Understanding the Relationship Between

Human Resource Management and Human Resource Development

Human resource management (HRM) is the umbrella under which all other human resource activities are found.  Some of the major activities under the umbrella are:  benefits and compensation, health safety and security, human resource planning, staffing, equal employment opportunity, and human resource development (HRD) (Werner, DeSimone, 2012).  Byars and Rue (2011) define HRM as, “Activities designed to provide for and coordinate the human resources of an organization” (Byars, Rue, 2011, p.3).

The Goals of HRM

The ultimate goal of HRM is to ensure that all human resource elements are being provided and are functioning effectively.  Whether the management function is accomplished in a centralized department, or decentralized throughout the organization, it is a responsibility that is shared by human resource specialists and line managers (Werner, DeSimone, 2012).  It is strategic in nature in that its policies and practices must be strategically aligned with the strategic goals and objectives of the organization.  Inasmuch as the management of human capital impacts employee performance and organizational effectiveness, HRM is directly related to the profitability of the organization.  What this means is that human resource managers must be well-rounded business-minded people who understand the complexities of the business world.  They must be active participants in the overall strategic planning of their organization, and have the interpersonal skills to develop healthy and cooperative working relationships with line managers (Byars, Rue, 2012).

Similarities Between HRM and HRD

Human resource development (HRD) is similar to HRM in that it too is directly related to employee performance and, therefore, organization profitability.  Werner and DeSimone describe the activities of HRD as activities that are intended to ensure that employees have the skills and competencies the organization needs to fulfill its goals and objectives in the present and the future.  Like HRM, the HRD function is a strategic function that requires specialists to be knowledgeable of the strategic plans of the organization, having the ability to work in concert with line managers, while functioning throughout an organization in a stand-alone capacity, or as a major function in a human resources department (Werner, DeSimone, 2012).

Differences between HRM and HRD

While the overall roles of  the HRD specialist are complex and strategic like that of human resource managers, many of their functions are more specialized and narrow.  According to Werner and DeSimone, the HRD professional works with strategic decision-makers to coordinate educational planning and training programs; they work with HR management in the design, development, and implementation of HR programs and intervention strategies.  They design and implement change strategies, and advise management on the efficient use of human resources.  As a learner program specialist, they identify, design, and develop learning programs, as well as selecting the appropriate learning materials.  They also function as learning instructors.  They counsel employees regarding competencies and career goals, and coach line managers on interventions to improve individual and group performance.  Research is the tool they use to statistically determine the effectiveness of HRD practices and programs (Werner, DeSimone, 2012).

The HRD Four-Step Process

The complexity of the HRD role necessitates a systems approach to training and interventions.  Werner and DeSimone describe a four-point process framework they call “A DImE,” that they believe should be followed when planning all HRD interventions.  The “A DImE” sequential process is: needs assessment, design, implementation, and evaluation.  The framework proposes that all HRD interventions be developed to address a specific need or gap within an organization.  The design phase of the intervention involves selecting the specific objective for the program, and developing a lesson plan based upon that specific objective.  The implementation phase means executing the intervention using the best and most appropriate method.  The final phase in the HRD process is evaluation, where the agent measures the effectiveness of the intervention (Werner, DeSimone, 2012).

Present and future Challenges for the HRD Profession

The expanded role of the HRD professional has developed and expanded as a result of the new competitive landscape created by the global market and economy.  Organizational success today requires doing more with less resources, which necessitates maximizing the effectiveness of human capital by developing employee skills, using technology effectively, creating new organizational structures that facilitate decision-making at all levels of the organization, and developing a learning culture that encourages learning and innovative thinking (Werner, DeSimone, 2012).

Harris and Short describe a major challenge they call a “maze of complexity and changing contexts”  in organizations today.  They state, “The value of workplace education and training has become a mantra for business survival” (Harris, Short, 2010, 358-359).  Unfortunately, according to Harris and Short, many HRD programs are considered a lesser important function of HRM, indicating a lack of understanding, most particularly, on the part of upper and middle managers of the importance of true HRD functions.  This lack of understanding is portrayed as the greatest challenge to the HRD professional because without commitment from the top, success of HRD programs is unlikely (Short, Harris, 2010) (Rawles, 2013).

Conclusion

HRM and HRD are similar and different.  HRD is a major part of the HRM function that focuses on strategic training and development for the purpose of impacting profitability by increasing productivity and performance.  Effective HRD interventions can be accomplished using a four-phase framework consisting of a needs assessment, program design, implementation, and evaluation.

References

Byars, L.L., Rue, L.W. (2011). Human resources management tenth edition. McGraw-Hill.  New

     York, NY.

Rawles, D.H. (2013, September 5). [Telephonic interview].  Job Search expert, Career Solutions;

     FOX News Contributor, and HR executive.

Short, T., & Harris, R. (2010). Challenges in Aligning Workplace Learning with Business Goals:

     A Perspective from HRD Professionals in New Zealand. Australian Journal Of Adult

     Learning, 50(2), 358-386.

Werner, J.M., DeSimone, R.L. (2012). Human resource development 6 edition.  South-Western

     CENGAGE Learning.  United States.

Baukal (2009) defines Continuing Professional Development (CPD) as, “The systematic maintenance and improvement of knowledge, skills and competence, and the enhancement of learning, undertaken by an individual throughout his or her working life (Baukal, 2009, p.225).  Unlike university or college credit courses, CPD courses are typically shorter in duration, less theoretical, targeted to more practical competencies and applications, and designed for rapid learning transfer (Baukal, 2009).  One method for accomplishing CPD is through the award of Continuing Education Units (CEUs) for the successful completion of Continuing Education (CE).  CE is of particular importance to professionals working in the field of engineering for primarily three reasons.  First, an engineer’s knowledge can quickly become obsolete because of rapid changes in technology.  Second, new technology is now being developed around the world, and engineers must have access to all new developments.  Third, engineering technology often requires some degree of hands-on training to understand and use complex technology (Baukal, 2009).

The Role of the Human Resources Department

In many organizations, the human resources department (HRD) is responsible for developing policies and procedures that promote effective CE programs (Werner, Demimonde, 2012).  Vorster (2011) identifies two prerequisites for effective CE, specifically for engineers.  He believes that designers must be aware of how engineers in particular learn, e.g., learning style, and how to best promote learning that impacts their performance by developing self-motivated learners.  By way of example, Vorster suggests that most engineering students are visual, inductive, active, and global learners who learn by applying pictures and graphs, inferring principles from facts, coupled with the ah-ha moment.  In contrast, most engineering education is auditory, abstract, deductive, and passive.  This mismatch, according to Vorster, creates a less effective learning process (Vorster, 2011).

With regard to the second prerequisite, Vorster recommends a well-managed shift away from the rigidity of the rule-based learning environment to an approach that embraces a balance of power between the teacher and student, using a learner-centered approach which diminishes the role of the teacher in the learning process, while shifting the responsibility for learning to the student.  The goals of such changes are to produce independent, self-motivated lifelong learners (Vorster, 2009).  By addressing both prerequisites, program designers can link training to job performance.

The Benefits of Distance Continuing Engineering Education (CEE)

Distance Continuance Engineering Education (CEE) as opposed to the traditional classroom is the best method for delivering CE to engineers (Baukal, (2009).  The benefits for using distance CEE include the ability to use real-time or asynchronous via teleconferencing, providing greater flexibility for working professionals.  Updates, the introduction of new materials, and more focused learning are also easily accommodated with distance CEE.  Programming is more cost effective than the traditional classroom setting, and learning can be enhanced by coupling distance CEE with some classroom instruction for technical learning that requires a hands-on instruction.   Sources for programming include universities, corporate universities, federal and local governments, and professional trade organizations (Baukal, 2009).

Monitoring Continuing Education Units (CEUs)

The International Association of Continuing Education and Training (IACET) is the premier organization that sets the standards for the continuing education industry.  The IACET Council on Standards Development (ICSD), “is responsible for the development, maintenance, and dissemination of evidence-based standards that promote and enhance quality continuing education and training (CE/T)” (IACET, 2011).   In 2007, the standards of the IACET were approved as an American National Standard (ANS) by the American National Standards Institute (ANSI).  This accreditation signifies that an IACET Authorized Provider (AP) is capable of developing a continuing education and training programs that meets their standards.  IACET  CEUs are important for both individuals and organizations.  They are a tool for professional development, certification, and recertification for individuals.  For organizations and industries, they provide credibility for the standards adhered to by the organization.  ANSI/IACET standards are also globally recognized (IACET, 2011).

References

Baukal, C. E. (2009, September 23, 2009). Continuing engineering education through distance learning. European Journal of Engineering Education, Vol. 35, No. 2, May 2010, 225-233.

IACET. (2011). Retrieved from the Internet on October 24, 2013 from  http://www.iacet.org/about/who-we-are 24, 2013.

Vorster, M. C. (2011). Teaching and learning: the critical balance in effective education. American Society of Civil engineers., 917-922.

Werner, J. M., & DeSimone, R. L. (2012). Human resource development (6th ed.). Mason, OH: South-Western CENGAGE Learning.