KMS 6013

Human Resource Development

Faculty of Cognitive Science & Human Development
UNIVERSITI MALAYSIA SARAWAK

QUESTION 1

Human Resource Development in Enhancing Performance

Table of Contents

1.0

Introduction ..................................................................................................................... 1

2.0

Human Resource Development in Enhancing Performance ........................................... 4

3.0

Example of Human Resource Development Program .................................................... 6

4.0

3.1

Skills Development Program ............................................................................. 6

3.2

Motivational Program ........................................................................................ 6

Summary of Study .......................................................................................................... 8

Reference ................................................................................................................................... 9

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Human Resource Development
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1.0

Introduction

Human Resource Development

Organization development (OD) is an interdisciplinary field with contributions from business,
industrial/organizational psychology, communication, sociology, and human resources
management and development (HRD). There are many arguments regarding the concept and
the function of human resource development (HRD) towards an organization. Generally, the
function of Human Resource Development for an organization somehow related to a process
of unlocking the potential of workers to ensure a better contribution can be given to the
organization.
Chalofsky (2004) argues that HRD has been long considered to have an
interdisciplinary foundation and maintains that human and organisation studies may describe
more accurately the content and substance of HRD. Similarly, Hatcher (2006) maintains that
we cannot become complacent about defining such a complex, multidisciplinary field such as
HRD. He argues that the strength of the field of HRD lies in its multi-dimensional nature and
that while one-dimensional approaches may solve immediate problems, they exacerbate longterm needs. Meanwhile, Swanson and Holton (2001) articulate what they see as the core
foundational tenets of HRD, namely a strong belief in learning and development as avenues
to individual growth; a belief that organisations can be improved through learning and
development activities; a commitment to people and human potential; a deep desire to see
people grow as individuals and a passion for learning.
Benniss (1969) definition of HRD as reactive to change, rather than proactive, as was
the case in Beckhards definition. Bennis also introduced the concept that is still core to our
understanding of HRD todaynamely, organizational culture: Organization development is
a response to change, a complex educational strategy intended to change beliefs, attitudes,
values, and structures of organizations so that they can better adapt to new technologies,
markets, and challenges, and the dizzying rate of change itself.
Harbison and Myers (1964), defined HRD is the process of increasing the knowledge, the
skills, and the capacities of all the people in a society. In economic and terms, it could be
described as the accumulation of human capital and its effective investment in the
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Human Resource Development
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development of an economy. In political terms, human resource development prepares people

for adult participation in political processes, particularly as citizens in a democracy. From the
social and cultural points of view, the development of human resources helps people to lead
fuller and richer lives, less bound by tradition. In short, the processes of human resource
development unlock the door to modernisation.
Nadler (1970) defined HRD is a series of organised activities conducted within a
specific time and designed to produce behavioural change while Bergenhenegouwen (1990)
described it as to trained members of an organisation in such a way that they have the
knowledge and skills needed within the context of the (changing) objectives of the
organisation.
Garavan (1991) found that HRD is the strategic management of training, development
and management/professional education intervention, so as to achieve the objectives of the
organisation while at the same time ensuring that the full utilisation of the knowledge in
detail and skills of the individual employees. It is also similar to Chalofsky (1992), state that
HRD is the study and practice of increasing the learning capacity of individuals, groups,
collectives and organisations through the development and application of learning-based
interventions of the purpose of optimising human and organisational growth and
effectiveness. HRD is concerned with the processes whereby the citizens of a nation acquire
the knowledge and skills necessary to perform both specific occupational tasks and other
social, cultural, intellectual and political roles in a society. (Horwitz et al., 1996)

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Human Resource Development
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Figure 2.1 The Human Resource Wheel

As shown in the Human Resource Wheel, Human Resource Development consists of

Training and Development, Organization Development and Career Development. It is as
stated by Watkins and Marsick (1997); HRD is the field of study and practice responsible for
the fostering of a long-term, work-related learning capacity at the individual, group and
organisational levels. As such, it includes but is not limited to training, career
development and organisational development.

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Human Resource Development
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2.0

Human Resource Development in Enhancing Performance

Performance is a major multidimensional construct aimed to achieve results and has a strong
link to strategic goals of an organization (Mwita, 2000). As Mwita (2000) explains that
performance is the key element to achieve the goals of the organization so to performance
increase the effectiveness and efficiency of the organization which is helpful for the
achievement of the organizational goals. But the question arise that how an employee can
work more effectively and efficiently to increase the growth and the productivity of an
organization. There are many factors which improves the work of the employee such as
flexible scheduling, training etc. The common issues regarding human resources lack of
skills and intellectual abilities are said to be grounded in their levels of education and
technical training (Low, 1998). It has been reported that organisations are faced with a
challenge in acquiring high calibre human resources with adequate levels of education
(OConnell, 1999; Streumer et al, 1999). International Labour Organisation has reported that
more than half of the workforce in manufacturing firms, particularly in the South East Asia
Region, only possess educational qualifications at primary level or lower (ILO, 1997). The
discussion arise that as well as possessing the required skills for the job and being
knowledgeable and trainable, human resources should also be required to posses at least a
college or university qualification (Low, 1998; Chermack et al, 2003).

Garavan (1997) stated the difficulty for an employee to perform well at the job place
without any pre-training. Trained employees perform well as compared to untrained
employees. It is very necessary for any organization to give its employees training to get
overall goals of the organization in a better way (Flynn et al., 1995; Kaynak, 2003; Heras,
2006). HRD covers functions related primarily to training, career development,
organisational development and research and development in addition to other organisational
HR functions where these are intended to foster learning capacity at all levels of the
organisation, to integrate learning culture into its overall business strategy and to promote the
organisations efforts to achieve high quality performance. Pilar Pineda (2010) in his study
says that training is a key strategy for human resources development and in achieving
organizational objectives. Organizations and public authorities invest large amounts of
resources in training, but rarely have the data to show the results of that investment. Only a
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Human Resource Development
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few organizations evaluate training in depth due to the difficulty involved and the lack of
valid instruments and viable models. The papers approach is theoretical, and the
methodology used involves a review of previous evaluation models and their improvement by
comparing their application in practice. The author has also applied the model successfully in
several public and private organizations, in industry and in the services sector, which
demonstrates its usefulness and viability in evaluating the results of training.

Premila (1980) in her research has reviewed that development of high quality
managerial manpower in the country is considered essential for copying with the rapidly
changing industrial scene. This has led to expansion in the number of training activities and
institutions. This is similar to Olaniyan (2008) statement that the need for improved
productivity has become universally accepted and that it depends on efficient and effective
training is not less apparent. It has further become necessary in view of advancement in the
modern world to invest in training. Thus the role played by staff training and development
can no longer be over-emphasized. Staff training and development are based on the premise
that staff skills need to be improved for organizations to grow. Training is a systematic
development of knowledge, skills and attitudes required by employees to perform adequately
on a given task or job.
Zahid et. al (2011) study explains the causal linkage between components of
formative training evaluation, the mediating role of reaction in the relationships between
training characteristics and learning was also investigated. The principal finding revealed that
a set of seven training characteristics explained 59% and 61% variance in reaction and
learning respectively. All training characteristics were found to have a positive impact on
reaction and learning except training contents. The study concluded with areas of future
research emphasizing on linking formative evaluation with summative one i.e. Behaviour and
results.
It is clear that training and development increase the overall performance of the
organization (Shepard, Jon et al., 2003). Although it is costly to give training to the
employees but in the long run it give back more than it took (Flynn et al., 1995; Kaynak,
2003; Heras, 2006). Every organization should develop its employees according to the need
of that time so that they could compete with their competitors (Braga, 1995).
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Human Resource Development
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3.0

Example of Human Resource Development Program

It is very necessary for the organization to design the training very carefully (Michael
Armstrong, 2000). The design of the training should be according to the needs of the
employees (Ginsberg, 1997). Those organizations which develop a good training design
according to the need of the employees as well as to the organization always get good results
(Partlow, 1996; Tihanyi et al., 2000; Boudreau et al., 2001). It seems that training design
plays a very vital role in the employee as well as organizational performance. A bad training
design is nothing but the loss of time and money (Tsaur and Lin, 2004).

3.1

Skills Development Program

Wexley & Latham (1991) believed that turning to the transfer of learning, the extent
to which employees are able to apply the knowledge, skills and attitudes acquired
during any HRD intervention into the job context is viewed as a key consideration in
HRD practice. Training in certain type of skills such as writing skills, office
management, as well as communication could boost up employees performance in an
organization. Training is a systematic development of knowledge, skills and attitudes
required by employees to perform adequately on a given task or job. Although new
entrants into organizations have various skills, though not all are relevant to
organizational needs. Training and development are required for staff to enable them
work towards taking the organization to its expected destination (Olaniyan, 2008).

3.2

Motivational Program

There are some employees are actually resisting change. Of course, the phenomenon
of change is often resisted, as it requires taking in new learning and adopting new
skills and competencies (Tichy, 1983; Watkins & Marsick, 1993). Hence, HRD
practitioners, employers and trainers are faced with the challenge of changing
employees attitudes, behaviour and mindset towards positive learning and

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Human Resource Development
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development. The heavy workload on the production line is typically cited by line
managers as the reason for their lack of cooperation and support of HR T&D activities.
Managers also viewed production output as more important than providing employees
with the required training, hence their obstructive behaviour. Another dilemma is
employees inability to transfer learning from the training programmes attended and
apply this learning to the workplace. This is due to supervisors lack of support for the
transfer of training. This kind of problem could lead employee to become demoralized.
Motivation is the influence or drive that causes us to behave in a specific
manner and has been described as consisting of energy, direction, and sustainability
(Kroth, 2007). In an organizational context, is the ability to persuade and influence
others to work in a common direction reflects his or her talent to motivate. Through a
motivation program, the problem of having trouble working with new environment
can be solved. Problem involving employees reported to lack commitment towards
learning and training, particularly the commitment to participate in training activities,
is also one of a function of motivational program.

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Human Resource Development
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4.0

Summary of Study

Human Resource Development is based on people development and rational planning; it is

rooted in standardised products and services; driven by competencies, defined by professional
bodies and focused on predictability and consistency. There are too many organisations
whose approaches require staff members to learn mechanistically, and only a very small
number of models of development that are used. Statements above proved that a welldeveloped Human Resource Development training is important to ensure the workers will
gives a better contribution to the organization and economy. Aside from training, it is
essential for individual employees to engage in self - directed and self-motivated learning.
The strategy of moving forward and planning strategically in response to these challenges to
HRD remains the responsibility and initiative of each individual organisation.
Through literature review and observation on the local organization in Malaysia, it is
obvious that todays organizations are experiencing an incredible amount of change. Human
Resource Development is one of the fields of academic study and professional practice that
uses social and behavioural science knowledge to develop interventions that help
organizations and individuals change successfully. The efforts involved are to engage
individuality across a diverse workforce, which for most organizations means reappraisal of
organizational culture. The process involves deconstruction, evaluation, realignment, and
rebuilding: to consistently reinforce the organizations values in daily practice.
Organizational culture is most visibly discernible in its structures and processes, which in
turn evidence values, founded upon organizational assumptions. These interactive cultural
elements reflect the biases and beliefs that influence behaviour and results.
The findings of this study imply that the stages of developing knowledge employees
towards achieving knowledge economy status is likely to be very tough and to take a long
time to achieve unless employers can surmount these challenges by developing and
implementing contemporarily appropriate policies and procedures for HR management and
development.

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Human Resource Development
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Reference

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