Synopsis
Human Resource Development
1. Introduction to Human Resource Development
Learning Objectives
By the end of this module you will be able to:
 define the key concepts associated with HRD in work organisations;
 describe a model of the core process of HRD;
 identify and analyse five major practices associated with HRD in modern work and
organisations;
 evaluate the connections between the HRD process and the contemporary performance
management concerns of organisations.
Sections
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
Introduction: Definitions and Concepts
HRD and the HRD Process
Cognitive Capacities
Capabilities
The Third Dimension
Performance Management
Human Resource Management
HRD in Context
Practical Matters
Conclusion
2. Observing and Assessing HRD Needs
Learning Objectives
By the end of this module you will be able to:
 describe how the HRD process relates to the broader performance management process
and concerns of individuals and organisations;
 differentiate between performance gaps related to HRD needs and other kinds of
performance gap and support system;
 analyse three kinds of HRD need: organisational, work or occupational, and personal;
 use a variety of skills and techniques to identify HRD needs.
Sections
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
Introduction: The Performance Management Process and Context
A Theoretical Context
Back to Practice: Objective and Subjective Needs Analysis
Organisational Needs
Work and Occupation Analysis
Job Analysis
Personal-Level HRD Needs
Observing HRD: Skills and Issues
Further Reflections in Theory
Conclusion
3. Planning: Designing HRD Activities
Learning Objectives
By the end of this module you will be able to:
 define and develop aims, goals and objectives for HRD activities;
 describe the themes and issues involved in planning HRD activities;
 incorporate methods for developing cognitive capacities, capability and behavioural
change;
 critically evaluate the overall design of typical HRD activities;
 design engaging and stimulating HRD activities.
Sections
3.1
3.2
3.3
3.4
3.5
Introduction
Crafting Aims, Goals and Objectives
Cognition, Capabilities and Behaviour
A Constructivist Critique
Conclusion
4. Action: Bringing Learning To Life
Learning Objectives
By the end of this module you will be able to:
 describe the theory and practice of instruction and facilitation in delivering HRD;
 describe and analyse other forms of performance support systems relevant to HRD;
 critically evaluate the strengths and weaknesses of instruction and facilitation as methods
of managing HRD;
 design HRD events using instruction and facilitation methods.
Sections
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Introduction
Instruction
Facilitation
The Theory of Experiential Learning
Deliverables
Other Options: Designing and Developing Performance Support
Conclusion
5. Quality: Reviewing and Evaluating HRD
Learning Objectives
By the end of this module you will be able to:
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describe the methodologies commonly in use to support quality management in HRD;
analyse the main themes and challenges of evaluation in HRD;
critically evaluate the use of cost–benefit analysis in the HRD evaluation context;
design and construct valid and reliable ways of evaluating HRD activities.
Sections
5.1
5.2
5.3
5.4
5.5
Introduction
Evaluation in the HRD Context
Evaluation in General
Evaluating the Evaluation of HRD
Conclusion
6. Process Section: Integrative Case
Sections
6.1
6.2
6.3
Introduction
Driver Training in a Train Company
Case Study Points
7. Organisational HRD Strategies
Learning Objectives
By the end of this module you will be able to:
 define what an HRD strategy means and involves;
 describe three different HRD strategies – systematic training, business orientation, and
continuous development;
 analyse variations of HRD strategy with reference to beliefs, systems and levers;
 critically evaluate the strengths and weakness of these different HRD strategies;
 create an HRD strategy for an organisation.
Sections
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
7.10
Introduction
HRD Strategies
Systematic Training
Business Orientation
Continuous Development
Human Resource Development (HRD)
Competence 1: Behaviours
Competence 2: Functional Analysis and Vocational Qualifications
Self-Development
Conclusions
8. HRD Providers and Partners
Learning Objectives
By the end of this module you will be able to:
 identify a range of HRD providers and partners;
 describe the opportunities and threats of using different kinds of provider and partner in
HRD;
 analyse trends and changes in the use of providers and partners in HRD;
 critically evaluate the issues involved in using external providers and partner consultants
for HRD.
Sections
8.1
8.2
8.3
8.4
8.5
8.6
Introduction
The Market for HRD: Why Providers Exist
What Do They Provide?
Partners in Training
In The HRD Market
Conclusion
9. E-Learning
Learning Objectives
By the end of this module you will be able to:
 describe the evolution of e-learning technologies in use in HRD;
 discuss the strengths and weaknesses of various uses of e-learning in HRD;
 analyse the cost, quality, and other features of e-learning in HRD;
 critically evaluate the changes and challenges involved in integrating
e-learning within HRD.
Sections
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
Introduction
A Brief History of HRD Technologies
Defining E-Learning
Performance Support Uses of E-learning
A Conceptual Framework
The Organisational Context
Evolving Delivery Technologies
Conclusion
10. Mentoring
Learning Objectives
By the end of this module you will be able to:
 explore the use of mentoring as an integrative HRD practice;
 describe how mentoring practice reflects the social and economic context in which it is
enacted;
 apply this analysis of practice to the design and development of a formal mentoring
scheme.
Sections
10.1
10.2
10.3
10.4
10.5
10.6
Mentoring: An Introductory Overview
Mentoring in Practice: Historical Contexts
Mentoring and Classical Mythology
Mentoring and Guilds
Mentoring and the Humanistic Mentor
Conclusion
11. HRD and Theory
Learning Objectives
By the end of this module you will be able to:
 understand the relevance of theory to the learning process;
 describe and evaluate the relevance of wisdom, psychological, sociological and economic
theories in providing perspectives on HRD at work;
 critically evaluate the role that theories of learning can play in the design and management of HRD practices.
Sections
11.1 Introduction
11.2 Conclusions
12. Policy-Making and HRD
Learning Objectives
By the end of this module you will be able to:
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describe the role of the state in policy-making for HRD;
discuss the historical and political context for HRD policy in different national contexts;
analyse political contexts and their impact on HRD policy;
critically evaluate the evolution and impact of HRD policy and practice in a specific case
study context (a city).
Sections
12.1
12.2
12.3
12.4
12.5
12.6
12.7
Introduction
HRD Policy and Programmes
The Background
Recent Concerns: Change and Unemployment
The Contemporary Agenda: Lifelong Learning
Conclusion
Human Capital Development Issues: Learning Points
13. Communities of Practice: The Knowledge Management
Perspective
Learning Objectives
By the end of this module you will be able to:
 define knowledge management;
 identify the connections between knowledge management, information systems,
organisational learning and intellectual capital;
 describe the theory and practice of developing communities of practice;
 analyse HRD issues from the perspective of knowledge management.
Sections
13.1
13.2
13.3
13.4
13.5
Introduction
The Information Systems (IS) Perspective
Organisational Learning (OL)
Intellectual Capital and Strategic Management
The Evolution of HRD in the CoP and KM Context
13.6 Conclusion
13.7 Concluding Case Studies
14. Strategic HRD
Learning Objectives
By the end of this module you will be able to:
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define the concept of strategic HRD (SHRD);
identify the key themes and issues raised by SHRD;
analyse the functional and status factors underpinning the rise of SHRD;
critically evaluate the theory and practice of SHRD.
Sections
14.1
14.2
14.3
14.4
14.5
14.6
14.7
14.8
14.9
Introduction
An Analytical Framework: The Certainties of HRD
The Structural Certainties of SHRD: The Experience of Employment
The Affective Certainties of HRD
The Cognitive HRD Certainties: SHRD Models and Frameworks
Critiques of SHRD
The Status of HRD
The Roles and Activities of Management and HRD Specialists
Conclusion: Scenarios for SHRD
15. Perspectives Integrative Case: The Investors in People
Standard
Learning Objectives
By the end of this module you will be able to:
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describe the Investors in People (IiP) standard;
outline what is involved in an organisation being accredited as an IiP;
explain the reasons for the development of the IiP standard and accreditation process;
use various perspectives to critically evaluate the evolution of IiP, and evaluate the
strengths and weaknesses of the IiP standard.
Sections
15.1 Introduction
15.2 The Actual IiP Standard
16. Looking Ahead: The Future of HRD
Learning Objectives
By the end of this module you will be able to:
 review key themes and issues of HRD at work using a force field analysis method;
 critically evaluate the place of HRD at work in the context of changes in management
and organisation.
Sections
16.1 Introduction
16.2 The Future