Chapter 9
Human Resource
Development
Falkenberg, Stone, and Meltz
Human Resource Management
in Canada
Fourth Edition
Copyright © 1999 Harcourt Brace &
Company Canada, Ltd.
Chapter Overview
The evolution of human resource
development
 Relation to other HRM functions
 Responsibilities for human
resource development
 Analyzing performance needs
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9.1
Chapter Overview (cont’d.)
Distinguishing instructional needs
 Applying relevant learning principles
 Recognizing ability levels of
participants
 Identifying program delivery options
 Evaluating HRD programs

9.2
What We Need to Know About
Training and Development for
the 21st Century
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Training and development play a significant
role in achieving a company’s strategic goals.
Training is crucial to bring about change and
the operation of a world-class organization.
Recognition of cultural differences and different
work practices and approaches is important.
Training and development programs must be
monitored to respond to changing needs.
Training and development must be
differentiated.
9.3
Factors Contributing to the
Growth of HRD
The role of HRD in improving
organizational competitiveness
 The recognition of employees as a
valued resource
 Technological change
 A shift in the demographic
composition of the Canadian work
force
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9.4
Human Resource Development:
Relation to Other HRM Functions
Work/Job
Analysis
Staffing
Process
Performance
Management
Systems
Organizational
Change
Human Resource
Development
Activities
Organizational
Design
9.5
HRD Responsibilities Within an
Organization
Employee
Responsibilities
Supervisor
Responsibilities
HRD
Responsibilities
9.6
Steps to Identifying and
Implementing Appropriate Skill
Development Activities
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Analyzing performance needs
Distinguishing instructional needs
Applying relevant learning principle(s)
Recognizing ability levels of participants
Selecting appropriate instructional formats
Identifying program delivery options
Evaluating the effectiveness of the HRD
program(s)
9.7
Reasons for Performance Needs
Lower than desired performance levels
 The introduction of new technology
 An inability to hire qualified applicants
 A desire to prepare employees for the
future work demands
 Implementation of new organizational
structures

9.8
Types of Instructional Needs
Information acquisition
 Motor skills
 Interpersonal skills and attitude
change
 Decision-making and problemsolving skills
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9.9
Key Learning Principles
Learning requires feedback
 Learning occurs more quickly with
reinforcement
 Skill development requires practice
 More learning occurs when individuals
are intrinsically motivated
 The application of new skills is facilitated
through transfer of learning
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9.10
Factors Necessary for Transfer of
Learning to New Situations
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Maximize the similarity between the learning and
performance situation
Practise the new task extensively (overlearning)
Provide a range of learning experiences
Identify key elements of the material or behaviour so
that the learner is able to determine the
appropriateness of transfer
Emphasize knowledge of general principles
Provide feedback on job performance and otherwise
reinforce proper transfer of new materials and
behaviour to the job
9.11
Types of Instructional
Interventions
Classroom Training
Learning on the Job
- Lectures
- Structured OJT
- Role-plays
-Apprenticeship
- Case methods
-Job Rotation
- Vestibule training
Learning Technologies
- Programmed instruction
- In-basket exercises
- Business games
- Intranet
- IVI
9.12
Advantages of Developing Intranet
Training Programs
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Consistency can be created, since the same training
materials can be viewed by an employee at
different times and locations
Interactivity can be created through discussion
groups, comprehension tests, and two-way
communication tools
Training materials can be kept current at a central
location where updating of publications and
training materials is done
User-friendly interfaces, with point-and-click
navigation, can be developed
9.13
Recommendations to Increase
the Effectiveness of Job Rotation
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Proactively manage job rotation as a component of
the overall HRD system
Outline the specific skills that are expected to be
developed in a job-rotation system
Link rotation with the career development planning
process so that employees know the developmental
needs addressed by each job assignment
Ensure breadth of job rotation by opening
opportunities to all groups of employees, not just
managerial and professional groups
9.14
Sources of Data to Evaluate
HRD Programs
Measures of knowledge or skill,
obtained through tests or other
standardized measures
 On-the-job behaviour and performance
measures, such as individual production
rates, error rates, customer complaints
 Organizational measures, such as
profitability, production costs, and
scrap rates
9.15
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