An Organizational Concept Of Human Resource Developdment How Human Resource Management Scholars View HRD (Literature Reviewfd

Universal Journal of Management and Social Sciences Vol. 2, No.5; May 2012
36
An Organizational Concept of Human Resource Development – How
Human Resource Management Scholars View H‘D
(Literature Review)
*Dr. Muhammad Tariq Khan1
, Dr. Naseer Ahmed Khan2
, Khalid Mahmood3
1
Assistant Professor, Faculty of Law and Administrative Sciences, Hazara University, PAKISTAN
2
Postmaster General, Pakistan Post, Rawalpindi, PAKISTAN
3
Lecturer Faculty of Law and Administrative Sciences, Hazara University, PAKISTAN
*tariq_phd@yahoo.com
Abstract
HRD is an important topic of present time. It is considered by management professionals, as sub
discipline of HRM, but many researchers have, broadened the scope and integrated the concept of
HRD by looking it from socioeconomic angle and giving it other dimension such as physical,
intellectual, psychological, social, political, moral and spiritual development. However HRM
professio als ie it, i orga izatio al o te t. A d fro H‘M s holars ie poi t H‘D i arro
concept consists of activities of training, education and skill building though all these terms
themselves have meanings broader and deeper than their usual perceptions and in broader concept
besides these activities also comprise activities like empowerment, awareness raising, team
building, community mobilization and development, organization development, entrepreneurship
development, sensitization and conscientisation, human resources planning and policies.
Introduction
Human Resource Development (HRD) is an important and very attention receiving discipline of
present time. It is a relatively young academic discipline but an old and well-established field of
practice (Swanson and Holton, n.d). Researchers have developed new theories and conceptual
frameworks that address a broad range of phenomena of interest to the HRD profession
(Torraco 2004). A key area of inquiry has been to try and figure out the current boundaries of
HRD (Metcalfe and Rees, 2005) but defining HRD has not been so straightforward, and the
writers and researchers are continuously debating the issue, and there seems to be no
consensus, despite of the fact that numerous efforts have been made to define HRD (Haslinda
2009).
According to Rao (1995) the scope of HRD is extended, at one side, to developing competencies
of human resource by enhancing knowledge, building skill, changing attitude and teaching
values, and at other side, creation of conditions through public policy, programs and other
i te e tio s to help people to appl these o pete ies fo thei o a d othe s e efits a d
making things happen.
Objectives of the Study
The core objective of this paper is to present an organizational model of HRD encompassing all
the aspects of human resource development from organizational point of view.

37
Research Methodology
This research article has been developed from descriptive secondary information searched by
reviewing literature about Human Resource Development (HRD) and Human Resource
Management (HRM), published in research journals in the form of research articles, research
reports of various organizations and books of Human Resource scholars on this topics.
Defining HRD
HRD is considered by scholars of Business Administration as a sub discipline of Human Resource
Management (HRM), concerned with developing productive skills by imparting training. HRM
scholars, Werner and DeSimone (2006 p.5) defined Human Resource Development (HRD) as:
A set of s ste ati a d pla ed a ti ities desig ed a orga izatio to pro ide its
members with the opportunities to learn necessary skills to meet current and future job
de a ds .
Haslinda-a (2009) expressed referring many studies that numerous attempts to define
human resource development (HRD) by academics, researchers and practitioners have led to
confusion in the literature, illustrating the elusive nature of this concept. The process of defining
HRD is made still more difficult by the evolving nature of HRD; for example, the term HRD
sta ted out as si pl t ai i g , a d the e ol ed i to t ai i g a d de elop e t T&D , a d
the i to H‘D. Co fusio also a ises o e the pu pose , the lo atio a d the i te ded
e efi ia of H‘D. This is fu the o pli ated atte pts to defi e H‘D f o a i te atio al
or global perspective. The emerging field of national HRD (NHRD) have also been explored and
debated and has had notable influence on the definition of HRD. Haslinda-a (2009) further
narrated that a disagreement arises, with some authors arguing that it is not possible or feasible
to provide a single definition of this concept. In reviewing the literature surrounding the
meaning and understanding of HRD, a number of dimensions can be seen to be influencing the
evolving and complicated nature of HRD. Haslinda-a reported, that Harbison and Myers offered
the first definition of HRD in 1964. This definition is very broad in perspective, as it elaborates
HRD in relation to culture, the economy and social and political contexts rather than individuals
and organizations. They defined HRD as:
“H‘D is the process of increasing the knowledge, the skills, and the capacities of all the people,
in a society. In economic terms, it could be described as the accumulation of human capital
and its effective investment in the development of an economy. In political terms, HRD
prepares people for adult participation in the political process, particularly as citizens in a
democracy. From the social and cultural points of view, the development of human resources
helps to people lead fuller and richer lives, less bound to tradition. In short, the processes of
HRD u lock the door to oder izatio ”.
According to Khan and Khan (2011) this definition, too much broadens and integrate the
concept of HRD and makes it Integrated HRD.
Haslinda-b (2009) also quoted definitions for HRD, proposed by other researchers and writers
(i.e. Nadler & Nadler, 1970 and Werner & DeSimone, 2006). These definitions varied from the
perspectives of an individual researcher or theorists to definitions of HRD by country. In

38
addition, theorists have even tried to define HRD from a global and international perspective.
Definitions from organizational point of view are listed below.
A series of orga ized a ti ities o du ted ithi a spe ified ti e a d desig ed to
produ e eha ioral ha ge (by Nadler and Nadler 1970)
A set of s ste ati a d pla ed a ti ities desig ed a organization to provide its
members with the opportunities to learn necessary skills to meet current and future job
de a ds (Werner and DeSimone 2006)
(Swanson and Holton, n.d) has also quoted definitions of HRD offered by some authors
(McLagan; Gilley & England and Smith) as:
H‘D is the i tegrated use of trai i g a d de elop e t, areer de elop e t a d
orga izatio al de elop e t to i pro e i di idual a d orga izatio al effe ti e ess M Laga .
HRD is organized learning activities arranged within an organization to improve
performance and personal growth for the purpose of improving the job, the individual, and the
orga izatio Gille a d E gla d ,
H‘D is the pro ess of deter i i g the opti u ethods of de elopi g a d i pro i g
the human resources of an organization and the systematic improvement of the performance of
employees through training, education and development and leadership for the mutual
attai e t of orga izatio al a d perso al goals “ ith
Byrne, (1999) is of the opinion that HRD is a function in an organization that provides
opportunities for an individual worker to improve current and future job performance, while
simultaneously best utilizing human capital in order to improve the efficiency of the
organization itself. Ideally, well-developed and well-implemented HRD systems are integral to
the o pa s st ategi pla a d e efit oth the e plo ee a d the o pa .
Dimensions of HRD in Historical Perspective
Werner and DeSimone (2006) described HRD as a function of HRM. (Swanson and Holton n.d)
asserted that it is easy to logically connect the origins of HRD to the history of humankind and
the training required to survive or advance. While HRD is a relatively new term, training—the
largest component of HRD—can be tracked back through the evolution of the human race.
Metcalfe and Rees (2005) also expressed by quoting many studies that HRD is relatively a new
field of a ade i stud a d the e is o ho oge eit i H‘D i telle tual i ui and
proliferation of global HRD. Research suggests that we should, at least, be starting to scratch the
surface of the many socio-cultural variations that shape HRD philosophies and practices.

39
According to Haslinda-b (2009) the origin of HRD was suggested to have started, in the USA
during the ad e t of the I dust ial ‘e olutio , i s. But so e ite s a gued that the
roots of HRD emerged in 1913 when Ford Motor started training its workers to produce mass
production in the assembly line.
Haslinda and Hiok (2009) by referring many studies narrated that researchers believe that the
debates are complicated by the beliefs and understanding of individual stakeholders and HRD
practitioners. Haslinda and Hiok are of the opinion that theorizing and modeling HRD worldwide
is a complex task and varies between countries. Although somewhat debatable, several studies
in both developed and developing countries have been undertaken to develop a descriptive
framework of HRD practices. These studies found that the nature and extent of HRD varies from
one country to another and is influenced by the economic, political, cultural, labor market and
educational systems of each individual country. In an attempt to explain human resource
development, numerous authors have debated the theoretical concepts of HRD, yet a distinctive
conceptual and theoretical identity has not been established.
Haslinda-a (2009) squeezing from many researches has concluded that most countries such as
Russia, Germany and Korea equate HRD with training and development (T&D) and the main
focus is on activities related to training. USA scholars have charted the intellectual history and
origin of HRD within human development (psychology and education) and human capital
(economics and management). In the United Kingdom scholars have highlighted the
importance of culture, leadership and organizational learning as components of HRD processes.
The terrain of HRD inquiry has thus perhaps always been multidisciplinary.
Jaishi (n.d) expressed that HRD has gained increasing application as a goal, and as a process in
the developmental field. As a goal it is equated with the development of human capacity and
up-lift of human aspirations. In terms of process, HRD involves activities related to education,
training, empowerment, awareness raising, skills enhancement, team building, community
mobilization and development, organization development, entrepreneurship development,
sensitization and conscientisation, human resources planning and policies. In the Indian concept
of H‘D e p essed i The Natio al Co ept of H‘D , edu atio a d ultu e o stitute the o e
of the strategy, however, it is not education in the narrow sense of schooling, but a broad
concept encompassing health, nutrition, employment, science & technology, equality and
special attention to weaker groups, education being used as an instrument of peoples
development and access to opportunities and facilities in all these areas.
Organizational Concepts of HRD
Livingstone and Raykov (2005) quoting some studies analyzed that with the current expansion of
the global economy and the fast-changing evolution of technology and innovation, organizations
are facing an ongoing need for employee learning and development. As knowledge increasingly
becomes a key factor for productivity, it has also become a currency for competitive success.
Understanding factors that contribute to organizational learning and the transfer of knowledge
to the workplace environment are essential to human resource development (HRD). The culture
and environment of an organization can influence the types and numbers of learning-related

40
events and employee job satisfaction as well as employee motivation to transmit newly
acquired knowledge to the workplace context.
(i) Organizational Narrow Concepts of HRD
Fisher (2005) declared HRD as one of the more moral management functions, which is intended
to help people to learn and develop.
David Weir a professor of Intercultural Management in France is of the view that HRD uses
training and development to identify, assure, and help to develop the key competencies that
enable individuals to perform current or future jobs with planned individual learning
accomplished through training, on-the-job learning, coaching or other means. HRD uses
organization development as a focus for assuring healthy inter- and intra-unit relationships and
helping groups to initiate and manage change by facilitating individuals and groups to effectively
impact on organization as a system. Haslinda-b (2009) Located the HRD by its functions and
expressed that the function of HRD is to provide learning, education and training to the human
resources selected and recruited.
(ii) Organizational Broader Concepts of HRD
Gulcin (2006) is of the opinion that HRD encompasses the broad set of activities that improve
the performance of the individual and teams. Schmidt and Kunzmann (2006) revealed in holisti
ie o hu a resour e de elop e t that HRD must be understood in a broad sense,
incorporating formal training, self-directed learning, informal and collaborative learning
activities.
Egan, et al (2004) expressed with reference to (Kuchinke, 1996) that HRD has extended beyond
a narrow concentration on training to include organizational and systems-level issues that
influence the development of broad skill sets, abilities, and knowledge associated with learning
in technical, social, and interpersonal areas.
Metcalfe & Rees (2005) expressed by extracting from many studies that management and
organizational writers have noted, the field of HRD has expanded beyond training and
development to include a strong connection to corporate strategy, individual responsibility for
learning, extension into team learning, incorporation of career development, an emphasis on
internal consultancy, organizational learning and knowledge management and the nurturing of
the intellectual capital of an enterprise.
Swanson and Holton (n.d) expressed that HRD is a process of developing and unleashing
expertise for the purpose of improving individual, team, work process, and organizational
s ste pe fo a e. H‘D effo ts t pi all take pla e u de the additio al a e s of t ai i g
a d de elop e t a d o ga izatio de elop e t as ell as u e ous othe titles. T o ajo
realms of practice take place within HRD. One is organization development (OD); the other is
training and development (T&D). OD focuses at the organization level and connects with
individuals, while T&D focuses on individuals and connects with the organization.
According to Schmidt and Kunzmann (2006) HRD must be understood in a broad sense,
incorporating formal training, self-directed learning, informal and collaborative learning
activities. The ontology should avoid an overly bias towards one of these forms, although it is

41
clear that formal training is much better understood than informal and collaborative learning
activities, which is still subject of major research activities.
Kumar (2005) expressed that HRD is not only training for operational skills but also includes
behavioral skills as it ultimately aims to create an enabling culture wherein the capabilities are
a ui ed, sha pe ed a d used
Purpose, Benefits and Importance of HRD
Haslinda-a (2009) expressed that behind the theoretical debates concerning the nature of HRD,
there is a set argument pertaining to purpose of HRD. The purposes of HRD are said to influence
the nature and extent of HRD activities being implemented. The purposes of HRD are centered
on learning and performance perspectives, both benefiting the individual and the interests of
shareholders. In a wider perspective, the purposes center on economic benefits, social benefits
and the ethics of HRD. These points indirectly suggest that a reconciliation of the purposes of
HRD centrally focus on training, development and learning within organizations for individual
development to achieve business strategies and for the development of organizational
competence.
Yussof and Kasim (2003) revealed that the role of HRD is crucial, in promoting and sustaining
growth and, HRD, in particular education and training, contributes significantly to economic
development in terms of increased worker productivity and income. The economy becomes
more productive, innovative and competitive through the existence of more skilled human
capability.
Swanson and Holton (n.d) asserted that organizations have been created by humankind and can
soar or crumble, and HRD is intricately connected to the fate of any organization. Human
expertise is developed and maximized through HRD processes and should be applied for the
mutual long-term and/or short-term benefits of the sponsoring organization and the individuals
involved
According to Rao, (1995) human resource development holds the key for economic
development by enabling people to become more productive, because economic development
depends upon level of industrial activity of production, which onward depends upon the
productivity of human resource. And Yussof and Kasim (2003) asserted that the quality of
human resources will determine the success or failure of any development effort, especially
concerning industrialization, adopting technical change and global market response. Viewed
from this perspective, HRD therefore requires special attention to complement changes in the
economic profile of the proposed growth regions.
As per India o ept e p essed i The Natio al Co ept of H‘D of de elop e t, it is ot
just about factories dams and roads, development is basically about people, the goal is the
people's material, cultural and spiritual fulfillment. So Jaishi (n.d) opined that the emerging
concept of HRD puts people at the center of development, because development is not only by
people, it is also for people. Thus human development, instead of stressing on the formation of
human capital for development, emphasizes on enlargi g people s hoi es i o de to i p o e
their quality of life.

42
Discussion and Conclusion
From the above literature it is revealed that HRD has different concept in MRM perspective than
integrated HRD as defined by Harbison and Myers in 1964 and elaborated by Khan and Khan
(2011). Definition of Harbison and Myers is very broad and useable in socio-economic
perspective as elaborated in diagram-1 and diagram-2. (Gray, yellow and green area of
diagram-2)
It is Concluded that HRD in organizational perspective is focused in narrow sense by its function
on learning, education, training and development to the human resources selected and
recruited to identify, assure, and help to develop the key competencies that enable individuals
to perform current or future jobs with planned individual learning accomplished through
training, on-the-job learning, coaching or other means (green area of diagram-2).
Whereas the scope of HRD in organizational perspective has broadened and extended beyond a
narrow concentration on training and development to include organizational and systems-level
issues that influence the development of broad skill sets including behavioral skills, abilities, and
knowledge associated with learning in technical, social, and interpersonal areas and also
expanded to include a strong connection to corporate strategy, individual responsibility for
learning, extension into team learning, incorporation of career development, an emphasis on
internal consultancy, organizational learning and knowledge management and the nurturing of
the intellectual capital of an enterprise, so HRD is a process of developing and unleashing
expertise for the purpose of improving individual, team, work process, and organizational
system performance. HRD along with education and training also involves activities related to,
empowerment, awareness raising, skills enhancement, team building, community mobilization
and development, organization development, entrepreneurship development, sensitization and
conscientisation, human resources planning and policies (yellow and green area of diagram-2).

43
Venn Diagram- 1 Showing Domains of Human Resource Development
Area of Human Resource Development
Source - Self constructed (Already used in Khan and khan, 2011)

44
Venn Diagram-2 Showing Relationship of Integrated and Organizational Concepts of HRD
Source - Self constructed
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