1. Theories and Practices of Human Resource Development 3 CREDIT hours

2.  to evaluate the basic concepts and theories of human resource development for career and organizations development (C6)  to analyze the process of training and development, career development and organization development (C4)

3.  to display professional commitment to the practice of human resource development (A5, EM)  to analyze the practices of human resource development in the workplace rather than theory learned (CTPS)

4.  Pengenalan kepada Pembangunan Sumber Manusia  Pengaruh terhadap tingkah laku pekerja  Teori pembelajaran dan Pembangunan Sumber Manusia

5.  Latihan dan Pembangunan  Bimbingan kaunseling dan pemajuan kerjaya  Kepimpinan  Pembangunan dan Perubahan Organisasi  Penilaian program Pembangunan Sumber Manusia

6.  Definisi  Evolusi  Manfaat  Objektif  Fungsi

7.  A set of systematic and planned activities designed by an organization to provide its members with the necessary skills to meet current and future job demands.

8.  Early apprenticeship programs  Early vocational education programs  Early factory schools  Early training for unskilled/semiskilled  Human relations movement  Establishment of training profession  Emergence of HRD

9.  Artisans in 1700s  Artisans had to train their own workers  Guild schools  Yeomanries (early worker unions) Werner & DeSimone (2006)9

10.  1809 – DeWitt Clinton’s manual school  1863 – President Lincoln signs the Land-Grant Act promoting A&M colleges  1917 – Smith-Hughes Act provides funding for vocational education at the state level Werner & DeSimone (2006)10

11.  Mass production ◦ Semiskilled and unskilled workers ◦ Production line – one task = one worker  World War I ◦ Retool & retrain ◦ “Show, Tell, Do, Check” Werner & DeSimone (2006)11

12.  Productivity  Internal Mobility  Job satisfaction  Organization goal  Employee – welfare

13.  Skill  Performance  Motivation  Guided & counseling  Affectiveness

14.  Malaysia is at the transition stage of moving from the P-economy to the K-economy.  To ensure that Malaysia retains its competitiveness in the new global economy  government has initiated and implemented various policy measures and projects  promoting the use of knowledge and technology to spur further economic growth of the nation

15.  scope of discussions  system of remuneration,  training and development activities, and  the use of information and communication technology (ICT) in the public service.  Dr. Malek Shah Bin Mohd. Yusoff (Director -- Research and Planning Divison, Public Service Department, Malaysia

16.  To be the leading agency in the development and management of a world class workforce

17.  To grow and increase a workforce that is productive, informative, discipline, caring and responsive to the changing labor environment towards increasing the economic growth and hence create more job opportunities.  To encourage and maintain conducive and harmonised industrial relationships between employers, employees and trade unions for the nation's economic development and wellness of people.  To uphold social justice and ensure harmonious industrial relations through solving industrial dispute between employer and employee and awarding collective agreement.

18.  To ensure trade unions practice democracy in an orderly manner and is responsible to assist achieving the objective of industrial harmony.  To be the leader in development of nation's human resources.  To ensure safety and health of workforce is assured.  To develop skilled, knowledgeable and competitive workforce in a harmonious industrial relations with social justice.

19.  Factory system often abused workers  “Human relations” movement promoted better working conditions  Start of business & management education  Tied to Maslow’s hierarchy of needs Werner & DeSimone (2006)19

20.  Employee needs extend beyond the training classroom  Includes coaching, group work, and problem solving  Need for basic employee development  Need for structured career development  ASTD changes its name to the American Society for Training and Development Werner & DeSimone (2006)20

21.  Human resource management (HRM) encompasses many functions  Human resource development (HRD) is just one of the functions within HRM Werner & DeSimone (2006)21

22.  Human resource planning  Equal employment opportunity  Staffing (recruitment and selection)  Compensation and benefits  Employee and labor relations  Health, safety, and security  Human resource development Werner & DeSimone (2006)22

23.  Organization and job design  Performance management/ performance appraisal systems  Research and information systems Werner & DeSimone (2006)23

24.  Training and development  Organization development  Career development  Humanware development

25.  Changing/ improving the knowledge, skills & attitudes of individuals  Providing employees K & S  Increasing the capacities  Induction

26.  The process of enhancing the effectiveness of an organization  Macro – improve the organization as a whole  Micro – focus on changes at individuals, small group or teams.

27.  Ongoing process by which individuals progress through a series of stages – set of issues – themes – tasks  Career planning – activities performed by the individuals  Career management – takings the necessary steps to achieve that plan

28.  approach, such as reinforcing -- the role of knowledge creator and human relationship creator to improve overall productivity, as opposed --  to the ‘software/hardware’, which would rather focus on downsizing, restructuring, and knowledge taker.

29.  Motivation  Internal factor  Environment

30.  INFLUENCE OF EMPLOYEE BEHAVIOR  Employee behavior Model  Motivation and influence of the environment on the behavior of employee  Influence of the employee behaviour of other internal factors

32.  Forces that influence behavior: ◦ External to the employee:  External environment (economic conditions/ laws and regulations, etc.)

33. Work environment (supervision, organization, coworkers, outcomes of performance)

34. ◦ Within the employee:  Motivation, attitudes, knowledge/skills/abilities (KSAs)

36.  Economic conditions  Technological changes  Labor market conditions  Laws and regulations  Labor unions Source: Heneman, Schwab, Fossum & Dyer (1989)

37.  Outcomes  Supervision and leadership  Organization  Coworkers

38.  Personal outcomes  Organizational outcomes ◦ Both expectancy theory and equity theory predict that employee perceptions of the outcomes they receive (or hope to receive) influences their performance of that behavior.

40.  Leadership  Performance expectations  Evaluation of efforts

41.  Reward structure  Organizational culture  Job design

42.  Norms  Group dynamics  Teamwork  Control over outcomes

43. Theory of Human Resource Development Assumptions, Context, Definition, and Model of HRD Theoretical and Disciplinary Foundations of HRD Economic Theory Component of HRD Psychological Theory Component of HRD Systems Theory Foundation Ethics in HRD

48.  Psychological theory  Economic theory  Systems theory

49.  captures the core human aspects of developing human resources as well as the socio-technical interplay of humans and systems.

50. captures the core issues of the efficient and effective utilization of resources to meet productive goals in a competitive environment.

51. captures the complex and dynamic interactions of environments, organizations, work process, and group/individual variables operating at any point in time and over time.

52. Werner & DeSimone (2006)52  Expectancy theory  Goal-setting theory  Social learning theory  Equity theory

53.  MacGregor’s Theory X and Theory Y  Herzberg’s Motivation–Hygiene Theory  Maslow’s Heirarchy of Needs  The Goal Setting Theory  Reinforcement Theory  Equity Theory  Expectancy Theory

54.  Classifies human nature into two categories  Motivational strategy is contingent upon which category the person is classified in  Theory is flawed because most people fall somewhere in between

55.  Negative view  Pessimist  Little ambition  Generally dislikes work  Avoids responsibility  Needs constant supervision

56.  Positive  Primarily optimistic  Enjoys working  Seeks out responsibility  Needs little supervision  High level of ambition

57.  2 factors influence individual motivation: ◦ Motivators:  Increase job satisfaction  Increase motivation ◦ Hygiene:  Eliminate job dissatisfaction  Fail to motivate

58.  Work itself  Recognitions  Responsibility  Achievement  Growth  Advancement

59.  Company policies and administration  Salary  Working conditions  Relationship with supervisors  Relationships with peers  Relationships with subordinates  Security  Status

60.  People are motivated by need  There are levels of needs that motivate  Once a level is satisfied, the level is no longer a motivator  Theory is flawed because once you reach the top, there is nothing left to act as a motivator

63. The theory integration proposition: HRD must integrate its core psychological, economic, and systems theories into a holistic HRD theory and model for practice.

64.  Increasing globalization  Technological revolution -- internet

65.  Challenges ---  Responding to Multiple Stakeholders  Measuring HRD’s Impact and Utility  Orienting Toward the Future  Focusing on Problems and Outcomes  Achieving Status as a Profession (Bing, Kehrhahn & Short, 2003 )

66.  Developing employee skills  Effectively using new technology  Developing new organizational structures  Building cultures – to force learning & innovations

67.  HRD members?  If the organization are going to make the fundamental changes – they must be able to learn, adapt, and CHANGE.

68.  increasing workforce diversity  competing in a global economy  eliminating the skills gap  meeting the need for lifelong individual learning  facilitating organizational learning  addressing ethical issues and dilemmas in a proactive and effective manner

69.  Ethnic  Gender  Racial  Age

70.  educating  training  -- to develop competent managers in different cultures & in other countries

71.  Educated workers  Exposing in many skills – technical & vocational

72.  Continue the learning process  Ongoing investment in HRD

73.  Transition from traditional training programs – to emphasizing three things:  Learning principles and tactics  How learning relates to performance  Relationship between learning and fundamental change

74.  Example  Code and ethics – provides guidance to individuals to be self-managed & work place-learning and performance professionals

75. Werner & DeSimone (2006)75 By Permission: Naughton & Rothwell (2004)

76.  Strategic management and HRD  The supervisor’s role in HRD  Organizational structure of HRD Werner & DeSimone (2006)76

77.  Strategic management aims to ensure organizational effectiveness for the foreseeable future – e.g., maximizing profits in the next 3 to 5 years  HRD aims to get managers and workers ready for new products, procedures, and materials Werner & DeSimone (2006)77

78.  Implements HRD programs and procedures  On-the-job training (OJT)  Coaching/mentoring/counseling  Career and employee development  A “front-line participant” in HRD Werner & DeSimone (2006)78

79.  Depends on company size, industry and maturity  No single structure used  Depends in large part on how well the HRD manager becomes an institutional part of the company – i.e., a revenue contributor, not just a revenue user Werner & DeSimone (2006)79

80. Werner & DeSimone (2006)80

81.  Executive/Manager  HR Strategic Advisor  HR Systems Designer/Developer  Organization Change Agent  Organization Design Consultant  Learning Program Specialist Werner & DeSimone (2006)81

82.  Instructor/Facilitator  Individual Development and Career Counselor  Performance Consultant (Coach)  Researcher Werner & DeSimone (2006)82

83.  Integrates HRD with organizational goals and strategies  Promotes HRD as a profit enhancer  Tailors HRD to corporate needs and budget  Institutionalizes performance enhancement Werner & DeSimone (2006)83

84.  Consults with corporate strategic thinkers  Helps to articulate goals and strategies  Develops HR plans  Develops strategic planning education and training programs Werner & DeSimone (2006)84

85.  Assists HR manager in the design and development of HR systems  Designs HR programs  Develops intervention strategies  Plans HR implementation actions Werner & DeSimone (2006)85

86.  Develops more efficient work teams  Improves quality management  Implements intervention strategies  Develops change reports Werner & DeSimone (2006)86

87.  Designs work systems  Develops effective alternative work designs  Implements changed systems Werner & DeSimone (2006)87

88.  Identifies needs of learners  Develops and designs learning programs  Prepares learning materials and learning aids  Develops program objectives, lesson plans, and strategies Werner & DeSimone (2006)88

89.  Presents learning materials  Leads and facilitates structured learning experiences  Selects appropriate instructional methods and techniques  Delivers instruction Werner & DeSimone (2006)89

90.  Assists individuals in career planning  Develops individual assessments  Facilitates career workshops  Provides career guidance Werner & DeSimone (2006)90

91.  Advises line management on appropriate interventions to improve individual and group performance  Provides intervention strategies  Develops and provides coaching designs  Implements coaching activities Werner & DeSimone (2006)91

92.  Assesses HRD practices and programs  Determines HRD program effectiveness  Develops requirements for changing HRD programs to address current and future problems Werner & DeSimone (2006)92

93.  Question?  Comments ---  Recommendations ---

94.  http://www.eadulteducation.org/adult- learning/what-is-human-resource- development/ http://www.eadulteducation.org/adult- learning/what-is-human-resource- development/  Shirley Caruso Shirley Caruso