Blackwell Publishing Ltd.Oxford, UK and Malden, USAIJTDInternational Journal of Training and Development1360-3736Blackwell Publishing Ltd.

2005March 2005 13245ArticlesHuman resource development roles 9

in PRC

International Journal of Training and Development 9:1 ISSN 1360-3736

Human resource development roles in the Peoples Republic of China: investigation from seven provinces
Jinyu Xie
As Human Resource Development (HRD) is still emerging in China, this paper discusses HRD roles, required competencies, and outcomes. Role analysis is crucial to the professionalization and education of HRD. Using ASTDs HRD model as a reference, this study examines HRD roles across China. Results support the ASTD HRD roles model, and offer a useful prole of HRD roles in China.

Introduction
The competitive environment facing Chinese organizations has changed dramatically in recent years. HR departments have begun to receive signicant attention, and HRD roles are changing. New roles have emerged, and existing ones expanded. In larger corporations, HRD departments have developed, necessitating the process of HRD professionalization. Thus, the study of HRD roles has become crucial. Examination of HRD roles can assist in the process of HRD standardization and professionalization in China, promoting the healthy development of HRD. In general, a new occupation develops in four stages. The rst stage involves the centralization of different job tasks. The second stage is the differentiation of jobs; at this stage, the boundaries of the occupation are conrmed. The second stage also includes basic education on the occupation, preparing human resources for separation.
r Jinyu Xie, Professor of Human Resource Management, Department of International Business, Nankai University, Peoples Republic of China. Email: jinyuxie@hotmail.com. This article was sponsored by the Social Science Foundation of Education Ministry of China (01JA630057).
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The third stage involves the standardization of the occupation. This stage claries required competencies and desired results. The forth stage is the emergence and rapid development of the new occupation (Odenthal & Nijhof, 1996). The authors assert that the professionalization of HRD in China is in its second stage; at this point, role studies are critical. Role studies are very important to the development, training and professionalization of HRD (Nadler & Nadler, 1989; McLagan, 1989; Rothwell & Sredl, 2000). Some European countries have used the ASTD model to study their HRD situations, leading to practical role analysis results (Odenthal & Nijhof, 1996; Ginkel et al., 1997; Valkeavaara, 1998). Under the guidance of these studies, many developed countries have set a course to train their HRD professionals. Although there are many versions of ASTDs HRD roles model (the newest version comes in 2004; Davis et al., 2004), we choose McLagans 1989 version as our theoretical base. This version is already mature enough to guide HRD practice and education. We think this model ts the HRD professionalization development stage of present-day China. Since this is the rst HRD role study in China, we do not have any benchmark to compare with. So we used research carried out by Odenthal and Nijhof in Germany in 1995 which also used McLagans model for comparison purposes. This research is one of a number of HRD role studies carried out by Professor Wim Nijhof in Europe (Odenthal & Nijhof, 1996; Ginkel et al., 1997). Many countries were studied in this research (Belgium, UK, Italy, Finland, Germany and The Netherlands), but Germany might be a country that is more easily comparable to China.

Aims
This study used ASTDs HRD role model to analyse Chinese organizations, with three main aims. First, a clear understanding of the validity of the ASTD role model in Chinese organizations was necessary. In China, at present, there are no HRD role studies, and companies do not possess a clear understanding of the competencies, results, and tasks associated with different roles. If this study can conrm the validity of the ASTD role model in China, the standardization of HRD can begin. Second, the study aims to clarify job task boundaries for HRD professionals in current and future work environments. Finally, this research can assist in the professionalization of HRD, evaluation of competency structures, and adjustment of HRD training projects.

Methodology
This study collected basic information on HRD practitioners from various organizations in order to determine how many HRD roles were represented, and examine the results and competencies associated with different roles. The roles were then compared with those in the ASTD model and other European organizations. Ultimately, the study aims to promote further human resource development in China. China is a country of vast area and great dissimilarity. This makes it hard to perform systematic data collection across the country. Since there is no well organized national association of HRD practitioners in China, we cannot use those channels to collect data like many other HRD role studies do. So we chose to use the following method instead. The study used a questionnaire, modelled after the ASTD instrument. The questionnaire was distributed to HRD professionals in Hebei, Shangdong, Guangxi and Guandong provinces, and municipalities directly under the Central Government of Tianjin, Beijing and Shanghai. The study covered both developing and developed areas of China. In all seven provinces mentioned above, researchers handed out the instrument to three kind of responders: MBA students, trainees and conference attendees who were all HRD practitioners taking an HRD course or attending an HRD meeting, and each type of responder was limited to ten people in each province. The responders were randomly sampled. Then the researchers collected questionnaires on-site. The total number of questionnaires distributed was 201, 182 of which were returned. 174 34 International Journal of Training and Development
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proved valid (95.6%). If two empty blanks or logic conict between answers existed, the questionnaire was deemed invalid. The questionnaire contained three parts. The rst collected personal information on HRD professionals in Chinese organizations. The second part collected information on the organizations that HRD professionals worked for. The third part investigated basic HRD information, including role proles, output and competency data.

Results
Personal information of practitioners (Table 1, n = 174) Gender A total of 46.8% of the practitioners surveyed were female. This percentage of female HRD practitioners is much higher than for most European countries (17.4% in Germany, 29% in Ireland). In China, females tend to carry out traditional personnel work; personnel management is regarded as a kind of assistant work similar to logistics, which does not receive much attention in Chinese organizations. Age Most practitioners surveyed (63%) were between 25 and 34 years of age. The percentage of personnel below 25, and above 34, was 13.9% and 23.1%, respectively. This indicates that HRD work is being done primarily by educated and energetic young people. It can be deduced that Chinese HRD practitioners are not as experienced as their European counterparts, as China is still in the early stages of HRD. Education level The education level of Chinese HRD practitioners is very high; most (79.2%) have a bachelors degree or higher, and 31.8% have masters degrees. We can infer that there is a high entry threshold into the HRD eld in China, providing a sound talent pool for the rapid development of the profession. Qualication certicates Data on qualication certicates can provide information about the competence of practitioners. Only 22.9% of practitioners surveyed had national or industrial certificates in HRM. China does not yet have a qualication certicate system for HRD practitioners; a certicate system for the HRM domain was introduced a few years ago, but is not yet widely recognized. This means that HRD as a profession has not gained national recognition. Currently, the total population of HRD practitioners in China is comparatively small. As the eld develops, qualication certicates and education requirements should be introduced as thresholds to enter the profession. Company information (Table 2) Ownership of enterprises This study covered various types of organizations. State-owned companies accounted for 48.6%, foreign invested and joint venture companies for 27.7%, private companies for 14.5%, and other kinds of organizations for 9.2%. Industries The study covered a wide variety of industries. The public sector accounted for 7.0%, nance and insurance for 8.2%, and electrical and communication industries for 33.9%. Size The number of employees in the organizations surveyed ranged from fewer than 100 to more than 10,000. Organizations with fewer than 100 employees accounted for 24.6%, while those with between 100 and 499 accounted for 19.9%.
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Table 1: Personal information of practitioners (n = 174) (Chinese vs. German respondents) Chinese respondents Gender Male Female Total Missing Age <25 2534 3544 4554 >54 Total Missing Qualication certicate Yes No Total Missing Education level Higher secondary and lower Bachelor Master Doctor Total Missing Freq. 93 81 174 0 Freq. 24 109 28 12 1 174 0 Freq. 40 133 174 0 Freq. 37 80 55 2 174 0 % 53.2 46.8 100 % 13.9 63.0 15.6 6.9 0.6 100 % 22.9 77.1 100 % 20.8 46.2 31.8 1.2 100 German respondents Freq. 157 33 190 Freq. 33 68 59 190 Freq. 42 148 157 Freq. 66 122 2 190 % 82.6 17.4 100 % 17.6 35.8 46.9 100 % 22.1 77.9 100 % 34.7 64.2 1.1 100

Department carrying out HRD functions The name of the department taking on HRD functions varied according to the importance of HRD in each organization. Only two organizations surveyed had separate HRD departments (1.2%). Some organizations have a company university or training department that carries out HRD functions (10.5%). Most companies surveyed operate HRD functions from their HRM or Personnel Department (46.5%). Additionally, some organizations put HRD under the department of Personnel Management (11%). Prole of HRD practice Number of HRD positions Table 3 indicates that there are between one and ve HRD practitioners in most Chinese organizations (74.7%). Of course, this is related to the size of the organization. 36 International Journal of Training and Development
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Table 2: Company information (n = 174) (Chinese respondents) Ownership Freq. State owned Foreign invested Joint venture Private Others Total Missing 84 31 17 25 17 174 0 % 48.6 17.9 9.8 14.5 9.2 100 Public sector Finance and insurance Electrical and communication Medicine Aviation Retailing Other Total Missing Industry Freq. 12 14 59 6 3 1 79 174 0 % 7.0 8.2 33.9 3.5 1.8 0.6 45.0 100 <100 100499 500999 10004999 50009999 >10000 Total Missing Size (employees) Freq. 43 35 31 34 18 13 174 0 % 24.6 19.9 17.5 19.9 10.5 7.6 100

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Department carrying out HRD functions Department name HRM HRD Personnel Training Other Total Freq. 81 2 19 18 54 174 2 % 46.5 1.2 11.0 10.5 30.8 100

Position carrying out HRD tasks Position name Personnel managers Training managers Personnel supervisors Training supervisor Other Total Missing Freq. 34 3 36 33 67 174 0 % 19.3 1.8 20.5 19.3 39.2 100

Table 3: Prole of HRD practice (n = 174) (Chinese vs. German respondents) Chinese respondents Number of HRD positions 15 610 1020 >20 Total Missing HRD experience of practitioner Less than 1 year 14 years 59 years Over 9 years Total Missing Training time 14 days 59 days 1019 days 2029 days Over 30 days Total Missing Time spent on HRD activities <50% >50% Total Missing Freq. 128 18 14 14 174 0 Freq. 34 82 41 13 170 4 Freq. 34 47 47 15 31 174 0 Freq. 128 43 171 3 % 74.7 10.0 7.6 7.6 100 German respondents Freq. %

% 20.2 48.2 23.8 7.7 100 % 19.9 26.9 26.9 8.8 17.5 100 % 75.1 24.9 100

Freq. 3 30 66 91 190 Freq. 22 73 67 17 11 190 Freq. 59 124 183

% 1.6 15.8 34.7 47.9 100 % 11.6 38.4 35.3 8.9 5.8 100 % 32.2 67.8 100

Training time Table 3 shows that the time spent training by Chinese HRD practitioners varies from less than 4 days to more than 30 days per year. Most practitioners (53.8%) attend training for 5 to 19 days per year. A total of 19.9% spend less than 4 days per year, and 26.3% spend more than 19 days per year on training. Compared with statistical data from Germany, we see that most German HRD practitioners (73.7%) spend 519 days per year in training while only 11.6% spend less than 4 days per year. But there are fewer HRD practitioners spending more than 19 days per year on training (14.7%) compared with China. HRD experience of practitioners The experience level of Chinese HRD practitioners surveyed varied from less than one year (20.2%) to more than nine years (7.7%). Most participants (48.2%) had one to four 38 International Journal of Training and Development
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Table 4: Forms of HRD activities Chinese respondents (N = 174) Freq. Training Career development Organizational development Management development 163 46 91 85 % 93.7 26.4 52.3 48.9

years of experience. Compared with data from Germany, the most obvious difference between the two studies lies here. A total of 82.6% of German HRD practitioners have more than ve years of experience, compared to 31.5% in China. Time spent on HRD activities According to American and European standards, if a person spends 50% or more of their time on HRD duties, he or she is regarded as an HRD practitioner (McLagan, 1989; Rothwell & Sredl, 2000). In China, most HRD practitioners have not reached this level; fewer than one third spend more than half of their time on HRD duties. This may explain why most Chinese HRD practitioners take on many HRM duties, and some duties outside HRM as well. Forms of HRD activities Table 3 shows that most HRD practice in China takes the form of training (93.7%). Only a quarter of HRD practice is in the area of career development (26.4%); most Chinese organizations do not understand what career development is, or what can be done with career management. Half of the enterprises surveyed were using organizational development as a management tool. This indicates that some Chinese organizations have experience using human resource systems and mechanisms to develop human resources and improve efciency. Management development focused on developing the potential of different level managers has become one effective way that Chinese organizations increase their competence. Roles practised Respondents were asked to choose those roles that best corresponded to their jobs (from the McLagan roles). Results indicate that a limited number of roles are dominating Chinese jobs. The three most important roles were found to be Administrator, Strategic manager and Instructor/facilitator. Table 5, column 1 (roles practised) shows that top executives in half of the organizations surveyed practise roles related to HRD planning, monitoring and support from the perspective of organizational strategy (Strategic managers). In the majority of Chinese organizations (70.1%), the administrative role plays an important part in leading teams, coordinating departments and providing support for HRD projects and services. In the German survey, only 8% of respondents chose the Administrator role. This signicant difference may be due to poor HRD information systems and the low efciency of HRD staff in Chinese organizations. The role of Instructor/facilitator, confronting learners by providing information, popularizing learning experiences and organizing the discussion of teams, was also found to be important in Chinese organizations (47.1%). The high ratings of Administrator and Instructor/facilitator indicate that Chinese enterprises pay great attention to the delivery of HRD activities, but lack understanding of the importance of the roles of Need analyst (39.7%) and Evaluator (36.8%) which are crucial to ensuring the success of HRD activities. The survey revealed that most
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Table 5: Roles practised and roles thought to be important (N = 174) Roles practised Freq. Strategic managers Need analyst Organizational change agent Instructor/facilitator Administrator Evaluator Career development advisor HRD marketer Programme designer & materials developer Researcher 87 69 58 82 122 64 31 13 43 0 %. 50.0 39.7 33.3 47.1 70.1 36.8 17.8 7.5 24.7 Roles thought to be important Freq. 145 90 86 57 56 65 92 25 14 0 % 83.3 51.7 49.4 32.8 32.2 37.4 52.9 14.4 8.0

textbooks or courses were purchased, and little was self-developed. The poor ratings of the Programme designer & materials developer role (24.7%) may explain, to some extent, why HRD programmes and activities are under-valued in China. The role of HRD marketer was almost nonexistent in practice (7.5%), probably because very few Chinese companies provide HRD activities and services. Roles thought to be important Table 5, column 2 shows the roles considered important by Chinese HRD practitioners. A total of 83.3% of respondents felt that the role of Strategic manager was most important, indicating that practitioners recognize that HRD strategies play an important role in the survival of organizations. The role of Career development advisor only exists in a few organizations (17.8%), but was ranked as a very important role (52.9%). This is the biggest gap in the study between role practised and role thought to be important. This may be due to increased attention to individual value and career development. It seems that Chinese HRD practitioners realize the importance of career development, but are not sure what can or should be done about it. Roles such as Need analyst and Evaluator were taken relatively seriously. Less importance was placed on the role of Administrator (32.2%). Although Programme designer & materials developer is a weak role in practice (24.7%), Chinese HRD practitioners found it to be much less important (8%). A perspective on HRD as a process that requires scientic design is still lacking in Chinese organizations. Relationship between roles and competencies Questionnaires were analysed using the following mathematical methods. Mean value and standard deviation We formed a matrix of roles and competencies (see Table 6). Most practitioners practised more than one role. The role holders were asked to choose from the competencies they think important to fulll the work of the role. The relationship between roles and competencies from every valid questionnaire were accumulated to create a result matrix. The mean value and standard deviation of every line (competencies) and every array (roles) are shown (according to the result matrix) in Table 6. A comparison of mean values indicates that Chinese HRD practitioners ranked the following four competencies highest: Intellectual versatility (mean value 104.33), Observing/ 40 International Journal of Training and Development
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Table 6: Result matrix of the relationship between roles and competencies

Role/Competency matrix Strategic managers Need analyst Organizational change agent Instructor/ facilitator Administrator Evaluator Career development advisor HRD marketer Programme designer & materials developer Mean value Standard deviation

Competency Technical Adult learning understanding Competency identication skill Computer and MIS skill Performance observing skill Training and development theories and techniques understanding Business Cost-benet analysis skill Empowerment skill Industrial and organizational behaviour understanding Programme managing skill Interpersonal Feedback skill Group process skill Negotiation skill Questioning skill Relationship building skill Intellectual Observing, collecting and processing data and module building skill Intellectual versatility Self-recognition Imagination/prediction Mean value Standard deviation 66 80 50 83 58 72 132 73 105 77 46 87 55 87 59 138 85 93 56 113 40 79 96 85 48 48 79 73 121 60 83 118 49 86 105 66 67 70 52 72 128 97 125 47 125 76.33 91.56 76.00 80.22 79.67 34.99 20.86 24.97 24.68 27.75

129 117 131 84 57 121 83 85 96 91 148 87 141 94.83 29.73

78 31 100 65 102 63 52 106 74 136 118 67 80 85.06 27.69

92 64 127 79 74 100 76 84 90 106 133 69 105 85.17 23.32

35 30 74 55 96 93 76 61 90 91 63 77 52 76.56 26.90

78 110 94 108 96 127 121 64 122 71 101 80 63 87.94 25.01

73 18 84 56 103 65 50 81 43 105 96 66 55 70.89 25.29

37 25 85 52 99 48 78 58 93 86 104 97 106 78.28 26.92

68 39 88 73 85 77 89 45 105 98 85 69 84 74.00 17.24

29 21 60 49 71 33 36 46 29 118 91 61 84 69.44 36.86

68.78 50.56 93.67 69.00 87.00 80.78 73.44 70.00 82.44 100.22 104.33 74.78 85.56

31.80 38.17 23.09 19.14 16.26 32.03 25.10 20.31 29.51 18.99 25.63 11.56 28.45

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collecting/processing data and module building skill (100.22), Industrial and organizational behaviour understanding (93.67) and Competency identication skill (91.56). These rankings highlight the importance of intellectual ability for Chinese HRD practitioners. Interpersonal skills, which were rated high in the German survey (Odenthal & Nijhof, 1996), did not receive much attention in China. This may be because Chinese HRD practitioners do not fully understand the importance of going outside their departments to obtain support from top executives and line managers. While mean value rates importance, standard deviation indicates levels of centralization. Of the four skills above, the standard deviation of the Observing/collecting/ processing data and module building skill is small, while the standard deviation of Intellectual versatility is larger. This indicates a consistent recognition of the importance of observing/collecting/processing data and module building skills, and an inconsistent recognition of the importance of intellectual versatility. To clarify, practitioners found intellectual versatility to be very important for one role, but less important for others. 50%70% analytic method The 50%70% analytic method was used to verify the relationship between roles and competencies. To analyse the role/competency matrix conveniently, competencies mentioned more than 87 times by respondents (50% of the 174 qualied questionnaires) were marked (Table 7), as were competencies mentioned more than 121 times (70% of the 174 qualied questionnaires) (Table 8). For the role of Administrator, the most important competencies were found to be Group process skill, Negotiation skill and Relationship building skill (all interpersonal competencies). For the role of Strategic manager, the most important competencies were Intellectual versatility, Imagination/prediction, Industrial & organizational behaviour understanding, and Cost-benet analysis skill. For the role of Instructor/ facilitator, the most important competencies were Adult learning understanding and Training/development theories & techniques understanding (all technique competencies). Of the three roles, the standard deviation of Administrator is small, while that of Strategic manager is larger; respondents agreed on the competency requirements of administrators more so than on those of strategic managers. More than 50% of participants identied all 18 competencies, while 11 were identied by more than 70%. Of the competencies mentioned by more than 50%, ve were rated as important for more than ve different roles: Industrial & organizational behaviour understanding, Feedback skill, Relationship building skill, Observing/ collecting/processing data & module building skill, and Intellectual versatility. Of the competencies mentioned by more than 70% of respondents, three were identied as important for more than two roles: Adult learning understanding, Industrial & organizational behaviour understanding, and Intellectual versatility.

Conclusions
The results show a prole of HRD practitioners as a young male or female (half by chance) with less than 4 years experience in HRD, well educated, dealing with routine tries, working mostly under a reporting relationship to an HRM manager. The practitioner invests time in training to keep him or her prepared for HRD tasks. He or she also has non-HRD responsibilities, and spends even more time on those activities. The dominant HRD role he or she played is Administrator. There is no national vocational certication restricting him or her entering this job yet. HRD in China is still in the early stages of its development. One indication of this is the fact that training is still the dominant form of HRD in Chinese organizations. Most Chinese organizations do not have an HRD department. HRD has not yet gained recognition in Chinese organizations as a strategic tool. Among HRM activities, HRD does not receive enough attention, while performance appraisal and compensation management are recognized. Some Chinese practitioners express doubt about the importance of HRD as an independent discipline. Trainees and top executives doubt 42 International Journal of Training and Development
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Table 7: Result matrix of the relationship between roles and competencies (recognized by more than 50% of respondents)
Role/Competency matrix Strategic managers Need analyst Organizational change agent Instructor/ facilitator Administrator Evaluator Career development advisor HRD marketer Programme designer and materials developer

Competency Technical Adult learning understanding Competency identication skill Computer and MIS skill Performance observing skill Training and development theories and techniques understanding Business Cost-benet analysis skill Empowerment skill Industrial and organizational behaviour understanding Programme managing skill Interpersonal Feedback skill Group process skill Negotiation skill Questioning skill Relationship building skill Intellectual Observing, collecting and processing data and module building skill Intellectual versatility Self-recognition Imagination/prediction

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Note: indicates a competency chosen by more than 87 respondents.

Table 8: Result matrix of the relationship between roles and competencies (recognized by more than 70% of respondents)
Role/Competency matrix Strategic managers Need analyst Organizational change agent Instructor/ facilitator Administrator Evaluator Career development advisor HRD marketer Programme designer and materials developer

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Competency Technical Adult learning understanding Competency identication skill Computer and MIS skill Performance observing skill Training and development theories and techniques understanding Business Cost-benet analysis skill Empowerment skill Industrial and organizational behaviour understanding Programme managing skill Interpersonal Feedback skill Group process skill Negotiation skill Questioning skill Relationship building skill Intellectual Observing, collecting and processing data and module building skill Intellectual versatility Self-recognition Imagination/prediction

Note: indicates a competency chosen by more than 121 respondents.

the value of HRD, due to the lack of understanding and scientic design of HRD activities. The ASTD model is effective in a Chinese setting, and its application can help to promote the standardization of HRD work. But there are some differences in China. There are fewer HRD roles practised in Chinese organizations than in developed countries. For example, China does not recognize the roles of Researcher or Coach. The perceived importance of roles differs between China and developed countries, indicating differences in the perception of achievements and required qualications (as dened by cultural standards). Administrator, Strategic manager, and Instructor/ facilitator are the main roles practised in Chinese organizations. This differs from the results of most European studies; for example, the most important roles found by researchers there were Consultant of organizational change, Instructor/facilitator and HRD manager. HRD as an independent academic eld of learning has not yet gained national recognition in China. There is almost no place in the Chinese academic system for HRD which is placed in the quaternary level. There are no HRD degree programmes at Chinese colleges and universities. There is no HRD qualication certicate system in China. Although there are some journals with the words HRD or Training in the title, these are not devoted to academic research (Jinyu and Guocun, 2001). There are some limitations to this research. First, there is no national association of HRD practitioners in China, so systematic sampling is not possible; second, not all of China was covered in this research. Due to the limitations of the research, the results cannot be generalized. But this research might be useful as the foundation for subsequent studies in the PRC. Roles and competencies studies need to be studied over time to monitor any changes. This is especially true for China because HRD as a profession is still shaping itself at this stage, and we need a picture even if it is only a sketch. More detailed and extensive studies are needed; this study can act as a pilot study for them. Recommendations National and local governments should give more control of public polices on HRD. This can produce coordination and harmony between macro and micro HRD and between public and private HRD. A national vocational certicate restricting practitioner entering the HRD eld should be established. National polices encouraging HRD investment should be raised. HRD education and academic research should be given a higher priority and the dichotomy between the demand for and supply of high quality HRD professionals should be addressed. Facing more expensive labour costs and newly emerged blue-collar labour shortages in some areas, organizations should change their strategies from low cost to product or service differential. This can create further comparative advantages for Chinese enterprises over other developing countries. This change can produce an important position for HRD in organizations. More detailed and well designed HRD competencies models than those used in this paper should be carried out to guide the education and professionalization of HRD. Ten years ago, HRM as a profession was in the same position as HRD is now. But over the last ten years, HRM has grown into an established discipline at more than 150 Chinese universities and colleges. HRM is also now recognized in leading companies in China. Professional associations, journals and web sites for researchers and practitioners have emerged. Some Chinese practitioners have gained qualication certicates in the eld of HRM. These phenomena indicate that HRM has entered a mature stage of development. According to the law of development, we can boldly predict that HRD will experience similar growth in the next 10 years. References
Davis, P., Naufhton, J. and Rothwell, W. (2004), New roles and competencies for new profession, Training and Development, April, 2636.
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Ginkel, K., Mulder, M. and Nijhof, W. (1997), Role proles of HRD practitioners in the Netherlands, International Journal of Training and Development, 1, 1, 2233. Jinyu, X. and Guocun, W. (2001), International brieng 10: Training and Development in the Peoples Republic of China, International Journal of Training and Development, 5, 3, 22333. McLagan, P. (1989), The models. 4 vols. Alexandria, VA: The American Society for Training and Development. Nadler, L. and Nadler, Z. (1989), Developing human resources. San Francisco: Jossey-Bass. Odenthal, I. and Nijhof, W. (1996), HRD roles in Germany. DeLier: Academisch Boeken Centrum, De Lier. Rothwell, W. and Sredl, H. (2000), The ASTD reference guide to workplace learning and performance, 3rd edn. Amherst, MA: HRD Press. Valkeavaara, T. (1998), Human resource development roles and competencies in ve European countries, International Journal of Training and Development, 2, 3, 17189.

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