Transforming the Profile of the Caribbean HRD: Building Global Organizations Locally

Transforming The Profile
of Caribbean HRD: Building
Global Organizations
Locally
20tH Anniversary Conference
Mona Visitors Lodge
May 27th – 29th 2015
Produced by Suzette Henry-Cambell & Salma Hadeed/Presented by Suzette Henry-Campbell 1

Moving beyond boundaries …
Protocols of
Transformation

Protocols of Transformation
Human Resource Development
Formal System
Developing Talent
Improving Skill Sets
Growing the knowledge economy
Human Resource Management
Formal System
Managing people
Responsible for staffing, compensation
and benefits, defining/designing
work…

 Literature suggests that HRD as a practice, does not fit rigid definitional
terms.
 Weinberger (1998) – 15 definitions were examined.
 Found to be from a US perspective.

Transformation requires the following:
 Re-evaluating current practices
 Improving knowledge
 Engaging in dialogue
 Critiquing theories that don’t quite fit
 Creating new solutions.

 BRAIN DRAIN – Emigration of highly talented productive workforce

 HRD is part of a system
 HRD is itself a system
 Systems communicate (inter-connected)
 Systems must produce something

 Questions to consider?
 Can your employees distinguish between the functions, HRD and HRM?
 What does “the system” produce that reinforces the importance of the
function?
 Is the HRD office supported by other executives?

 The human capital is much more informed and resourced than before.
 The knowledge worker has eked out some power from rigid structures.
 Companies are learning to rely on unique sets of skills.
 Skill sets focus on team building, risk assessment, problem solving and
tolerance.

 HRDs conversation
 Acknowledges that the conversation is needed
 Acknowledges that talent needs investment
 Acknowledges it is not limited to lower level employees

 Begins with a conversation about the gaps, objectives and inputs
 Identifies the actors (champions/influencers)
 Continues with a strategic response
 Follows through with constant monitoring and permits feedback
 Reinforces best performing initiatives whilst pursuing other creative means.

 The development of the practice/field begs for inclusion
 Stakeholders to the process are:
 Customers – Internal & External
 Scholars
 Consultants
 Leadership
 Private & Public Entities
 Other

 HRD - The Facilitator
 Leaders gain traction when they build trust
 Organize teams around tasks
 Ascribe to a belief about empowerment
 Create pathways to motivate team
 Formalize workable solutions gained from experienced managers

 The Caribbean Narrative
 Academia continues to pay close attention to trends
 Transformation is slow unless precipitated by an external force
 The worker is considered a commodity- skills sets make them attractive

 Are we prepared to disrupt archaic practices and help to develop new
standards to meet 21st century challenges?
 Are we pursuing the right conversations?
 If the CEO began to take note of what HRD could contribute, how would that
reshape your tomorrow?
 What would you need to do to create that tomorrow?

 Building Bridges
 The Caribbean’s voice and vision should not be supplanted by an alternative
voice.
 Increased partnership between scholars and practitioners
 Documenting and mapping the results of brainstorming
 Improving the design of adult education programs
 Embracing the different platforms that can improve learning and
development
 Recognizing that transformation occurs at the individual level

Protocols of Transformation-Implication
of Mezirow’s Transformation Theory
 Mezirow (1981) – “Transformation is the emancipatory process of becoming
critically aware of how and why the structure of the psycho-cultural
assumptions has come to constrain the way we see ourselves and our
relationships, reconstituting this structure to permit a more inclusive and
discriminating integration of experience and acting upon these new
understandings.”

A case for improved delivery of content
 There is the need to promote E-learning as an alternative/complement to
classroom engagement
 Instruction to be designed to meet the learners needs; what is it that they
need to learn; how to make it efficient and engaging

A case for improved delivery of content
 Instructional designers focus on content development
 Subject matter experts provide support in honing the specifics
 Implementation stage sees the learner engaging with the product
 Learner provides feedback
 Identify the metrics that would show “transformation”
 Instructional designers are an integral resource to the HRD process

Summary
 Caribbean boasts talented professionals
 Improve awareness of what is happening in the field (local & C’bean data)
 Explore what is happening in the global marketplace
 Synthesize the information and create opportunities for greater partnerships
 Bold support from CEO’s and other influencers necessary for confidence
building
 Cross- cultural exchanges

Summary
 Create clear paths for succession within the organization using performance
measures that bracket biases.
 Recognize best practices of internal stakeholders. Seek to incorporate in the
formal structure.

 What stories are worth telling about HRD
and it’s importance for the future?

Quote
“A man’s instinctive reaction to change is to fear it. This reflects the primeval response to the
unknown and is as old as man himself.” – Michael Manley-The Politics of Change

Resources
 Beer, M., and Eisenstat (1996). The silent killers. Overcoming the hidden barriers
to organizational fitness. Working paper 97-004, Harvard Business School, Division
of Research, Boston, MA.
 Marquardt, M. J. and Engel, D. W. (1993).‘HRD competencies for shrinking world’,
Training and Development 47 (5): 59-65
 Manley, M., 1990). The politics of change. Heineman Publishers (Caribbean)
Limited.
 Mezirow, J. (1981). A critical theory of adult learning and education. Adult
Education, 32 (1), 3-24
 Weinberger, L. (1998) Commonly held theories of Human Resource Development,
Human Resource Development International, 1:1, 75-73, DOI
10.1080/1367886900000009
 All images retrieved from Google.

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