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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,

UNESCO, UNFPA, UNESCAP; regional bodies like ASEAN and SAARC; the South Commission; the Commonwealth Secretariat; international nongovernment 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 economies and 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 and their 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.

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 that create 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 or the 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

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 development is 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 than the 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 for continuing 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).

DIMENSIONS OF DEVELOPMEN teaching but still there is much difference between these two. Instructions meancommunication of information. Other persons and methods than teacher can dothis. For example different type of audio-visuals aids can guide the students. Thecorrespondence course and Open University may accomplish the task ofinstructions successfully through press and television. Actually

instructionaltechnology is based upon Hardware Approach. It includes teaching materialprepared on the basis of machine like tap recorder, record player, televisions andprojector etc. With the help of this, large groups of students may be providedwith the knowledge in minimum time and expenses. Thus, the instructional technology motivates learning process. The

instructionalmaterial is selected keeping in view the objectives. Simultaneously, variousmethods, techniques, strategies and audio-visual aids are used for presenting thelesson so that the objectives may be achieved in the end, the achievement of theobjective is evaluated if the objective is not achieved owing to any reason, thenagain the decision regarding any proposed change is taken so that the desiredchange in the pupils behavior may be brought about. Assumptionsof Instructional Technology 1. A pupils can learn according to his need and capacities. 2. A pupils can learn even in the absence of the teacher. 3. Reinforcement can be provided by using instruction continuously. 4. Learning objective can be achieved through instructional objectives. 5. The subject matter can be pan be divided into its various elements or sections and each Section can be taught this independently through this technology. Characteristics of Instructional Technology 22 1.It is helpful in achieving cognitive objectives. 2.It can meet the shortage of effective teachers. 3.With its help, the pupils can learn according needs and speed.

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.

TeachingTechnology
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. Functionsof a teacher in learningprocess The functions of the teacher as a manager into the following four steps: Human Resource Development 23 1. Planning 2. Organization 3. Leading 4. Controlling Planning:

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. Controlling: 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 predetermined 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. Formsof Instructional Technology 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

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. Instructional Technology-2 or SoftwareApproach: 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. Instructional Technology-3 or System Analysis:

System Analysis is also known as Management Technology has provided ascientific basis to the decision-making regarding the problems associated withadministration, 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 Personnel Management used in the popular press as well as by Industry experts. Whenever we hea these terms, we conjure images of efficient managers busily going about their work in glitzy offices. In this article, we look at the question what is HRM ? by giving a broad overview of the topic and introducing the readers to the practice of HRM in contemporar organizations. Though as with all popular perceptions, the above imagery has some validity, the fact remains that there is much more to the field of HRM and despite popular depictions of the same, the art and science of HRM is indeed complex. We have chose the term art and science as HRM is both the art of managing people by recourse to creative and innovative approaches; it is a science as well because of the precision and

rigorous application of theory that is required.

As outlined above, the process of defining HRM leads us to two different definitions. The first definition of HRM is that it is the process of managinHuman Resource Management Nature, Scope, Objectives And Function g people in organizations in a structured and thorough manner. This covers the fields of staffin (hiring people), retention of people, pay and perks setting and

management, performance management, change management and taking care of exits from the company to round off the activities. This is the traditional definition of HRM which leads some exper to define it as a modern version of the Personnel Management function that was used earlier. The second definition of HRM encompasses the management of people in organizations from a macro perspective i.e. managing people in the form of a collective relationship between management and employees. This approach focuses on the objectives and outcomes of the HRM function. What this means is that the HR function in contemporary organizations is concerned with the notions of people enabling, people development and a focus on making the employment relationship fulfilling for both the management and employees. These definitions emphasize the difference between Personnel Management as defined in the second paragraph and human resource management as described in the third paragraph. To put it in one sentence, personnel management is essentially workforce centered whereas human resource management is resource centered. The key difference is HRM in recent times is about fulfilling 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 and the practice as people management. In the 21st century organizations, the HR manager or the people manager is no longer seen as someone who takes care of the activities described in the traditional way. In fact, most organizations have different departments dealing with Staffing, Payroll, and Retention etc. Instead, the HR manager is responsible for managing employee expectations vis--vis the management 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 served as an introduction to HRM. We shall touch upon the other topics that this field covers 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,

attitudes, approaches and beliefs of the individuals involved in the affairs of the organization. It is the sum total or aggregate of inherent abilities, acquired knowledge and skills represented by the talents and aptitudes of the persons employed in the organization. The human resources are multidimensional in nature. From the national point of view, human resources may be defined as the knowledge, skills, creative abilities, talents and aptitudesobtained in the population; whereas from the viewpoint of the individual enterprise, they represent the total of the inherent abilities, acquired knowledge and skills as exemplified in the talents and aptitudes of its employees. Human Resource Management: Defined Human Resource Management has come to be recognized as an inherent part of management, 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 and programmes relating to human resources to optimize their contribution towards the realization of organizational objectives. In other words, HRM is concerned with getting better results with the collaboration of people. It is an integral but distinctive part of management, concerned with people at work and their relationships within the enterprise. HRM helps in attaining maximum individual development, desirable working relationship between employees and employers, employees and employees, and effective modeling of human resources as contrasted with physical resources. It is the recruitment, selection, development, utilization, compensation and motivation of human resources by the organization. Human Resource Management: Evolution The early part of the century saw a concern for improved efficiency through careful design of work. During the middle part of the century emphasis shifted to the employee's productivity. Recent decades have focused on increased concern for the quality of working life, total quality management and worker's participation in management. These three phases may be termed as welfare, development and empowerment. Human Resource Management: Nature Human Resource Management is a process of bringing people and organizations together 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.

It helps an organization meet its goals in the future by providing for competent and well-motivated employees. It tries to build and maintain cordial relations between people working at various levels in the organization. It is a multidisciplinary activity, utilizing knowledge and inputs drawn from psychology, economics, etc. Human Resource Management: Scope The scope of HRM is very wide: 1. Personnel aspect-This is concerned with manpower planning, recruitment, selection, placement, transfer, promotion, training and development, layoff and retrenchment, remuneration, incentives, productivity etc. 2. Welfare aspect-It deals with working conditions and amenities such as canteens, 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: Beliefs The Human Resource Management philosophy is based on the following beliefs: Human resource is the most important asset in the organization and can be developed and increased to an unlimited extent. A healthy climate with values of openness, enthusiasm, trust, mutuality and collaboration is essential for developing human resource. HRM can be planned and monitored in ways that are beneficial both to the individuals and the organization. Employees feel committed to their work and the organization, if the organization perpetuates a feeling of belongingness. Employees feel highly motivated if the organization provides for satisfaction of their basic and higher level needs. Employee commitment is increased with the opportunity to discover and use one's capabilities and potential in one's work. It is every manager's responsibility to ensure the development and utilisation of the 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 of individuals. 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.

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: Functions In order to achieve the above objectives, Human Resource Management 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 organization 14. 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 Factors In the 21st century HRM will be influenced by following factors, which will work as various 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 Vision On the basis of the various issues and challenges the following suggestions will be 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 that should give its focus on professional aspect and merit based selection.

2. In every decision-making process there should be given proper weightage to the aspect that employees are involved wherever possible. It will ultimately lead to sense of team spirit, team-work and inter-team collaboration. 3. Opportunity and comprehensive framework should be provided for full expression of employees' talents and manifest potentialities. 4. Networking skills of the organizations should be developed internally and externally as well as horizontally and vertically. 5. For performance appraisal of the employees emphasis should be given to 360 degree feedback which is based on the review by superiors, peers, subordinates as well as self-review. 6. 360 degree feedback will further lead to increased focus on customer services, creating of highly involved workforce, decreased hierarchies, avoiding discrimination and biases and identifying performance threshold. 7. More emphasis should be given to Total Quality Management. TQM will cover all 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 the employees are broadened as well as potentialities of the employees are increased for future job prospects. 9. For proper utilization of manpower in the organization the concept of six sigma of improving productivity should be intermingled in the HRM strategy. 10. The capacities of the employees should be assessed through potential appraisal for performing new roles and responsibilities. It should not be confined to 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 process and career planning should constitute the part of human resource planning. To conclude Human Resource Management should be linked with strategic goals and objectives in order to improve business performance and develop organizational cultures that foster innovation and flexibility. All the above futuristic visions coupled with strategic goals and objectives should be based on 3 H's of Heart, Head and Hand i.e., we should feel by Heart, think by Head and implement by Hand.

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