur, who each served as department chairperson during the development of this book, for their support, especially by way of sympathetic class
scheduling and arranging release time from teaching. His department’s student
assistants, Jen Richard and Beth Winsor, earned thanks for their help in doing
some of the clerical tasks that were a part of producing a manuscript. Randy
DeSimone thanks his family and friends for their support. In particular, he thanks
his mother and father, Mary and Carmen DeSimone, for their continued love
and support, and for their pride in the work that he has done. Thanks especially
to his mother, who not only read the book, but put it to use in her work and
encouraged her colleagues to do the same.
How many management authors can say that? He is also grateful for the
encouragement he has received from his brothers and sisters, aunts and uncles,
and his wife’s mother and sister. Thanks are due to John Fiore, Marjorie Roemer,
Meg Carroll, and David Blanchette for their support, friendship, and wisdom during the writing process. Above all, he thanks his wife and best friend, Taina, for
her unwavering love, wisdom, and bedrock support. Thank you, Taina.
Both Jon and Randy would like to express their gratitude to David M. Harris,
coauthor on earlier editions of the book. Although no longer with us, David was
instrumental in creating the kind of book you see before you. Even though it was
the third edition that was “In Memorium” to David, we lift up his memory with
thankfulness for what he did to create the first edition of the book.
The publisher and the authors wish to acknowledge the following reviewers
for providing extremely valuable input and suggestions on the development of
this edition:
David Putrich, St. Mary’s University
Lashun R. Aron, ITT-Technical Institute
H. M. Boyd, Bentley University
Terry Lowe, Illinois State University
Richard Kichline, California State University, Long Beach
Sylvester Williams, Millersville University
Machelle K. Schroeder, University of Wisconsin-Platteville
Edward Ward, Saint Cloud State University
Angela Boston, The University of Texas at Arlington
Tracey Brinkach, York College of PA
Amy Puderbaugh, Walden University
David M. Kopp, Barry University School of Education
David Radosevich, University of Wisconsin-Green Bay
Atul Mitra, University of Northern Iowa
Susan Dennett, Northwood University
Robert W. Sopo, Baker College
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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PART
FOUNDATIONS OF HUMAN
RESOURCE DEVELOPMENT
1
1 Introduction to Human Resource Development
2 Influences on Employee Behavior
3 Learning and HRD
1
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
1
INTRODUCTION TO HUMAN
RESOURCE DEVELOPMENT
LEARNING OBJECTIVES
After reading this chapter, you should be able to:
1. Define human resource development (HRD)
2. Relate the major historical events leading up to the establishment of HRD as
a profession
3. Distinguish between HRD and human resource management (HRM)
4. Identify and describe each of the major HRD functions
5. Describe how HRD can be linked to the goals and strategies of an organization
6. Recognize the various roles and competencies of an HRD professional
7. Cite some of the contemporary challenges facing HRD professionals
8. Identify the major phases of the training and HRD process
2
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
3
strong executive-level commitment to what they
have called an “HR roadmap,” where employees
at all levels have a formal plan in place that guides
employees and their managers in their on-going
development efforts.
SOURCES: Personal communications with Mr. Somkiat Sirichatchai,
Senior Executive Vice President, and Dr. Schwin Dhammanungune,
Director, Kasikorn Bank Board of Directors; Sthienrapapayut, T., &
Sahachaisaeree, N. (2010). Corporate strategy as design orientation
of spatial function and environmental identity: A case of Kasikorn
Bank’s branch office in Bangkok. Procedia Social and Behavioral
Sciences, 5, 1294–1300; Kasikorn Bank (2011). Accessed on January 12,
2011 at: http://www.kasikornbank.com/EN/Pages/Default.aspx;
Kasikornbankgroup Annual Report (2009). Assessed on January 12,
2011 at: http://www.kasikornbank.com/en/investors/finaninforeports/financialreportsannual/en00_k bank_all.pdf
INTRODUCTION
Have you ever:
• trained a new employee to do his or her job (either formally or informally)?
• taught another person how to use a new technology, for example, how to con•
•
•
•
•
duct an effective PowerPoint presentation, set up a wireless Internet connection, or use a hand-held device such as a Blackberry, an Android, or an iPod?
attended an orientation session for new employees?
taken part in a company-sponsored training program, for example, diversity
training, sexual harassment awareness and prevention, or career development?
gone through an experiential training experience, such as a “ropes” course
or other outdoor learning experience?
completed some type of career planning project or assessment, for example,
a vocational interest inventory?
participated in an organization-wide change effort, for example, your organization was seeking to change its culture and move toward a flatter, more
team-oriented structure?
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE DEVELOPMENT
Questions: If you were part of the leadership team at
K-Bank, what types of human resource issues would
you like to see emphasized concerning bank employees? What types of training programs do you think
might be appropriate for training managers? How
about for training employees? Why? Are there other
things that you would include in addition to formal training (e.g., other types of developmental opportunities)?
How might all of this fit into the business strategy (or
strategies) that the bank is pursuing?
OF
What makes one large bank different from other
banks? How important are the size and resources
commanded by the bank, versus the bank leadership, strategy, and even marketing that is done? As
of June, 2010, Kasikorn Bank in Thailand employed
over 15,000 employees in almost 800 branches in
Bangkok and throughout Thailand. K-Bank, as it is
called, has done an impressive job of branding themselves, with a bright green “K–Excellence” and logo
that are well-recognized throughout Thailand. Their
mission statement is that they aim “to be a strong
Thai financial group that provides a variety of financial services of world-class quality responsive to
serve customers’ needs by harmoniously combining
technology and human resources so as to achieve
optimal benefits to customers, shareholders,
employees and the country” (2009 Annual Report,
p. 1). Their leadership team has promoted a strong
linkage between their business strategy and their
human resource management strategy. As part of
this, executives have actively supported the development of “human resource capital,” including the
use of succession planning, career development,
training, performance management, and compensation systems, among other things. There is also a
PART 1 FOUNDATIONS
OPENING CASE
4
PART 1
Foundations of Human Resource Development
If you said “yes” to any of the previous questions, you’ve been involved in some
form of human resource development. It is often said that an organization is only as good as
its people. Organizations of all types and sizes, including schools, retail stores, government agencies, restaurants, and manufacturers, have at least one thing in common:
they must employ competent and motivated workers.1 This need has become even
stronger as organizations grapple with the challenges presented by a fast-paced, highly
dynamic, and increasingly global economy. To compete and thrive, many organizations are including employee education, training, and development as an essential part
of their organizational strategy. The American Society for Training and Development
(ASTD) estimates that U.S. organizations spent $134.1 billion on employee learning
and development in 2008, and $125.9 billion in 2009.2 Human resource managers in
large organizations ranked training and development as the most important functional
area they had to deal with. This was followed in descending order by recruiting and
selection, productivity and quality, succession planning, employee job satisfaction,
compensation, globalization, and diversity.3 Alan Greenspan, former chairman of the
U.S. Federal Reserve Board, stated that a “critical aspect of wealth creation in the
United States, and doubtless globally, is the level of knowledge and skill of the population. Today, the knowledge required to run the economy, which is far more complex than in the past, is both deeper and broader than ever before. We need to ensure
that education in the United States, formal or otherwise, is supplying skills adequate
for the effective functioning of our economy.”4
What is human resource development? As a starting point, Richard Swanson has
defined it as “a process for developing and unleashing human expertise through training and development and organization development for the purpose of improving
performance.”5 Learning is at the core of all HRD efforts (and will be the central
focus of Chapter 3). Indeed, a 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.”6 For our purposes,
then, 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.
Focused most broadly, HRD seeks to develop people’s “knowledge, expertise, productivity, and satisfaction, whether for personal or group/team gain, or for the benefit of an organization, community, nation, or, ultimately, the whole of humanity
(p. 322).”7 HRD activities should begin when an employee joins an organization
and continue throughout his or her career, regardless of whether that employee 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 human resource development.
This chapter provides a brief history of significant events contributing to
contemporary thought within the HRD field. We then discuss human resource
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
5
Early Apprenticeship Training Programs
The origins of HRD can be traced to apprenticeship training programs in the
eighteenth century. During this time, small shops 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 workers. 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. Not limited to the
skilled trades, the apprenticeship model was also followed in the training of physicians, educators, and attorneys. Even as late as the 1920s, a person apprenticing
in a law office could practice law after passing a state-supervised examination.8
Apprentices who mastered all the necessary skills were considered “yeomen,” and
could leave their master and establish their own craft shops; however, most remained
with their masters because they could not afford to buy the tools and equipment
needed to start their own craft shops. To address a growing number of yeomen, master
craftsmen formed a network of private “franchises” so they could regulate such things
as product quality, wages, hours, and apprentice-testing procedures.9 These craft guilds
grew to become powerful political and social forces within their communities, making
it even more 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 better working
conditions. Yeomanries were the forerunners of modern labor unions.10
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.11 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.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE DEVELOPMENT
The term human resource development has been in common use since the 1980s.
However, the concept has been around a lot longer than that. To understand
its modern definition, it is helpful to briefly recount the history of this field.
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THE PROGRESSION TOWARD A FIELD OF HUMAN
RESOURCE DEVELOPMENT
PART 1 FOUNDATIONS
management and HRD structure, functions, roles, competencies, and process.
We also discuss certification and education for HRD professionals. Next, we
describe several critical challenges facing HRD professionals. Finally, we present
a systems or process framework that can guide HRD efforts.
6
PART 1
Foundations of Human Resource Development
In 1917, Congress 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.12
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.
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.”13
The first documented factory school, in 1872, was located at Hoe and Company, a New York manufacturer of printing presses. This was soon followed by
Westinghouse in 1888, General Electric and Baldwin Locomotive in 1901,
International Harvester in 1907, and then Ford, Western Electric, Goodyear,
and National Cash Register.14 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
Although both apprenticeship programs and factory schools provided training for
skilled workers, very few companies during this time offered training programs for
unskilled or semiskilled workers. This changed 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.
Another significant historical event was the outbreak of World War I. To meet
the huge demand for military equipment, many factories that produced nonmilitary
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
7
The Establishment of the Training Profession
With the outbreak of World War II, the industrial sector was once again asked to
retool its factories to support the war effort. As with World War I, this initiative
led to the establishment of new training programs within larger organizations and
unions. The federal government established the Training Within Industry (TWI)
Service to coordinate training programs across defense-related industries. The
TWI also trained company instructors to teach their programs at each plant. By
the end of the war, the TWI had trained over 23,000 instructors, awarding over
2 million certificates to supervisors from 16,000 plants, unions, and services.18
Many defense-related companies established their own training departments
with instructors trained by TWI. 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
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE DEVELOPMENT
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. The appalling conditions spurred a
national anti-factory campaign. Led by Mary Parker Follett and Lillian Gilbreth,
the campaign 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.
The human relations movement highlighted the importance of human
behavior on the job. This was also addressed by Chester Barnard, the president
of New Jersey Bell Telephone, in his influential 1938 book The Functions of the
Executive.16 Barnard 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.17 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 serve to reinforce the notion that the varied needs and desires
of workers can become important sources of motivation in the workplace.
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The Human Relations Movement
PART 1 FOUNDATIONS
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.15 This technique was later named job instruction training (JIT) and is still in
use today for training many workers on the basic elements of their job.
8
PART 1
Foundations of Human Resource Development
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
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).
The 1980s saw even greater changes affecting the T&D field. At several
ASTD national conferences held in the late 1970s and early 1980s, discussions
centered on this rapidly expanding profession. As a result, ASTD approved the
term human resource development to encompass this growth and change. 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.20
Further, since the 1990s, efforts have been made to strengthen the strategic role of
HRD, that is, how HRD links to and supports the goals and objectives of the
organization.21 There was also an emphasis within ASTD (and elsewhere, such as
the International Society for Performance Improvement, or ISPI) on performance
improvement as the particular goal of most training and HRD efforts, and on
viewing organizations as high performance work systems.22 In 2010, ASTD
had approximately 40,000 members in over 100 countries, including 132 U.S.
local chapters, and remains the leading professional organization for HRD professionals.23 Recent emphases in HRD (and within ASTD) will be discussed
more fully in the following section, but first it would be helpful to discuss the
relationship between human resource management and HRD.
THE RELATIONSHIP BETWEEN HUMAN RESOURCE
MANAGEMENT AND HRD/TRAINING
In some organizations, training is a stand-alone function or department. In most organizations, however, training or human resource development is part of a larger human
resource management department. 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. 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. How the HRM function is carried out varies from organization to
organization. Some organizations have a centralized HRM department with
highly specialized staff, but in other organizations, the HRM function is
decentralized and conducted throughout the organization.
The most comprehensive way to present the HRM function is to examine
the activities carried out by a larger department, such as the HRM division
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
FIGURE 1-1
Introduction to Human Resource Development
9
Organizational Chart of a Large HRM Division
EEO Officer
PART 1 FOUNDATIONS
Vice President
Human Resource Management
OF
Staffing
Director
Employee Relations
Director
HRD
Director
Compensation and
Benefits Director
headed by a vice president, as depicted in Figure 1-1. HRM can be divided into
primary and secondary functions. Primary functions are directly involved with
obtaining, maintaining, and developing employees. Secondary functions either
provide support for general management activities or are involved in determining or changing the structure of the organization. These functions are detailed
below.
• 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.
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.
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.
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.
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.
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.
Human resource development activities are intended to ensure that organizational members have the skills or competencies to meet current and future
job demands. This last point, quite obviously, is the focus of this book.
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE DEVELOPMENT
HR Research and
Planning Director
10
PART 1
Foundations of Human Resource Development
Secondary HRM Functions
Other functions that may be shared by HRM units include the following:
• Organization/job design activities are concerned with interdepartmental
•
•
relations and the organization and definition of jobs.
Performance management and performance appraisal systems are used
for establishing and maintaining accountability throughout an organization.
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. 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. For example, suppose several trainees miss training sessions because their supervisor assigned them to duties away from the job site.
Can the HRD manager or trainer intervene and force the supervisor to reassign these
employees so that they can meet their training responsibilities? The short answer is no.
The long answer is that HRD managers and staff must exert as much influence as
possible to ensure that organizational members have the competencies to meet current
and future job demands. At times this may require some type of intervention (such as
organization development) to achieve a greater amount of understanding across an
organization of the values and goals of HRD programs and processes.
HUMAN RESOURCE DEVELOPMENT FUNCTIONS
Human resource development, as we discussed, can be a stand-alone function, or it
can be one of the primary functions within the HRM department. An ASTDsponsored study by Pat McLagan in 1989 identified the HRD roles and competencies needed for an effective HRD function.24 This ASTD study documented a shift
from the more traditional training and development topics to a function that
included career development and organization development issues as well. The
study depicted the relationship between HRM and HRD functions as a “human
resource wheel.” The original HR wheel from McLagan identified three primary
HRD functions: (1) training and development, (2) organization development, and
(3) career development. We will discuss these functions in greater detail.
Training and Development (T&D)
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
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
11
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE 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.26 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. For example, many
organizations have sought to improve organizational effectiveness by introducing
employee involvement programs that require fundamental changes in work
expectations, reward systems, and reporting procedures (see Chapter 14).
The role of the HRD professional involved in an OD intervention is generally to function as a change agent. Facilitating change often requires consulting with
and advising line managers on strategies that can be used to effect the desired
change. The HRD professional may also become directly involved in carrying
out the intervention strategy by such means as facilitating a meeting of the
employees responsible for planning and implementing the actual change process.
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Organization Development
PART 1 FOUNDATIONS
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.25
T&D activities begin when a new employee enters the organization, usually
in the form of employee orientation and skills training. Employee orientation
(covered in Chapter 8) 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 (see Chapter 9).
Once new employees have become proficient in their jobs, HRD activities
should focus more on developmental activities—specifically, coaching and
counseling. In the coaching process (Chapter 10), 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. Counseling programs
may address such issues as substance abuse, stress management, smoking cessation,
or fitness, nutrition, and weight control (see Chapter 11).
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. These programs
may include supervisory training, job rotation, seminars, or college and university
courses (see Chapter 13).
12
PART 1
Foundations of Human Resource Development
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.”27 Career development involves two distinct processes: career
planning and career management (see Chapter 12).28 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. There is a strong relationship between career development
and T&D activities. Career plans can be implemented, at least in part, through an
organization’s training programs.
The “New Learning and Performance Wheel”
More recently, ASTD sponsored another study of trends affecting HRD and
skills or competencies that are required of HRD professionals.29 As part of this
study, Paul Bernthal and his colleagues developed a new learning and performance wheel (see Figure 1-2). Several things should be noted about this wheel.
First, as described below, business strategy should be at the hub or center of all
HRD efforts. Second, the upper right spokes depict traditional human resource
management functions, as presented earlier in this chapter. Third, the lower right
spokes portray how other organizational disciplines, such as sales, production,
and finance, also are major drivers of organizational performance. Finally, and
most importantly for our purposes, the left side of the diagram depicts an expanded
view of human resource development. You can still see the core functions of
training and development, career management, and managing organizational
change and development, as presented earlier by McLagan. However, there is
an increased emphasis on learning and performance, rather than primarily on
training and development. Indeed, functions such as managing organizational
change and managing organizational knowledge are considerably broader than
what has traditionally been viewed as the domain of HRD. We think this
expanded wheel provides an excellent picture of what HRD is and how it fits
with other organizational functions. It also complements on-going discussions
concerning the parameters of HRD, as well as the value added by research and
practice in this area.30 Next, we expand upon the notion of business strategy as
the hub of the wheel, discussing the critical (though often underdeveloped) linkage between strategic management and HRD.
Strategic Management and HRD
Strategic management involves a set of managerial decisions and actions that are
intended to provide a competitively superior fit with the external environment
and enhance the long-run performance of an organization.31 It involves several
distinct processes, including strategy formulation, strategy implementation, and
control. At the formation or formulation level, top management must first assess
the viability of the current mission, objectives, strategies, policies, programs,
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
FIGURE 1-2
Learning and Performance Wheel
iness Perfor
ing Bus
man
Driv
ce
s
tem
Sy
s
Suppo
r
on
ati
orm
Inf
logy
no
tion
gni
o
Rec
s&
ard
Rew
Research
pment
& Develo
Custome
g
nin
l
ga
s
n
Le
tion
oduc
Sale
ce
s
ine
ipl
isc
lD
gT
rai
an
utio
Ot
h
e
rO
rga
n
i
z
at
io
na
Fin
s/Pr
rin
s
trib
ation
live
Dis
Oper
De
Em
r Service
ng
ni
D
Business
Strategy
Marketing & Public Relations
ng
on
cti
un
i
ign
es
ar
Le
ting
F
ng
i
arn
Le
g and Performanc
Learnin
e Dis
cipli
lace
p
k
nes
r
o
W
he
ua
Eval
gt
g
bo
La
R
technology, workforce, and other resources. Then, they must monitor and assess
different aspects of the external environment that may pose a threat or offer
potential opportunities. Finally, in light of these assessments, management must
identify strategic factors (for example, mission, technology, or product mix) that
need to be changed or updated.
The past two decades have seen increasing interest, research, and action concerning strategic human resource management.32 The emphasis has been on more
fully integrating HRM with the strategic needs of an organization. To do this, two
types of alignment are necessary. First, as just described, external alignment is necessary between the strategic plans of the organization and the external environment
that it faces. Second, internal alignment is necessary within an organization. That is,
the strategy of the organization must be aligned with the mission, goals, beliefs,
and values that characterize the organization.33 Further, there needs to be
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE DEVELOPMENT
gin
hin
e
e
oy
pl
r&
by Tec
h
ted
s
ine
ipl
sc
Di
na
c
Coa
ns
tio
a
el
OF
g&
surin
Mea
Ma
& Talent
Career Planning
t
Managemen
SOURCE: Davis, P.,
Naughton, J., &
Rothwell, W. (2004).
“New Roles and
New Competencies
for the Profession.”
T&D, 58(4), 26–36.
Copyright © April 2004
from T + D by Davis, P.,
Naughton, J., &
Rothwell, W. Reprinted
with permission of
American Society
for Training &
Development.
Traditio
nal
Hum
an
Re
so
ur
ce
PART 1 FOUNDATIONS
The New Learning and Performance Wheel
M
Kn ana
ow gin
le g
dg O
e rga
ni
Imp
za
rov
tio
ing
na
Hum
l
an
Per
form
Facilita
anc
ting Org
e
Chang
anizati
e
onal
13
14
PART 1
Foundations of Human Resource Development
alignment among the various subsystems that make up an organization. Some areas
that need to be addressed include:
• Management practices—how employees are managed and treated (e.g., how
•
•
•
much do employees participate in decision making?)
Organizational structure—how an organization is structured (e.g., how “flat”
is the organization’s managerial hierarchy?)
Human resource systems—how employees are selected, trained, compensated, appraised, and so on (e.g., how closely is pay linked to individual,
team, or organizational performance measures?)
Other work practices and systems (e.g., to what extent is technology or an
information system used to facilitate the work process?)
The value of this approach lies in looking at the organization as an entire system.
All of the parts of an organization must work together as a whole to reach the goals of
that organization. Some of the desired outcomes of such a high performance work
system are increased productivity, quality, flexibility, and shorter cycle times, as well
as increased customer and employee satisfaction and quality of work life.34 As one
example, FedEx uses several different practices that foster high performance. Much
of their employee training is conducted via interactive video instruction. A payfor-knowledge system has been implemented that rewards employees who have
completed the video training and passed job-knowledge tests. A performance management system is in place that allows employees to track service performance, and an
elaborate information system is used to monitor the progress of each item in the
FedEx system. All of this is complemented by a survey feedback process that allows
employees to grade their manager’s leadership skills, as well as provide suggested solutions for any problems they encounter. As you can see, it is the effective synergy of
everything working together that defines high performance work systems.
A current challenge (or opportunity) for HRD professionals is to play a more
strategic role in the functioning of their organization. Progress has been made in moving toward a more “strategically integrated HRD.”35 In particular, HRD executives
and professionals should demonstrate the strategic capability of HRD in three primary
ways: (1) directly participating in their organization’s strategic management process,
(2) providing education and training to line managers in the concepts and methods
of strategic management and planning, and (3) providing training to all employees
that is aligned with the goals and strategies of their organization.36
First, HRD executives should contribute information, ideas, and recommendations during strategy formulation and ensure that an organization’s HRD strategy is consistent with its overall strategy. The HRD strategy should offer answers
to the following questions: Are the organization’s HRD objectives, strategies,
policies, and programs clearly stated? Are all HRD activities consistent with the
organization’s mission, objectives, policies, and internal and external environment? How well is the HRD function performing in terms of improving the
fit between the individual employee and the job? Are appropriate concepts and
techniques being used to evaluate and improve corporate performance? Tom
Kelly, director of worldwide training for Cisco Systems in San Jose, California,
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
15
OF
HUMAN RESOURCE DEVELOPMENT
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PART 1 FOUNDATIONS
states that there have been dramatic changes in the HRD field. He adds: “This is
our chance to actually achieve strategic partnerships within the organization.”37
A second strategic role for HRD professionals is to provide education and
training programs that support effective strategic management. Training in strategic management concepts and methods help line managers develop a global perspective that is essential for managing in today’s highly competitive environment.
These issues are offered as part of the organization’s management development
program. A survey of HRD professionals suggested that approximately 50 percent
of organizations provide training in strategic planning.38 Management education
efforts (such as university programs, which will be discussed in Chapter 13) also
place a heavy emphasis on strategic management issues. Increasingly, separate
courses (or portions of courses) are emphasizing strategic HR issues and how
these relate to organizational strategies and outcomes.39
Finally, HRD professionals must ensure that all training efforts are clearly
linked to the goals and strategies of the organization. Although this may seem
obvious, it is not uncommon for the link between training programs and organizational strategy to be far from clear. As an extreme example, a medical products
manufacturer, Becton, Dickinson and Company, went through a major restructuring in 1983, in response to a downturn in its business. Before that, the company had offered a large number of training and education opportunities,
particularly to its managers. After restructuring, these education and training programs were completely eliminated.40 Some have argued that the reason training
is frequently the first thing to be cut or reduced in times of financial stress is that
top executives fail to see a link between training and the bottom line.41
In contrast, IBM set up a Human Resource Service Center in Raleigh, North
Carolina. The goal was to provide information and high quality service to over
500,000 active and retired IBM employees. An array of technology is in place to
assist Service Center employees. This includes a website within the organization’s
intranet (called HR INFO), a call tracking system, and an HR Information System,
which employees and managers can use to view and retrieve HR-related information, as well as process certain HR transactions (salary changes, address changes,
etc.). However, the key factor in the success of this effort has been training.
According to Bob Gonzales: “Training Customer Service Representatives
well [was] critical to the Center’s success because they are the initial point of
contact with the customer.”42 Service representatives are carefully selected and
then put through three weeks of intensive training, including lectures, role playing,
and partnering with an experienced employee. Refresher training is provided
throughout the employee’s career, as well as additional training whenever new programs are offered. This example suggests how training can be linked to the strategic
goals and strategies of an organization (in this case, a shift to a centralized HR Service Center). As we will discuss in Chapter 7, HRD professionals are increasingly
expected to demonstrate that their efforts are contributing to the viability and financial success of their organization. The growing emphasis on strategic HRD is part of
this movement to build a stronger business case for HRD programs and interventions.43 This fully supports the placement of business strategy at the center of the
learning and performance wheel, as presented in Figure 1-2.
16
PART 1
Foundations of Human Resource Development
The Supervisor’s Role in HRD
Supervisors play a critical role in implementing many HRD programs and processes. As we emphasize throughout this book, many organizations rely on line
supervisors to implement HRD programs and processes such as orientation,
training, coaching, and career development. Especially in smaller organizations,
there may be no training department (or even an HR department), so most
HRD efforts fall upon supervisors and managers.
Organizational Structure of the HRD Function
The HRD function, like HRM, should be designed to support an organization’s
strategy. Using the chart from Figure 1-1, Figure 1-3 further delineates how the
HRD function might be organized within an HRM department. Alternatively,
Figure 1-4 depicts how the HRD function might be organized in a multiregional
sales organization. In this example, the training activities, except for management/
executive development, are decentralized and other HRD activities are centralized.
There is evidence to suggest that, at least in larger organizations, HR departments
are becoming more cross-functional and less specialized in HR topics alone.44
ROLES AND COMPETENCIES OF AN
HRD PROFESSIONAL
An HRD professional must perform a wide variety of functional roles. A functional role is a specific set of tasks and expected outputs for a particular job, for
example, classroom trainer or instructional designer. To carry out these various
roles, HRD professionals need to possess many different skills or competencies. In
their “Mapping the Future” study, Bernthal and colleagues describe three areas of
“foundational” competencies needed by all HRD professionals (see Figure 1-5).45
Foundational competencies are depicted as falling into three areas: personal, interpersonal, and business/management. HRD professionals then make use of these
foundational competencies as they develop particular areas of expertise. These
areas of expertise are shown in the middle of the pyramid (and correspond to the
FIGURE 1-3
Organizational Chart
of a Large HRD
Department
Director
Human Resource Development
HRD Research and
Evaluation Specialist
Management
Development
Specialist
On-the-Job Training
Coordinator
Program Developer
Skills
Training
Administrator
Safety Trainer
Organization
Development
Specialist
Career
Development
Counselor
Sales Trainer
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
17
FIGURE 1-4
Assistant Vice President
District Training
Organizational
Chart of an HRD
Department in a
Multiregional Sales
Organization
PART 1 FOUNDATIONS
Vice President
Human Resource Development
OF
Manager, Customer
Sales Training
Manager, Safety
Training
Manager,
Support Services
Manager, Store Management
Training
Manager, Driver
Training
Manager,
Organization Development
and Change
Manager, Training
Facilities and
Equipment
Manager,
Facilities and
Equipment
Manager,
Research, Planning,
and Evaluation
terms used to describe HRD in the learning and performance wheel shown in
Figure 1-2). Finally, the top of the pyramid shows four key roles for HRD professionals: learning strategist, business partner, project manager, and professional
specialist. The learning strategist is involved in the high-level decision making concerning how HRD initiatives will support the goals and strategies of an organization. The business partner works together with managers and others in
determining how the HRD initiative will be implemented and evaluated. The
project manager is involved with the day-to-day planning, funding, and monitoring of HRD initiatives, whereas the professional specialist adds his or her expertise
to particular areas, for example, designing, developing, delivering, and evaluating
an HRD initiative. HRD managers and executives are most likely to be involved
with the learning strategist and business partner roles. Next, we will briefly discuss
the roles played by two types of HRD professionals: the HRD executive/manager
and the HRD practitioner.
The HRD Executive/Manager
The HRD executive/manager has primary responsibility for all HRD activities. In the
past, this person was often referred to as the Training Director. Today, such individuals are increasingly referred to as the Chief Learning Officer (or CLO).46 Regardless of the title, 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. If the organization has both an
HRM and an HRD executive, the HRD executive must work closely with the
HRM executive as well. The HRD executive often serves as an adviser to the
chief executive officer and other executives. The outputs of this role include
long-range plans and strategies, policies, and budget allocation schedules.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE DEVELOPMENT
Manager,
Management/Executive
Development
18
PART 1
Foundations of Human Resource Development
The 2004 ASTD Competency Model
FIGURE 1-5
The 2004 ASTD Competency Model
Learning
Strategist
Project
Manager
Professional
Specialist
Fou
nda
tion
+F
ocu
s=
Suc
ces
sfu
l Ex
ecu
tion
Business
Partner
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: Supported by Technology
•
>
>
>
>
>
Interpersonal
Building Trust
Communicating Effectively
Influencing Stakeholders
Leveraging Diversity
Networking and Partnering
Competencies
•
• Business/Management
> Analyzing Needs and
Proposing Solutions
> Applying Business Acumen
> Driving Results
> Planning and Implementing
Assignments
> Thinking Strategically
Competencies
•
• Personal
> Demonstrating
Adaptability
> Modeling Personal
Development
Competencies
SOURCE: Davis, P., Naughton, J., & Rothwell, W. (2004). “New Roles and New Competencies for the Profession.”
T&D, 58(4), 26–36.
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. Historically, during financial difficulties, HRD programs (and HRM in general) have
been a major target of cost-cutting efforts. Unless the HRD executive establishes a
clear relationship between HRD expenditures and organizational effectiveness
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
19
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
HUMAN RESOURCE DEVELOPMENT
As organizations have adjusted to environmental challenges, the roles played by
HRD professionals have changed as well. HRD professionals perform many distinct
roles, nine of which are described below.49 These roles are more likely than not to
correspond to the job titles or job descriptions for professional positions in HRD.
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
OF
Other HRD Roles and Outputs for HRD Professionals
PART 1 FOUNDATIONS
(including profits), HRD programs will not receive the support they need. But
how does an HRD executive who wants to offer a program on stress management, for example, compete with a line manager who wants to purchase a new
piece of equipment? The answer is clear: the executive must demonstrate the benefit their organization receives by offering such a program. Evaluation data are vital
to the HRD executive when presenting a case.
The role of the HRD executive has become more important and visible as
organizations address the demands of a global economy. The immediate challenge to HRD executives is to redefine a new role for HRD during this period
of unprecedented change. According to Jack Bowsher, former director of education for IBM, when HRD executives “delve deeply into reengineering, quality
improvement, and strategic planning, they grasp the link between workforce
learning and performance on the one hand, and company performance and profitability on the other.”47 The HRD executive is in an excellent position to
establish the credibility of HRD programs and processes as tools for managing
in today’s challenging business environment. Salary.com estimated that, in
2009, the median salary for U.S. HRD/training executives was over $150,000.48
20
PART 1
Foundations of Human Resource Development
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.”50 For more information on this last position,
see the “Master of Multimedia” box on the following page.
Certification and Education for HRD Professionals
One indication of the growth of the HRD field is the push for professional certification. To increase the credibility of the HRD field, ASTD began a certification
program in 2006, based upon the competencies identified in its recent “Mapping
the Future” study (and shown in Figure 1-5).51 This certification is called the Certified Professional in Learning and Performance™ (or CPLP™), and is offered by
the ASTD Certification Institute. It includes both a 150-item multiple choice test,
as well as the submission of a “work product.” Further information can be found
at the ASTD website.52
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. The PHR and SPHR examinations both consist of 225 multiple-choice
items that cover various HRM topics.53 Seventeen percent of both PHR and
SPHR examinations cover human resource development. The GPHR examination
consists of 165 items, with 22 percent of them devoted to “organizational effectiveness and talent development.” To be certified for any of these three examinations,
individuals must pass the test and have two years of HR exempt-level work experience. Beginning in 2011, students who do not have the required work experience
will not be allowed to sit for the exam (prior to this, students could take the exam,
and then had five years to obtain the relevant work experience). As of July, 2010,
over 106,000 HR professionals have been certified with either the PHR, SPHR,
or GPHR designations (PHR: 60,767; SPHR: 45,155; GPHR: 932).54
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.55 This has led to the subsequent publication of three
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
Introduction to Human Resource Development
21
SOURCE: Adapted from Kiser, K. (1999). Hot jobs, Training, 36(8), 32.
additional HRD journals: Advances in Human Resource Development, Human Resource
Development International, and Human Resource Development Review.56
HRD programs at colleges and universities are most often found in one of
three academic departments: business/management, psychology, and education.
The content and philosophy of these programs tend to reflect that of the founding
professors. Certain schools of business (or management) offer majors or minors in
HRD, with courses in training and development, organization development, and
career development. The SHRM Foundation has published a directory of graduate
HR programs and posted it on the SHRM website.57 Some psychology departments offer degree programs and courses in industrial and organizational (I/O) psychology and personnel psychology, with specific courses in HRD. In addition to
HRD classes, schools of education may also offer degrees and courses in fields
related to HRD, such as educational technology, curriculum development, adult
education, and organization development.
Another way HRD professionals can keep current is to examine the practices of leading organizations. ASTD has established a Benchmarking Forum for
the purpose of identifying and learning about best practices among member
organizations so that they can be adopted by other organi...
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