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Human resource development

INTRODUCTION TO HUMAN RESOURCE DEVELOPMENT

The achievement of sustained and equitable development remains the greatest

challenge facing the human race. Despite good progress over the past

generation, more than 1 billion people still live in acute poverty and suffer grossly

inadequate access to the resources-education, health services, infrastructure ,

land and credit-required to give them a chance of a better life. The essential task

of development is to provide opportunities so that these people and hundreds of

millions not much better off, can reach their potential. The world has progressed

in many unique ways and directions in the last three decades. It has developed

technologically, economically and industrially. It is also richer in terms of human

capabilities, facilities and quality of living. Improvements in education,

communication, technology and markets have made the world a global village.People live longer today, are better informed, can communicate with one another

across the world and therefore carry on economic, professional, educational,

social and other activities with ease. These decades of development indicate the

vast potential for creating a world of order, security and well-being. The

developments of the last three decades also indicate that while remarkable

progress has been made in a number of directions, the fruits of development

have not benefited the worlds growing number of poor people. And where some

benefits have reached the poor, new problems are appearing in the form of

deteriorating social fabric and environmental degradation. The world faces two

major development challenges. The first is to ensure that the fruits of

development reach the neediest through equitable distribution of resources,

opportunities and benefits. The second is to develop human capabilities and

address the challenges of development - political, economic and social. The few

countries that have been able to meet both these challenges have demonstrated

the importance of investing in developing people and improving the quality of

their life through the adoption of human resource development strategies.

THE CONTEXT AND THE NEED FOR HUMAN RESOURCE DEVELOPMENT

Today, there is practically no government or international agency that does not

see the importance of human resource development. The World Bank; the United

Nations and its constituent bodies include UNDP, UNIDO, WHO, ILO, UNICEF,

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UNESCO, UNFPA, UNESCAP; regional bodies like ASEAN and SAARC; the

South Commission; the Commonwealth Secretariat; international non-

government organizations(NGOs); and bilateral aid agencies, all recognize the

need for , and the importance of, human resource development. The components

and dimensions of human resource development which they perceive as being of

strategic importance at a given point of time, for a given country or a group of

countries, may vary, but the focus is uniform. The context for the renewed

emphasis on human resource development is significant. The structural

adjustments programmers adopted in a number of countries have brought home

the vulnerability of human development variables. The linkages between

investments in human development programmes and economic development

have become sharper. There have been major international developments-such

as the opening of global markets, the increased market orientation of economiesand the restructuring in socialist countries-which have given rise to an increased

competition, forcing developing countries to produce and market quality products

at competitive prices. At the same time a range of concerns, including

environmental issues, the changing role of women, the new information culture

and demands for liberalization and democracy, are influencing policy and

practice. The knowledge base surrounding human resource development is

increasing rapidly, within government and agencies. It is an area where there are

many pressing demands. These demands have to be balanced. Resources have

to be found, frontiers agreed upon and strategies formulated. These are issues

with which policy makers, planners, decision makers, sectoral planners and

government managers have to contend. This course attempts to provide insights

into the strategic importance of investments in developing people, methods of

doing the same, strategic choices that need to be made in developing people in

terms of the categories of people to be targeted, processes that could be used

for effective implementation of human resource development policies and

programmes, and the sectoral points of attention which are critical for

development. The course focuses particularly on the developing countries andtheir human resource development goals, policies and implementation strategies.

In doing so it gives particular attention to both the question of developing human

competencies for economic and technological development and to the issue of

equitable distribution of resources, opportunities and benefits to improve the

quality of life. The course thus sees human resource development as both a

means and an end itself.

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The Concept and its Dimensions

People make things happen. If people have to make things happen, they need a

set of circumstances to make them happen. However, it is the people thatcreate circumstances that can help them and others to make things happen.

HRD is the process of enabling people to make things happen. It deals both with

the process of competency development in people and creation of conditions

(through public policy, programmes and other interventions) to help people apply

these competencies for their own benefit and for that of others. There are many

things included and implied in such a definition of HRD. These are now briefly

explained.

Competencies and Benefits

Competencies may include knowledge, skills, attitudes and values. The

competencies also may deal with any field: agriculture, industry, science,

technology, management, various professions (like medicine, law, engineering

and teaching), politics, public administration, home science, cooking, labour,

telecommunications, research and tourism. The capabilities may be developed in

individuals, and communities or collectives. The competencies may be simple,

like learning the alphabets, or complex, involving high technology applications

relating to medicine, space, telecommunications, defense, environment, etc. the

competencies so developed could enable people to act and improve their own

lives and those of others. Through such an enabling process people can create

more alternatives for themselves and for others and increase their choices. The

above definition also emphasizes the purpose of HRD as benefiting people, the

individual, group or the community of which the individual is a member. Such

benefits may be in terms of basic needs and welfare including a decent living or

high level comforts, leisure and self actualizing opportunities. The individual orthe group should perceive these benefits as benefits. Thus increased income or

purchasing power may be a benefit for some, while freedom to choose ones

representative in the political system and freedom of expression may be benefits

for others. Thus what is the beneficial depends on the time, group and other

circumstances, and may keep changing

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HUMAN DEVELOPMENT AND HUMAN RESOURCE DEVELOPMENT

Some agencies and individual writers have made a distinction between human

resource development and human development. For some, human developmentis a much larger and all-encompassing concept, while HRD is limited to the skill

development and knowledge acquisitions often demanded by organizations for

employment purposes. They take a limited view of HRD and attribute it as

relevant to personnel management practices of the organized sector. Such a

distinction, however, is slowly disappearing with the realization that the

broadness and all-inclusive nature of the concept of HRD depend on the context

in which it is used. For example, it may have somewhat restricted meaning when

used in an organizational context, though even in an organizational context there

is evidence of it being used in the same sense as human development (Silvera,

1990; Pareek and Rao, 1981). However, there seems to be a convergence of the

needs and priorities set out by various national governments, international

agencies and experts in this area, whether they use the term human

development or human resource development. The main objection raised by a

few to the term human resource development is that it is a narrower concept and

it connotes more of skill development. Another objection, rather a mild one, is

that the word resource somehow seems to imply that human beings are treated

like material and other resources and as instruments of development rather thanthe beneficiaries of development . The differences are more linguistic than

conceptual and seem to depend more on the region or affiliation. Thus those

associated with the UNESCAP, ILO, CIDA, Commonwealth Secretariat and other

agencies seem to prefer the term human resource development and the UNDP

prefers human development. In the recent past, even UNDP has indicated a

broad meaning it is giving to the term HRD within the context of human

development. It defines HRD as referring to those

Policies and programmes that support and sustain equitable opportunities forcontinuing acquisition and application of skills, knowledge and competencies

which promote individual autonomy and are mutually beneficial to individuals, the

community and the larger environment of which they are a part(UNDP, BPPE,

1991, p.19).

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4.it can control the individual differences.

5.Conditioned Response Theory of Learning is also used.

6.Analysis of content in depth is carried out in this technology, whichencourages

optimism regarding the impressive regarding the impressivepresentation of the

contents.Te c ingTe hno o y

Teaching is an art. Teaching Technology makes this art easier, precise,Practical

and objective by using scientific principles. Teaching has twoelements:

(i)

Content, and

(ii)

Classroom behavior or communication.

Teaching technology, include both contents and communication. Hence,teaching

technology includes both instructional technology and behavioraltechnology. But

neither does it add in itself only the, major aspects; i.e., neitherprogrammed

instruction nor its studies only some contents like variousprinciples of teaching

behavior, techniques of behavior developments andclassroom behavior models

in behavior technology. Even the observation of

Classroom behavior, analysis, interpretation and evaluation considered the

content of teaching technology.The learning system helps the teacher in making correct decision as well

asdevelops responsible professionalism. It makes necessary changes in the

conceptof teaching, training of teacher, strategies and the tactics of teaching,

functionsof the teacher as a manager etc.

Func io so a te c e in le rningpro e s

The functions of the teacher as a manager into the following four steps:

Human Resource Development

231. Planning

2. Organization

3. Leading

4. Controlling

Planning:

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In this phase, the teacher analyses the content, determines, and defines the

learning objectives and writes these objectives in clear terms.

He performs three activities in this phase-

(i) Task analysis

(ii) Identification of teaching objectives(iii) Writing learning objectivesIn the words ofI.K.Davies, In teaching, planning is

the works, a teacher does to establish learning objectives.in Organization:

In this phase, teacher creates an effective environment by selecting

teachingmethods, strategies, tactics and essential aids. Acquiring proper

experiencepupils gain learning objectives while living in such an environment.

Leading:

In this phase, the teacher motivates pupils so much at each and every step

theystart showing interest in teaching and the learning objectives are achieved.

Inthis connection,I.K.Davis has written, leading is the work a teacher does

tomotivate,-encourage and inspire these students, so that they will readily

achievethe learning objectives.

Co tro ling

In this phase pre-determined and defined objectives of learning remain the

same.No change is brought about in these objectives. But the teacher observes

thecontext to which the organization and leading activities have achieved the pre-

determined objectives. To accomplish this great task, the teacher seeks the

helpof various techniques of evaluation and measurement. He concludes that

thelearning objectives have not been achieved, then he should bring

necessarychanges in the activities of organization and leading phases.

Fo mso Ins ruc io a Te hno o y

Instructional Technology has the following three forms:

1)Instructional Technology-1 or Hardware Approach.2)Instructional Technology-2

or Software Approach.3)Instructional Technology-3 or System Analysis.

Instructional Technology-1 or HardwareApproach:

Hardware Approach is the application of physical science in education

andteaching in education with which the teaching process is being

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mechanizedgradually so that maximum pupils may be educated in minimum time

at verylow cost. Instructional Technology includes cinema, gramophone, radio,

taperecorder, projector, computers etc all teaching machines the use of which

makesthe teaching more and more effective in order to achieve the teaching

objectives.

Ins ruc io a Te hno o y 2 o S ftw reAppro c :

Software approach is also named as Instructional Technology or

TeachingTechnology of engineering of Behavioral Technology not allowed the

use ofengineering machines. Psychological principles of teaching and learning

areutilized so that desirable changes may be brought about in the behaviors

ofpupils. If the machines are used this is done only to make the subject matter

effective. Hence the Educational Technology -2 is concerned with

teachingobjectives in behavioral terms, principles of teaching, methods of

teaching,method of teaching and techniques, reinforcement of instructional

system,feedback devices and evaluation. It is tried to develop all three aspects

i.e.,input, process and output.

Ins ruc io a Te hno o y 3 o S s e Ana ys s

System Analysis is also known as Management Technology has provided

ascientific basis to the decision-making regarding the problems associatedwithadministration, management, commerce, industry and army.

InstructionalTechnology-3 helps to study the problems of educational

administration andmanagement in a scientific and conclusive way. Instructional

Technology-3helps in developments of educational administration and

formulation ofinstructional out line. Educational Administration an d Management

can be mademore effective

We often hear the term Human Resource Management, Employee Relationsand PersoManagement used in the popular press as well as by Industry experts. Whenever

these terms, we conjure images of efficient managers busily going about their woglitzy offices. In this article, we look at the question what is HRM ? by giving a boverview of the topic and introducing the readers to the practice of HRM in conteorganizations. Though as with all popular perceptions, the above imagery has somvalidity, the fact remains that there is much more to the field of HRM and despite pdepictions of the same, the art and science of HRM is indeed complex. We havethe term art and science as HRM is both the art of managing people by recoursecreative and innovative approaches; it is a science as well because of the precisio

http://www.managementstudyguide.com/employee-relations.htmhttp://www.managementstudyguide.com/personnel-management.htmhttp://www.managementstudyguide.com/personnel-management.htmhttp://www.managementstudyguide.com/employee-relations.htmhttp://www.managementstudyguide.com/personnel-management.htmhttp://www.managementstudyguide.com/personnel-management.htm

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rigorous application of theory that is required.

As outlined above, the process of defining HRM leads us to two different definitiofirst definition of HRM is that it is the process of managinHuman Resource ManagNature, Scope, Objectives And Function

g people in organizations in a structured and thorough manner. This covers the fields o(hiring people), retention of people, pay and perks setting and

management, performance management, change management and taking care of exits fromcompany to round off the activities. This is the traditional definition of HRM which leads somto define it as a modern version of the Personnel Management function that was used earlie

The second definition of HRM encompasses the management of people inorganizations from a macro perspective i.e. managing people in the form of a

collective relationship between management and employees. This approachfocuses on the objectives and outcomes of the HRM function. What this means isthat the HR function in contemporary organizations is concerned with the notionsof people enabling, people development and a focus on making the employmentrelationship fulfilling for both the management and employees.

These definitions emphasize the difference between Personnel Management asdefined in the second paragraph and human resource management as describedin the third paragraph. To put it in one sentence, personnel management isessentially workforce centered whereas human resource management isresource centered. The key difference is HRM in recent times is aboutfulfilling management objectives of providing and deploying people and a greater

emphasis on planning, monitoring and control.

Whatever the definition we use the answer to the question as to what is HRM?is that it is all about people in organizations. No wonder that some MNCs(Multinationals) call the HR managers as People Managers, People Enablers andthe practice as people management. In the 21st century organizations, the HRmanager or the people manager is no longer seen as someone who takes careof the activities described in the traditional way. In fact, most organizations havedifferent departments dealing with Staffing, Payroll, and Retention etc. Instead,the HR manager is responsible for managing employee expectations vis--vis themanagement objectives and reconciling both to ensure employee fulfillment and

realization of management objectives.

In conclusion, this article has briefly touched upon the topic of HRM and servedas an introduction to HRM. We shall touch upon the other topics that this fieldcovers in other articles.

Human resources may be defined as the total knowledge, skills, creative abilities,talents andaptitudes of an organization's workforce, as well as the values,

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attitudes, approaches and beliefs of the individuals involved in the affairs of theorganization. It is the sum total or aggregate of inherent abilities, acquiredknowledge and skills represented by the talents and aptitudes of the personsemployed in the organization.

The human resources are multidimensional in nature. From the national point ofview, human resources may be defined as the knowledge, skills, creativeabilities, talents and aptitudesobtained in the population; whereas from theviewpoint of the individual enterprise, they represent the total of the inherentabilities, acquired knowledge and skills as exemplified in the talentsand aptitudes of its employees.

Human Resource Management: DefinedHuman Resource Management has come to be recognized as an inherent part ofmanagement, which is concerned with the human resources of an organization.Its objective is the maintenance of better human relations in the organization by

the development, application and evaluation of policies, procedures andprogrammes relating to human resources to optimize their contribution towardsthe realization of organizational objectives.

In other words, HRM is concerned with getting better results with thecollaboration of people. It is an integral but distinctive part of management,concerned with people at work and their relationships within the enterprise. HRMhelps in attaining maximum individual development, desirable workingrelationship between employees and employers, employees and employees, andeffective modeling of human resources as contrasted with physical resources. Itis the recruitment, selection, development, utilization, compensation and

motivation of human resources by the organization.

Human Resource Management: EvolutionThe early part of the century saw a concern for improved efficiency throughcareful design of work. During the middle part of the century emphasis shifted tothe employee's productivity. Recent decades have focused on increased concernfor the quality of working life, total quality management and worker's participationin management. These three phases may be termed as welfare, developmentand empowerment.

Human Resource Management: Nature

Human Resource Management is a process of bringing people and organizationstogether so that the goals of each are met. The various features of HRM include: It is pervasive in nature as it is present in all enterprises. Its focus is on results rather than on rules. It tries to help employees develop their potential fully. It encourages employees to give their best to the organization. It is all about people at work, both as individuals and groups. It tries to put people on assigned jobs in order to produce good results.

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It helps an organization meet its goals in the future by providing for competentand well-motivated employees. It tries to build and maintain cordial relations between people working at variouslevels in the organization. It is a multidisciplinary activity, utilizing knowledge and inputs drawn from

psychology, economics, etc.

Human Resource Management: ScopeThe scope of HRM is very wide:1. Personnel aspect-This is concerned with manpower planning, recruitment,selection, placement, transfer, promotion, training and development, layoff andretrenchment, remuneration, incentives, productivity etc.2. Welfare aspect-It deals with working conditions and amenities such ascanteens, creches, rest and lunch rooms, housing, transport, medical assistance,education, health and safety, recreation facilities, etc.3. Industrial relations aspect-This covers union-management relations, joint

consultation, collective bargaining, grievance and disciplinary procedures,settlement of disputes, etc.

Human Resource Management: BeliefsThe Human Resource Management philosophy is based on the following beliefs: Human resource is the most important asset in the organization and can bedeveloped and increased to an unlimited extent. A healthy climate with values of openness, enthusiasm, trust, mutuality andcollaboration is essential for developing human resource. HRM can be planned and monitored in ways that are beneficial both to theindividuals and the organization.

Employees feel committed to their work and the organization, if the organizationperpetuates a feeling of belongingness. Employees feel highly motivated if the organization provides for satisfaction oftheir basic and higher level needs. Employee commitment is increased with the opportunity to discover and useone's capabilities and potential in one's work. It is every manager's responsibility to ensure the development and utilisation ofthe capabilities of subordinates.

Human Resource Management: Objectives

To help the organization reach its goals. To ensure effective utilization and maximum development of human resources. To ensure respect for human beings. To identify and satisfy the needs ofindividuals. To ensure reconciliation of individual goals with those of the organization. To achieve and maintain high morale among employees. To provide the organization with well-trained and well-motivated employees. To increase to the fullest the employee's job satisfaction and self-actualization.

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To develop and maintain a quality of work life. To be ethically and socially responsive to the needs of society. To develop overall personality of each employee in its multidimensional aspect. To enhance employee's capabilities to perform the present job. To equip the employees with precision and clarity in transaction of business.

To inculcate the sense of team spirit, team work and inter-team collaboration.

Human Resource Management: FunctionsIn order to achieve the above objectives, Human ResourceManagement undertakes the following activities:1. Human resource or manpower planning.2. Recruitment, selection and placement of personnel.3. Training and development of employees.4. Appraisal of performance of employees.5. Taking corrective steps such as transfer from one job to another.6. Remuneration of employees.

7. Social security and welfare of employees.8. Setting general and specific management policy for organizational relationship.9. Collective bargaining, contract negotiation and grievance handling.10. Staffing the organization.11. Aiding in the self-development of employees at all levels.12. Developing and maintaining motivation for workers by providing incentives.13. Reviewing and auditing manpower management in the organization14. Potential Appraisal. Feedback Counseling.15. Role Analysis for job occupants.16. Job Rotation.17. Quality Circle, Organization development and Quality of Working Life.

Human Resource Management: Major Influencing FactorsIn the 21st century HRM will be influenced by following factors, which will work asvarious issues affecting its strategy: Size of the workforce. Rising employees' expectations Drastic changes in the technology as well as Life-style changes. Composition of workforce. New skills required. Environmental challenges. Lean and mean organizations. Impact of new economic policy. Political ideology of the Government. Downsizing and rightsizing of the organizations. Culture prevailing in the organization etc.

Human Resource Management: Futuristic VisionOn the basis of the various issues and challenges the following suggestions willbe of much help to the philosophy of HRM with regard to its futuristic vision:1. There should be a properly defined recruitment policy in the organization thatshould give its focus on professional aspect and merit based selection.

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2. In every decision-making process there should be given proper weightage tothe aspect that employees are involved wherever possible. It will ultimately leadto sense of team spirit, team-work and inter-team collaboration.3. Opportunity and comprehensive framework should be provided for fullexpression of employees' talents and manifest potentialities.

4. Networking skills of the organizations should be developed internally andexternally as well as horizontally and vertically.5. For performance appraisal of the employees emphasis should be given to 360degree feedback which is based on the review by superiors, peers, subordinatesas well as self-review.6. 360 degree feedback will further lead to increased focus on customer services,creating of highly involved workforce, decreased hierarchies, avoidingdiscrimination and biases and identifying performance threshold.7. More emphasis should be given to Total Quality Management. TQM will coverall employees at all levels; it will conform to customer's needs and expectations;it will ensure effective utilization of resources and will lead towards continuous

improvement in all spheres and activities of the organization.8. There should be focus on job rotation so that vision and knowledge of theemployees are broadened as well as potentialities of the employees areincreased for future job prospects.9. For proper utilization of manpower in the organization the concept of six sigmaof improving productivity should be intermingled in the HRM strategy.10. The capacities of the employees should be assessed through potentialappraisal for performing new roles and responsibilities. It should not be confinedto organizational aspects only but the environmental changes of political,economic and social considerations should also be taken into account.11. The career of the employees should be planned in such a way that

individualizing process and socializing process come together for fusion processand career planning should constitute the part of human resource planning.

To conclude Human Resource Management should be linked with strategic goalsand objectives in order to improve business performance and developorganizational cultures that foster innovation and flexibility. All the above futuristicvisions coupled with strategic goals and objectives should be based on 3 H's ofHeart, Head and Hand i.e., we should feel by Heart, think by Head andimplement by Hand.