Definition of Human Resource Development

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Definition of Human Resource Development
Human Resource Development is any process or
activity that, either initially or over the long
term, has the potential to develop adults
work-based 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.
McLean McLean 2000
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Purpose of Human Resource Development
HRD is about adult human beings functioning in
productive systems. The purpose of HRD is to
focus on the resource that human beings bring to
the success equation both personal success and
organizational success. The two core threads of
HRD are 1) individual and organizational learning
and 2) individual and organizational performance.
Ruona, 2000 Watkins Marsick, 1996 Swanson,
1996)
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the most apparent connection is with human
resources (HR). But HR can be conceived of as
having two major components HRD and HRM. As an
umbrella term, HR is often confused with HRM.
Thus, many HR departments are actually limited to
HRM goals and activities such as hiring,
compensation, and personnel compliance issues.
Even when HRD and HRM are managed under the HR
title, their relative foci tend to be fairly
discrete.
Swanson, 2001
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General Approach to Human Resource Management and
Development

• Overview of Development disciplines
• Historical views and influences on HRM
• Human Resource Wheel and relationships
• HRM professionals
• roles
• Starting to focus on
• Career Development

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Roots and Perspectives for HRM...

• Imbedded in broader Management Philosophy
• Confusion and mixed history for HRM/D
• Early concept of Human Resources from Economics
  and Management Writers
• Based on normative ideas and practices but varies
  in organizational application
• Addresses human resources, human development,
  change and learning (typically conducted in
  organizational settings)
• Interdisciplinary in nature and approach

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Defining HRM/D

• It is an emerging field (highly educated)
• It is a very dynamic field (new technology,
  models, research)
• It is multidisciplinary (including management,
  organizational behavior, I/O psychology,
  education, etc.)
• It is in the broader human resources arena
  (people profession)
• It is a pervasive function in organizations
• (may not be a single department but done by
  many people at all levels, e.g.,
  personnel assistant to executive
  search psychologist)

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Activities of HRD

• Training
• Training and development
• Employee development
• Technical training
• Management development
• Executive and leadership development
• Human performance technology
• Organization development
• Organizational learning

ASTD, 2000
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Definition of HRM

• HRM is the integrated use of management
  function, training and development, organization
  development, and career development to improve
  individual, group, and organizational
  effectiveness.
• Integrated means that HRM is more than the sum of
  its parts. Its more than management training
  and development, or organization development, or
  career development in isolation. Its the
  combined use of all developmental practices in
  order to accomplish higher levels of individual
  and organizational effectiveness than would be
  possible with a narrower approach.

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Definition of HRM (contd)

• Management functions deal with those aspects of
  the organization that are concerned with the
  people dimensions. These may include selection
  of placement, compensation and benefits, employee
  and labor relation, and health and security.
• Training and Development focuses on identifying,
  assuring, and helping develop, through planned
  learning, the key competencies that enable
  individuals to perform current or future jobs.
• Organization Development focuses on assuring
  healthy inter- and intra-unit relationships and
  helping groups initiate and manage change.
  Organization developments primary emphasis is on
  relationships and processes between and among
  individuals and groups.

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Definition of HRM (contd)

• Career development focuses on assuring an
  alignment of individual career planning and
  organizational career management processes to
  achieve an optimal match of individual and
  organizational needs. Career developments
  primary emphasis is on the person as an
  individual who performs and shapes his or her
  various work roles.
• To improve individual, group, and organizational
  effectiveness means that HRM is purposeful. It
  is instrumental to the achievement of higher
  goals. Because of HRM, people and organizations
  are more effective and contribute more value to
  products and services the cost-benefit equation
  improves.

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Human Resource Wheel
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Summary of Major Influences on HRM
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Key approaches to HRD
How HRM theorists view organizational
development...
Theories
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Management Theory...

• Classical (Scientific) Theory- Fredrick Taylor-
  The Principles of Modern Management (1911)

• select workers to match jobs (talent model)
• workers require training
• develop cooperative work model
• compensate by productivity (not seniority)
• design work efficiently

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Fayols Fourteen Management Principles
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Fayols Fourteen Management Principles (contd)
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Fayols Fourteen Management Principles (contd)
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The Roots of HRM

• Beginning in the late 1950s, critics of
  mainstream economic theory-forerunners of what
  was later to be called the human capital school
  of economics- questioned whether demand for labor
  is really a function of monetary or fiscal
  policy. They regarded

• labor as a form of capital, not a factor of
  production separate from and driven by it. The
  human capital school has spawned the notion that
  labor is a human resource, implying the abilities
  and potential of people to contribute to their
  work not only their talents and skills but also
  their creativity. (1964)
• (article from Fortune magazine)

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Economics the study of prices, goods, markets
and human value in organizational/political
contexts.

• Adam Smith (Wealth of Nations, 1776) - production
  depends on three key factors land, labor and
  capital--labor is the pre- eminent factor in
  production. (Marx accepted labor theory of
  value).
• Say and Mill - productive agencies combined to
  produce goods - utility theory
• Twentieth century economics assumes capital is
  pre-eminent factor in production.
• Keynes - labor not as critical, markets are
  self-adjusting- suggest government intervention
• Friedman - interest rates and money supply
  promotes economic prosperity

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How Economics Influences HRM

• Governmental policies in both developed and
  developing countries have increasingly emphasized
  HRM as a means of helping individuals become
  literate, prepare for employment, learn the work
  of organizations employing them, and upgrade
  individual skills to meet technological or other
  changes. Unlike many other nations, however, the
  United States has not established and integrated
  industrial policy to govern the role of human
  resources.

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The Human Relations School of Management

• Mayo, Roethlesberger, others (1930-1950s)
• Based on Hawthorne experiments
• Suggest social relations as important as money
• Pay attention to work groups, feelings

• Seen as manipulative, not really scientific
• Little relationship to output

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Highly philosophical, the human relations school
of management first gained prominence during the
recession of 1957-1958. Expanding on beliefs of
the human relations school, advocates of the
human resources school make a number of
assumptions

• Individuals are creative by nature and deserve
  greater self-direction and responsibility than
  they are given in most organizations.
• Individuals are capable of much greater
  usefulness to their work groups and co-workers
  than most management recognizes or tries to
  exploit.
• Work is as natural as play - indeed, people want
  to work because it is an outlet for
  self-expression and creativity.

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Latest in Human Relations Management

• In his seminal book, The Fifth Discipline,
  Peter Senge (1990) points to five component
  technologies converging to build organizations
  that can truly learn and enhance their ability to
  realize objectives. These are
• 1. Systems thinking - a conceptual framework, a
  body of knowledge and tools developed to make
  the full patterns of organizational systems
  clearer, and help managers see how to change
  them more easily.
• 2. Personal mastery - The organizations
  commitment to and capacity for learning can be
  no greater than that of its members. Personal
  mastery is the discipline of continually
  clarifying and deepening our personal vision, of
  focusing our energies, of developing patience
  and seeing reality objectively.

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• Five Component Technologies (contd)
• 3. Mental models - These are deeply ingrained
  assumptions, generalizations, or pictures that
  influence our understanding of the world and the
  actions we take. The discipline of working with
  mental models is an inward looking one of
  learning to expose ones own thinking
  effectively and make that thinking open to the
  influence of others.
• 4. Building shared vision - Leaders need to hold
  a picture of the future they intend to create.
  To be effective, leaders must translate this
  personal vision into a shared vision. Genuine
  commitment rather than compliance from the
  organizations people is required.
• 5. Team learning - How can a team with
  individual IQs above 120 have a collective IQ of
  63? Team learning is vital, because unless
  teams can learn, the organization cannot learn.

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• Why is learning suddenly so important?
• Information is now the most valuable
  organizational resource in virtually every
  industry.
• Keeping abreast of the rate of change in
  information is the greatest organizational
  challenge.
• People that can learn rapidly will be in
  greater demand than ever before.
• Corporations than can retain their most
  talented learners and develop the capacity for
  organizational learning will enjoy a
  competitive edge over the rest of the field.

Culture Building 2000
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Industrial/Organizational Psychological
Influences on HRM

• Early integration of Freudian Theory
• Unconscious drives, e.g., boss conflicts causes
  of accidents
• Career development grew out of unconscious needs
  and parental direction
• Behaviorists are second wave
• work skills, interests are conditioned through
  reward and punishment
• Career development grows out of
  approach/avoidance continua
• Person-centered approaches, e.g., Rogers
• People work best under conditions of positive
  regard, caring management
• Morale is a critical variable in worker
  performance

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Industrial/Organizational Psychological
Influences on HRM (contd)

• Cognitive psychologists recent impact
• Workers do best if they have information and
  conceptual models for efforts
• How workers view their jobs relates to their
  belief about it

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The A, B, Cs of poor performance
(Dont have two emotional setbacks for the price
of one!)
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Behavior Modification and Positive Reinforcement
(Aubrey Daniels, Other Peoples Habits)Based
on Behavior Analysis principles
Guides to the use of positive reinforcement

• Custom tailored to each employee
• Does not set limits on people (no IQ test)
• Does not judge on past performance
• Helps with self-confidence
• Reaffirms the morality of quid pro quo
• Behavior principles are universal

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Behavior Modification and Positive Reinforcement
(Contd)
Attitudes that inhibit changing behavior

• Personality cant be changed
• People have to want to change
• Controlling people is not appropriate
• Change starts with the employees desires

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Behavior Modification and Positive Reinforcement
(Contd)
The A, B, Cs of Positive Reinforcement
(AAntecedent BBehavior CConsequences

• Positive reinforcers - bonus
• Negative reinforcers - firing
• Punishment - demotion
• Penalty - withholding pay

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Behavior Modification and Positive Reinforcement
(Contd)
Extinction of non-productive behaviors...
Examples Talking on Phone, Problem Child in
Class
Characteristics

• extinction burst
• emotional response
• behavior resurgence
• requires full control
• it takes time
• difficult to accomplish

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Behavior Modification and Positive Reinforcement
(Contd)
The four errors in using positive reinforcement

• Perception errors (what people like)
• asking, observing, experientation
• e.g., time with daughter, golfing
• Contingency
• given close to desired behavior
• given after performance (e.g., coffee example in
  newsroom)
• Premack Principle (e.g., tax break)
• Results, not behavior
• Frequency
• requires repetition
• requires relationship
• consistent, long-term (not just once)

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Behavior Modification and Positive Reinforcement
(Contd)
Dos and Donts of Reinforcement

• Establish yourself as reinforcing.
• Dont fake it.
• Dont use flowery language.
• Dont use the word but when reinforcing
• Dont reinforce and punish at the same time

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Behavior Modification and Positive Reinforcement
(Contd)
Dos and Donts of Reinforcement

• Dont reinforce and ask for more at the same
  time.
• Tell people they are appreciated, and tell them
  often
• Occasionally pair social reinforced with a
  tangible item that anchors a memory.
• Give people the opportunity to relive their
  accomplishments.

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I/O Sociologys influences

• Just as psychology is the study of individuals,
  sociology is the study of groups, organizations
  and societies. Sociology has historically
  focused on customs, rituals, and other
  meaning-laden interactions between people.
• Present-day sociology is focusing on specific
  issues
• The interactionism school focuses on interactions
  between society and individuals
• The phenomenology school focuses on perceptions
  of individual reality derived internally rather
  than externally.
• The ethnomethodology school focuses on everyday
  methods that individuals use to acquire
  knowledge about self and society.

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Educations influence

• Greeks and Romans did not equate education and
  career preparationwork was distasteful (done by
  slaves).
• Middle ages found education was for priests and
  nobility
• Pre-industrial revolution, education reinforced
  social position.
• Twentieth century was the first link for mass
  education related to human resources
  development.
• For social mobility
• had skill preparation (Morrill act)
• job status (e.g., doctorates)
• de facto recruitment and selection

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How pedagogy and andragogy differ
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Political Sciences Impact...

• Political scientists have more recently focused
  on such issues as power, government, political
  processes, political decision making, policy
  analysis, policy formulation, and policy
  evaluation.
• Politics involves groups operating out of
  self-interest, whether in government or in
  organizations. As a result, the form, mission,
  goals and structure of organizations are not
  necessarily based on what is best for the
  organization rather, they may be negotiated and,
  to some extent, based on the self-serving
  interests of key individuals and groups.
  Organizations are governed by a dominant
  coalition, much like a power elite, that enforces
  its will through the control of rewards and
  punishments of other organizational members.

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How Communication Theories Evolved

• Every school of management thought has made its
  own assumptions about the communication process.
  Scientific management, for instance, portrayed
  the manager as information link between employees
  and higher-level authority.

Fayol believed that the scalar chain, meaning
the differing levels of authority in
organizations, should be preserved by encouraging
workers to communicate only with immediate
superiors unless they get specific permission to
communicate with higher authority.
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The mathematical theory of organizational
communications is seen as mechanical resembling
a radio transmitter and receiver. Shannon and
Weavers model is best known. This is
represented as
Noise
Signal Encoded
Medium
Received Signal (Decoded)
Feedback
Receiver
Source
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Berlos Behavioral Communication Model
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Transactional communication model
Sender
Receiver
P
P
Parent
A
A
Adult
C
C
Child
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Future Forces for HRM

• The following lists the key forces that this
  studys expert contributors expect to influence
  HRM work and competencies in the 2000s. The
  sequence reflects the degree of consensus among
  the experts. Each force listed was considered
  critical by at least 50 percent of the
  respondents to the studys questionnaire.

1. Increased pressure and capacity to measure
workforce productivity, performance,
cost- effectiveness, and efficiency 2. Increased
pressure to demonstrate the value, impact,
quality and practicality of HRM services 3.
Accelerated rate of change and more uncertain
business environment
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Future Forces for HRM (contd)

• 4. Increased emphasis on customer service and
  expectation of quality products and services
  from the workforce
• 5. Increased sophistication and variety of tools,
  technologies, methods, theories, and choices in
  HRM
• 6. Increased diversity (demographics, values,
  experience) at all levels of the workforce

7. Increased expectations for higher levels of
judgement and flexibility in worker
contribution (specifically, for more
creativity, risk taking, adaptation to change,
and teamwork) 8. Increased use of systems
approaches that integrate HRM systems and
technology in the workplace
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Future Forces for HRM (contd)

• 9. Changed emphasis in organizations from
  loyalty to merit, accountability, performance,
  and relevant skills
• 10. Globalization of business increased and
  expanded international markets, joint ventures,
  overseas ownerships, and competition
• 11. Increased need for commitment, meaningful
  work, and participation on the job by a larger
  proportion of the workforce
• 12. Increased use of flatter, more flexible
  organization designs, smaller, self-contained
  work groups and reduced staff.