5hrd lecture guide

7/24/2019 5HRD Lecture Guide

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QCF Unit Title: Human Resource Development

Learning Outcome:

1. Understand the role of human resource development within organisations.

Please note that the content of this Lecture Guide is listed in its recommendedteaching order, rather than in numerical order.

Assessment Criteria/Indicative Content:

1.1 Compare and contrast a variety of definitions of human resource development.

As an introduction, outline the general context in which organisations have tooperate in today’s highly competitive world and discuss some of the followingissues:• Explain that organisations can not afford to be complacent and must be

prepared to change according to environmental conditions to survive. Theworld is characterised by international competition, globalisation, escalatingconsumer expectations about product/service quality, etc.

• Employees now seek more than mere monetary reward from their work, andoften aspire to job/career advancement and personal development. There is anew breed of employee referred to as Generation Y who are generally bettereducated with an enhanced and more modern Psychological Contract. Theyexpect to be given the opportunity to demonstrate and expand their abilities;

allowed to be involved in decision-making; to be valued, respected and treatedequally and fairly.

• Some job tasks are routine owing to technological advances, whilst other jobtasks are more demanding and require different skills, as decision-makinginformation becomes more widely available more quickly.

1.1.1 Emphasise that there is no one definition of HRD that is a consensus of thedifferent perspectives. For some it refers to training; to others it is about the long-term development of employees; whilst others may see it as a learning process.For the lay person the terms may be synonymous. For the HRD specialist theyhave different meanings, so there is a need to distinguish carefully between

‘training’, ‘learning’ and ‘development’:• ‘Training’ consists of processes that equip individuals with Skills,

Knowledge and Attitude to enable them to perform tasks effectively.

• ‘Development’ consists of processes that prepare individuals for futurerequirements, either in the same organisation or elsewhere.

• ‘Learning’ describes processes that individuals undertake for themselves inorder to advance their knowledge, skills and capabilities – often to makethemselves more employable.

• These definitions are somewhat simplistic and narrow; there are many processesthat have training, developmental and learning intentions. An alternative and morefruitful approach would be to consider different models or patterns arising from

organisation investigation.



For example:• The distinction between the Operational pattern and Strategic pattern.

HRD in the former tends to be ad-hoc and is a short-term reaction tocurrent needs. The process is seen as a cost and focuses on people as a‘Resource’. The Strategic pattern is future orientated, proactive andemployee-driven and sees employees as ‘Humans’.

• The AMO model (Purcell) sees HRD consisting of processes that provideAbility, Motivation and Opportunity for employees so that they becomeunique, have competences that cannot be imitated, are valued andengaged and, through these attributes, provide organisations withcompetitive advantage.

• The High Commitment model (Pfeffer) sees learning and development asan integrated element of a Human Resource Management strategy along

with rewards, harmonisation of conditions, etc.• The Intermittent Pattern is similar to the operational pattern above, in that

there is low management commitment to HRD with very little HRD activity,so that any L&D interventions are in response to crisis. In effect, there isno organised learning.

• The Institutionalised Pattern is characterised by apparent managerialcommitment to HRD a high level of activity with large HRD budgetsinvested in a fixed menu of off-the-job training. The training is wellorganised but the learning tends to be disorganised.

• The Investor Pattern has substantial budgets and the processes arecarefully managed, prioritised, and targeted at defined businessdevelopment needs.

• The Internalised Pattern is characterised by very high commitment to HRDwith managers showing acceptance of a strong development ethos. Thephilosophy is so strongly embedded within the culture of the organisationthat learning is a day-to-day, business as usual activity. This pattern isoften referred to as the ‘Learning Organisation’.

1.1.2 Some discussion on the similarities and differences is needed and this canbe done by comparing and contrasting the patterns above. For example;

• The operational model is similar to the ‘intermittent pattern’, but is quite theopposite of the ‘High Commitment’ model or the ‘Learning Organisation’.

• An alternative approach would be to compare and contrast the HRD

processes and strategies that are likely to be prevalent under the abovepatterns in specific organisations. For example, the training anddevelopment needs and interventions in an organisation like Tesco wouldbe similar to but also different from an international organisation such asthe Ford Motor Company.

It could be helpful to create a briefly described case-study scenario in a specificorganisation; e.g. of a world-wide car manufacturer like Ford, and explore its likelyHRD requirements. For example, so far as production is concerned, old-fashionedassembly-line manufacturing techniques have been abandoned becausecustomers no longer all want the same model in the same colour, so employeesare now required to be more versatile, even though at the same time they receive

more technological assistance from computer-based machine tools. Also, Ford isnow a genuinely international business, moving its production and design facilities



around the world, so there is a much greater requirement for language skills,especially among managers.Examiner’s Tips:

It is important to emphasise to students that generally, the purpose of HRD is toproduce people who are better able to make a positive contribution to theorganisations that employ them; however, there are an increasing number oforganisations that have been persuaded that by encouraging people to pursuepersonal development for their own needs there may be indirect organisationalbenefits.



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Unit Title: Human Resource DevelopmentLearning Outcome:



1.2 Evaluate the need for human resource development in organisations.

1.2.1 Expand on the need for human resource development. Review briefly theunderpinning principles of HRD explored in Lecture 1, to ensure that these are

clearly understood:• Development and training is about systematically developing the

knowledge, skills and competences required to carry out present roleseffectively and to prepare individuals to perform a wider or moredemanding range of tasks in the future.

• Management development consists of processes to ensure that theorganisation has the effective managers it requires to meet its present andfuture needs.

• Career management involves the planning and development of the careersof people recognised as possessing potential.

• The purpose of all these activities is to improve individual, team andorganisational performance in order to ensure in turn the continuedsurvival, growth, prosperity and reputational strength of the organisation:they are not intended principally for the sole benefit of the employees.

The importance of the HRD function may be measured in terms of the cost to theorganisation if it believes any investment in HRD to be a waste of resources:

• It is unlikely that any such organisation could survive for long, as itsworkforce (including its managers) will not keep up with the pace of changein the organisation’s external environment.

• However, it would be possible for the organisation to ‘buy in’ talent that hasbeen developed (often at great expense) by other employers and this is astrategy actively pursued by some businesses. It is very expensive and

also dangerous as the newly recruited employees may not experience anysense of loyalty.

1.2.2 Describe the benefits to organisations and individuals of continuous learningand development in terms of Professionalism, Ethics and CorporateResponsibility.

Identify the necessary ingredients which have to be in place if HRD is to be aworthwhile exercise (i.e. the costs are outweighed by the benefits):

• HRD is welcomed by employees at all levels, especially if the opportunitiesfor development are widely available i.e. not merely available to a selectfew that have been identified as the organisation’s core talent. Increasing

numbers of employees are members of professional bodies that promoteethical practices and conduct and continuous professional development.



• HRD plans and strategies have to be integrated with and support theorganisation’s overall business and HR strategies. Discuss the fact thatorganisations are becoming increasingly aware of their responsibilities tothe environments in which they operate in terms of pollution, congestion,etc.

• HRD activities should always be performance-related – designed toachieve specified improvements in corporate, functional, team andindividual performance, and make a contribution to organisation success.As indicated in the previous two points, success may not only be measuredby profit.

Examiner’s Tips:

Because some ABE students may not have any direct experience of work inorganisations, the content of this lecture should be reinforced with reference tonamed examples (especially bearing in mind that significant credit is always givenby the examiners to the inclusion of such examples in candidates’ examinationanswers).

Such examples are readily available in the recommended textbooks.



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1.3 Evaluate the internal and external barriers to Learning and Development.

1.3.1 Identify a range of potential barriers to learning and development inorganisations, both internal and external, such as management attitude, market

competition, etc. Explore the barriers to HRD typically found in organisations:• Because it is often very hard to discern a clear cause-and-effect

relationship between any given HRD activity and the organisation’sperformance, some will argue that any supposed investment in HRD iswasted – except for training courses that lead directly to the exercise ofoccupational skills by the newly trained employee.

• Some organisations do not appear to be interested in the development oftheir employees, but prefer to keep people in the positions for which theyhave been trained on the grounds that if they are given advancement thenreplacements will have to be trained – at additional cost.

• Management development is often criticised because its impact onmanagerial performance can be particularly hard to evaluate; this isespecially true if management development programmes focus onimparting knowledge rather than in enhancing skills.

• When an organisation’s performance suffers and its profitability declines,then HRD always appears to be an activity that can be temporarilycurtailed without doing any serious damage to the business’s survival. Ifthat is the case, then arguably HRD can be dispensed with altogether.

The above list of barriers is by no means exhaustive; other scenarios should alsobe examined. In addition, the barriers to learning should be reviewed:

• It has to be admitted that some people at work do not want to learn (tutors:ask your students why this might be the case).

•

Some of the HRD methods used by organisations do not work very wellbecause they don’t take account of the learning style preferences of thepeople being trained or developed (tutors: a brief introduction to ideasabout the different approaches to learning will be useful here).

1.3.2 Assess and explain the principal routes through which these barriers mightminimised.The dangers involved with any of these barriers should be discussed, especiallythe point that even if some investment in HRD does not yield a beneficial return,then no investment in HRD will certainly produce some medium-term and long-term damage to the organisation’s competitive position. Ways to minimize thebarriers might be:

• More sophisticated recruitment ensuring only those wishing to learn areselected; recruit for attitude, train for skill.



• Reviewing and improving on all aspects of the L & D function including itsevaluation.

• Reviewing issues of Organisation Development and Cultural change.

• Ensuring the horizontal and vertical integration of L & D strategy with otheremployee resourcing functions and organisation objectives.

Outline the key factors of learning psychology:• Motivation or a sense of purpose – people learn best when they can see a

worthwhile end-product to the process.• Relevance to personal interest and choice – learning will be motivated best

if it is seen as relevant by the learner.• Learning by doing; the old saying is, “I hear and forget; I see and

remember: I do and understand.”

• Freedom to make mistakes in safety; trainers have to help trainees to learnfrom their mistakes, not punish them when they make mistakes.

• Feedback – learners need feedback on how they are doing.• Freedom for learners to learn in their own time and at their own pace.

Examiner’s Tips:

At all times it is highly desirable to relate the principles of HRD and learning to theexperiences of the students, especially when exploring the key factors of learningpsychology (3.4 above). This can then be translated into the real world of work.



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2. Be able to critically analyse learning and development theory.


2.1 Evaluate learning and development theories.

2.1.1 Define and explain the difference between the terms Learning andDevelopment and their relevant theories. Reprise the key factors of learning

psychology from Lecture 3.

2.1.2 Compare and contrast a variety of learning theories and developmenttheories. Outline the central, generic elements of learning theory:

• Reinforcement; the process of commending learners when they haveaccomplished a task successfully, thus motivating them to extend theirlearning.

• Cybernetic and information theories; these approaches suggest thatfeedback can control people’s performance in the same way that athermostat controls a heating system.

• Cognitive theory; according to this theory, if people can discover things forthemselves, then they are more likely to retain the skill or knowledge and

use it when required. Cognitive theory is the basis for discovery, self-managed learning or ‘do-it-yourself’ learning processes; it also provides therationale for workshops, participative and case-study learning.

• Experiential learning; this involves people reflecting on their experience inorder to explain it and determine how it will be applied.

• Stimulus-response theory – Gagne (1965); argues that learning depends ona number of factors, including:

1. Drive – there must be a basic need or drive to learn;2. Stimulus – people must be stimulated by the learning process;3. Response – people must be helped by the learning process;4. Reinforcement – via feedback and experience.

•

Kolb’s learning cycle – involving four stages:1. Concrete experience – planned or accidental;2. Reflective observation – active thinking about the experience;3. Abstract conceptualisation – theorising and generalizing;4. Active experimentation – testing concepts in new situations.

• Kolb’s learning styles – showing that people learn in four different ways:1. Accommodators – who learn by trial and error;2. Divergers – who prefer concrete to abstract learning situations;3. Convergers – who prefer to experiment with new ideas;4. Assimilators – who like to create their own theoretical models.

Models:

• Honey and Mumford’s learning styles:1. Activists – who revel in new challenges;



2. Reflectors – who stand back and observe new experiences;3. Theorists – who adapt and apply their observations;4. Pragmatists – who are keen to try out new ideas.

In addition to coverage of the theories, tutors should encourage an attitude ofcritical review by discussing the similarities and differences between theories;similarly, what are the differences, if any, between the learning styles models?

Examiner’s Tips:

Tutors could apply these theories to the learning that is taking place during thelecture, using practical examples where possible. This could be a group exercise.Students should be required to assess their own preferred learning styles;

questionnaires relating to the Kolb or Honey and Mumford models could be used.




Learning Outcome:

2. Be able to critically analyse learning and development theory.


2.2 Evaluate the concepts of Personal and Organisation Development.Outline the rationale for this lecture: the word ‘development’ can mean manydifferent things, depending on whether we are reviewing it from the point of view of

the individual, the organisation, as a manager, as a framework for careerprogression, or as a model for Professional Development. It is then possible tobegin an overview of all these various perspectives.

2.2.1 Assess the differences between individual employee development in terms ofmanagement and professional careers and that of Organisational Development.Individual development – ideally, individual development is about continuousimprovement and the acquisition of mental attitudes which are favourably disposedto learning.

Organisation development - ideally, organisation development focuses on thebusiness becoming a ‘learning organisation’, defined by Pedler et al as “anorganisation which facilitates the learning of all its members and continuallytransforms itself”. Garvin (1993) suggests that learning organisations are skilled atfive things:

1. Systematic problem solving – relying on scientific method for diagnosingproblems (Deming’s ‘plan-do-check-act’ cycle), insisting on data rather thanassumptions as the background to decision-making, and using statisticaltools and numerical information where feasible.

2. Experimentation – the testing of new knowledge.3. Learning from past experience – and applying the lessons of the past.4. Learning from others, e.g. through benchmarking.5. Transferring knowledge quickly and efficiently throughout the organisation.

Management development – with special reference to the three essentialmanagement development activities:

1. Analysis of present and future management needs;2. Assessment of existing and potential skills, and;3. Production of policies, strategies and plans to meet those needs.

Career development – career management and development have three aims:1. To ensure that the organisation’s needs for management succession are

satisfied;2. To provide talented people with a sequence of training and experience that

will equip them for future responsibilities, and;

3. To give individuals with potential the guidance and encouragement theydeserve if they are to fulfill their potential.



Professional development – which is about the individual preparing him/herself forthe future, i.e. learning new skills, familiarising him/herself with new techniques andnew areas of knowledge to ensure that he/she remains up to date.

2.2.2 Understand the different learning and development processes involved inthe above.

• Some discussion will be required on the more traditional processes such asobjective setting, appraisals, design and evaluation of interventions, etc.

• It is important to examine the change in focus of HRD away from thebureaucratic, academically defined, teaching of disciplinary knowledge toan approach focusing on organisation objectives and learning related toseveral disciplines.

• Processes and systems that are designed to be one-off are becoming fewer

and being replaced by those that allow continuous update from past andnew experience.

• Employees are encouraged to view the entire work experience as acontinuous learning event.

• Internet and intranet systems of learning, besides being cheaper andreadily available, are capturing tacit knowledge and allowing for all learningto be distributed and shared worldwide. These systems are directing anincreased amount of learning to the work station and away from thetraditional classroom.

• Such systems allow for continuous organisation transformation anddevelopment, hence the concept of the ‘learning organisation’.

Examiner’s Tips:

It should be more engaging for the student if the above concepts are placed ineither the context of the individual student and professional development, or thecontext of a real-life organisation such as a bank or an international airline,especially as such examples are often used in ABE examination questions.




Learning Outcome:

3. Understand the organisational factors that influence learning and development.


3.1 Analyse the influence of organisation leadership and culture on learning anddevelopment.

3.1.1 Define the terms leadership and organisation culture. In defining the term‘Leadership’ distinguish between Transactional Leadership and TransformationLeadership. In defining the term ‘Culture’ the models of cultural types introducedby Charles Handy or Miles and Snow could be useful.Place the theme for this lecture in a meaningful context, i.e. a ‘live’ corporatescenario to illustrate the relevance of organisational culture, leadership,environment, and strategy. The bank or international airline used in lecture 5 couldbe employed again:

• The bank: typically large, bureaucratic, stable processes and (relatively)stable technology, clear hierarchies.

• The international airline: strong need to respond to competitive pressures,remain flexible as passenger aspirations escalate; distinction between the

management hierarchy and the aircrew/cabin crew hierarchy.

3.1.2 Assess and explain how leadership and culture might determine anorganisation’s approach to learning and development. Explore the characteristicsof organisational culture and leadership as they relate to the organisation’s HRDprogrammes:

• Although the model of the ‘learning organisation’ is thought to reflect thepreferred option for businesses in these complicated and turbulent times,there are some organisations where learning is not encouraged – perhapsbecause it threatens the status quo and the established hierarchies ofpower.

•

If learning and development are to become embedded, then there has tobe a role-modelling activity from the top, i.e. senior executives mustconspicuously be involved in learning and development processesthemselves, in order to set the example that they want others to follow.

• Equally, performance management and performance review (appraisal)schemes should incorporate specific competencies concerned withlearning and (self) development.

3.2 Critically analyse the impact of an organisation’s environment on humanresource development.

3.2.1 Identify environment factors, such as economic, social and legal, and how

they have an impact on an organisation:• Again a case study could be useful to outline how certain technological,



political, social, legal and economic changes can affect HRD strategy. Oneof the key issues today, for instance, is the pressure on organisations to beecologically friendly and politically correct, which can mean that HRDincorporates elements of a focus on ethicality, diversity, etc.

• Similarly, changes in the labour market and work patterns, such as morewomen at work, skill shortages, government training initiatives etc. willimpact on HRD strategy.

3.2.2 Assess and explain how these factors might influence the nature andapproach to human resource development in an organisation. Some issuesthat may be discussed relate to each of the above:

• Technology: There is little doubt that increasing amounts of L & D arebeing carried out via technological means. This includes e-learning, video

conferencing, etc.• Political: It is in the interests of government to introduce initiatives that

improve qualifications and skills and raise the profile of L & D generally,such as IIP in UK.

• Legal: New laws introducing further employee rights will require training,e.g. new codes of practice on grievance and discipline.

• Economic: In a recession for example, firms see further spending on L & Das worthwhile, or the opposite.

• Social: Changing expectations of people entering work that they will enjoya career.

Examiner’s Tips:

Please blend ‘theory’ and ‘practice’ together to add realism to the lecture.



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3. Understand the organisational factors that influence learning and development.


3.3 Critically analyse the impact of organisation strategy on human resourcedevelopment.

3.3.1 Identify various organisation strategies. It might be useful to begin the lecture

by providing an overview of some typical organisation strategies such as costleadership, market penetration, customer service, diversity, etc.

3.3.2 Assess how organisational strategies and human resource developmentstrategies might influence each other. Review the likely implications for HRD inorganisations whose corporate strategies are related to those above. For example,strategies that are focused on excellent customer service (e.g. Singapore Airlines,Tesco, First Direct) or on cost control (e.g. Ryanair, IKEA). Examine thedifferences in HRD activities in organisations based on their corporate strategies.In the former, significant resources must be allocated to HRD, especially to ensurethat the behaviour of employees reflects the organisation’s priorities for world-class service excellence. In the latter, very little or nothing may be spent on HRD,

but if necessary will buy in talent from outside.

3.3.3 Assess how the organisation’s desired and actual culture for learning anddevelopment might differ as a result of the above factors. To conclude the lecture,some discussion on areas of conflict will be useful. For example, how culture as acentripetal force is inhibiting change and L & D activity to keep pace with themarket and competition. Some HRD strategies may conflict, such as the need toup-date employee skills being affected by the need to reduce the workforcethrough redundancies.

Examiner’s Tips:

Again, the use of organisation case studies, or student experience of their ownemployers, will add some realism.



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4. Know how to develop an effective performance management programme.


4.1 Analyse the nature of a performance management programme and assess thelinks with learning and development.

4.1.1 Describe what is meant by a performance management programme.

Generally a performance management programme consists of a globalorganisation review using competence assessment and key areas as a means ofaligning T & D with organisation objectives. Analysis of training needs begins atthe corporate level and is cascaded down to unit level. Suitable measures aresubsequently used to measure performance. This part of the programme can belinked to other HRD areas such as reward, recruitment, selection, etc.

4.1.2 Explain how learning and development, along with other elements, such asreward, are integral to an effective performance management programme.During the introduction to this lecture, place the subject-matter into a relevantcontextual setting. Ensure that students understand the links between HRD,performance assessment, performance appraisal and performance management,

and show them how if these processes are designed effectively then they caneither support or discourage HRD.

4.2 Apply effective performance measures in a variety of given circumstances.

4.2.1 Identify a range of measures to assess employee performance. Describe theprinciples of performance assessment:

• The basis for successful HRD has to be a system for measuring theperformance of employees, because only then can improvements inperformance be properly ascertained (to show that HRD is worthwhile).

• Ideally, performance measures applied to employees should comply withthe following guidelines:

1. Measures should relate to results, not efforts;2. The results should be within the job-holder’s control;3. Measures should be objective and observable;4. Data must be available for measurement;5. The criteria used for assessing employee performance should be

based on contribution to organisation purposes, and the extent towhich the employee is ‘adding value’.

• Some measures of individual performance might be output, attitude,problem-solving, communication skills, etc. Mention 360 degree feedback.

4.2.2 Evaluate the difference between assessment to determine reward and

assessment to promote employee development.Outline the potential role of performance appraisal within an HRD strategy:



• The principles and possible purposes of performance appraisal should bereviewed, but with a special emphasis on appraisal as a tool for promotingthe development of the employee, i.e. overcoming performanceweaknesses but also preparing the employee for future needs and futureroles.

• It should be clearly stated that if the purpose of appraisal is linked tomonetary reward, then its value for employee development will benegligible – so it may be preferable to create two separate appraisalsystems.

• From an HRD perspective, it is best if appraisal concentrates on ‘self-managed learning’, i.e. giving people the encouragement they need todevelop themselves.

Show how performance management can be deployed to encourage HRD:• As with appraisal, alternative models of performance management need to

be examined, with special reference to the relevance of each to HRD.• It should be emphasised that, properly understood, performance

management is an integrating process linking the individual’s work with theorganisation’s management priorities, the development of people to fulfillthe organisation’s current and future needs, and the operation of rewardsystems which ensure that contribution and achievement are equitablyrecognised.

Examiner’s Tips:

Among many candidates preparing for this and similar ABE examinations, there isfrequently confusion about the differences between performance assessment,performance appraisal and performance management. It is vital these concepts beclearly distinguished from each other.



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4. Know how to develop an effective performance management programme.


4.3 Critically evaluate a range of motivation theories. After completing this lecture,the student should be able to understand the distinctions between assessment todetermine reward and assessment of employee development, and criticallyappraise circumstances in which the objectives of a reward strategy and HRD

strategy can be in conflict. Students should also be able to recognise reward as anelement of motivation and understand the fundamentals of the theories ofHerzberg, Maslow, Vroom, Adams and others.

4.3.1 Explain the elements of various motivation theories, including Maslow,Herzberg, Hackman and Oldham, etc.Place this lecture in the context of an overall HRD framework. Explain that themotivation of people at work is crucial to the effectiveness of any HRD policies andpractices, and that the level of an employee’s commitment to work cannot betaken for granted. The fundamentals of motivation theory, for example:

• Maslow’s hierarchy of needs – the five levels of the hierarchy (physiologicalneeds, safety/security, belongingness, status/esteem, and self-

actualisation).• Limitations of the Maslow theory – it wasn’t devised in order to apply to the

motivation of people at work; it is ethnocentric; it cannot be empiricallytested because the elements are so imprecise. However, it is intuitivelyplausible – and this probably explains its continued popularity.

• Herzberg’s Motivation-Hygiene Model – the motivating (intrinsic) andhygiene (extrinsic) factors.

• Applications of the Herzberg model – job rotation, job enlargement, jobenrichment.

• The limitation of the Herzberg approach is that it doesn’t apply to peoplewho are instrumentally motivated and whose major life interests don’t focus

on work.• Relevance of these and other theories discussed to HRD.

4.3.2 Evaluate how financial rewards, also non-financial rewards, such asrecognition, contribute to employee motivation and improved performance.

The differences between performance assessment to determine reward, andperformance assessment used as a mechanism for employee development, are:

• Reward is a short-term consideration; employee development is longer-term.

• Reminder about the alternative goals for performance appraisal (Lecture8).



The circumstances in which the objectives of a reward strategy, and the objectivesof an HRD strategy, can be in conflict:

• If reward is designed to recognise past achievements and progress, itconflicts with HRD, which is concerned with future achievements, progressand performance.

• Consider the aims of reward management, especially in relation to theaims of HRD.

Examiner’s Tips:

Tutors must dissuade students of the assumption that all motivation is aboutfinancial reward (either in some direct form, or indirect form such as ‘free’ housing,trips abroad, etc). Financial reward is important, but is not the sole reason why

people work. Monetary incentives alone may cause employees to expect moreand more financial rewards (each payment having to be larger than the one beforein order to sustain an impact); ultimately the process becomes unsustainable. It isclearly preferable that HRD and reward strategies are aligned to each other, andways of ensuring this should be strongly supported.



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5. Understand the importance of Human Resource Development.


5.1 Evaluate the growing recognition of the importance of human resource development inenhancing organisation performance.

5.1.1 Analyse the different views of human resource development. Please place Lecture 9 in the

context of what has gone before within the overall lecture programme – it is desirable to reviewand stress the purposes and principles behind HRD, in order to distinguish HRD from ‘training’(see Lecture 1, etc.).

5.1.2 Assess the positive relationship between human resource development and organisationperformance:

• Review the established traditional processes of training, learning, and development interms of their differences and similarities.

• Review and elaborate on the aims of training and the training process.• Emphasise the link between these aims and organisation performance and how

improved performance might be measured, e.g. reduced labour turnover, benchmarkingHRD activity against industry standards, etc.

5.1.3 Examine and explain the reasons for the growing recognition of the contribution humanresource development can make to organisation performance. Each of the above processesshould be described, discussed and then considered in relation to its relevance for, say, the‘training’ of ABE candidates in preparation for the ABE’s examinations.

Examples should also be used from real-life corporate scenarios, e.g. the training of airline pilotsor customer-service staff. Some discussion can be included on:

• Managing diversity and management training in this area. Highlight research findings thatdiverse workforce in terms of age, race, religion, etc. can enhance customer service andsatisfaction. The development of employees so that they ‘add value’ and make a positive

contribution to the organisation’s current and future performance.• The notion of ‘adding value’: going beyond the basic elements of the job description, and

finding opportunities to exercise ‘discretionary behaviour’ (organisational citizenship) tobenefit the organisation.

• Securing the engagement and commitment of employees through a meaningfulpsychological contract with reciprocal obligations – the place of HRD within the terms ofthe psychological contract.

Conclude by showing students how the investment in training and development has to be justified against some form of worthwhile measurement of outcomes, and how the outcomeschosen for measurement must be aligned to the organisation’s culture and strategy.



Examiner’s Tips:

Candidates must not be allowed to conclude that the only effective method of training is viacourses. In fact most training courses achieve little (if measured against subsequentbehavioural change and skill performance); much more useful is one-to-one coachingaccompanied by constructive, positive feedback and the opportunity for the individual to learn bydoing. In fact it would be desirable for tutors to provide students with a brief account of theprinciples of coaching (and mentoring).

The single exception to this generalisation concerns courses on presentation skills, wheretypically individuals learn a great deal in a very short space of time – mainly because suchcourses offer plenty of opportunities for practice and feedback (accompanied by video).



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5. Understand the importance of Human Resource Development.


5.2 Demonstrate an understanding of processes relating to human resourcedevelopment.

5.2.1 Explain the nature of competency-based, accidental, opportunistic and

planned processes in relation to human resource development:• Competency based processes focus on training individuals in broader skills

and characteristics that relate to an entire role.• Opportunistic processes occur when learning is based on an individual’s or

small group’s mental model and usually involve double loop learning.• Accidental learning processes are those when, in the course of everyday

activities, a person or group learns something they had not anticipated orintended.

• Planned processes are those that are based on training in specific taskskills and usually involve the general training process previously outlined inlecture 10.

5.2.2 Critically evaluate the effectiveness of the above processes in relation tohuman resource development.Discussion of Kirkpatrick’s four tier model of evaluation can be used, or Hamblin’sfive levels at which evaluation can take place, or both. Hamblin’s model involves:

1. Reactions of trainees to the training experience itself;2. Learning evaluation – the measurement of what trainees have learned;3. Job behaviour – measuring the extent to which trainees have applied their

learning on the job;4. Organisational unit – the effect of changes in the job behaviour of trainees

on the functioning of the part of the organisation in which they areemployed, e.g. improvements in output, productivity, quality, contribution,

or sales turnover;5. Ultimate value – measuring how the organisation as a whole has benefitedfrom the training in terms of greater profitability, survival or growth.

5.2.3 Evaluate the effects of human resource development on individuals,organisation culture and leadership.Some difficulties trying to evaluate the benefits of training and development are:

• It can be hard to elicit truthful responses from trainees (they can makeexaggerated claims about what they have learned and how it has impactedon their behaviour and their contribution).

• It may be virtually impossible to trace clear cause/effect relationshipsbetween the training and such relatively distant measures as corporate

profitability, especially when other factors intervene.• Some measures may conflict with each other, e.g. the training experience



itself may be criticised yet the changes in subsequent job behaviour maybe impressive and worthwhile.

Nevertheless, beneficial outcomes related to the organisation’s culture andstrategy can be selected and used as some guide as to the effects of HRD:

• There are several outcomes that could be measured (as already discussedin lecture 10) e.g. immediate job performance changes, or attitudinal shifts(higher levels of employee commitment and engagement) or employeeturnover, etc. None however, are entirely satisfactory and reliable.

• Training and development work best when the outcomes are aligned to theorganisation’s culture and strategy, e.g. if the strategy is focused on world-class customer service, then the outcomes should concentrate on thedelivery of world-class customer service (both inside the organisation,

between its departments, and outside the organisation, towards its payingcustomers).

Examiner’s Tips:

Throughout this lecture, as with others, the general principles should be supportedwith references to actual or convincing hypothetical examples. The importance ofmeasuring meaningful outcomes must be emphasised more than themeasurement of process elements like individual perceptions of the training.



QCF


6. Understand the purposes, relevance and value of specific managementdevelopment initiatives and programmes.


6.1 Assess the importance of management development to organisationperformance.

6.1.1 Understand the reasons for the increasing attention given to systematicmanagement development. Discuss the role of management development withinthe HRD framework. The overall purpose being to produce effective managerswho not only provide ‘transactional leadership’ but more so ‘transformationalleadership’.

Reasons for the increasing attention given to management development:

• Students should be familiar with the increasingly competitive nature of theworld of business, prompted by the speed of technological innovation,globalisation, accelerating customer demands, and so forth.

• The manager’s responsibilities for HRM issues such as discipline,appraisal, etc. is increasing because they should be better placed to deal

with these issues.• The importance of management itself should also be stressed, since it is

responsible for aspects of corporate performance that cannot be mobilisedin any other way, including:1. Developing product-market strategies which sustain the

competitiveness of the business, both proactively and reactively;2. Developing effective systems to enable the business to perform;3. Shaping organisational culture and capabilities for the future;4. Optimising profits by continually improving sales and service with

current products and customers;5. Pursuing continuous improvement initiatives, both incremental and

transformational.

6.1.2 Recognise and evaluate the various approaches to managementdevelopment that organisations may deploy. Mumford (1993) proposed that threetypes of development when combined produce an effective managementdevelopment system:

1. Self – recognition that individuals can learn but are unlikely to be taught;2. Organisation-derived – the formal systems of management development;3. Boss-derived – with a one-to-one focus on Coaching;4. How management development may be undertaken.

Remind students about the three essential management development activities:

1. Analysis of present and future management needs (linked to strategicplans);



2. Assessment of the existing ‘talent pool’ for managers;3. Production of policies, strategies and plans to enable any gaps to be filled.

The formal approaches to management development include:1. Development on the job through coaching, counselling and performance

monitoring;2. Development through work experience and special assignments;3. Formal training by means of internal and external courses;4. Structured self-development by self-managed learning programmes.

6.1.3 Assess the effectiveness of management development in a variety ofcorporate scenarios. Recap briefly on HRD in its corporate setting and discusssome scenarios relating to philosophy toward management development. The

following are some suggestions:

1. The concept of ‘talent’:

• The belief in some organisations that ‘talent’ is narrowly distributed withinit, thus leading to the conclusion that HRD should only be applied to anelite group, (the ‘core competents’ of the organisation).

• The emergent philosophy which sees ‘talent’ as widely distributed whichtherefore justifies HRD as a company-wide set of practices from whichfuture managers are selected.

• The alignment of this view with fashionable notions of diversitymanagement and equality of opportunity.

2. The development of managers so that, like their employees, they ‘add value’and make a positive contribution to the organisation’s current and futureperformance. The notion of ‘adding value’: going beyond the basic elementsof the job description, and finding opportunities to exercise ‘discretionarybehaviour’ to benefit the organisation. Developing those management skillsthat obtain employee engagement and commitment.

3. Securing the engagement and commitment of employees through ameaningful psychological contract with reciprocal obligations – the place ofHRD within the terms of the psychological contract.

4. Can management development assist in the harmonisation of organisation andemployee or group interests?• Discuss the possible dissonance between the preferences of the

organisation and employee; the latter may be interested in wider purposeslinked to future occupational achievement, or may not be interested indevelopment at all.

• Outline ways in which the organisation and the employee can balance andintegrate their priorities, particularly through worthwhile HRD objectives forboth the organisation and the individual employee.

Examiner’s Tips:

As with some earlier lectures, it may be beneficial here to use the studentsthemselves as examples of the potential clash between the aspirations of the



employee and the expectations of the business. Not everyone wants to be amanager: so what does the organisation do when it is faced by an employee whowould prefer to stay in his or her more technical occupation? Equally, someonemay want to be a manager, yet in the eyes of others lack the fundamentalattributes and capabilities to become a proper manager and leader: how can theorganisation keep this person enthused and motivated? These are sample issuesthat should be debated and explored, especially as they resemble the sorts ofpractical questions that can emerge in the HRD examination. The term ‘manager’,of course, should be adequately defined, and distinguished from other employeeroles.

5hrd lecture guide

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