Analysis of Human Resource Development - Essay Example

Analysis of Human Resource Development Introduction HRD is part of the human resource administration that particularly deals with training and advancement of workers. It includes training of an individual after hiring, availing opportunities to learn novel skills, dispensing resources that are valuable for the worker’s roles and any other institutional activities. Human Resources Development (HRD) as a presumption is a structure for the extension of human capital inside an institution through the advancement of both the institution and the individual to attain performance advancement. HRD is the integrated utilization of education, organization and occupation improvement efforts to advance individual, association and institutional efficiency. HRD progresses the principal competencies that allow persons in organizations to undertake present and future jobs through designed education activities. Affiliations inside organizations utilize HRD to instigate and manage change. In addition, HRD balances individual and institutional needs. HRD is also the structure of assisting workers advance their individual and institutional capacities, knowledge and aptitudes. It encompasses such opportunities as employee education, employee occupation development, performance administration and development, coaching, education, succession scheduling, chief worker identification, tuition aid and institutional advancement. This is extremely crucial in advancing the labor force so that the institution and individual workers can attain their occupation objectives in service to clients (Swanson and Holton, p. 61, 2009). Some HRD practitioners view HRD as a procedure. As a process, HRD takes place inside institutions and encapsulates varied activities. Firstly, there is training and advancement which represents the advancement of human proficiency for the purpose of increasing performance. Secondly, there is institutional development, which involves empowering the institution to utilize its human reserve capital. In addition, institutional development exclusively can result in a subjugated, under-realized labour force. It is a victorious situation when the HRD process advances both the workers and organization in a mutually valuable manner. HRD process happens inside an institution. It cannot happen outside the institution and; therefore, this procedure can be repressed or advanced upon the dais of the institution’s mission, principles and vision. Other distinctive HRD procedures encompass administrative and managerial advancement, novel employee familiarization, certified skills education, occupation training, client service education, sales and marketing education and health and security training (Barron, p. 58, 2004). Significance of the HRD Process They are numerous contentious debates with regard to the significance of HRD in an institution. However, most scholars present that the most crucial role of HRD is augmenting the performance of an institution. This increased performance defines the features of organizations to accomplish their clients’ ever changing structures that identify and reward worker merit. Advancing the capacity of employees in an institution is at the core of high performance. A high performance organizational structure aims at improving an organization’s performance by combining inventive work and administration procedures with restructured work flows. This process also includes improved information structures and new technologies. This procedure significantly advances the capacities of workers to attain momentum, flexibility, productivity and client gratification (Elwood and James, p. 7, 1996). The responsibility of the HRD section in an organization is to guarantee that the present and future knowledge, aptitudes, capacities and performance requirements of the labor force are comprehended and can be attained within the timeframe needed by an institution. This is achieved through procedures and programs made to tackle worker training, change and routine administration initiatives and other advancement requirements that might be distinct to certain employee affiliations inside an organization. Having a competitive edge in the marketplace is motivated by individuals’ chattels. An organization’s competitive edge is sustained through worker education and advancement as a significant part of the corporate strategy. The contemporary dynamics of today’s business milieu calls for learning and training of employees all through their occupations. This requirement for a continuous education process calls for institutions to recognize that investing in HRD systems is a wise and tactical choice. This is as a consequence of realizing that individuals are the real chattels of an organization. Proper treatment of these individuals can assist organizations reach commanding heights. HRD emphasizes on the fact that people have the capacity to perform exceptionally and hence it is an extremely vital conception in the human resource administration. This HRD concept is grounded on the conviction that an investment in individuals is crucial and can consistently stimulate significant benefits in the long haul. Consequently, this is a procedure where workers in a company are assisted to obtain and advance technical, supervisory and behavioral understanding, capacities and aptitudes. In addition, this process allows workers to shape their principles, convictions and outlook. This is extremely crucial for employees to undertake current and future duties by grasping highest human capacity with the aim of optimistically contributing to the institutional, group, personal and social objectives (Wilson, p. 23, 2005). Moreover, these workers are assisted in a persistent and premeditated manner. This is to enable them obtain and improve capacities needed to undertake numerous functions related to their current or projected future responsibilities. This advancement of the employees’ capacities is crucial for them as they realize and utilize their individual capabilities for their personal and organizational improvement. Additionally, it creates a healthy institutional culture in which a connection is established between the executives and subordinate. There is also the promotion of team work and a connection between all individuals which strengthens the professional well being of the workers. HRD essentially aims at assisting individuals to obtain competencies needed to undertake all their duties efficiently and make their company perform well. These employees are assisted to help themselves so as to stimulate their real potential and advance their capacities and organization. Organizations that initiate a formal HRD program make an obligation of providing their workers with the significant skills vital to meet present and future job requirements. Preferably, HRD functions should be designed for all workers, despite their positions from the period of employment to the conclusion of their profession with a company. These activities are vital since they reinforce an organization’s mission and policy. They also enhance productivity as well as boost labor force and an institution’s flexibility. HRD process also diminishes and eradicates performance deficiencies. In addition, HRD program enhances worker dedication, absenteeism rates as well as makes the work milieu a secure place (Kelly, p. 41, 2006). The institutional benefits that can be attained from successful HRD program include improvement in productivity; expedite education time for workers to reach suitable performance levels and creation of a milieu of loyalty and collaboration. This procedure also gives guidance to workers in their personal and career advancement. It also ensures timely response by institutions to altering market situations and customer demands. HRD also emphasizes on assisting organizations diagnose and tackle their quandaries. This process provides flexibility since HRD proposals are extremely adaptive than formal planning procedures. The Unipart Group This group is a superb exemplar of the application of HRD to the value ladder. This is a company that is principally involved in logistics, marketing and supply of repair materials for the European automobile aftermarket. It has a labor force of 7,500 workers internationally with earnings of above one billion pounds. Initially, this was a company whose product quality was poor and the productivity was extremely low. However, this company adopted standards of lean production while adapting corporate practices of renowned organizations such as Honda. The company employed new lessons in the process of persistent improvement through learning. The learning program has tremendously assisted in advancing, training and motivating people to attain exceptional performance from this company. This corporate learning is usually connected to enabling employees to embrace the Unipart Way and eradicate waste along the value ladder. Human Resource Development (HRD) as a Paradox HRD is a significant process in a company. It enhances employee performance as well as the efficiency of the institution. It provides flexibility and augments performance. This is with regard to the internal operation of an organization. However, as much as HRD is a crucial process in a company there are innumerable criticisms as to how it is an absurdity. This is with regard to the process being extremely inner oriented as some critics say. These critics, in addition, assert that HRD is without any significant effect. The HRD practice also seems detached from real-time quandaries in institutions. There are those HRD personnel who feel that their responsibilities are undertaken by individuals in divergent professions. These critics assert that the correlation between education and learning with regard to HRD is still unclear. There have been significant discourses as to whether organizations have a duty to a wider affiliation of stakeholders beyond their emphasis on shareholders. Varied HRD professionals are caught up in the shareholder-stakeholder discourses. These professionals have a duty for the education supply ladder that strengthens organizations. The scope of the HRD should be extended so that this process does not blindly emphasize solely on shareholder value. HRD must react to education supply ladder stakeholders. These include preliminary, secondary and past secondary educational institutions. In addition, stakeholders also encompass incessant education, training and advancement entities and other learning answers both within and without a corporation. Failure to take an interest in the learning procedure is detrimental to a company. These critics further assert that HRD should direct itself to numerous stakeholders. This means that HRD personnel should endorse corporate responsibility beyond shareholders to societies. These HRD professionals should also edify the organization on the notion of social liability and its correlation to company performance, while indicating efficient strategies for tackling varied requirements and settling varied stakeholder interests. However, there is a peril for taking a solid step in favor of stakeholder interest (Swanson, p. 32, 2008). It is the duty of the HRD personnel to illustrate how their responsibilities connect with the productivity and welfare of the organization. This will ultimately make these individuals principal players in the advancement of the organizational plan. The profitability of the HRD process is dependent upon the level to which the importance it brings can be quantified. The emphasis on illustrating impact and usefulness is crucial in reinforcing HRD’s reputation as a legal occupation. Consequently, connecting education and human procedure to performance and measuring education, human procedure and the resultant change to performance are extremely crucial. The problem with the HRD process is that it does not conduct measurement and analysis across the institution and pinpoint the impacts of HRD attempts on employee productivity. This should be the responsibility of HRD professionals who should recognize valid measures of education and advancement. This, consequently, leads to development of meaningful and precise interpretations. The effectiveness of HRD is mainly significant, and the HRD personnel should be aware of the innumerable overriding variables that can impact education. The personnel should also be aware of operation curves in corporate settings. Ethical involvement in measurement will sustain the integrity around the intricacy of learning and performance procedures (Swanson, p. 8, 2011). The chief concern is connected to how much time HRD spends directed to the future. However, much HRD is intended to foster institutional efficiency, its studies and hypotheses struggle to compete with the present. There misgivings with regard to the true long term upshots of HRD programs. Nonetheless, practice urgently needs to benefit from these studies and the hypothesis that are relevant to leading edge matters. HRD aims at ensuring persistent growth of a company. However, it fails to focus on impending years. Varied institutions run educational activities that are outmoded comparative to novel business strategies and knowledge about education. This is extremely ironic since HRD is tactically reactive as opposed proactive. It is significantly vital for the HRD process to be proactive so as to address these issues early. Organizations are usually confronted with real quandaries that require correct resolutions. However, the HRD function does not seem to offer these solutions. Varied HRD programs are not focused on addressing real quandaries that are paramount to stakeholders without HRD. There is escalating pressure for institutions to deliver stakeholder value, the path toward globalization and resolutions. Consequently, it is paramount for the HRD function to focus on exterior quandaries. This compels the HRD to ponder systematically. There is also need to ponder outside the box and dismiss the mentality that answers can only be found within the HRD program. It is vital to appreciate that organizational quandaries are system and; therefore, demand systemic resolutions (Woodall, p. 67, 2001). Conclusion HRD is a significant function of human resource administration. While there are mutual duties for individuals in both HRD AND human resource, the HRD has three vital functions. These functions include training and advancement, institutional development and career advancement. Additionally, the HRD function should acknowledge its value to the institution in connection with the strategic planning procedure. It is also crucial to recognize the opportunity to present a real competitive edge to the organization a persistent advancement of its most vital asset-the work force. In addition, HRD is a comparatively young field, and there are vital challenges to HRD’s impending years. Failure to recognize these significant quandaries will persistently marginalize HRD inside organizations. HRD programs with an organization should aim at providing both individual and institutional advancement. This is extremely crucial for the increase of its performance in the long haul. HRD process should not be a reactive process but a proactive process. This is to ensure that all potential issues are tackled first hand. It is also paramount for the HRD procedure to be future oriented. References Barron, T. (2004). The link between leadership development and retention, Training & Development, 4, 58-65. Elwood F. H. and James W. T. (1996). Trends toward a Closer Integration of Vocational Education and Human Resources Development, Journal of Vocational and Technical Education, Vol. 12, No. 2, p7 Kelly D. (2006). Human Resource Development: For Enterprise and Human Development. Bell and Bain Swanson, R. A. (2008). A Brief on the Foundations of Human Resource Development, San Franscisco: Berrett-Kohler. Swanson, R.A. & Holton, E.F.(2009). Foundations of Human Resource Development (2nd ed). San Francisco: Berrett-Koehler. Swanson, R. A., Elwood F. H.(2011). Foundations of Human Resource Development, San Francisco: Berrett-Koehler. Wilson, J.P. (2005). Human Resource Development: Learning and Training for Individuals and Organizations. Bell & Bain, Glasgow Woodall, J. (2001). Defining HRD. Human Resource Development International, 4(3), 287. EBSCOhost Read More